ALEX Lesson Plan


Down with the Nouns

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  This lesson provided by:  
Author:LaTonya Barnes
System: Birmingham City
School: Princeton School
  General Lesson Information  
Lesson Plan ID: 33122


Down with the Nouns


Students will learn nouns by using an interactive sorting game. Students will compete with each other by putting noun cards down on the floor categorized by person, place, animal, or thing. Students will have to read and sort the cards. The student with no noun cards first, wins!

This is a College- and Career-Ready Standards showcase lesson plan.

 Associated Standards and Objectives 
Content Standard(s):
ELA2015 (1)
35. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5]
ELA2015 (1)
36. Produce complete sentences when appropriate to task and situation. (See Grade 1 Language standard 37 for specific expectations.) [SL.1.6]
ELA2015 (1)
37. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.1.1]
a. Print all uppercase and lowercase letters. [L.1.1a]
b. Use common, proper, and possessive nouns. [L.1.1b]
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). [L.1.1c]
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). [L.1.1d]
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). [L.1.1e]
f. Use frequently occurring adjectives. [L.1.1f]
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). [L.1.1g]
h. Use determiners (e.g., articles, demonstratives). [L.1.1h]
i. Use frequently occurring prepositions (e.g., during, beyond, toward). [L.1.1i]
j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [L.1.1j]
ELA2015 (1)
40. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [L.1.5]
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. [L.1.5a]
b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). [L.1.5b]
c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). [L.1.5c]
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. [L.1.5d]

Local/National Standards:


Primary Learning Objective(s):

Students will be able to:

  • Identify proper and common nouns
  • Categorize nouns
  • Read and sort nouns
  • Make visual representations of nouns
  • Write sentences about nouns

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

  • 5 Colored Index Cards
  • 40 White Index Cards
  • Tape
  • Markers
  • Crayons
  • Pencils
  • Newspapers
  • Magazines
  • Book: A Mink, a Fink, a Skating Rink: What Is a Noun? by Brian Cleary

Technology Resources Needed:

Computer with Internet access


  • Teacher will make noun cards using index cards. 
  • Five colored index cards will be labeled: Nouns, Person, Place, Animal, and Thing. 
  • Forty white cards: 10 names referring to people, 10 names referring to a place, 10 names referring to an animal, and 10 names referring to a thing.


  1. Teacher will read A Mink, a Fink, a Skating Rink: What Is a Noun? by Brian Cleary.

  2. The teacher will explain that nouns are divided into four groups: person, place, animal, and thing.

  3. The class will discuss nouns in the story.

Teaching/Learning Activities

  1. Students will play an interactive sorting game.

  2. The teacher will tape on the floor the five colored index cards entitled: Nouns (top) with the four categories under the title labeled Person, Place, Animal, and Thing.

  3. The teacher will explain that the objective of this game is that the noun cards be placed under the correct categories.

  4. The teacher will select two students to play “Down with the Nouns”.

  5. Each student will receive 20 cards.

  6. Students will compete with each other by putting noun cards down on the floor categorizing them by person, place, animal, or thing. Students will have to read and sort the cards quickly. The student with all the nouns down first wins!

  7. The teacher will gather the cards and select other students to play.


  1. Once the children understand that nouns are divided into categories, students will create their own list or picture chart of nouns. Students will make five visual representations of nouns for each category and write sentences about the nouns.

  2. As a closing activity, students can play any of the following online games:


Assessment Strategies

Formative Assessment:

  • Students will make drawings of nouns.
  • Assess individual charts constructed by students for student understanding.

Informal Assessment:

  • Oral Assessment
  • Visual Assessment


  • Teacher may make additional noun cards as an extension lesson.
  • Students may create a visual noun chart by cutting out pictures from magazines and newspapers.


  • Demonstrate the procedure over again as needed.
  • Limit noun categories to two.
  • Students with learning disabilities will be provided a designated peer reader and helper, as well as provided assistance with proofing classwork.
  • ELL students will have reduced length in written assignments and be allowed more time to complete written assignments. These students are also allowed to work with a partner.
  • ESL students will be provided a model, as well as visual aids. Students' work will be modified as well as given extra time to complete tasks.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.