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Lindsey Finch

Date: Sept. 29/Oct. 1, 2015

C.T.s Signature_________________________
C.T.: Crystal Wicker
Time: 1:30-2:15pm

Subject: Language Arts

Specific Objective to Meet Goals


Students will be able to decipher between common nouns and proper nouns.
Students will be able to identify common nouns and proper nouns in everyday life.
Students will be able to apply common nouns and proper nouns to their writing.
Common Core Standard Grade 3 (Conventions of Standard English)
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Motivational Techniques
Students will interactively help fill in a common/proper noun chart on the white board.
Each student will receive tickets that may result in prizes based on their behavior.
Materials Needed
White board, writing utensils, worksheet, Language Arts book, quiz, tickets, lollipops
Procedure for the Lesson
Tuesday
- Students enter classroom, go to the restroom if needed, and clear everything off of
their desks. [5 minutes]
- Hand out tickets to each student and explain to them the significance of the tickets (If
they have tickets left by end of lesson, they will receive a prize. Bad behavior results
in the loss of a ticket) and instruct them not to touch them so they will not be
distracted by them. Students take out their Language Arts books. [5 mins]
- Explain the difference between common nouns and proper nouns and, as a class,
read the definition aloud. Do a few examples on the board [10 minutes]
- Direct students towards the Guided Practice section on page 86 of their books.
Students will volunteer to read aloud a question and answer it. Each question
consists of either a common noun or a proper noun and the student has to state
whether it is common or proper. [10 minutes]
- After making sure no student is confused thus far, make a chart on the whiteboard
with a common column and a proper column. Call on each student to give any
proper noun and any common noun they can think of, so as to make sure every
student understands the concept. [10 minutes]
- Direct students towards the More Practice section on page 87 of their books.
Students will volunteer to read aloud a question and answer it. Each question has full
sentence and every noun in the sentence is underlined. Students will state whether
each of the underlined nouns is common or proper [10 minutes]
- Briefly give examples from a certain section of the quiz (to be given Thursday)
because that specific part may be confusing to a few students. [3 minutes]
- Teacher helper will pass out a worksheet to everyone and students will work on it
quietly and raise their hands if they have any questions. When finished, students will
put worksheets in the Language Arts box. [15 minutes]

- Based on the amount of tickets each student has left at the end of the lesson,
determine if they are allowed a prize or not. Pass out prizes to deserving students. [3
minutes]
Thursday
- Review any common problems the students had from the worksheet given on
Tuesday. [5 minutes]
- Students will take the quiz and turn put it in the Language Arts box when finished.
[10-15 minutes]
Academic Language
Chart, common noun, proper noun, capitalization, quiz, worksheet
Assessment Methods
Include all students in examples and make them interact so by having to cooperate,
they will all pay attention and learn. Walk around while students are working on the
worksheets and recognize who needs help and what they are not understanding.
Individualize attention. Do they grasp the concept? Do they understand it well enough to
perform well on the quiz?
Evaluation of Field Experience Students Performance
This lesson went better than I expected. Every student enjoyed the concept the tickets/
prizes and that caused them to focus well, pay attention with full participation, and have
all eyes on the front of the classroom. My initial thoughts were If they shout out and
disrespect their normal teacher, what makes me think theyll listen to me? The students
proved me wrong and were on their best behavior. I made the worksheet that I had
them work on during class and many of them had trouble regarding what to actually do
on one of the sections. After multiple students asking me the same question, I stopped
the class and explained that section to all of them. Next time, I will go through each
section of the worksheet before they start working on it so they are not so confused.
Overall, they understood the concept and after I graded all the quizzes on Thursday,
they proved that to me. I am satisfied with the way it went and I look forward to
completing my next lesson plan.

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