Les Noms

Lyrics

Un nom est un mot qu’indique un objet,

Peut importe que ce soit quelque chose de concret ou d’abstrait…
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En français, c’est important de comprendre
Qu’en français, tous les noms ont un genre.
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Les noms sont masculins ou féminins,
Comme ton père et ta mère, oui, c’est évident, mais -
Cependant ce n’est pas une simple affaire;
Tous les noms de la langue ont un genre, c’est vrai!
Ont un genre c’est vrai...
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En français, c’est important de comprendre
Qu’en français, tous les noms ont un genre.
~
Et puis, l’accord entre le nom et les adjectifs…
Aussi entre le nom, les verbes et les articles…
De plus les noms propres (des personnes ou des places)
Ont des majuscules comme tes amis dans la classe! Les amis dans la classe…
~
En français, c’est important de comprendre
Qu’en français, tous les noms ont un genre.

Recommended Resources

 CD player, Grammar through music CD,

 Grammar through music folders for each student
 Copies of noun worksheets #1 and 2 for each student
 Personal blackboards, chalk and sock for each student

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 Defining “Noun”
Introduction
 Hand out “Les noms” worksheet #1 to all students.
 Play “les noms” song for students. Encourage them to follow along with the lyrics.

Lesson
 Ask students to re-read the lyrics to the noun song and underline the key parts of the song that may help them to define
the term ‘noun.’
 Direct students’ attention to question #1. Read the question with students.
 Organize students into groups of two or three for a “think, pair, share” and ask them to come up with a definition of
“noun,” in answer to question #1.

Conclusion
 Collect worksheets or have students place worksheets in their “Grammar through Music” folders or duotangs.
 Play the noun song to conclude the lesson.

Assessment
Anecdotal
 Observe students while they are working independently and in groups. Have students underlined relevant information
in the song? In their definitions, did students provide examples of nouns to support their definitions?

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 Refining the Definition of “Noun”

Introduction
 Distribute noun worksheet #1 collected at the conclusion of the previous lesson or have students retrieve these
worksheets from their Grammar through Music folders.
 Play the noun song. Encourage students to follow along and sing.

Lesson
 Have students flip to the back of worksheet #1.
 Ask students to get back into the same groups in which they were working previously and re-read the definitions that
they came up with in answer to question #1.
 Instruct all groups to choose one member to come up to the front of the classroom and write their definition of “noun”
on the blackboard.
 When all groups have written their definitions on the board, read all of the definitions as a class and consolidate these
definitions into one comprehensive definition of “noun.” Write this new definition on the classroom blackboard
clearly.
 Direct students’ attention to question #2 on worksheet #1. Read the question with students.
 Instruct students to copy the consolidated definition of noun written on the classroom blackboard in the space
provided.

Conclusion
 Collect worksheets at the end of the lesson, or have students place them in their “Grammar through Music” folders for
next lesson.
 Play the noun song to conclude the lesson. Encourage students to sing along.

Assessment
Anecdotal
 Were all students participating actively?

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 The Difference between Proper and Common Nouns

Introduction
 Distribute worksheet #1, or have students take out their worksheets from the previous lesson.
 Play the noun song. Encourage students to follow along and sing.

Lesson
 Have students flip to the back of worksheets #1. Read question #3 with students and discuss the difference between
proper and common nouns.
 Direct students’ attention to the classroom blackboard. Write some examples of common nouns on the board. For
example, “la classe, une chaise, le pupitre » and « un stylo.” Don’t forget to include the articles along with each noun.
Referring to the articles placed before each noun, ask students to identify which nouns are feminine and which are
masculine.
 Then, write a verb on the board and place “le” or “la” before it. For example, write “le tomber” or “la tomber.” Does
this make sense? Why not? Can we say, le “monter” or “le descendre?” Why not?
 Ask students, “does it make sense to place an article before a person’s name? For example, can we say, “le Jason, or la
Jason? Why not?” How about “la France,” or “le Canada?” Discuss.
 Instruct students to complete questions 3, 4 and 5.

Conclusion
 Collect worksheets at the end of the lesson, or have students place them in their music folders or duo-tangs for next
lesson.
 Play “Les noms” song again to conclude the lesson. Encourage students to sing along.

Assessment
Anecdotal
 Were students actively participating during the lesson?
Correction
 Collect and correct questions 3, 4 and 5.

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 The Difference between Concrete and Abstract Nouns

Introduction
 Distribute noun worksheet #2.
 Ask students to take out their personal blackboards, sock and chalk and to place these on the corners of their desks.
 Play “les noms” song. Encourage students to sing along to the track.

Lesson
 Write one abstract noun (le courage) and one concrete noun (une chaise) on the board.
 Ask students the following questions about the chair:
o can you see a chair? (yes)
o can you touch a chair? (yes)
o can you hear a chair move if it is moved? (yes)
o can you smell a chair? (yes)
o could you taste a chair (yes)
 Then, ask students the same questions about the word “courage.”
o can you see courage? (no)
o can you touch courage? (no)
o can you hear courage? (no)
o can you smell courage? (no)
o could you taste courage (no)
 Ask students to get into “think, pair, share” groups.
 Instruct students to come up with a definition of “concrete noun” and “abstract noun”. Have students write the
definitions that they come up with on their personal blackboards. Encourage students to share their definitions with
other groups and to change or add to their definitions based on feedback from other groups. In the end all groups
should have a similar definition on their blackboards. .
 Direct students’ attention to worksheet #2. Ask students to read all of the questions carefully and to complete the
worksheet in class. Give students at least one other period in which to complete the worksheet.
 See the writing process outlined in conjunction lesson #3 if you want students to publish the stories they write in
answer to question #4,

Conclusion
 Collect worksheets at the end of the lesson, or have students place them in their Grammar through music” folders for
next lesson.
 Play the noun song to conclude the lesson. Encourage students to sing along.

Assessment
Anecdotal
 Were students participating during the lesson?
Correction
 Collect and correct worksheet #2.

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