# C:Proper nouns

Unit of Work

Theme: Celebration

Class: Standard I

Duration: 1 Day

Goals:

1. To develop proper usage of noun in their daily writing. 2. To appreciate the usage of nouns when expressing themselves verbally. 3. To demonstrate willingness and respect for others opinion.

Rationale:

          This unit will assist students to observe, identify, apply and categorize common nouns; allowing them to engage in a variety of formal and informal language.


Graphic Organizer

Class: Std.1 Duration: 3-6 weeks

Subject: Language Arts Theme: Celebrations Class: Std. I Topic: Nouns Subtopic: Proper Nouns Time: 30 minutes Materials: Chart with definition of what is a proper noun, flashcards, strips of paper, tape, balloons, index cards, pictures depicting common nouns, markers, and worksheet. Previous Knowledge: Students are familiar with common nouns. Objectives: Using interactive activities students will be able to: 1. Define and list proper nouns. (knowledge) 2. Identify a proper noun for given common nouns. (analysis) 3. Select all the proper nouns from given paragraph. (analysis) Concepts: A proper noun is a specific name for a particular person, place, animal, thing or idea.

                   It always begins with a capital letter.


Example: Proper Nouns Common nouns Columbus Park Belize Mary park country girl

References: 1.English Workshop: First Course pg. 97

                      2. God’s Gift of Language Writing and grammar A pg. 144


Linkages: 1. Social Studies (The Battle of St, George’s Caye)

                  2. Science (Names of Scientific Terms)


Skills: 1. Observe pictures 2. Explain what proper nouns are 3. Cooperative with group members

Attitude: Willingness to participate

Introduction: 1. Teacher invites 10 volunteers to the front; provide each with a balloon. 2. Taking turns each will burst their balloon. 3. Each will read the word from the strip of paper obtained from the

    balloon..
4. Students will differentiate between common and proper nouns.
5. The students with the common nouns sill sit down.
6. The ones with proper nouns will stay upfront.


Development: 1.A class discussion through questioning will entail what are proper

                            nouns. (with the use of index cards)
2. As reinforcement teacher will present the definition of what is a proper
noun.
3. A volunteer is invited to read aloud the definition of a proper noun to
the rest of the class.
4. Teacher elicits from students examples of proper nouns with the use of
pictures.
5. The examples of proper nouns mentioned by children will be written
on cards and will be placed around the definition on the board.
6. Students will be placed in groups of 5’s; each group will be provided
with a surprise bag containing cards of common nouns.
7. Children will be instructed to write a proper noun for each given
common noun.
8. A representative of each group will report to the rest of the class an
example of their findings.
9. Teacher reviews with students the definition of a proper noun; assign
different children to tell an example of a proper noun.  Teacher will also
emphasize that proper nouns begin with a capital letter.



Conclusion:

Provide each student a worksheet containing a paragraph from which the students are to select the proper nouns by underlining them.


After the allotted time has expired, teacher and students will review all the proper nouns found in the paragraph. Extended Activity: Students will compile a booklet on proper nouns in which they will include 5 pictures depicting proper nouns; they are to name the pictures. Students will a sentence for each.

Evaluation:

Strengths

Teacher:

Student:

Areas for Improvement

Teacher:

Student:

Topic/Subtopic Concepts objectives Teaching Strategies Evaluation Topic: 10th Day of September

Subtopic: Significance on the Battle Of Saint George’s Caye

Materials: Calendar Markers Typing sheets Tape recorder, blank story ladder

Skills: Analyze Decision making Examine

Attitude: Respect Appreciate Patriotism

References:

History of Belize Nation in the Making Pg 43

13 Chapters Of History of Belize Pg. 24 The Battle of Saint George’s Caye was fought Between the British and the Spaniards.

The Baymen won the battle over the Spaniards.

September 10th every year Belize celebrate the battle of Saint George’s Caye

Children will be able to

Explain the significance of the battle Of Saint George’s Caye

Dramatize the battle of Saint George’s Caye

Draw a scenario depicting the battle of Saint George’s Caye Discussion

Introduction: Children will sing the song-The Tenth Day Of September

Development Children will work in groups of 5’s

Teacher will provide students with a short story on the battle of Saint George’s Caye

As a whole class , children read the story

In groups children will discuss on the story,

Teacher will use questions to prompt students to respond base on their discussion

Children will explain why the battle of saint George’s caye is important. Evaluation

Using a rubric children will dramatize the Battle of Saint George’s Caye

Use a checklist will to do self evaluation on the story ladder

Topic/ Subtopic concepts Objectives Teaching Strategies Evaluation Conclusion :

Given a blank story ladder , children will write the events on the Battle of Saint George’s Caye in sequence

Mathematics Topic/ Subtopic concepts objectives Teaching strategies Evaluation

Topic: Place Value

Subtopic: Tens/Ones Place value

Materials: Flashcards Place value chart Typing sheets Markers Worksheets , tape

Skills: Identify Observe Manipulate

Attitude: Awareness Cooperation Respect

References: Silver Burdett Mathematics book pg.4-5

Scott Foreman Mathematics pg. 2 Numbers have values according to their values. E.g. 35 – ones

      48 – tens


Number values are read from right to left. 35 Students will be able to

Identify the place value of numbers.

Explain the value of numbers

Write numbers correctly in the place value chart

Practice and drill

Introduction: Have children sing the jingle; Ten little Indians

Using a number chart, children will orally count from 1 to 100.

Development:

Teacher introduce the place value chart to students

Students will place numbers written on flashcards on the chart

Teacher and children will discuss on the value of each number on the chart

Children will work in groups of 3’s, will be provided with flashcards with numbers , a blank typing sheet  and will


draw a place value chart and will write the numbers under the correct place value.

Teacher will ask volunteers to share their place value chart with the class.

Teacher will review by elaborating on the place value of numbers

Conclusion:

Given a sheet with a place value chart, children will write given numbers under the correct value

Children will do self evaluation using a checklist to evaluate their knowledge on the one and tens place value of numbers.

English Topic/Subtopic Concepts Objectives Teaching Strategies Evaluation Topic: Nouns

Subtopic: Proper nouns

Materials:

Flashcards

Worksheets


Skills: Define Identify Create

Attitude; Awareness Respect Appreciations

References: Key English Grammar 2 Pg. 21

Language for Daily use Pg.50-51

A proper noun names a particular person, animal, place, and thing. e.g. Doctor Smith Columbus Park

Proper nouns begin with a capital letter. e.g. Belize

Students will be able to

Identify the proper nouns in given paragraph

Write a proper noun for each given common nouns

Match proper nouns to their corresponding common noun. Deductive

Introduction

Children will look for words written on flashcards if any.


Children will flashcards will read their word to the class

Class discussion on the words

Development

Teachers presents to students definition of proper noun

Introduce to children proper nouns

Elicit from children what is a proper noun,

Present to children examples of proper nouns E.g. Karen, Belmopan, also non examples_ chair , book

Compare and contrast examples and non examples

Children will list more examples of proper nouns

Conclusion: Provide children with worksheet, children will match common nouns with their corresponding proper noun.

Using a checklist with ratings children will assess their ability if they understood what is a proper noun

Expressive Arts Topic/Sub-Topic Concept Objectives Teaching Strategies Evaluation Topic: Secondary colors (week 1)

Sub-topic: Mixture of secondary colors(2. 3)

Materials: paint, white bristol board, paint brush, pictures, flash cards

Skills: Observe Manipulate Identify

Attitudes: Awareness Interest Appreciation

Reference: Error! Hyperlink reference not valid. colourtheory/ ss/color_ thory_3.htm 1. Secondary colors are made by mixing two primary colors together.

2. Red and yellow gives you orange.

3. Yellow and blue gives you green.

4. Red and blue gives you purple. Students will be able to:

1. Identify the secondary colors.

2. Design a cover page using secondary colors.

3. Compile their art book.

Guided Discovery:

Introduction:

Teacher divides the class into groups of six.

He/she will explain that there will three stations where they will mix 2 primary colors to make a secondary color.

Development:


Students will be asked to make at least 2 secondary colors in each station.

Students are asked to keep the colors that they make in hand as it will be used for the art booklet.

After all groups have rotated they will be asked to find their seats.

Ask for feedback from the students. Using an anecdotal record notice if students could identify the difference between primary and secondary colors.

Using a checklist that would evaluate group members’ participation in the activity.

Science Section 2 Topic/Subtopic Concept Objectives Teaching Learning Strategies Evaluation Topic: Living Things

Subtopic: Characteristics of Living Things

Materials: Chart, flashcards, pictures, glue, newsprint, balloons, marker.

Skills: Identifying Observing Infer

Attitudes: Appreciation Respect Awareness

References: 1. Primary Science Bk1 pg.1

2. Finding Out Bk3, page 53 1. Living things are things that have life.

2. Living things can: grow, feed, respond to stimuli, reproduce, move, excrete, and breathe. Students will be able to:

1. Explain what are living and non – living things.

2. List the characteristics of living things.

3. Create a chart on characteristics of living things.

Guided Discovery: Introduction: 1. Each child will burst the balloon on their desk and will get hold of the strip of paper found in it.

2. Children will form a circle if the name on the strip of paper is a living thing. The others will go in the center of the circle. 3. Each child will read the name from the strip of paper; the others will tell if they are in the correct place. 4. Elicit from children on what are living things and non – living things. Development: 1. Students will form groups according to the color of their balloon. 2. Teacher explains the rules and the order of rotation from station to station.

3. Students are to visit the seven stations from which they’ll observe, infer and write the characteristic each picture is portraying. 4. Elicit from each group a characteristic of living things based on the picture on assigned station. 5. Teacher and children will discuss the seven characteristics of living things.

Concussion:

Children in their groups will create a chart by gluing only the pictures which depicts the characteristics of living things. Children will label each picture with corresponding characteristics. Use a checklist with rating to assess the student’s ability to identify and differentiate among the characteristics of living things.

Use anecdotal records on pictures noting if students can identify the characteristics of living things.