Sophie Bowie

Lesson Plan Information

Subject/Course: English Language Arts

Grade Level: Cycle 2, Grade 3

Date: March 14th, 2017

Topic: Common nouns, proper nouns, and pronouns

Length of Period: 45 minutes

Expectation(s)

Students will participate in the class discussion.

Students will raise their hands if they have questions.

Students will complete the worksheets individually.

Students will respect their peers.

Objectives

Today learners will:

Be able to identify the definitions of common nouns, proper nouns, and pronouns.

Be able to identify common nouns, proper nouns, and pronouns in a sentence and/or

paragraph.

Be able to think of common nouns, proper nouns, and pronouns and then correctly place

them in a sentence.

Be able to create sentences whilst actively thinking of the specific common nouns, proper

nouns, and pronouns that they want to use.

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QEP Competencies

Subject-Specific Competencies:

English Language Arts:

Competency 1: To read and listen to literary, popular and information-based texts. Students

will demonstrate this competency by reading the excerpt from Harry Potter and picking apart

the grammar within it.

Competency 4: To use language to communicate and learn. Students will demonstrate this

competency as they participate in class discussions, analyze the Harry Potter excerpt, and

complete their worksheets.

Cross-Curricular Competencies:

Competency 1: Exercises critical judgement. Students will demonstrate this competency as

they analyze the Harry Potter excerpt and complete their worksheets, seeing as they will

have to put theory into practice in terms of the grammatical skills they have learned over the

course of the lesson.

Competency 2: Organized his/her work. Students will demonstrate this competency by

helping to organize the PDF presentation on the Smartboard as we work as a class to analyze

the Harry Potter excerpt, as well as when they complete their worksheets.

Competency 3: Communicates effectively. Students will demonstrate this competency by

always speaking respectfully to everyone around them. Students will also be required to

communicate effectively during class discussions, in addition to when they complete their

worksheets.

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Professional Competencies:

Competency 1: To act as a professional who is inheritor, critic and interpreter of knowledge

or culture when teaching students. Interpreting knowledge is important, especially when it

comes to something as obscure as English grammar rules. Thus in this lesson, it is my job to

help determine if a word is actually an common nouns, proper nouns, and pronouns or even

if it is something else entirely.

Competency 2: To communicate clearly in the language of instruction, both orally and in

writing, using correct grammar, in various contexts related to teaching. Communicating

clearly in the language of instruction is key when teaching a class, and must be present at all

times.

Competency 3: To develop teaching/learning situations that are appropriate to the students

concerned and the subject content with a view to developing the competencies targeted in the

programs of study. The English Language Arts competencies were kept clearly in mind when

I was planning this lesson, and I know that my students are in need of knowing the

differences between the plethora of words in a sentence.

Competency 4: To pilot teaching/learning situations that are appropriate to the students

concerned and to the subject content with a view to developing the competencies targeted in

the programs of study. Once again, the English Language Arts competencies come into play

during the execution of this lesson.

Competency 5: To evaluate student progress in learning the subject content and mastering the

related competencies. Evaluation for this lesson, although formative, is nevertheless

important to help me gain an understanding of where my students are when it comes to this

concept. By seeing who participates in class and who properly completes their worksheets, I

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am able to better navigate the classroom in terms of who is understanding the concept and

who is not.

Competency 6: To plan, organize and supervise a class in such a way as to promote students

learning and social development.

Competency 7: To adapt his or her teaching to the needs and characteristics of students with

learning disabilities, social maladjustments or handicaps.

Competency 8: To integrate information and communications technologies (ICT) in the

preparation and delivery of teaching/learning activities and for instructional management and

professional development purposes.

Competency 10: To cooperate with members of the teaching team in carrying out tasks

involving the development and evaluation of the competencies targeted in the programs of

study, taking into account the students concerned.

Competency 11: To engage in professional development individually and with others.

Competency 12: To demonstrate ethical and responsible professional behaviour in the

performance of his or her duties.

Materials

Smartboard

PDF presentation on common nouns, proper nouns, and pronouns

Common nouns, proper nouns, and pronouns worksheet booklets (one per student)

Pencils and erasers (one per student)

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Lesson

Introduction:

1. Ask students if they have ever heard of the word noun before. If so, where did they hear

it? What do they think it means? Have a small class discussion to see what the students

already know.

Middle:

2. Open up the PDF and reveal the definition of common nouns and ask students if they can

think of any. Have students come up to the board to write them down.

3. Before moving on to the next step, ask the students if they have any questions.

4. Repeat steps 2-3 for proper nouns and pronouns.

5. Move on to the next slide and read the passage from Harry Potter to the students. Ask the

students to pick out the common nouns that they see within the passage. If the student is

correct, circle the common nouns in red. If the student is incorrect, ask the rest of the

class if they think he/she is correct, and to explain why or why not. Go through the entire

excerpt and circle all of the common nouns.

6. Repeat step 6 for proper nouns (which should be circled in blue) and pronouns (which

should be circled in green).

Conclusion:

7. Pass out the worksheet booklets and go through them with the students. Ask them if they

have any questions, and then circulate around the room whilst they work to scaffold when

needed.

Assessment / Evaluation

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Formative evaluation

Formative evaluation will be done by taking note of who was or was not paying attention

and/or participating during the lesson, as well as by looking at the completed worksheets and

seeing who got some of the answers wrong. Those who had mistakes will have a chance to

take their worksheets home to correct them for homework.

Differentiation and Inclusion

Students who end up finishing their worksheets early can finish any incomplete class work

that they have yet to finish.

Students whose IEPs call for more time shall receive it.

Any and all other accommodations and/or modifications will be made according to students

IEPs.

Students who are really having trouble with the questions will be walked through them and

helped more closely.

My Reflections on the Lesson

Were students engaged and participating throughout the lesson?

Was the time frame sufficient?

Were the students able to correctly pick out the common nouns, proper nouns, and pronouns

in the PDF presentation?

Were the students able to complete the worksheets?

Did the students have any comments on how the lesson went?

References

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Quebec Education Program. (2001). Gouvernement du Qubec Ministre de lducation.