Beacon Lesson Plan Library

Neat Nouns

Amanda Yates
Polk County Schools


This week long lesson is part 1 of a unit that teaches ESOL students about grammar. Students construct sentences using nouns, recognize nouns in listening activities, identify nouns, and present nouns from a song to the class.


The student comprehends and interprets the main ideas and details from televisor, movies, videos, radio, or live presentations produced in the target language.

The student uses appropriate verbal and nonverbal communication for daily activities with peers and adults.

The student follows verbal directions.

The student paraphrases information.

The student stays alert while listening.

The student knows patterns and rules found in the English language (for example, grammar usage, word pronunciation).


Day 1
-Diagnostic Assessment for each student ( See Unit URL in Extensions)
-Grammar textbook
-Flip chart/flip chart paper
-Bingo Noun cards (See associated file)
-Bingo Markers
-Formative Assessment Checklists (see Unit URL in Extensions)

Day 2
-Bingo Cards for each student
- Formative Assessment Checklists
-Prizes (Optional)

Day 3
- Song Questions sheets (see associated file)
-Tape/ CD player
-Recorded song
-Lyrics to song for each student

Day 4
-Tape/CD player
-Formative Assessment Checklist for each student ( see Extensions)
-Song Questions sheet for each student (see associated file)

Day 5
-Nouns, Verbs and Adjectives (Summative #1-see URL in weblinks) for each student


Day 1:
1. Duplicate a diagnostic assessment for each student.
2. Have the definition of a noun written out on a flip chart or flip chart paper.
3. Have Bingo cards ready (one for each student). 4. Duplicate the Formative Assessment Checklist. This will be used throughout the unit.

Day 2:
1 Have flip chart ready with the definition of a noun written on it (with missing words for students to fill in).
2. Have it displayed.
3. Have the Bingo cards and markers ready to hand out to students.

Day 3:
1. Have a song ready for students to listen to. Try to pick a song that students will recognize.
2. Have a copy of the lyrics for each student.

Day 4:
1. Have the Formative Checklist Assessment sheet for every student ready for recording.
2. Have the Song Question sheet ready. Have the tape player ready.
3. Make sure that your chalkboard has an empty space, where the student's nouns can be written.

Day 5:
1. Have a Noun, Verb, and Adjective Summative #1 for each student. Make sure that you have enough space on your board to write the categories and the nouns underneath them.


Prior to beginning this week's lessons:
Administer the Diagnostic Assessment on nouns, action verbs, and adjectives. Explain to the students that this test will not count as a grade. It is just a tool to help the teacher know what areas the students need the most work in. Read the directions to the students. Ask if there are any questions. When the students are finished, collect the diagnostic assessment. (Diagnostic Assessment can be found in the Unit Planner. See Extensions for the URL.)

Day 1:
1. Tell students that they are going to participate in a three week unit about English language patterns as well as their own listening skills.

2. Give a copy of the Formative Student Assessment Checklist to each student and ask him or her to put his name on it. Go over the expected behaviors/outcomes with students and explain that you will be noting these on the sheet as the unit progresses.

3. Now, show the definition of a noun, that you have prepared on the flip chart. Have the students listen as you read the definition to them.

4. Call out a word (use the nouns from the diagnostic in the list), call on a student, and have the student tell you if the word is a noun. Then, have the student use the noun in a sentence. Repeat this process until each student has had a turn.

5. Give each student a Noun Bingo card. Instruct students to draw a picture for each word given on the card. Tell them they may use pencil or pen and each picture must be confined within the box on the card. Students should put their names on the backs of the cards.

6. Ask a specific student(s) to repeat the directions back to you so as to check if he was alert while listening. Note on that student's Formative Assessment Checklist. Allow students to work.

7. Collect Bingo cards.
(For each formative assessment mentioned in Day 1's procedures, see the assessment section of this lesson for the criteria.)

Day 2:
1. Show students the definition of a noun that contains missing words. Call on students to help fill in the missing words.

2. Have students write 10 nouns on their papers. Have students exchange papers.

3. Have the students write person, place, thing, or idea beside each noun. If they feel that a word is not a noun, have them indicate that by writing "not a noun" beside the word. Tell students to write their names and the name of the person who made the noun list.

4. Before collecting the papers, discuss and go over the lists. Ask a specific student(s) to read his list aloud so as to check for pronunciation. Note on that student's Formative Assessment Checklist.

5. Give back the Noun Bingo cards from yesterday and allow students to finish drawing their pictures.

6. Collect the cards and shuffle. Pass out Bingo cards and markers. Students should not have their own cards.

7. Tell students that you are going to call out nouns and that they should put a marker on any words you say, that they see on their card. Tell them how many words and in what order they must be (horizontal, vertical, or diagonal). Ask a specific student(s) to explain the directions back to you so as to check for paraphrasing. Also, teach students the appropriate way to communicate that they think they've won. Go over the appropriate behaviors if they don't win. Ask a student to paraphrase what you just said and explain to the class how to behave when winning or losing.

8. As students are marking words, take notes on the student Formative Assessment Checklist. (See extensions for the Unit Plan URL and file.)

9. Award a small prize to the winners of each game. (Optional)
(For each formative assessment mentioned in Day 2's procedures, see the assessment section of this lesson for the criteria.)

Day 3:
1. Instruct each student to write a sentence in the target language. It should contain at least 7 words. Tell them that they may use their grammar books to help them. Tell them to label all the nouns in their sentences.

2. Walk around and check the sentences. Give positive/corrective feedback to each student concerning the noun usage. Call on specific students to read their sentences aloud so as to check for pronunciation and recognizing verbal cues.

3. Now, explain that you are going to play a song and the students need to listen to the words in the song. Students should be listening for nouns, as well as, the main idea of the song.

4. Play the song.

5. Use the student Formative Assessment Checklist to take notes on students as they listen to the song. (See Assessment section for criteria.)

6. Ask the students to share any nouns that they heard in the song.

7. Now, hand out the lyrics to the song. Tell the students to circle all the nouns on the lyric sheet.

8. Call on students to share the words that they circled. Listen for pronunciation. Give verbal corrective/positive feedback on the correctness of their noun usage.

9. Use the Song Questions sheet (associated file) and ask the students to answer the questions. Questions may be read aloud by you or students. Allow different students to answer and others to contribute their ideas. Discuss what main idea means and what details mean.

10. Tell students to be thinking of a song that they would like to use for tomorrow's assignment. Tell them that they must bring the tape and the lyrics of the song with them. They need to pick a song that has at least 20 nouns in it and it must be appropriate for school. They will be formatively assessed on this assignment. They'll have 10 minutes to work on it during class tomorrow.
(For each formative assessment mentioned in Day 3's procedures, see the assessment section of this lesson for the criteria.)

Day 4:
1. Give students about 10 minutes to get their songs ready. (If time is an issue, students may play just a portion of their songs, however, make sure to play enough of the song so as to be able to answer the questions.)Have them write the nouns on a paper to turn in.

2. While they work, go around and check the songs for appropriateness. Take the tapes and make sure they are cued. Get the student Formative Assessment Checklists ready.
(Depending upon your class size, you may want to give your students more time, as well as yourself. You may also want to use 2 days to have students present their songs.)

3. Call on students one at a time. Write the student's 20 nouns on the board. Instruct the other students to listen and make sure that the nouns are in the song, when it's played.

4. After the song has been played, discuss the nouns.

5. Now, orally ask the student the questions from the Song Question sheet. If the student doesn't know, then he may ask his classmates for help. Note students that are having difficulty picking out the main idea of the song or the details that support it. You will need to remind students that you did this same thing in class yesterday.

6. Continue this process until all the students have presented their songs. Listen for pronunciation and rephrasing.(For each formative assessment mentioned in Day 4's procedures, see the assessment section of this lesson for the criteria.)

Day 5:
1. Call on a student to tell you the definition of a noun.

2. Now, write 4 categories on the board (person, place, thing, and idea).

3. Call on students to go to the board and write a word under each category. Allow students to use their lists from yesterday. Have all the students take a turn doing this. Check to make sure that students respond appropriately to your verbal/nonverbal cues.

4. After all students have been to the board, have students raise their hands and tell you any words that they disagree with. Work until every word in each of the categories is correct.

5. Now, give the students the Noun,Verb, Adjective Summative #1 (See Weblinks for URL of file.) Directions on how to administer the assessment are included in the file.

6. Collect the sheets. Do not go over them since that may influence next week's assessment because students use the same sheet.(For each formative assessment mentioned in Day 5's procedures, see the assessment section of this lesson for the criteria.)


NOTE: Use the Formative Student Checklist everyday to assess and mark individual students. The unit Diagnostic Assessment should be administered and scored prior to beginning on Day 1.

Day 1:
Formatively assess student knowledge from the Diagnostic Assessment. See scoring method for further instructions about the Diagnostic Assessment use. (See Extensions for the URL.) Use the Formative Checklist to note observations of correct pronunciation, appropriate communication with peers and adults, and following verbal directions. Note students who have difficulty and offer feedback and help.

Day 2:
Use the Formative Checklist to note observations of interaction with peers and adults, following directions, and listening skills. Use the student's labeled noun papers to assess the student's comprehension of the concept of a noun.

Use the Formative Assessment Checklist to assess pronounciation, as each student takes turns calling out the nouns for Bingo. Use this checklist to take notes on the student's listening, responding, and comprehension.

Day 3:
Use the Formative Assessment Checklist to note the student's ability to stay alert while listening , the student's ability to follow verbal directions, and the student's comprehension and recognition of nouns.

For further assessment of comprehension of nouns, use the formative assessment by checking the words circled on the lyric sheet and listening to the answers from the questions about the song.

Day 4:
Use the list of 20 nouns the student creates as a formative assessment to assess further the grasp of the concept of nouns.
Use the Song Questions sheet to determine the student's understanding of his/her song.

Check the student's understanding, ability to follow verbal directions, and ability to stay alert while listening, by having students follow directions to rephrase a line from their songs.

Day 5:
Observe the student's ability to follow verbal directions and ability to interact with peers and adults, using the Formative Assessment Checklist.

Use Summative Assessment #1 (Nouns, Verbs, Adjectives) to note comprehension and ability to identify nouns.


The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: Once you select the unitís link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
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