1.3
Concrete and Abstract Nouns
OBJECTIVE • To identify and use concrete and abstract nouns
DAILY MAINTENANCE Assign Practice Book page 2, Section 1.3. 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 Write on the board a few sentences from a newspaper or an excerpt from a song, story, or poem. Have a student read aloud the sentences. Then have volunteers circle all people, places, and things in the sentence. Ask students to sketch pictures of the circled words. Have students draw a symbol for the nouns that cannot be seen, heard, touched, smelled, or tasted.
EXERCISE 1 Remind students that a concrete noun can be a proper noun or common noun and that a proper noun names a specific person, place, or thing and starts with a capital letter.
EXERCISE 4 As students begin, remind them that a suffix is added to the end of a word to create a new word. Point out that sometimes a word’s spelling changes when a suffix is added. Ask volunteers to share their original sentences.
EXERCISE 2 As students go through the exercise, remind them to check whether a noun names something that cannot be seen, heard, touched, smelled, or tasted.
Concrete and Abstract Nouns
1.3
A concrete noun names a thing that can be experienced by the five senses. Most nouns are concrete nouns. bridge pilot Japan
Read from a piece of writing that the class is currently reading. Emphasize the concrete and abstract nouns.
flower octopus Mount Everest
bus movie Dr. Seuss
An abstract noun names something that cannot be experienced by the five senses. It expresses an idea, an emotion, a quality, or a condition. freedom
joy
strength
safety
EXERCISE 1 Identify the nouns in each sentence. Tell whether each noun is concrete or abstract.
TEACH
1. Martin Luther King Jr. earned the admiration of many Americans. 2. He was a leader of the movement to ensure basic rights for African
Have students read the definition of concrete noun and the examples that follow. Ask which examples name people, places, and things. Encourage students to give more examples of each type of concrete noun. Have students read the definition of abstract noun and the examples that follow. Ask for more examples of abstract nouns. You might group the nouns under headings such as ideas (freedom), emotions (joy), qualities (strength), and conditions (safety). You may wish to ask volunteers to list the abstract nouns from the Warm-Up under the correct headings.
Americans.
3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
King experienced criticism because of his beliefs. He and his followers marched against segregation in Birmingham. Watchers were shocked at the hatred directed against the marchers. King was arrested, but his determination remained strong. King spoke about his hopes for better lives for his children. He focused attention on the difficulties of people who were poor. He worked to change circumstances for people who struggled to gain social and economic freedom. Future generations were often the focus of his speeches. King sought to ensure that the children would have brighter futures. He inspired many people to take up his important cause. His honesty and intelligence make him an example to follow. People who believe in justice continue to look up to King.
Memorial to Dr. Martin Luther King Jr., on August 20, 2012, in Washington, DC
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6 • Section 1.3
EXERCISE 3 For the first six words, invite volunteers to dictate original sentences for you to write on the board. Then have students work independently to complete the exercise. Remind students to check a dictionary if they are unsure of any word meanings.
PRACTICE
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Section 1.3