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Nouns
by Elaine Ernst Schneider
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Grammar :
Nouns,
Pronouns &
Verbs
by Richard Caudle,
Brad Caudle
Nouns &
Pronouns
(Straight
Forward... by
Kathy Kifer
(Illustrator), S.
Harold Collins
entities.
Nouns can be proper or common.
Nouns that begin with a capital letter are proper nouns.
They have a specific name or title and refer to a particular
person, place, thing, or idea. Common nouns do not begin
with capital letters because they are less specific.
Here is a comparison: Common nouns are country,
language, mother, brother, teacher, pastor.
Those same nouns as Proper nouns might be England,
German, Mother Theresa, Sammy, Ms. Holstrom,
Pastor Hill.
Nouns of address
This is a noun used to call upon a person for his or her
attention. It can be the person's name or the name by
which he or she is known. Here are some examples:
Cindy, why are you here? (Noun of direct address is
Cindy)
Mom, please help me. (Mom)
I didn't understand, Judge, that I had to tell the truth.
(Judge)
Don't you dare leave this room, Kelly! (Kelly)
Nouns of direct address are "set off" by commas. This
means that if the
noun of direct address comes at the first of the sentence, it
is
followed by a comma as in the first two examples. If the
noun of direct
address is in the middle of the sentence, put commas
before and after.
If the noun of direct address is at the end of the sentence,
put the
comma before it.
___________
2. Two friends water-skied on Lake Erie.
__________ ______________
3. The twins, who are from the large city of Houston, are
vacationing in Canada all next month.
_________ _________ _________
_________ __________
4. The teacher asked the student to report on the country
of France.
__________ __________ __________
__________
5. The address on the envelope clearly read Mexico.
__________ __________ __________
6. The witness's story was about a man fleeing from a
building.
__________ __________ __________
7. The factory blew into a thousand pieces.
__________ __________
8. Mary was so excited that she ran all the way home.
__________ __________
9. The journal by Hemingway was found after his death.
__________ __________ __________
10. Tractors are good for farming and also for young boys
and girls who want to practice their driving skills.
__________ __________ _________
__________ __________
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..
LANGUAG
E ARTS
LESSON:
PARTS OF
SPEECH :
NOUN
Objective
s
Stud
ents
will
be
able
to
defin
e
differ
ent
.
Home
types
of
noun
sinclu
ding
prop
er
noun
s,
pron
ouns,
singu
lar
and
plura
l
noun
s.
Stud
ents
will
be
able
to
ident
ify
noun
s in a
sent
ence
Suggeste
d Grades:
3rd Grade 4th Grade
Pronouns
Pronouns are words that can take the place of
nouns. When talking about yourself, you would
say "me" or "I" instead of your own name.
Examples of pronouns:
I
she
me
it
he
they
Wrong: Heidi called Kyle to ask Kyle if Kyle
could meet Heidi at the park. (This sentence
doesn't make sense - no pronouns.)
Correct: Heidi called Kyle to ask him if he could
meet her at the park. (Substitutes the pronouns
him and he for Kyle, and her for Heidi.)
Singular and Plural Nouns
Singular nouns are nouns that name one
person, one place or one thing.
Example:
cup
dog
toy
Plural nouns are nouns that name more than
one person, place, or thing.
Example:
cups
dogs
toys
To change most nouns from singular to plural,
add the letter s. But for nouns that end in
ch, sh, or x, add -es to show more than one.
Singular
bus
dish
box
bench
Plural
buses
dishes
boxes
benches
Some plural nouns have to be spelled in a new
way:
Singular
goose
child
man
person
Plural
geese
children
men
people
Teachers: Write these example sentences on
the board. Then have students try to identify
the nouns, as well as tell what type of noun it
is.
Example 1
Bill and Bob drove their car to Chicago. They
were tired.
(Bill, Bob, Chicago - singular, proper nouns.
They - pronoun)
Example 2
Disneyland, in California, is her favorite place to
visit.
(Disneyland, California = singular, proper
nouns.)
Example 3
She lives near the Atlantic Ocean.
(She = singular, pronoun. Atlantic Ocean =
proper noun.)
..
Students will write sentences using the ideas from class discussions.
Materials:
5 different tactile surfaces that can be glued on (cotton ball, sand paper, a penny, soft
cloth, egg shell, whatever you can think of!). Make group boxes of these objects for
students to share.
Glue
Objects falling under the various forms of nouns with different textures.
Anticipatory Set:
Pass around objects that vary in texture and fall under the various forms of nouns among the
students. Ask the students what is it? Write the word What on the left side of the board.
Encourage them to only answer with a noun (do not use the word noun at this point, though).
Once answers are more consistently nouns, ask them to describe the objects. Once again, write
Describe on the right side of the board, while encouraging them to only use adjectives (do not
use the word adjective at this point).
Tell the students that they will be learning about "what" words and "describing" words today. We
will be learning that What words are nouns and Describing words are adjectives.
Procedure:
Under What on the board write, noun, under Describe, write adjective.
Using the objects that you passed around to the students, place one under the noun side of
your giant chart. Ask them to remember the words they used to describe it.
Using the magnets or objects, place it beside the object on the adjective side.
Do this repeatedly using the words noun and adjective as much as possible. Ex. next to
the picture of a sweatshirt, put the cotton ball for soft. The definition is in the visual, so
emphasis on the words will drive that home without overwhelming students.
Pass around a chart to each student, including the paper with all of the pictures. Ask them
to cut out the pictures or have them already cut.
Put the students in a group so that they share one box of objects that work as adjectives.
Make sure there are enough for each student to use one of each to describe their picture.
Each student is working alone, but is being supported by his/her peers.
After gluing pictures and objects to the page in the correct spots, have them write a single
word describing each right underneath their picture or object.
Have each child write a sentence about one line (The dog is soft.) at the bottom of the
paper. Have them underline the noun in blue and the adjective in red.
When complete, have the students glue the chart on construction paper so that they may
use it as a reference as you explore the parts of speech more in depth.
*This lesson can be made more difficult, by having each individual do it alone or using only
objects without a chart. At younger grades, some students will not be able to write sentences on
their own or may need assistance.
Assessment:
Students will identify both noun and adjective through their chart, their single word, sentence,
and underlining each correctly.
*Standards for the English Language Arts, by the International Reading Association and the
National Council of Teachers of English, Copyright 1996 by the International Reading
Association and the National Council of Teachers of English. Reprinted with permission.