1

Noun and Verb Direct Instruction Lesson

Ebony Wright
College of Southern Nevada
EDU 220: Psychology of Learning
Dr. Ce Isbell
10-18-20
 2

Class Description: 2nd grade class of 20 students, ten typical peers, five students with

reading dyslexia, one with writing dysgraphia and four gifted

learners.

Teacher: Miss Ebony Wright

Lesson Title: What are some parts of speech?

Subject/Skill: Nouns, verbs, and sentence structure

General Goal: Students will know how to formulate sentences, all 8 parts of speech, be

able to recognize each part, and understand how they are used in a

sentence.

Specific Objective: Students will learn what nouns and verbs are, be able to describe them and

how they are incorporated into sentence structure.

Materials: Flashcards, (provided by the teacher) paper and pencil

and some assistive technology.

Anticipatory Set: In groups, the students will categorize the flashcards, analyze sentence

structure, and form pictorial sentences. After doing this

successfully, they will independently write sentences and describe the

parts of speech in them.

Modifications: For most of the children with disabilities and the (ESL) students, they will

use the flash cards during the instruction and are only required

to learn and write half the amount of words and sentences

the typical peers do. The students with writing dysgraphia will use text

to speech assistive technology, for reading dyslexia they will work

with the same printed out graph that I drew on the board and write their
 3

sentence in the graph (I will observe if further modification is

necessary). As for gifted learners and any student who complete the

assignment early, they will have computer time and will be allowed

look up an approved subject of their choice to watch, read, or write

about.

Assessment: Throughout the lesson, I will ask key questions and review often. For

children with disabilities, Both co-teacher and paraprofessional

will walk around to help students and the co-teachers will assess them

privately. Each set of students will be assessed according to

their benchmark and or IEP goals with a verbal, pictorial or

written test/assessment by the end of class.

Behavior: Initially, I will use a variety of influence techniques. I will make sure the

student is aware of the inappropriate behavior and ignore it. If the

behavior becomes problematic, further action/conversation

may be required.

Knowledge: After this lesson, students will know what noun and verbs are with 85%

accuracy.

Comprehension: After demonstrating a verb, learning what nouns are, and the teacher

assisted graphing of sentences on the board, the students will be

able to describe nouns and verbs with 85% accuracy in a sentence.

Apply: Working in group, the students will categorize the flashcard with 90%

accuracy.
 4

Analyze: After categorizing, the student will compare the differences between

nouns and verbs.

Create: After the discussion and group activity, the students will write and use

pictures to make several of their own sentences with 95%

accuracy.

Evaluate: Once the students form their own sentences, they will be able to evaluate

sentences structure, noting if a verb or a noun is needed.

Direct Noun and Verb Lesson

Prerequisite/Orientation

Miss Wright: Hello class, I hope everyone had a great weekend and is geared up to learn. Can

anyone tell me what we learned last week by show of hands. Yes, Isa

Isa: Yes, Miss Wright, we learn about articles.

Miss Wright: Correct Isa, thank you. Does anyone remember what they are? Raise your hands

to answer. Brian, what are articles?

Brian: They are the words, a, an, and the.

Miss Wright: Good Brian, can someone tell the class what articles do? Yes, Jose, what do

articles do?

Jose: They usually point out people, places, and things.

Miss Wright: Correct again!

Miss Wright: Does anyone have questions on last week’s lesson? (student looks apprehensive)

Quanisha, do you have a question about anything?

Quanisha: No.

Miss Wright:
 5

(student still seems doubtful so I will recap) OK class, articles are the words, a, an, and the.

These words can start in the beginning of a sentence and usually point out a person, place, or

thing. Some examples of how article are used is (writing on the board) “A pig sat.”, “The cow

jumped.”, or “An elephant ran.”

Anticipatory set

Now that we have gone over last week’s lesson, this week we are going to build on that and learn

two parts of speech, nouns, and verbs. We will be learning what nouns and verbs are. Then, we

will use flashcards to separate and discuss the differences and learn to use them in a sentence.

Everyone will know what and where the nouns and verbs are in a sentence, be able to decide if a

sentence needs a noun or a verb, form their own three-word sentences and describe what part of

speech each word is. These are the basic component of a sentence. Once everyone has learned

what these components are and how to use them, you will have the skill to write three-word

sentence and the ability to write bigger sentences as we progress.

Miss Wright: Let us get started. Remember what an article points out. (Chad raises his hand)

yes chad.

Chad: They point out a person, place, or thing.

Miss Wright: Correct! This is going to be any easy lesson for everyone! Say it with me as I

write it on the board.

Class: Person, place, or thing! (loudly)

Miss Wright: There is a name for this, can anyone guess what that might be? Yes Nia.

Nia: Umm… words!

Miss Wright: I am sorry Nia that is not it, out of the two, noun or verb, do you want to try again.
 6

Nia: Yes.

Miss Wright: OK Nia what are they nouns or verbs.

Nia: I think they are nouns.

Miss Wright: You are correct Nia! (with excitement) since we talked about a person, place, or

thing last week, we all know what they are and can put a name to it this week. Everyone say it

with me.

Class: A noun a is person, place, or thing!

Miss Wright: Raise your hand and tell the class some things that are nouns. Iman

Iman: Me!

Miss Wright: You are correct! Chad can you tell me more examples of nouns.

Chad: The chair, the desk, America…

Miss Wright: You are exactly right and great for mentioning America. It is a place and also a

noun good job. Now that we know what an article and noun is it is time to examine verbs. Will

someone come up and demonstrate for me. Great! Isa, would you like to do a few jumping jacks

for me.

Isa: Yes!

Miss Wright: Come on up and go right ahead. (Isa starts jumping) you can stop whenever you

want. Class what is Isa doing?

Class: Jumping!

Miss Wright: Correct, what part of speech could this be! There is only one of the two left!

Class: Verb!

Miss Wright: Yes, a verb is an action word. Everyone think of a verb and on the count of three

act it out by your desk? Alright! Iman is dancing, Nia is marching, Brian is drumming, Quanisha
 7

is jogging in place and Chad is blinking his eyes. Perfect displays of verbs, thanks everyone!

There are many verbs can anyone think of more, yes, Brian.

Brian: Sit, sing, and play.

Miss Wright: Correct great. Does anyone have any questions about what a noun and a verb is.

No, alright.

Grouping Structure

Now, everyone get into your four groups of five for this week and I will give each group

flashcards with an article written on them and pictures of verbs and nouns. Your job is to sort

them according to what they are. You have one minute to finish. We will rotate cards and do this

four times. (everyone goes back to their individual seating at the end of the lesson for

independent practice and evaluation) Alright guys I hope that was fun. Let us go over everything.

Now last week we learned that an article is a word that usually points out… What do we know

this to be now?

Class: Nouns!

Miss Wright: Correct, and what are nouns?

Class: a person place or thing

Miss Wright: and articles are the words let say it together.

Class: a, an, and the!

Miss Wright: good, lastly verb, what do we know about verbs?

Class: they are action words.

Miss Wright: Right can we name some? (I begin to write in red on the board) say them out loud,

run, walk, sit, sing, and dance. Now we have almost all the tools to write a sentence. I will show

everyone what to do on the board.

 8

Modeling/Conducting Learning

Chad give me an article.

Chad: The

Miss Wright: Thank you, (I write it on the board) Ok, Isa give me a noun.

Isa: Cow

Miss Wright: Thank you, (I write it on the board) Ok, Quanisha, give me a verb.

Quanisha: ran.

Miss Wright: Thank you, (I write it on the board) Ok class now we have the basic parts to a

sentence. (written like this, the cow ran) Ok class for now, I need everyone to capitalize the first

letter of the sentence and put a dot, which we will call period, at the end. I will explain why we

do this in the next lesson but for now, capitalize only the first letter of the sentence and put a

period at the end of your three-word sentence. Now the sentence will look like this (writing on

the board, The cow ran.) Everyone see how the “T” is capitalized in the beginning and the (.) is

at the end.

Class: yes

Miss Wright: Now I will make a chart to make it easier to see the sentences progress. Alright

class. I would like everyone’s sentences to look like these. With the first word being an article

that begins with a capital letter. Then, a noun and last a verb. Does anyone know what is missing

in the chart?

Yes Isa, do you know what is missing.

Isa: Yes, a period at the end,

Miss Wright: Absolutely, thank you Isa. So when you wright your sentences they will look

similar to this: The boy left. Everybody read out loud the next two.
 9

Class: An owl flew. A cat ran.

Miss Wright: Good job everyone.

ARTICLE NOUN VERB

The boy left
An owl flew
A cat ran

Miss Wright: Ok that is exactly how I want your sentences to look. Let us practice a little more

and then everyone can go back to their seat and write some sentences on their own. I will walk

around to see if anyone needs help.

Closure

Now that everyone knows how to form correct three-word sentences we will re- evaluate what a

sentence should look like. Every sentence needs a noun, a verb, and an article with a capital letter

in the beginning of the first word and a period at the end of the sentence which we will be

learning about next. Brian is this a correct sentence (writing, The ran cow.)

Brian: No.

Miss Wright: Correct Brian, it is not in the incorrect order. What about this (the cow ran) Ok

Iman.

Iman: No.

Miss Wright: Good Iman anybody know why this is incorrect. Yes, Nia

Nia: Because the “T” is not capitalized and there is no period at the end.
 10

Miss Wright: Right Nia, does anybody have a question about what we learned today. No,

alright. I told you guys this will be an easy lesson! I am so proud of all of you!

Independent student practice

Now, I will pass out the work sheet (for typical peers, special needs may have other instruction)

and you have the rest of the class to finish it. I will be walking around to help. If you have any

questions do not hesitate to ask and please turn in your assignment as you leave thanks everyone.

Closure:

This lesson teaches students what nouns and verbs are, the differences between them and

where they belong in a sentence. Students will learn all the parts of speech and are developing

the basic sentence structure guidelines to write and understand more complex sentences in the

future.
11