English Language Arts, Expository Writing Unit



Parts of Speech Unit 1, Nouns, Lesson 4: Abstract Nouns and Concrete Nouns; Understanding the Difference, and Remembering that These Nouns, Too, Are Common and Proper Standards Met: This lesson is part of the English Language Arts, Parts of Speech Unit 1, Nouns, and meets the standards and activates the habits of mind delineated in that unit plan document. Big Ideas: concrete and abstract as mental models and concepts, nouns as names of ideas, emotions, and concepts, nouns as an integral (subject) part of sentences, subject/verb Agreement, common and proper nouns, stylish, cogent writing This lesson aims to aid students in developing their own understanding of the difference between abstract and concrete nouns, and to use these types of noun in terms of capitalization, punctuation, and subject/verb agreement. This lesson activates prior knowledge of nouns as names of things, subject/verb agreement, common and proper nouns, collective nouns, and the noun as an integral part of grammatically complete and correct sentences. Students will be able to distinguish between abstract and concrete nouns, and be able to use them in composing complete, grammatical sentences.Classroom Aim: What is a concrete noun? What is an abstract noun? What is the difference between concrete and abstract nouns?Do Now: Everyday Edit: The Empire StateClass Work: Guided inquiry using Teacher-made concrete and abstract nouns worksheet (Nouns Worksheet 3 in a three-part scaffold, which calls upon students: 1. To analyze a list of concrete of abstract and concrete nouns, organized as a table, and decide which is abstract and which is concrete; 2. To apply knowledge of concrete and abstract nouns to complete a series of sentences with cloze blanks; 3. To compose six sentences, as independent practice, with clearly identified abstract or concrete nouns (three sentences for each type of noun).Independent Practice: Compose six sentences demonstrating your understanding of the difference between a concrete and an abstract noun.Methods and Materials: This lesson uses formal guided inquiry as its method of delivery—in this case a reading passage in which students will identify all the nouns. However, students will be required, as independent practice (i.e. homework) to compose six sentences “from the ground up” using nouns as the subjects of sentences to demonstrate their understanding of these words’ correct use. This lesson is presented as a highly structured guided inquiry. Therefore, it is designed to meet the needs of struggling and/or alienated students who deal with impediments to learning, including low levels of reading and writing ability, attention deficits, executive function weakness, or a variety of other behavioral and cognitive impairments and disabilities. Therefore, this lesson may have as many as four different versions of its do-now exercises, and scaffolded worksheets, edited for students’ reading ability. While this lesson addresses a skill necessary to achievement in the English language arts curriculum, its general focus is on enhancing students’ overall literacy and facility with language This lesson’s particular focus is to address difficulties in writing, particularly at the level of the grammatically complete expository sentence, by teaching syntax, grammar, and style synthetically. Please see Parts of Speech Unit 1: Nouns Unit Plan for a fuller exposition of the students this lesson is meant to serve and its methods in meeting their needs.Need for Lesson: ELA POS UP1N LP4*lp; ELA POS UP1N LP4*dn; ELA POS UP1N LP4*ws; ELA POS UP1N LP4*wstcKey Points and Connections:Nota bene the words for cloze exercises from the previous lesson on collective nouns, to wit: B, C, Emphasize that, in general, concrete nouns name things that a person can experience with his or her five senses, whereas abstract nouns name ideas, concepts, emotions—i.e. things that are experience with the mind.Some Essential Questions: What is the difference between concrete and abstract thought?Why do we use the terms concrete and abstract to describe these kinds of nouns? (Senses)What are our five senses?Next Lesson: Parts of Speech Unit 1, Nouns, Lesson 5: Who Is Doing What? The Noun as the Subject of a SentenceParts of Speech Unit 1, Nouns, Lesson 4: Abstract Nouns and Concrete Nouns; Understanding the Difference, and Remembering that These Nouns, Too, Are Common and Proper, Lesson Plan Summary Classroom Aim: What is a concrete noun? What is an abstract noun? What is the difference between concrete and abstract nouns?Need for Lesson: ELA POS UP1N LP4*lp; ELA POS UP1N LP4*dn; ELA POS UP1N LP4*ws; ELA POS UP1N LP4*wstcKey Points and Connections:Nota bene the words for cloze exercises from the previous unit.Emphasize that, in general, concrete nouns name things that a person can experience with his or her five senses, whereas abstract nouns name ideas, concepts, emotions—i.e. things that are experience with the mind.Some Essential Questions: What is the difference between concrete and abstract thought?Why do we use the terms concrete and abstract to describe these kinds of nouns? (Senses)What are our five senses? ................
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