Instructional Synopsis-

Language Objective: Students will use short E nouns, sight words, and feeling words to answer
who, where, and how questions.
Content Objective: Students will answer questions about a text on their instructional reading
level.
Lesson Objective: Students will identify that nouns are a person, place, or thing.

Prior Knowledge:
 The teacher will review that the letter E can make two sounds by modeling with the
words “red” and “see.”
 Students will then practice speaking the 8 new short E nouns they learned during the
previous day.
 The teacher will provide students with visual examples showing that nouns are a person,
place, or thing with translations in their native languages.

Key Vocabulary Terms:

 Who
 What
 How
 Where
 Noun

Materials:
 Google slides
 Text “All Set in the Pen”
 Vocabulary & Sight Word Cards
 Independent Work Packet
 Self-Assessment Rubric
 Newcomer Work Board for Independent Work
 Nouns Worksheet

Lesson Procedures:
 This is the second and final lesson for the story “All Set in the Pen.”
 Students will practice identifying different nouns in each page of the story with the
teacher.
  An interdisciplinary connection to what they learned yesterday will be made; eight short
E nouns.
 Students will be shown the language objective and content objective.
 Students will discuss that nouns are words used in our everyday communication.
 The teacher will show the front of the book and ask the students what the title of the story
is and who the author of the story is.
 The students will begin reading and take turns reading every other page.
 Each time a student comes across a noun, the other students will put a thumbs up and the
reader will choose a classmate to share what the noun is, and if it is a person, place, or
thing.
 Each student will have several turns identifying a noun as well as if it is a person, place,
or thing. This will familiarize students with the concept of nouns, how often we use them
in the English language, and then apply this to their own English proficiency skills.
 After reading, students will be given six questions to answer. There will be two of each
type of question: “who” “where” and “how.” The teacher will have one student read the
question and the other student answer the question. The students will take turns and
switch roles for each question.
 As students create responses to these questions, they will write down the noun used in
each sentence and how they know that it is a noun. The teacher will provide positive
reinforcements as students are working to avoid misconceptions about nouns.
 Students will then self-assess themselves on the lesson.

Independent Work:
 Students will work independently on the nouns worksheet. The worksheet will contain
five questions where students must use a word bank of nouns and fill them in sentence
frames. The other five questions will have five sentences, each with one or two nouns,
that students will have to circle each noun and identify if it is a person, place, or thing.
 Students will then work on finishing their short E work packet. They have three pages left
to complete. They need to match the word to the picture on one of the sheets. On the next
page they will be sorting words based on what letter they end in. Finally, they will be
sorting short and long vowel E nouns.
 If there is additional time, student will then go to google classroom and work on their
independent work choice board assignment.
Informal assessment:
 Observation notes during individual student reading
 Student answers to self-assessment
 Student discussions when identifying nouns in the story

Summative assessment:
Students’ responses on the independent nouns worksheet. Students’ ability to apply knowledge
of short vowel E sounds and pronunciation of new vocabulary during their TC tests. Students’
ability to answer “who”, “where” and “how” questions with responses using nouns.

Misconceptions & Interventions/Supports:

 Not knowing the difference between short and long E nouns
 Not knowing what a noun is
 Not knowing what certain vocabulary words mean (pictures provided underneath)
 Not knowing proper sentence structures (sentence frames provided with visuals)

Differentiation Strategies:
 Vocabulary cards and sight words card with pictures will be displayed for students
 Visual examples on flashcards for each noun that is discussed
 Pictures of words displayed under short NEW E nouns in the texts and questions
 Students are grouped according to reading level
 Wait time
 Sentence starters and frames