Diving Deeper: Nouns

Overview

This 45-minute lesson builds on prior understanding of nouns by focusing on distinguishing between abstract and concrete nouns. Students will engage in kinesthetic and collaborative learning through noun sorting and creative writing exercises to cement their grasp of the concepts.

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Learning Objectives (Aligned to Common Core State Standards)

CCSS.ELA-LITERACY.L.8.1.D: Explain the function of definite and indefinite articles (a, an, the).

CCSS.ELA-LITERACY.L.8.1.E: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

CCSS.ELA-LITERACY.L.8.1.F: Use abstract nouns (e.g., courage, independence) appropriately.

CCSS.ELA-LITERACY.L.8.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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I Can Statements

• I can identify and differentiate between abstract and concrete nouns.
• I can categorize nouns correctly into their types during group activities.
• I can write sentences that include both abstract and concrete nouns accurately.

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Success Criteria

• Correctly sort 15+ nouns into abstract or concrete categories with my group.
• Create at least 3 clear sentences using both abstract and concrete nouns.
• Participate actively and explain my reasoning behind noun classifications.

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Materials Required

• Sets of noun cards (15 abstract, 15 concrete) printed on colored cardstock
• Large sorting mats labeled “Abstract Nouns” and “Concrete Nouns”
• Individual whiteboards and markers or notebooks for sentence writing
• Dyslexia-friendly reading sheets with large font, clear spacing, and sans-serif typeface explaining abstract and concrete nouns

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Lesson Breakdown

1. Introduction & Review (5 minutes)

• Recap previous lesson focusing on what a noun is. Ask: What kinds of nouns did we learn last time?
• Briefly introduce today’s focus: abstract vs. concrete nouns with clear, relatable examples (e.g., Love versus Apple).
• Read aloud a short, dyslexia-friendly passage containing both noun types to set context.

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2. Mini-Lesson: Defining Abstract & Concrete Nouns (7 minutes)

• Define Concrete Nouns: nouns that can be perceived by the senses (touch, sight, smell, taste, hearing).
• Define Abstract Nouns: nouns representing ideas, feelings, qualities, or concepts that cannot be seen or touched.
• Use everyday examples and invite students to share their own.
• Include a visual anchor chart displayed on the board.

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3. Hands-On Sorting Activity (15 minutes)

• Divide students into small groups of 4.
• Provide each group with noun cards and sorting mats.
• Task: Sort the words into 'Abstract' and 'Concrete' categories. Use discussion prompts like:
  • “Can you hold this noun in your hand?”
  • “Can you see or hear this noun?”
• Teacher circulates to facilitate, prompt deeper thinking, and assist diverse learners.
• Dyslexia-friendly supports: color-coded cards, paired reading aloud of cards, and clear, simple instructions.

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4. Creative Writing Application (12 minutes)

• Students independently write 3 original sentences on whiteboards or notebooks.
• Requirement: Each sentence must include at least one abstract noun and one concrete noun.
• Model with an example sentence on the board: “Her joy was as bright as the sunlight.”
• Advanced learners: challenge to write a short paragraph incorporating both noun types.
• Provide sentence starters for students needing extra support (e.g., “I feel _______ when I see _______.”).

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5. Sharing and Reflection (5 minutes)

• Invite volunteers to read their sentences aloud.
• Peer feedback focusing on correct noun usage and understanding (e.g., “Why is ‘courage’ an abstract noun here?”).
• Summarize key points and revisit the “I Can” statements for self-assessment.
• Encourage students to consider how abstract nouns help us express complex feelings and ideas.

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Differentiation Strategies

• For Struggling Learners: Use dyslexia-friendly cards, provide noun lists, pair with a buddy for support, use sentence starters, and allow oral responses.
• For English Language Learners: Incorporate visual aids, define nouns in L1 if possible, slow model explanations, and use gestures.
• For Advanced Students: Extension into writing a short creative story or poem using at least 6 abstract nouns and 6 concrete nouns; introduce nuanced abstract nouns (e.g., “justice,” “liberty”).

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Assessment

• Observation of group noun sorting participation and reasoning.
• Review of individual sentence writing for correct use of abstract and concrete nouns.
• Exit ticket question: Write one sentence with an abstract noun and one with a concrete noun.

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Reflection for Teacher

• Note which nouns caused confusion and revisit in the next lesson as needed.
• Evaluate effectiveness of materials and group work dynamics.
• Reflect on how well students applied the concepts in writing.

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This lesson plan delivers comprehensive and engaging instruction aligned with Common Core standards to deepen 8th graders’ understanding of abstract and concrete nouns while accommodating diverse learning needs.