1.9
Nouns in Direct Address
OBJECTIVE • To identify and use nouns in direct address
DAILY MAINTENANCE Assign Practice Book page 4, Section 1.9. After students finish, 1. Give immediate feedback. 2. Review concepts as needed. 3. Model the correct answer. Pages 4–5 of the Answer Key contain tips for Daily Maintenance.
WARM-UP Model introducing one student to the class by saying the following: John, I would like you to meet Jennifer. Jennifer, this is John.
Write the same introduction on the board. Ask several volunteers to come to the front of the classroom and introduce classmates to each other.
PRACTICE EXERCISE 1 Remind students that a noun used in direct address is set off from the rest of the sentence by a comma or commas. Have students complete the exercise independently and then work with partners to check the answers. EXERCISE 2 Ask volunteers to write their completed sentences on the board. Point out that when a noun in direct address occurs at the beginning of a sentence, the comma is placed after the noun, and when the noun occurs at the end of a sentence, the comma is placed before the noun.
1.9
EXERCISE 4 Complete the first four sentences with the class, reviewing the different functions of a noun. Then have partners complete the exercise. Invite volunteers to share their answers with the class.
Nouns in Direct Address A noun in direct address names the person spoken to. A noun used in direct address is set off from the rest of the sentence by a comma or commas.
Read from a piece of writing that the class is currently reading. Emphasize the nouns used in direct address.
Class, here are the scripts for our play on the American Revolution. Do you know your lines, Alicia? Be sure, Ryan, that you bring your costume.
In the first sentence, class names a group of people being spoken to and is, therefore, a noun used in direct address. Alicia and Ryan name individuals being spoken to and so are nouns in direct address. Because Ryan appears in the middle of the sentence, it is set off by two commas, one before and one after the noun.
TEACH
EXERCISE 1 Identify the noun in direct address in each sentence.
Read aloud the introduction on the board. Ask students to explain why there are commas after the names John and Jennifer at the beginning of each sentence. Reinforce that the commas help the reader understand that the nouns are the people whom the speaker is addressing. Ask a volunteer to read aloud about nouns in direct address. Encourage students to make up sentences using nouns in direct address. Write on the board the sentences, without punctuation. Invite volunteers to add the correct punctuation to each sentence.
1. 2. 3. 4. 5. 6. 7. 8.
Do you want to help make the costumes, Louise? George, are you making the scenery? Students, help me make signs for the colonists to carry. Do you have the “No Taxation Without Representation” sign, boys? Girls, what are your roles in the play? Here is your Betsy Ross costume, Mei Ling. I lost my tricorn, Ms. Bryne. Go to your place, fifth graders, with the rest of those in the Boston Tea Party.
9. Please hand me my wig, Rosalie. 10. Ben is sick today, so, Kevin, you’ll play John Adams.
EXERCISE 2 Rewrite the sentences. Use commas to set off the nouns in direct address in these sentences.
1. 2. 3. 4. 5.
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18 • Section 1.9
EXERCISE 3 Read the first and second sentences aloud and discuss how the proper nouns are used. Clarify that if students can imagine speaking directly to the person, the noun is in direct address. Then have students complete the exercise independently.
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Say your lines louder Elaine. Michael where is the script for the narrator? Lillian put your hat on straight. Students it’s time for the play to start. Congratulations fifth graders on a great job.
Section 1.9