Key Assessment:

Using Nouns Correctly when writing

Sakinah Hunafa

September 8, 2014
 Part 1: Identification of Learning Problem

My target audience is my 4th and 5th grade online class. I have children ranging from eight to

eleven years. As such, I have had to be on point with my differentiation techniques. My students

are from different states. At this time, I have students from Georgia, South Carolina and New

York. Due to this situation, I have to refer to the National Standards for lessons. In this way, I

can cover the information needed for national students to be successful when taking any

performance exams.

I have only been teaching my students for two weeks. Therefore, I am still learning about

them. However, I have noticed that they are less than enthusiastic about their upcoming writing

assignment. I will have their first writing sample soon. Then, I will have a better idea of their

writing abilities. My key assessment for this course in based on my past experience with another

class. They were all varying levels of competency in their writing. A small few of the students

were producing detailed, imaginative narratives while others scarcely wrote a paragraph. Many

of the students questioned the need to write at all. They didn’t see the importance of it in their

everyday lives. I also noticed that students were struggling with the mechanics of writing. A

greater majority of my students misspelled several words, left out important punctuation marks,

forgot capitalization entirely and more. I was astounded that we were pushing them to produce so

many writing samples. It seemed as though they were skipping the foundation and rushing

towards the product. The results spoke for themselves.

After seeing this, I decided that something needed to be altered in the way we teach writing.

My current group of students is the test group. I am slowly going over the steps of writing with

them in detail. Before they even begin, I want to give them several examples. In this way, the

hope is that the students will be confident and produce better work.
 At this time, they are just learning the steps of writing. They need to be able to write

sensibly, correctly and creatively. Writing needs to be made a part of their lives. Once students

understand how writing affects their lives, they will be more motivated to excel in the task. My

goal is that my students will be able to use the steps of writing as well as the mechanics to

produce quality writing for their grade level.

 Part 2: Learner Analysis

1. Introduction:

My class is a lively group of learners. Down time cannot exist in my virtual classroom. They will
use any opportunity to socialize and sometimes, it can get us off topic. However, once my
students are engaged, I generally have no problem holding their attention. I often use their
sociability to engage them in class discussions about the content. Open-ended questions work
especially well with this group. Interestingly enough, I rarely receive one word responses from
my students. Their writing skills leave something to be desired in some areas. Yet, they are ready
to learn and want to do well in their classes.

2. Entry Skills and Prior Knowledge:

Based on the third grade standards, fourth grade students should come with certain writing
skills. However, I can see that while my students possess certain skills, there are some integral
skills missing from their needed skill set. In particular, convention skills are particularly low. I
am having to review grammar specifics such as plural nouns and punctuation rules. This has set
me back with their writing because of the missing entry skills. I noticed that most of my students
did come to fourth grade with the knowledge of research and narrative writing. They fully
understand the assignments that I am discussing. Yet, they are lacking in the foundational writing
skills to create a complete, well-written piece. The steps of writing seem to be missing in their
knowledge skill set as well. The structure seems to have taken a back-seat. However, my
students are aware of the use of graphic organizers to assist with writing. Bearing all of this in
mind is guiding me in my journey towards effective writing for my students.

3. Attitudes Toward Content & Academic Motivation:

My students seem to have an overall positive attitude towards writing. I have yet to hear any
complaints. As we begin to write, I will have more of an opportunity to see their attitudes come
out. One of my students was held back from the next grade this year. As such, he is motivated to
succeed and do well in my class. My other students are interested in the content and learning
more. I try to make the class as interactive as possible. This may play a part in their motivational
level with learning and practicing their writing skills. They are competitive with one another and
always want to be the one with the correct answer. I have had no issues with class participation
thus far.
4. Educational Ability Levels:

Most of my students are at an early third to late third grade writing level. Thus far, they are
quickly picking up information and there are no learning disabilities. They are need of grammar
review but are available to formulate sensible sentences and ideas.
They do need more assistance in the organization of their ideas. However, there is no lack of
ability causing the lack of organization. Student comprehension level is an average of late third
grade, some early fourth grade. Word recognition is also mid to late third grade. My students
should be ready to pursue fourth grade writing skills upon more review of third grade skills.

My students completed the first trimester with a combined average of 81.6 in writing. We used
Juno to test them online. After testing them, I learned that my students lacked an understanding
of certain parts of speech such as adverbs. They confused adjectives and adverbs. However, they
did show a basic understanding of nouns and how to use them when writing. During the
trimester, the completed three essays and a written book report as formal writing assignments. A
common trend amongst them was a tendency to have run-on sentences in their writing. Some
students had issues with subject-verb agreement.

5. General Learning Preferences:

My students all prefer hands on learning experiences. However, this seems to be common of
most children. They are very visual learners for the most part. A few of my learners are heavily
verbal-linguistic and lean towards preferring discussion and oral interviews at times. They are
not used to the online environment and need to have ten minute breaks between each class. The
students love learning through interactive games and instructional videos. I intend to use videos
to assess them for project based assessments. I can see that they would do well recording
themselves and showcasing their skills to share.

6. Attitude Towards Teachers and School:

My students are excited to be in an online school and constantly talk about their teachers.
They genuinely wish to succeed and are trying to do their best. One of my students never liked
school thus far and hated homework. However, he is doing fine as of now and is motivated to do
his work. I think his competitive nature found its match in all of his classmates. He feels
challenged and wants to meet the challenges set for him. All of my students look at school as
more than just a learning time but an opportunity to interact with other students. They are
generally on time for class and only miss for appointments or internet issues. It is still early in
the year, so I might see some other things come out. As of yet, I have had no problems with
student disrespect towards myself or even their peers.

7. Group Characteristics(including social characteristics and relevant cultural

information)

My class is comprised of African Americans and one mixed race child. The children are
being raised in rural areas with a push for sustainability.

Their religion is Islam and as such they are Muslims. Some of the children are able to read
The Holy Quran in its Arabic form but need translation to understand the meaning. Being a
Muslim myself, I can relate to the cultural and religious norms involved. This is important
information for many reasons. Students much like myself, must be given time to pray during the
class day. During religious observations, some students may even be fasting! With this
knowledge in mind, I can tweak my lessons to best suit the needs of my students.

They are talkative and love to socialize with their friends outside of school. Many of them are
involved in extracurricular activities such as swimming and baseball. I teach online so my
students are also from different states. I have to remember this when teaching especially for
science and social studies. The environment from one state to another can be very different. As
such, differentiation will be needed even more so for this class.
 Part 3: Task Analysis

Procedural Task Analysis:

I am using the procedural analysis to conduct my task analysis for the use of nouns in writing. The

decision to utilize this method came when I noticed the similarities between it and lesson planning.

Procedural task analysis asks three questions. The first question is, “What does the learner do?” This is

when you have to note actions to be performed by the learner. The actions must be observable so are

based on behavior much like learning objectives. The second question is, “What does the learner need to

know to do this step?” What knowledge base is necessary for the learner to be able to carry out the

action? The third question is, “What tactile, visual and smell cues are needed to show the learner

important information. For example, a cue may show the learner that the step was completed correctly.

On the other hand, it can also alert the learner to a problem or even when they need to use another step

completely. This is like when teachers give children a means of checking their work. For example, a

visual cue for a run on sentence could be a long sentence without commas or semicolons. If students see

this example often enough, they can recognize the mistake on sight.

My procedural analysis was conducted based on the proper use of nouns in writing. There are many

different types of nouns. By understanding the place of nouns in a sentence, student writing can improve

exponentially. For example, if a student doesn’t understanding the idea of collective nouns, he or she will

lack commas in the sentence. This would then cause them to have incorrectly structured sentences in their

writing. Students with no understanding of pronouns would be at risk for boring and repetitive writing.

Simply by improving student use of nouns, we can improve student writing.

Students struggle with the understanding of the usage of parts of speech. Since parts of speech are the

foundation for good writing, students without it did not do well in writing tasks.
I have included my procedural task analysis outline below. This information will be reflected in my

flowchart:

Objective: The learner will be able to use various forms of nouns correctly in sentences to improve

overall writing performance.

Essential Learning:

1. Identifying different types of nouns in writing such as books and letters.

Visual cue: A word that represents a person, place, thing or idea.

Visual cue: The word will not be an action word and may be capitalized in some cases.

2. Replacing some proper and common nouns with pronouns in the sentences to avoid repetition.

Visual cue: “She, He, We, Us, Them, Him, and Her words used at times throughout the writing in place

of both common and proper nouns.

Verbal cue: Reading the passage will produce auditory rhythm and absence of repetition of names.

3. Using possessive nouns to indicate ownership in writing.

Visual cue: Third person references to self are absent in writing. The use of the word, “my or mine” in

reference to self is evident.

Verbal cue: Read the passage aloud, there will be a flow to the writing and the name of the writer will

not be evident.

4. Using singular and plural nouns to demonstrate one and more than one throughout writing.

Visual cue: Many plural nouns will have “s” or “es” added to the end of the noun. Use of plural nouns is

evident throughout the writing with words such as, “balls”. Singular nouns are used appropriately with

words such as, “house”.

Verbal cue: Listen to the sounds the words make. For example, “As I walked along the beach, I picked

up several sea shell.” Does it sound right? In this case, you are simply adding an “s” to make this sentence

correct.

5. Use irregular plural nouns correctly in sentences.

Visual cue: Words such as deer, fish and people are used in the writing piece in a correct manner. For

example, “I went to the lake near my neighborhood and caught several fish.” In this case, adding “es”

would be incorrect. “I went to the lake near my neighborhood and caught several fishes.” Look at the

sentence carefully. Does it make sense?

Verbal cue: Read and re-read the passage aloud. Does it make sense? Would you speak in this manner?
 Part 4: Instructional Objective:

Terminal Objective 1: To use nouns correctly in sentences when writing.

Enabling Objectives:

1A. To locate different types of nouns in writing such as books and letters.

1B: To differentiate between various nouns and their usage in writing.

Terminal Objective 2: To use pronouns as a replacement for common and proper nouns.

Enabling Objectives:

2A. Differentiate between common and proper nouns.

2B. Discuss repetition in writing with overuse of names, places, etc.

2C: The student will identify examples of proper usage of both common and proper nouns.

2D: Explain how to best use pronouns to increase flow of writing.

Terminal Objective 3: To use possessive nouns to indicate ownership in writing.

Enabling Objectives:

3A. Discuss possessive nouns as useful for both common and proper nouns.

3B. Explain how possessive nouns show ownership.

Terminal Objective 4: To use singular and plural nouns to demonstrate one and more than one.

Enabling Objectives:

4A: Define the meaning of the word, “singular” as one and “plural” as many.

4B: Differentiate between ending sounds such as, “s” and “es” for singular and plural nouns.

4C: Identify when to use singular and plural nouns in sentences.

Terminal Objective 5: To use irregular plural nouns correctly in sentences.

Enabling Objectives:

5A: Locate irregular nouns in common text such as books, newspapers and more.

5B: Discuss the difference between regular and irregular nouns.

Classification of Instructional Objectives:

Content Performance
Recall Application
Fact 4A
Concept 1A, 2A
Principles 3B, 1B, 5B, 4B, 3A, 2B 2, 3, 4, 5
Procedure 5A,4C, 2C 1
Interpersonal
Attitude

Relationship between instructional objectives and standards:

Instructional Objectives Georgia Performance standards

1 ELACC3L1a: Explain the function of nouns,
pronouns, verbs, adjectives, and adverbs in
general and their functions in particular
1A sentences.

ELACC3L5 b. Identify real life connections

1B
between words and their use (e.g., describe
people who are friendly or helpful).

2 ELACC3L1a: Explain the function of nouns,

pronouns, verbs, adjectives, and adverbs in
general and their functions in particular
2A sentences.
2B, 2C, 2D
3 ELACC3L2d: Form and use possessives.
3A
3B
4A ELACC3L1b: Form and use regular and
4B irregular plural nouns
4C
5A ELACC3L1b: Form and use regular and
5B irregular plural nouns
 Part 5: Development of Assessments

My preference for assessment is always performance-based assessment. However, for the

purposes of this unit, I will include a mix of multiple choice, open ended and performance based
assessments. In this way, I can allow for the many different learners in my classroom. This will
give my students the best opportunity for success.

Instructional Goals Objectives UDL Assessments

Strategies

Lesson 1: Gains Objective 1: Using nouns properly in Learners are given Learners will take
confidence sentences when writing. the option to use an open-ended quiz
The students will in using two of more over noun usage in
practice using nouns when 1A. The student will identify different methods of JunoEd.
nouns in sentences writing types of nouns in writing such as books communication to
by choosing the sentences and letters. complete this
correct noun from and 1B: The student will be able to note how activity. This gives
several options and increases and when to use different types of nouns them the chance to
putting it into the ability to before using them in sentences. use the method of
best choice use nouns 1C: The student will practice writing communication in
sentence. correctly. nouns in a variety of sentences. which they feel
most comfortable.
Lesson 2: Objective 2: To use pronouns as a Learners are given Learners will use
Uses replacement for common and proper the option to use the comparison and
The students pronouns nouns. two of more contrast map on
practice using correctly methods of Readwritethink.org
pronouns in the when 2A. The student will differentiate communication to to differentiate
place of common writing for between common and proper nouns. complete this between common
and proper nouns better flow 2B: The student will identify examples activity. This gives and proper nouns.
by correcting of writing of proper usage of both common and them the chance to They will include
written examples and to proper nouns. use the method of some examples of
of repetitive use of decrease 2C. The student will identify examples communication in pronouns that could
both. repetition. in which common or proper nouns are which they feel be used to replace
being overused. most comfortable. either common or
2D. The student will practice using proper nouns.
pronouns in sentences to increase flow
of writing and break up repetition.
Lesson 3: Be able to Objective 3: To use possessive nouns to Learners are given Learners will write
correctly indicate ownership in writing. the option to use a few paragraphs
The students will use 3A. The student will identify possessive two of more about the
practice writing possessive nouns as useful for both common and methods of Jamestown
sentences using nouns to proper nouns. communication to settlement and the
possessive nouns. show 3B. The student will practice writing complete this people involved
ownership sentences using possessive nouns in activity. Learners there. They will
 in writing. place of common or proper nouns. can choose between need to include the
writing their following
paragraphs or doing pronouns:
a video recording of Hers, his, theirs,
their paragraphs. mine, ours, my.

Lesson 4: The student Objective 4: To use singular and plural Learners are given Learners will take a
will able to nouns to demonstrate one and more than the choice of Multiple-choice
The students will use singular one. different methods quiz over singular
practice working and plural 4A: The student will define the of communication. and plural nouns on
with singular and nouns meaning of the word, “singular” as one They are also given JunoEd.
plural nouns in correctly in and “plural” as many. the opportunity to
real-world sentences in 4B: The student will differentiate work with a partner
situations and in order to between ending sounds such as, “s” and if needed. Students
written form. demonstrate “es” for singular and plural nouns. are also given the
one and 4C: The student will identify when to option to take a
more. use singular and plural nouns in multiple-choice or
sentences. an open-ended quiz.
4D: The student will practice
incorporating both singular and plural
nouns in sentences.
Lesson 5: The student Objective 5: To use irregular plural Learners are being Students will create
will be able nouns correctly in sentences. given the choice of a Prezi showcasing
The students will to use 5A: The student will identify irregular partnership for examples of
practice creating irregular nouns in common text such as books, additional help if irregular plural
their own correct plural nouns newspapers and more. needed. Learners nouns with pictures.
sentences using correctly 5B: The student will practice writing are given the option
provided irregular when irregular plural nouns in sentences. of a Prezi
plural nouns. writing. presentation or a
Glogster.

Objective 1: Assessment
Noun Usage Assessment

Define the term, “noun”:

True or False: Noun or Not?

1. ____ A book is an example of a noun

2. ____ Running is an example of a noun
3. ____ A teacher is an example of a noun
4. ____ Six Flags is an example of a noun
5. ____ Eating is an example of a noun
6. ____ Hope is an example of a noun
7. ____ Beautiful is an example of a noun
8. ____ Smart is an example of a noun
9. ____ A fireman is an example of a noun
10. ____ A school is an example of a noun

Give four examples of nouns used correctly in sentences

11.

12.

13.

14.

Differentiated Quiz: Multiple-Choice answers to replace essay questions

11. Which of the following sentences shows correct noun usage? You may choose more than
one.
 a. I went on a trip to Disneyland.
b. Me and My friends like to skate at the park.
c. The boys like to make stop at the ice cream store.
d. My daughter likes to play hopscotch outside.

12. Which of the following sentences shows correct noun usage? You may choose more than
one.

a. Toys is lots of fun for children.

b. Vegetables are good for you in many ways.
c. Some people like to exercise at the gym to keep fit.
d. Book are wonderful doors to adventures.

13. Which of the following sentences shows correct noun usage? You may choose more than
one.

a. The children loved to play with balls.

b. The winter is coming very soon.
c. We liked the movie us went to.
d. janet had the most fun at the science museum.

14. Which of the following sentences shows correct noun usage? You may choose more than
one.

a. They liked to eat the vegetable.

b. Native Americans were helpful to the settlers at Plymouth.
c. Jamestown is the first established colony in the United States.
d. The fort was build in nineteen days.

Nouns Usage Assessment Answer Key

Noun: A noun is a person, place, thing or idea.

True or False: Noun or Not?

1. __T__ A book is an example of a noun

2. __F__ Running is an example of a noun
3. __T__ A teacher is an example of a noun
4. __T__ Six Flags is an example of a noun
5. __F__ Eating is an example of a noun
6. __T__ Hope is an example of a noun
7. __F__ Beautiful is an example of a noun
8. __F__ Smart is an example of a noun
9. __T__ A fireman is an example of a noun
10. __T__ A school is an example of a noun

Give four examples of nouns used correctly in sentences

11.

12.

13.

14.

Differentiated Quiz: Multiple-Choice answers to replace essay questions

11. Which of the following sentences shows correct noun usage? You may choose more than
one.
 a. I went on a trip to Disneyland.
b. Me and My friends like to skate at the park.
c. The boys like to make stop at the ice cream store.
d. My daughter likes to play hopscotch outside.

12. Which of the following sentences shows correct noun usage? You may choose more than
one.

a. Toys is lots of fun for children.

b. Vegetables are good for you in many ways.
c. Some people like to exercise at the gym to keep fit.
d. Book are wonderful doors to adventures.

13. Which of the following sentences shows correct noun usage? You may choose more than
one.

a. The children loved to play with balls.

b. The winter is coming very soon.
c. We liked the movie us went to.
d. janet had the most fun at the science museum.

14. Which of the following sentences shows correct noun usage? You may choose more than
one.

a. They liked to eat the vegetable.

b. Native Americans were helpful to the settlers at Plymouth.
c. Jamestown is the first established colony in the United States.
d. The fort was build in nineteen days.

Objective 2: Assessment: Comparing and Contrasting Proper Nouns

Click on the following link to go to Readwritethink.org.

http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html
 It will take you directly to their compare and contrast map. Using this map, show the differences
and any similarities between common and proper nouns. Provide at least 3 examples of ways you
could use pronouns to replace common or proper nouns. You can turn this assessment in by
saving the map to your computer. Then, upload it to your email as an attachment. Your last step
would be to send the map to me for grading.

Rubric
1 2 3
Use of pronouns as a Student showed only Student showed at Student showed three
replacement for one way to use least two ways to use or more ways to use
common and proper pronouns to replace pronouns to replace pronouns to replace
nouns common and proper common and proper common and proper
nouns. nouns. nouns.
Contrast between Student noted a Student noted that Student noted that
proper and common difference but did not there was one of more there was one or more
nouns explain what the differences and similarities and
difference was. provided explanation. provided explanation
in detail.
Similarities between Student noted that Student noted that Student noted that
common and proper there was a similarity there was one or more there was one or more
nouns. but did not explain similarities and similarities and
what the similarity provided explanation. provided explanation
was. in detail.

Objective 3: Assessment: Using Possessive Nouns in Written Work

We have been learning about the Jamestown colony lately. The Native Americans and the
settlers were different in many ways. However, at times, they were able to help each other. All of
you have shown interest in the ways that both Native Americans and settlers lived in that time
period. As such, you will be writing at least 2 paragraphs about our first colony. You may
approach it from the viewpoint of the Native Americans or the settlers. You are also free to
include both. Throughout the paragraphs, you will include the following possessive nouns:

His Theirs Ours My Hers

You can use the above possessive nouns as much as you want. However, you must include each
one at a minimum of at least once.
You may complete these either in written format or video format. Videos can be recorded on
your computer and uploaded as a private video to Youtube. You also have the option of
recording your video and sharing it through Google Drive. You may turn in written paragraphs
through as an email attachment or through Google Docs.

Rubric
1 2 3
Use of required Student includes two Student includes three Student includes all of
possessive nouns. or less of the or more of the the possessive nouns
possessive nouns possessive nouns required at least once
required at least once required at least once throughout the
throughout the throughout the paragraphs.
paragraphs. paragraphs.
Use of possessive Student use two or Student uses three or Student uses all of the
nouns correctly. less of the required more of the required required possessive
possessive nouns possessive nouns nouns correctly
correctly throughout correctly throughout throughout the
the paragraphs. the paragraphs. paragraphs.
Accurate historical Student provides a Student provides a Student provides a
information used viewpoint based on viewpoint based on viewpoint based on
opinion with a few some facts with solid facts with a few
facts. several opinions. opinions.

Objective 4: Assessment

Singular and Plural Nouns Quiz

Define the following terms:

Singular noun:

Plural noun:

1. Which of the following is a singular noun?

a. horses
 b. computer
c. teacher
d. b and c

2. Which of the following is a plural noun?

a. girls
b. man
c. phone
d. ice cream

3. Which of the following is a singular noun?

a. movies
b. fans
c. mittens
d. hat

4. Which of the following is a plural noun?

a. buildings
b. fort
c. settlers
d. both a and c

5. Which of the following is a singular noun?

a. totems
b. cars
c. birds
d. none of the above
6. Which of the following is a plural noun?

a. both b and d
b. cookies
c. sky
d. tornadoes
 7. Which of the following is a singular noun?

a. pancake
b. trophies
c. tools
d. cups

Matching:
Choose the best choice for each noun:

8. boy Plural

9. children Singular

10. woman Plural

11. toys Plural

12. candy Singular

13. pizza Plural

14. books Singular

Differentiated Quiz for Matching Questions:

8. Name an example of a common noun. Explain your reasoning.

9. Use a proper noun in a sentence.

10. Name an example of a proper noun. Explain your reasoning.

11. Use a common noun in a sentence.

12. Write a complete and correct sentence using the word, “houses”.

13. Give an example of a noun in singular and in plural form.

14. Write a complete and correct sentence using the word, “daughter”.

Singular and Plural Nouns Quiz Answer Key:

Define the following terms:

A singular noun is a noun that is mentioning only one person, place, thing or idea.

A plural noun is a noun that is mentioning more than one person, place, thing or idea.

1. Which of the following is a singular noun?

a. horses
b. computer
c. teacher
d. b and c

2. Which of the following is a plural noun?

a. girls
b. man
c. phone
d. ice cream

3. Which of the following is a singular noun?

a. movies
b. fans
c. mittens
d. hat

4. Which of the following is a plural noun?

a. buildings
b. fort
c. settlers
d. both a and c
 5. Which of the following is a singular noun?

a. totems
b. cars
c. birds
d. none of the above

6. Which of the following is a plural noun?

a. both b and d
b. cookies
c. sky
d. tornadoes

7. Which of the following is a singular noun?

a. pancake
b. trophies
c. tools
d. cups

Matching:
Choose the best choice for each noun:

8. boy Plural

9. children Singular

10. woman Singular

11. toys Plural

12. candy Singular

13. pizza Plural

14. books Singular

Differentiated Quiz for Matching Questions:

8. Name an example of a common noun. Explain your reasoning.

Answers will vary. Accepted answers will list a common noun such as a book, a toy or a game.

Learners will be graded based on a correct example and will not be penalized for incorrect
spelling.

9. Use a proper noun in a sentence.

Answers will vary. Accepted answers will use a proper noun correctly in a sentence. Due to the
importance of capitalization with proper nouns, students will lose a point if capitalization is
absent.

10. Name an example of a proper noun. Explain your reasoning.

Answers will vary. Accepted answers will list a proper noun such as, “The Diary of a Wimpy
Kid”, “Wii” or “Age of the Empires”. Learners will be graded based on a correct example and
will not be penalized for incorrect spelling.

11. Use a common noun in a sentence.

Answers will vary. Accepted answers will use a common noun correctly in a sentence. Learners
will not be penalized for spelling errors

12. Write a complete and correct sentence using the word, “houses”.

Answers will vary. Accepted answers will use the word, “houses” correctly in a sentence without
grammatical errors. For example, “The houses were beautiful piece of architecture.”

13. Give an example of a noun in singular and in plural form.

Answers will vary. Accepted answers will showcase on noun in both singular and plural form.
For example, “book and books”.
 14. Write a complete and correct sentence using the word, “daughter”.

Answers will vary. Accepted answers will use the word, “daughter” correctly in a sentence
without grammatical errors. A correct example would be, “My daughter is four years old and
love to go to the library.” An incorrect example would be, “She has one daughters.”

Objective 5: Assessment: Define and Illustrate Irregular Plural Nouns

Your job is to create a Prezi showcasing examples of irregular plural nouns and explanations as
to why they are irregular. You will be using the Prezi accounts we created a few weeks ago to
complete this assessment. Feel free to add videos to your Prezi if they were helpful to you. Don’t
forget to cite any sources used at the end of your Prezi! Include a title slide with your name, my
name as your teacher and the subject of your Prezi. The subject of your Prezi is Irregular Plural
Nouns.

Rubric

Examples of irregular
plural nouns shown
Explanation of why
examples are irregular
plural nouns.
Beginning title slide
Works cited slide
1 2
Student lists a two or less
examples of irregular
plural nouns.
Student gives little to no
explanation as to why
their choices are irregular
plural nouns.
Student includes a title
slide but only lists his or
her name.
Student includes a works
cited slide but it is
incorrect.
Student lists three or more
examples of irregular
plural nouns.
Student gives some
explanation as to why
their choices are irregular
plural nouns but leaves
out details.
Student includes a title
slide with his or her name
and the teacher’s name.
Student includes a correct
works cited page with a
few errors in referencing
resources.
3
Student lists four or more examples
of irregular plural nouns.
Student gives a detailed
explanation as to why their choices
are irregular plural nouns.
Student includes a title slide with
his or her name, the teacher’s name
and the subject name.
Student includes a correct works
cited page with no errors with
resources clearly noted.

Part 6: Content Sequencing and Instructional Strategies

Instructional Sequence

Sequence Description Objective

1 Identifying nouns and differentiate between varied types of nouns. 1

2 Recognizing common and proper nouns and using pronouns. 2

 3 Using possessive nouns in sentences to show ownership. 3

4 Differentiate between singular and plural nouns and ending sounds. 4

5 Comparing and contrasting between irregular and regular nouns and usage 5
in sentences.

This sequence represents concepts set up in a world-related order style. By doing this, I keep
student motivation high and achieve a better level of involvement. Students are completing
activities that prepare them for the next level of nouns. They begin with an activity to judge their
knowledge of nouns. Afterwards, they move into common and proper nouns and how to use
pronouns. Possessive nouns come into play next and then singular and plural nouns. Finally,
students end with the trickiest of nouns, the irregular and regular nouns. By the time they reach
the end, they should have a firm grasp of different types of nouns and how to use them when
writing.

Lesson 1: An Introduction to Nouns in Writing

Objective 1: Using nouns properly in sentences when writing.

1A. The student will identify different types of nouns in writing such as books and letters. what

1B. The student will be able to note how and when to use different types of nouns before using
them in sentences.

1C: The student will practice writing nouns in a variety of sentences.

Initial Presentation: Concept Organizational strategy: We will use the Journeys 4th grade e-
textbook to choose a story in relation to current social studies topics. Students will then use the
highlighter to pick nouns out of the sentences on two pages.

They will also need to choose several non-examples in the text. They will have a question
sheet to complete through Microsoft Word. What type of nouns did you identify? How were
they used in sentences? Which words in the text were non-examples of nouns? Why?

Concrete Strategy: Integration: Student is provided with an online book, the student is then
asked to identify examples of nouns in the text within the first three pages. They may do this
with the microphone or the chat box.
UDL: Struggling students could use a short reading comprehension passage from mrnussbaum’s
website and identify examples of nouns in that text instead. They would have the option of the
chat box or private chat to complete this activity. (Since, this is a differentiation plan; it would be
too confusing to have students verbally listing nouns for two different sources. This is why the
struggling students could use the text box or private chat. It would also give them additional
response time.)

Resources: Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing the Instruction:
Strategies. In Designing effective instruction; gary r. morrison ... et al (7th ed., pp. 143-146).
HOBOKEN: JOHN WILEY.

Generative Strategy: Concept Integration:

Students would have to complete a cloze text passage online by choosing the correct word from a
word box for a particular sentence. In this way, students would have to understand using nouns
in sentences and be able to choose a noun that will work in the sentence. They would do this by
typing their answers into the boxes. Their work would be shared with my via webpage link.

UDL: We could also do this activity as a class. I would screen share the cloze text passage with
the students. Then, I would ask students to vote on the correct word to use to complete the
sentence. Students would be given writing ability to fill out the answers.

Resources:

“Designing Effective Instruction” Seventh Edition. Morrison, Ross, Kalman, Kemp

Motivational Strategy: Ask students to think about do a think aloud about examples of nouns.

Ask students to think about examples of different types of nouns they may encounter in text.

UDL: Students may also choose to share their examples through breakout rooms, the chat box
and by drawing or writing them on the whiteboard.

Resources: Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing the Instruction:
Strategies. In Designing effective instruction; gary r. morrison ... et al (7th ed., pp. 143-146).
HOBOKEN: JOHN WILEY.

Lesson 2: Integrating Pronouns into your writing

Objective 2: To use pronouns as a replacement for common and proper nouns.

2A. The student will differentiate between common and proper nouns.

2B: The student will identify examples of proper usage of both common and proper nouns.

2C. The student will identify examples in which common or proper nouns are being overused.
2D. The student will practice using pronouns in sentences to increase flow of writing and break
up repetition.

Initial Presentation: RULEG and Integration Strategy

We will do an interactive whiteboard activity on common and proper nouns. I would begin by
providing some examples of common and proper nouns through screen share on studyzone.com.
Then, I would show the students a Brain Pop video on common and proper nouns. When we are
finished with the short video, we would do the quiz together. Students would give their answers
to the quiz in the chat box. After this, I give students some examples of correctly used common
and proper nouns in sentences. I would ask them to note the common factors. What do they
notice? Why is this a correct example?

UDL: Students with technology issue would be sent the link to both websites through the text
box. This gives the students without screen share abilities to follow along and participate in the
introduction. Students could also utilize their microphones to answer the questions in lieu of the
chat box.

Resources: Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing the Instruction:
Strategies. In Designing effective instruction; gary r. morrison ... et al (7th ed., pp. 143-146).
HOBOKEN: JOHN WILEY.

Generative Strategy: Concrete fact: Students will be shown some a paragraph on the
whiteboard showcasing overuse of common and proper nouns. They will then read the paragraph
aloud so that they can hear the repetition. Students will then get the opportunity to correct the
paragraph as a class after having a quick discussion with partners in break out rooms. They will
then look for ways to make the paragraph less repetitive using pronouns. Students will be given
the opportunity to fix repetition with partners and share their work with the class through the chat
box or the whiteboard if necessary.

UDL: The activity could also be done as a group. Students would vote for the correct way to fix
the paragraph through microphone or the chat box. This would be done by my asking the
students to tell me what needs fixing.

Resources: Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing the Instruction:
Strategies. In Designing effective instruction; gary r. morrison ... et al (7th ed., pp. 143-146).
HOBOKEN: JOHN WILEY.

Motivational Strategy: I would ask students to do a think aloud of examples of common and
proper nouns. Then, I would ask students to think of as many common and proper nouns as
possible within three minutes.
UDL: Students could type examples on the interactive whiteboard. Struggling students would be
given longer wait time for questions and to give examples. They can choose to give answers
through microphone, the chat box, or even private chat. The private chat option would allow for
some students with extreme shyness issues or those struggling quite a bit.

Resources: Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing the Instruction:
Strategies. InDesigning effective instruction; gary r. morrison ... et al (7th ed., pp. 143-146).
HOBOKEN: JOHN WILEY.

Lesson 3: Using Possessive Nouns in Sentences as a Sign of Ownership

Objective 3: To use possessive nouns to indicate ownership in writing.

3A. The student will identify possessive nouns as useful for both common and proper nouns.

3B. The student will practice writing sentences using possessive nouns in place of common or
proper nouns.

Initial Presentation: EGRUL and elaboration. I will begin by showing the students examples
of situations in which common and proper nouns are overused. Then, I would ask the students
how we could fix the repetition. What could we use in place of the common and proper nouns?
How else could we show ownership of something? Students would answer the questions using
the microphone or the chat box.

UDL: Struggling students could use private chat to send me their responses or be given a longer
wait time for expected responses.

Resources: Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing the Instruction:
Strategies. In Designing effective instruction; gary r. morrison ... et al (7th ed., pp. 143-146).
HOBOKEN: JOHN WILEY.

Generative Strategy: Rehearsal/practice strategy: Students will practice rewriting sentences

using possessive nouns in place of common or proper nouns.

UDL: Students could also come up with their own sentences using possessive nouns. Struggling
students could work with a partner to do either activity.

Resources: Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing the Instruction:
Strategies. InDesigning effective instruction; gary r. morrison ... et al (7th ed., pp. 143-146).
HOBOKEN: JOHN WILEY.
 Lesson 4: How to use singular and plural nouns when writing

Objective 4: To use singular and plural nouns to demonstrate one and more than one.

4A: The student will define the meaning of the word, “singular” as one and “plural” as many.

4B: The student will differentiate between ending sounds such as, “s” and “es” for singular and
plural nouns.

4C: The student will identify when to use singular and plural nouns in sentences.

4D: The student will practice incorporating both singular and plural nouns in sentences.

Initial Presentation: RULEG and integration: I would begin by explaining the meaning of
singular and plural nouns. I would show the students picture examples on the whiteboard of
objects, people, places, etc. Then, I would show students examples of singular and plural nouns
in my own surrounding environment using the webcam on my computer. I would point out that
to make nouns plural, you often add “s” or “es” to the singular noun. This would lead into their
activity.

UDL: I would use private chat to address questions and concerns of struggling students or shy
students. Student could also use their microphones to call out examples in my surroundings.

Resources: Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing the Instruction:
Strategies. In Designing effective instruction; gary r. morrison ... et al (7th ed., pp. 143-146).
HOBOKEN: JOHN WILEY.

Generative Strategy: Elaborative integration

I would ask the students to do a scan of their environment. Then, they would need to choose at
least one example of a singular and a plural noun. Students would share, one at a time, on the
webcam with an explanation as to what makes it a singular or plural noun. I would also ask them
to state what ending sound the objects have. Are they using “s” or “es”?

UDL: Students could also take pictures or simply type a description of their nouns into the chat
box. Students who are struggling could go into breakout rooms with a partner to discuss
examples of singular and plural nouns in everyday life.

Resources: Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing the Instruction:
Strategies. In Designing effective instruction; gary r. morrison ... et al (7th ed., pp. 143-146).
HOBOKEN: JOHN WILEY.

Generative Strategy: Rehearsal/Practice: Students will practice writing singular and plural
nouns in sentences given a specific sentence.
Students will realize that singular nouns may not make sense with certain sentences. Similarly,
they will see how plural nouns may not work with other sentences.

UDL: Students may also receive several completed sentences to correct based on the use of
singular or plural nouns in the sentence. Does the sentence make sense? Was the correct ending
sound add to the noun to make it plural?

Resources: Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing the Instruction:
Strategies. InDesigning effective instruction; gary r. morrison ... et al (7th ed., pp. 143-146).
HOBOKEN: JOHN WILEY.

Lesson 5: Working with Irregular Plural Nouns in your writing

Objective 5: To use irregular plural nouns correctly in sentences.

5A: The student will identify irregular nouns in common text such as books, newspapers and
more.

5B: The student will practice writing irregular plural nouns in sentences.

Initial Presentation: EGRUL and Organizational: I would explain to the students that all
plural nouns do not follow the same rule. Then, I would show some irregular plural nouns and
regular plural nouns on a PowerPoint. This would allow me to see if the students notice the
difference between the two. Is there a phenomenon they are seeing? How are the two groups
different? Then, we would bring in the actual definition of irregular plural nouns.

UDL: We could also apply the rule for regular plural nouns to irregular nouns. This would
demonstrate that the usual rule doesn't work in this case. In this way, the examples shown are
not usual or regular. They are examples of irregular nouns.

Resources: Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing the Instruction:
Strategies. InDesigning effective instruction; gary r. morrison ... et al (7th ed., pp. 143-146).
HOBOKEN: JOHN WILEY.

Generative Strategy: Concept Integration: Students will practice writing irregular plural
nouns in sentences given a pool of several irregular plural nouns. They would then have to
choose how to use each irregular plural noun in a sentence.

UDL: Struggling students may receive assistance from a partner through breakout rooms.
 Resources: Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing the Instruction:
Strategies. InDesigning effective instruction; gary r. morrison ... et al (7th ed., pp. 143-146).
HOBOKEN: JOHN WILEY.

Generative Strategy: Elaborative Integration: I would ask students to go into breakout rooms
in groups of four to discuss some examples of irregular plural nouns.

Students would be given five minutes and would then be asked to share their examples either
verbally through microphone, visually through webcam or by typing their examples into the chat
box under their group name. They would need to explain why their choices are good examples of
irregular plural nouns. Based off of what they already know, why do their choices make sense?

UDL: Struggling students could work in the breakout rooms in pairs instead of groups of four.
They could choose to provide their examples through either the chat box or the whiteboard.

Resources: Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing the Instruction:
Strategies. InDesigning effective instruction; gary r. morrison ... et al (7th ed., pp. 143-146).
HOBOKEN: JOHN WILEY.

Part 7: Design of Instruction

Instructional Goals Objectives UDL Assessments

Strategies
Lesson 1: Gains Objective 1: Using nouns properly in Learners are given
confidence in sentences when writing. the option to use
The students will using nouns two of more
practice using nouns in when writing 1A. The student will identify different methods of
sentences by choosing sentences and types of nouns in writing such as books communication to
the correct noun from increases and letters. complete this
several options and ability to use 1B: The student will be able to note activity. This gives
putting it into the best nouns how and when to use different types of them the chance to
choice sentence. correctly. nouns before using them in sentences. use the method of
communication in
1C: The student will practice writing which they feel
nouns in a variety of sentences. most comfortable.

Lesson 2: Objective 2: To use pronouns as a Learners are given

Uses replacement for common and proper the option to use
The students practice pronouns nouns. two of more
using pronouns in the correctly methods of
place of common and when writing 2A. The student will differentiate communication to
proper nouns by for better flow between common and proper nouns. complete this
correcting written of writing and 2B: The student will identify examples activity. This gives
examples of repetitive to decrease of proper usage of both common and them the chance to
use of both. repetition. proper nouns. use the method of
2C. The student will identify examples communication in
in which common or proper nouns are which they feel
being overused. most comfortable.
2D. The student will practice using
pronouns in sentences to increase flow
of writing and break up repetition.

Lesson 3: Be able to Objective 3: To use possessive nouns Learners are given

correctly use to indicate ownership in writing. the option to use
The students will possessive 3A. The student will identify two of more
practice writing nouns to show possessive nouns as useful for both methods of
sentences using ownership in common and proper nouns. communication to
possessive nouns. writing. 3B. The student will practice writing complete this
sentences using possessive nouns in activity. This gives
place of common or proper nouns. them the chance to
use the method of
communication in
which they feel
most comfortable.
Lesson 4: The student Objective 4: To use singular and plural Learners are given
will able to nouns to demonstrate one and more the choice of
The students will use singular than one. different methods of
practice working with and plural 4A: The student will define the communication.
singular and plural nouns meaning of the word, “singular” as one They are also given
nouns in real-world correctly in and “plural” as many. the opportunity to
situations and in written sentences in 4B: The student will differentiate work with a partner
form. order to between ending sounds such as, “s” if needed.
demonstrate and “es” for singular and plural nouns.
one and more. 4C: The student will identify when to
use singular and plural nouns in
sentences.
4D: The student will practice
incorporating both singular and plural
nouns in sentences.

Lesson 5: The student Objective 5: To use irregular plural Learners are being
will be able to nouns correctly in sentences. given the choice of
The students will use irregular 5A: The student will identify irregular partnership for
practice creating their plural nouns nouns in common text such as books, additional help if
own correct sentences correctly newspapers and more. needed.
using provided when writing. 5B: The student will practice writing
irregular plural nouns. irregular plural nouns in sentences.

Part 8: Formulative Evaluation

I will use an online survey website called, “surveyshare.com”. Through this website, I will
create a survey with no less than nine questions. The questions will gauge the learner’s
experience in every aspect throughout the course. The survey will consist of several open answer
questions, some disagree/agree questions and a yes or no question. I have the option of sharing
the survey on to my teacher page, a printable pdf or an email invitation. Social media options
such as Facebook and Twitter are also available, but I will not be using them for an academic
survey. Most learners will receive an email invitation to complete the survey.

I will create a student login for the SME. In this way, they will be able to have the same
experience as the learners. From there, they can also take notes. I believe that it is necessary for
any one evaluating the course, to see if from the student point of view. The SME will also take
the end of the course module survey with the learners.
 Click on the link below to view the survey. I have also sent a pdf copy to your email.

http://www.surveyshare.com/s/AYACDTD

Survey share has an option on the website called, “Analyze results”. It collects all of
the responses categorizes it for you. As you can see below, you can see how many
people, if any have skipped a particular question, how many total responses received, the
percentage of responses and exactly how many people responded. The program even
allows you to graph particular questions to analyze its individual results. Maybe certain
questions were skipped or few people responded. Why might that be? Which questions
had a higher response rate? Were the responses predominantly negative or positive?
There are so many ways that I could analyze the data to improve future online modules.

1) Were the technology requirements easily met by you and your family?

Option # Responses Response %

0 skipped this question [View] Total responses 0 0.00%

[View Responses]

Responded 0 0.00%
Did not respond 0 0.00%
 Graph this question

2) Assignments were easy to complete and submit.

Option # Responses Response %

0 skipped this question [View] Total responses 0 0.00%
Strongly Disagree 0 0.00%
Disagree 0 0.00%
Agree 0 0.00%
Strongly Agree 0 0.00%

3) What was the most enjoyable activity we completed in this class?

 Option # Responses Response %

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[View Responses]

Responded 0 0.00%
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4) The instructor graded assignments within a reasonable time period following

submission.

Option # Responses Response %

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Strongly Disagree 0 0.00%
Disagree 0 0.00%
Undecided 0 0.00%
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Strongly Agree 0 0.00%

5) What was your least enjoyable experience in this class?

Option # Responses Response %

0 skipped this question [View] Total responses 0 0.00%

[View Responses]

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6) The instructor provided interactive classroom work with the students.

Option # Responses Response %

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Strongly Disagree 0 0.00%
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7) Was the instructor easily accessible through email and/or Google Hangouts for
questions, comments or concerns?

Option # Responses Response %

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Yes 0 0.00%
No 0 0.00%
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8) The instructor encouraged beneficial classroom discussion and interaction between

students.

Option # Responses Response %

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Strongly Disagree 0 0.00%
Disagree 0 0.00%
Agree 0 0.00%
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9) What could be done in the future to create a better learning experience for you?

Option # Responses Response %

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 Option # Responses Response %

[View Responses]
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