EXERCISE 5 Remind students that abstract nouns often name ideas, emotions, qualities, or conditions. Have volunteers read aloud their sentences.
ASSESS
APPLY
WRITING CONNECTION
APPLY IT NOW Invite volunteers to share their paragraphs with the class. Ask a volunteer to keep a tally of concrete and abstract nouns as paragraphs are read aloud. If time allows, brainstorm opposites for abstract nouns. Students should demonstrate the ability to identify and use concrete and abstract nouns.
TEACHING OPTIONS
Note which students had difficulty identifying concrete and abstract nouns. Assign Practice Book page 7 for further practice.
Use pages 214–215 of the Writing portion of the book.
Extra Support On the board write several sentences that contain abstract nouns, such as the following:
We admired the beauty of the handmade quilt.
Because he had practiced every day, Enrique had confidence in his piano skills.
If goldfish are left in darkness, they may turn white. Perseverance helped Shawn win the science competition. It was Carmen’s idea to put the lobster in her mother’s bathtub.
The doctor used humor to relax the patient.
Dion loses his patience when the bus is late. Mrs. Cantrell’s knowledge of giraffes amazed the zookeepers. A fear of water kept the puppy away from the flooded river.
Call on a volunteer to read each sentence and circle the words that name things that cannot be seen, heard, touched, smelled, or tasted. Then have students compose and share new sentences using the abstract nouns.
The aviator Amelia Earhart possessed great courage. Seth was in the garden when he noticed a strange smell. Keisha’s ambition is to be the best soccer player in the city.
EXERCISE 3 Use each of the following abstract nouns in a sentence.
1. 2. 3. 4.
love democracy independence charity
5. 6. 7. 8.
strength truth cleanliness enthusiasm
9. 10. 11. 12.
humility cheerfulness confidence vitality
Meeting Individual Needs
EXERCISE 4 Many abstract nouns can be formed from other words by adding the suffixes -hood, -ion, -ity, -ment, -ness, -ship, -ty, or -y. Make an abstract noun from each word by adding the proper suffix. Then use each noun in a sentence.
1. 2. 3. 4.
friend subtract moral able
5. 6. 7. 8.
kind honest leader child
EXERCISE 5 Tell whether each noun is abstract or concrete. Then use each noun in a sentence.
1. 2. 3. 4. 5. 6.
food nutrition privacy committee carelessness skeleton
7. 8. 9. 10. 11. 12.
leader hope gratitude pride wisdom crew
Write the headings Concrete and Abstract on the board. Have students tell the characteristics of concrete and abstract nouns. Write student’s answers in the appropriate columns. Then have students work in groups. Give each group a set of note cards with one noun written on each card. Have the groups decide whether each noun is concrete or abstract and tape it in the correct column on the board. Discuss whether the nouns are classified correctly. If opinions differ, have students justify their reasoning based on the characteristics listed.
Meeting Individual Needs
EXERCISE 2 Identify the abstract noun in each sentence.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Reteach
9. 10. 11. 12.
Challenge Have each student choose five abstract nouns and write definitions that give concrete examples of the concepts, such as the following:
bright celebrate major safe
Patriotism is saluting a country’s flag.
APPLY IT NOW What are the traits and characteristics of one of
Happiness is sailing on a sunny day.
your good friends? Write five sentences explaining your
Common Core Standards
answers. Use at least two concrete nouns and three
CCSS.ELA.L.6.1 CCSS.ELA.W.6.2 CCSS.ELA.W.6.10
abstract nouns. Nouns
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