What is a Noun? LESSON PLAN

Simmons Lesson Plan Simmons Learner: Sarah Menzies Learners: STUDENT 1, STUDENT 2, STUDENT 3 Lesson: What is a Noun?

Grade: 4th

Date: 2/14/18 Name of

1. CURRICULUM FRAMEWORKS/COMMON CORE ADDRESSED Area: English Language Arts Strand: Language Standard: L.4.1a Produce complete sentences, using knowledge of subject and predicate to recognize and correct inappropriate sentence fragments and run-on sentences.

Spiraled Back: L.1.1e Use common, proper, and possessive nouns.

Entry Point: Identify nouns SPED Objectives for Learners: STUDENT 1: Answer “why” questions: Across 2 people, STUDENT 1 will respond to why questions with because statement in 80% of opportunities for 3 consecutive session with 6 questions.  STUDENT 2: Answer varied wh-questions: Across 2 people and 1 setting, STUDENT 2 will answer and reciprocate various WH questions (e.g., who, what, where,) regarding pictures, people, books, videos, in vivo situations with his AAC in 90% of measured opportunities for 3 consecutive sessions for 2 questions of 2 question types (e.g. who, what).  STUDENT 3: Answer Questions: Across 2 people, STUDENT 3 will answer “wh” questions (e.g. who, what, where) regarding simple scenarios in 89% of opportunities with 3 questions of each type as measured through data collection, teacher observation, classroom performance, informal assessments, and progress reports. 

2. LESSON OBJECTIVE/ PURPOSE When presented with an array of various nouns and distractor words/images, the learner will identify nouns by independently providing examples of a person, place, thing, and animal in 7 out of 8 of opportunities.

3. TEACHER ACTIONS/ PACING PARTS OF THE LESSON:

a. Introduction (4 min) 

Baseline Data:  When asked, “Why is _______ a noun?”, learner(s) independently and accurately answered the question in: a. STUDENT 1: 0/4 opportunities  When shown the ‘noun example cards’ and asked “What is it?” learner(s) independently and accurately named the items (vocally or using AAC) in: a. STUDENT 2: 18/20 opportunities b. STUDENT 3: 16/20 opportunities c. STUDENT 1: 20/20 opportunities  When asked, “What does a noun name?”, learner(s) independently and accurately answered the question in: a. STUDENT 2: 0/4 opportunities b. STUDENT 3: 0/4 opportunities c. STUDENT 1: 0/4 opportunities  When presented with an array of various noun examples and asked (one at a time) to identify two ‘person’ words, two ‘place’ words, two ‘thing’ words, and two ‘animal’ words, learners independently and accurately identified nouns specific to these categories in: a. STUDENT 2: 5/8 opportunities

b. STUDENT 3: 3/8 opportunities c. STUDENT 1: 6/8 opportunities 

Greetings: (>1 min)  Greet students  Ask students to greet each other (with high-fives or hand-shakes)

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Grabber: (2 min)  TinyTap Sounding Board group activity on smart board  All students interact with sounding board activity together (as they enter classroom)

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Schedule: (>1 min) 1. Grabber (Smartboard Activity) 2. Rules 3. Direct Teaching (Learn About Nouns) 4. Activity: Noun Game 5. Review 6. Assessment 7. Extension Activity 8. Surveys

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Rules: (>1 min)  Raise Your Hand  Eyes and Ears on Teacher  Take Turns  Try Your Best

b. Body of Lesson  Direct Instruction: (3 min) o Present large felt-faced anchor chart with the label “Noun”  Board will be held horizontally and will include 4 vertically running colored felt strips in the following order/colors: red (person); yellow (place), green (thing); blue (animal). o o

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Teacher says, “A noun is a word that names”  T. point to the word ‘noun’ on anchor chart.

Teacher says, “Everyone, say the word: Noun. Your turn (signal, ‘noun’)” (point to ‘noun’ label on board)  Students should practice responding vocally, with response cards, and/or using their AAC device  For STUDENT 2, indicate on his AAC device the location of the word ‘noun’. Encourage him to practice saying an approximation of the word ‘noun’ vocally as well.

Teacher says, “A noun is a word that names. Everything around us has a name! Everything that has a name is a noun.”

Teacher says,  “A noun names a person (add ‘person’ picture to board).”  Check for understanding by asking “WH-“ Questions o “What does a noun name?”  IEP Objectives for Learners: Answer Varied WH-Questions (STUDENT 2); Answer Questions (STUDENT 3)  Students can respond with response cards, vocally, or with their AAC device  Opportunity for higher level student to assist/show lower level students

i.e., “STUDENT 1, can you show/tell STUDENT 2/STUDENT 3 what a noun names?”

Teacher holds up board with image/picture cards of various people.  Say, “Let’s find examples of ‘person’ words.”  Present ‘person’ words board to students. Encourage students to choose one card, show (and tell) it to peers and place it on ‘person’ section of noun anchor chart.

Teacher says,  “A noun names a place (add ‘place’ picture to board).”  Check for understanding by asking “WH-“ Questions o “What does a noun name?”  IEP Objectives for Learners: Answer Varied WH-Questions (STUDENT 2); Answer Questions (STUDENT 3)  Students can respond with response cards, vocally, or with their AAC device  Opportunity for higher level student to assist/show lower level students o i.e., “STUDENT 1, can you show/tell STUDENT 2/STUDENT 3 what a noun names?”

Teacher holds up board with image/picture cards of various places.  Say, “Let’s find examples of ‘place’ words.”  Present ‘place’ words board to students. Encourage students to choose one card, show (and tell) it to peers and place it on ‘place’ section of noun anchor chart.

Teacher says,  “A noun names a thing (add ‘thing’ picture to board).”  Check for understanding by asking “WH-“ Questions o “What does a noun name?”  IEP Objectives for Learners: Answer Varied WH-Questions (STUDENT 2); Answer Questions (STUDENT 3)  Students can respond with response cards, vocally, or with their AAC device  Opportunity for higher level student to assist/show lower level students o i.e., “STUDENT 1, can you show/tell STUDENT 2/STUDENT 3 what a noun names?”

Teacher holds up board with image/picture cards of various things.  Say, “Let’s find examples of ‘thing’ words.”  Present ‘thing’ words board to students. Encourage students to choose one card, show (and tell) it to peers and place it on ‘place’ section of noun anchor chart.

Teacher says,  “A noun names an animal (add ‘animal’ picture to board).”  Check for understanding by asking “WH-“ Questions o “What does a noun name?”  IEP Objectives for Learners: Answer Varied WH-Questions (STUDENT 2); Answer Questions (STUDENT 3)  Students can respond with response cards, vocally, or with their AAC device  Opportunity for higher level student to assist/show lower level students o i.e., “STUDENT 1, can you show/tell STUDENT 2/STUDENT 3 what a noun names?”

Teacher holds up board with image/picture cards of various animals.  Say, “Let’s find examples of ‘animal words.” o

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Present ‘animal’ words board to students. Encourage students to choose one card, show (and tell) it to peers and place it on ‘place’ section of noun anchor chart.

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IEP Objectives for Learners: Answer “Why” Questions (STUDENT 1): o When STUDENT 1 gives an example of a noun, ask, “Why is _____ a noun?”

(Possible answer: “A cat is a noun because a cat is an animal, and an animal is a noun.”) o Activity #1: Identifying Nouns Board Game (15 min) o Game Set-Up:  Briefing Support Teachers:  Ask support teachers to provide gestural prompts as needed (especially for rolling dice, counting spaces, checking answers, etc.) o Teachers can begin to fade supports as students practice the game (then students can help other students with game play)  Ask Teachers to replace used nun words after one is used (extras on back)  Ask teachers to help remove color coding/ add 2 examples for each category/ etc. when applicable (Teacher should let support teachers know when it is time to change presentation of choice boards).  Let teachers know that the person with the dice will be the “checker” for that turn  

Present board game to students (game board, pieces, and dice all inside a box).

Say, “Its time to play a board game! Please work together to help set up the game!”  Say, “STUDENT 3, please open the box and take out the board.”  Say, “STUDENT 1, please get the game pieces and ask your friends which color they would like to use.”  Say, “STUDENT 2, please pass out these boards.” (referring to boards with noun cards and distractor cards)

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Modification of game play materials:  STUDENT 1: Board with noun cards and distractor cards will be plain white and cards will be randomly distributed throughout the board. To start, two examples of each (person, place, thing, animal, distractor) will be present on the board. As STUDENT 1 demonstrates understanding and independence, more examples will be added to his board.  STUDENT 2 and STUDENT 3: Board will be held horizontally and will include a plain white base. Five equally-sized colored strips (detachable) will run vertically down the board. Strips will be color coded and place on the board in the following order (left to right): red (person), yellow (place), green (thing), blue (animal), black (no symbol around “noun” image). The corresponding image will be placed on each colored strip (detachable). o First Turn: STEP ONE BOARD: 1. Color-coded board complete with one example of each (person/place/thing/animal/distractor). o Second Turn: STEP TWO BOARD: 1. Color-coded board complete with two examples of each (person/place/thing/animal/distractor). o Third Turn: STEP THREE BOARD: 1. Remove color coding, one example of each (person/ place/ thing/ animal/ distractor), examples remain in same column o Fourth Turn: STEP FOUR BOARD:

1. Remove color coding, two examples of each (person/ place/ thing/ animal/ distractor), examples remain in same column

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MODEL (2 min)  Teacher says, “I will teach you how to play.”  Say, “First, roll the dice (demonstrate).”  Point to number on dice, say, “___(number)___; move ___ spaces.” (demonstrate)  Say, “ I landed on __(person/place/thing/animal)___. Now I find a __(person/place/thing/animal)___ card and put it here.” (model choosing correct card from board and placing card on corresponding colored zone surrounding game board) o Say, “Everyone gets to match a card during every turn.” o Say, “STUDENT 1, please show your friends how to find a __(person/place/thing/animal)__ and match it on the game board.”  Say, “Everyone has picked a __(person/place/thing/animal)___. I rolled the dice, so I am the checker.” o Teacher should demonstrate pulling the colored felt board (with example icons) for the current category, and holding it near the matching colored felt area on the game board. o Say, “I will check to see if these are all ‘person/place/thing/animal’ words.” o Demonstrate removing one icon at a time and matching it to the “checking board”. o If word is correct for the category: 1. Say, “______ is a __(person/place/thing/animal)___ word, here it is.”

2. Demonstrate matching together with same word, then replace the icon on the game board. o If word is NOT correct for the category: 1. Say, “______ is NOT a ___(person/place/animal/thing)___ word.”

2. Return the card to the student who put it down 3. Student should fix their error (either support teacher can prompt or other student can help).  Say, “After I check (and fix) our answers, my turn is all done. Who wants to roll the dice next? (student volunteers) Okay, _____, it’s your turn.” (pass the dice)

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PRACTICE (13 min)  Set a timer for 13 minutes  Students take turns:  Roll the dice;  Move game piece number of spaces indicated on dice;  Identify icon landed on (Teacher should ask, “What is it?”; student answers, “___Person/place/thing/animal__”); o IEP Objectives for Learners: Answer Varied WH-Questions (STUDENT 2); Answer Questions (STUDENT 3)

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EACH STUDENT scans their (differentiated) board containing array of person/place/thing/animal words; Students each choose a word which corresponds to the space landed on in the board game; Students place word into correct corresponding category on game board; o IEP Objectives for Learners: Answer Varied WH- Questions (STUDENT 2); Answer Questions (STUDENT 3) 1. After STUDENT 2 and STUDENT 3 select a word from the array, the teacher should have the student name the card by saying, “What is it?” (while pointing to the noun card).  STUDENT 3 should respond vocally using a sentence (i.e., “It is a(n)_____.”  STUDENT 2 should respond in full sentences using his AAC device (i.e., “It is a _____.” o IEP Objectives for Learners: Answer “Why” Questions (STUDENT 1): 1. During game play, ask, “Why is ___(picture card he selected)___ a noun?”

REVIEW STUDENT’S EXAMPLE WORDS FOLLOWING EACH TURN (** SEE REVIEW SECTION**) Student passes dice to peer and says, “Your turn”.

 REVIEW:  After each student turn (where all three students provide a person/place/thing/animal example word), the students will work together to review their choices, and correct any errors.  How this student-led review process will look:  Once all students respond, the student who rolled the dice will take the corresponding portable felt board (containing 5 example words) and compare the example responses to the student answers. o Teacher should use least to most gestural prompting for student to get item o Teacher should say, “Check your answers. Are they all __(person/ place/ thing/ animal)__?” o If student does not notice errors on their own, point out error (least to most gestural prompt paired with “X is not a __(person/place/thing/animal)__. Fix it.”  The student will take off any icon which does not match up, and return it to it’s owner. o The student who made the error can work with the “correcting/checking” student to choose a correct example from their board. o Ex: Teacher says, “__(student)__, help __(student)__ find a __(person/ place/ thing/ animal)__ word.”

c. Lesson Review (4 min)  

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Say, “Lets review. Today we learned about Nouns. We learned that nouns name a person, a place, a thing, or an animal.”

Show students portable category example boards one at a time. o As each board is presented, ask, “What are all of these?” (Students answer: person, place, animal, or thing- can use response cards, vocal speech, or AAC). o Repeat with all four categories Re-attach all category example boards. Point to entire anchor chart and say, “What are ALL of these?” (meaning all of the words/examples together) o Students should answer, “Nouns” o Say, “Right, ALL of these words are nouns.

Say, “What do we call a word that names?”

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o Students should respond (“NOUN”) with response cards, vocally, or with AAC. Say, “Great! A NOUN is a word that names.”

Say, “What does a noun name?” (point to ‘person’) o Students can answer “Person” with response cards, vocally, or using their AAC device o Say, “Everyone, use your board and find a person (hold up visual of person). Show the person card to your friends.”  Use this opportunity to fix any errors. Encourage students to check their work and help their peers check their work.

Repeat the above step with ‘Place’, ‘Thing’ and ‘Animal’.

d. Evaluation procedure for lesson objective: Individually Identify Nouns (10 min) o Briefing Support Teachers:  Support teachers will be asked to limit helping/prompting students with this assessment activity.  Support Teachers will be told that if the student does not respond after 4 seconds, the teacher should prompt a correct response by pointing to the correct icon.  Support Teachers will be asked to take data on student responding in the data block provided. o Data should be taken on the icon selected by the student; student may or may not need gestural prompts to sort to the correct category (no data taken on this step). o If necessary, data can be taken on a different mode of student response (i.e., vocal responding or AAC responses)  Data sheets include written instructions for data taking  Set up:  Students should be provided with their own noun choice boards (from the NOUN board game) o Noun choice boards should not contain any color coding differentiation during the assessment portion. o One or two icons of each category should be present on face of boards during assessment. Icons may be separated into ordered columns. o Throughout assessment portion, teachers will be asked to replace used icons with a new icon (same category as missing icon). Extra icons located on back side of noun choice boards.  Students should each be given the assessment board.  o MODEL: (2 min)  Teacher holds demonstration assessment board  Assessment Board contains the ‘NOUN’ image at the top, and four vertical color-coded columns, each with a category icon (person/place/thing/animal), and organized in the following order, left to right: red (person), yellow (place), green (thing), blue (animal).  Teacher places ‘Thing’ icon (backed on portable red felt board) on small easel.  Teacher points to ‘thing’ icon and says, “Find a thing” (demonstrate taking person icon off noun choice board).  Then teacher says, “sort” (demonstrate attaching the icon to the ‘thing’ column on the assessment board).

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Students should imitate teacher behavior by selecting a ‘thing’ word icon, and attaching it to the assessment board Repeat above steps using ‘Place’ words.

ASSESS: (9 min)  Before beginning assessment portion, support teachers will be asked to reset student assessment boards by removing icon chosen during demonstration and placing this icon back onto the student’s noun choice board.  Teacher will place a new colored felt-backed icon on the small easel.  Teacher points to ‘person/place/thing/animal’ icon and says, “Find a ________”  Then teacher says, “sort”.  Students should select noun word icon (corresponding to current category), and attach it to the assessment board  Once all students have chosen and sorted a noun word (at the end of each trial):  Order of trials: 1. Animal 2. Place 3. Person 4. Thing 5. Place 6. Animal 7. Thing 8. Person REVIEW: (3 min)  Once all students have chosen and sorted a noun word for each of the eight trials:  Teacher says, “Let’s review our answers. We will start with ‘person’ words. I will pass this board around. Work with your friends to check your answers.”  Teacher passes red felt board with ‘person’ word examples.  Teacher monitors as students compare their answers to the board (they have practiced this during the game)  Students should remove any incorrect answer from the board and replace it with a correct answer (support teachers may prompt this). o If time does not allow for peer-directed review: 1. Teacher will review each category by holding up the colored felt board for each (one at a time) and showing/naming each example.

2. Teacher says, “Check your work. If you have anything different please fix it.”

e. Lesson Closure (3 min)  Lesson Extension: o Teacher presents students with ‘Circle the Nouns’ homework worksheets o Teacher says, “On these worksheets, you will circle all of the people on one page, all of the places on the next page, all of the things on the next page, and all of the animals on the last page.” o Teacher says, “Please take these worksheets with you and practice finding the nouns with your teacher later today.”  Learner surveys: o Teacher should pass out surveys to learners and say, “Please complete these surveys to tell me what you thought of this lesson. Your support teacher can help you read the questions and answers, and you can pick the answer that says how you feel.”  Farewells: o Teacher says goodbye to each student o Teacher asks students to say goodbye to each of their peers.

4. Accommodations 

Modifications and Adaptations: o Behavior Management and Reinforcement Systems:.  All learners will be encouraged to sit at lesson table, and they will earn $1.00 to use at the school store, etc. for attending all lesson activities. Students will be reinforced by support teachers for participating and correct responding.  Students will be shown a visual of the reinforcer at the beginning of the lesson.  Students will be told that if they stay in the lesson and try their best, they will earn one dollar at the end of the lesson.  The “one dollar” visual will remain on the lesson schedule board, and students will be reinforced (vocal praise) for correct responding, working with peers, appropriate behavior, etc. throughout the lesson.  Students will be periodically reminded that if they stay at the lesson and try their best, they will earn one dollar at the end.  Any other challenging behavior will be managed on an individual basis. Learners who engage in challenging behavior will be asked to use a functional communication response and then take a break at another table for one minute. After one minute they will be invited back to the lesson table.  o Modifications to Materials:  Choice Boards with person/place/thing/animal/not a noun examples:  STUDENT 1: Board with noun cards and distractor cards will be plain white and cards will be randomly distributed throughout the board. To start, two examples of each (person, place, thing, animal, distractor) will be present on the board. As STUDENT 1 demonstrates understanding and independence, more examples will be added to his board.  JE and STUDENT 3: Board will be held horizontally and will include a plain white base.

Five equally-sized colored strips (detachable) will run vertically down the board. Strips will be color coded and place on the board in the following order (left to right): red (person), yellow (place), green (thing), blue (animal), black (“no” symbol around “noun” image). o First Turn: STEP ONE BOARD:  Color-coded board complete with one example of each (person/place/thing/animal/distractor). o Second Turn: STEP TWO BOARD:  Color-coded board complete with two examples of each (person/place/thing/animal/distractor). o Third Turn: STEP THREE BOARD:  Remove color coding, one example of each (person/ place/ thing/ animal/ distractor), examples remain in same column o Fourth Turn: STEP FOUR BOARD:  Remove color coding, two examples of each (person/ place/ thing/ animal/ distractor), examples remain in same column

5. Materials:  

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Grabber: TinyTap Nouns Sounding Board (Smart Board) Direct Teaching:

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NOUN Anchor Chart  Person, place, thing, and animal icons  Portable color-coded felt-faced boards with example icons from each category Response Cards for students:  “Noun”  “person”  “Place”  “Thing”  “Animal” “A noun is a…” flipbook (to prompt/correct vocal responses) Activity (Group NOUN Game): Anchor Chart (and related items from direct teaching) Board game (including dice, 4 game pieces, and student-specific differentiated noun choice boards) Review: Materials from direct teaching Assessment: Noun choice boards (differentiated boards will have color-coding strips removed) Lesson Extension: “Circle the Nouns” Homework Packet Surveys: Printed survey and pencil for each student Reinforcement: $1.00 for each student to have at completion of lesson

6. Possible Problems Possible Problems Learner is not on-track during hour before the lesson

Solutions 

All learners must be at least 15 minutes free of non-redirectable challenging behaviors to meet criteria to join the lesson.

 Learner is non-compliant

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Teacher reminds learner of instructions; prompts learner to ask for “help”. different table.

 Learner emits environmental destruction  of materials (i.e., ripping, throwing, swiping items off  table, spilling, etc.)  Learner aggresses to a  teacher or another student (minor/re-directable) Learner aggresses to a teacher or another student  (major/non-redirectable), or has non-re-directable SIB Running short on time  

of any mishaps**

Further noncompliance: Teacher prompts learner to take a break at a

**The teacher should be prepared with extras of all materials in case

The teacher should remove materials and model appropriate attending; represent materials once calm.

The teacher should remind learner of individual behavior contract The teacher may offer student to take a break at a separate table Teacher prompts learner to use an FCR and then to take a break at another table. Allow learner to return to lesson once calm.

Teacher prompts learner to use an FCR and take a break at another table. If necessary, teacher re-arranges environment for safety.

Play board game for 12 minutes (instead of 15) Do teacher-directed assessment review (instead of peer-directed

assessment review)