Nouns and Verbs Adventure

Overview

In this second lesson of Exciting English Explorations, the student explores how nouns name people, places, animals and things, while verbs show actions. Through an interactive story, sorting, oral sentence building and independent writing, the student applies these word types in meaningful sentences.

Learning intentions

Students will:

• identify nouns and verbs in spoken and written sentences
• explain that nouns name and verbs show action
• use nouns and verbs to build complete sentences
• create and read original sentences using precise vocabulary

Success criteria

• I can find a noun in a sentence.
• I can find a verb that shows an action.
• I can sort words into nouns and verbs.
• I can write and read a sentence with a noun and a verb.

Curriculum links

• Vocabulary: understanding and effectively using taught vocabulary to extend ideas
• Oral language and communication: participating in learning interactions and elaborating ideas
• Reading comprehension: activating word knowledge and connecting words and sentences
• Creating written texts: using vocabulary and sentence structure to plan and create sentences

Lesson structure (60 minutes)

1. 0–7 min · Hook and prior knowledge. Open with the story hook slide showing an unusual character in an action-filled scene, such as a koala riding a bicycle; ask, “What can you see, and what is happening?” The student names objects or characters and actions while the teacher records responses in two columns without introducing the labels yet.

2. 7–17 min · Explicit teaching. Use the nouns and verbs teaching slides to introduce nouns as naming words for people, places, animals and things, and verbs as action words. The teacher models sentences such as “The possum climbs” and “The rain splashes”, highlighting the noun in one colour and the verb in another; the student repeats, identifies and explains each word.

3. 17–30 min · Interactive storytelling. Read the short story from the interactive story slides, pausing at each picture and sentence: “The fox sneaks through the forest. It spots a shiny key. The fox grabs the key and races home.” The student points to or says the nouns and verbs, acts out selected verbs, and helps change one noun or verb to create a new version of each sentence.

4. 30–40 min · Sort and build. Provide the student with the word and picture examples on the sorting activity slide and invite them to decide whether each word is a noun or verb. The teacher checks thinking with prompts such as “Can this word name something?” and “Can someone do this?”; the student then chooses one noun and one verb to orally build a sentence.

5. 40–53 min · Independent application. Distribute the nouns and verbs practice worksheet. The student completes tasks involving identifying nouns and verbs, matching words to the correct category, and writing three original sentences; the teacher supports by prompting the student to say each sentence aloud before writing and to check that it has a naming word and an action word.

6. 53–60 min · Review and exit check. Return to the review and exit slide and revisit the learning intention. The teacher says “The tiny dragon roars loudly” and asks the student to identify the nouns and verb, then the student creates and reads one final sentence, explaining which word is the noun and which is the verb.

Resources

• the complete interactive teaching deck
• the nouns and verbs practice worksheet
• Whiteboard and markers
• Pencil and eraser
• Two coloured highlighters or pencils
• Optional toy, puppet or picture for story retelling
• Existing English workbook, if preferred for recording

Assessment

• During discussion and storytelling, listen for accurate identification of nouns and verbs and ask the student to explain how they know.
• Check the sorting and oral sentences for a clear noun–verb relationship, correcting confusion between an object and an action.
• Review the worksheet and exit response: the student should identify target words accurately and create a sentence containing at least one noun and one verb.

Differentiation

• Support understanding with actions, pictures, colour coding and repeated oral models. Offer sentence frames such as “The ___ ___” and “I can see a ___ that can ___.”
• Read worksheet instructions aloud and scribe the student’s ideas when handwriting or spelling limits the demonstration of learning.
• Use familiar Tier 1 words first, then introduce richer verbs such as sprinted, whispered or glided to extend vocabulary.
• For extension, invite the student to add an adjective or adverb and explain how the extra word makes the sentence more interesting. Accept oral, drawn or dictated responses where appropriate for additional learning needs.