English lesson plan · 3rd grade (Year 4 in England) · 30 minutes
Abstract nouns
Grammar
CCSS L.3.1.CEngland: Y3 GPS (nouns)England: KS2 SATs GPS
Objective and success criteria
Students will: Abstract nouns.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Common and proper nouns
Leads to: the next skill in this area.
Materials: Sentence strips, Highlighters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Common and proper nouns). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which word is a proper noun (the name of a particular person, place or day)? Our dog is called Biscuit. (our / called / dog / Biscuit) → BiscuitPrompt: Proper nouns are special names.
- Which word is a proper noun (the name of a particular person, place or day)? My friend Carlos has a pet rabbit. (rabbit / Carlos / friend / pet) → CarlosPrompt: Proper nouns are special names.
- Which word is a proper noun (the name of a particular person, place or day)? We had pancakes in March. (pancakes / had / we / March) → MarchPrompt: Proper nouns are special names.
Hook · 3 min
- Show a sentence with the grammar point used wrongly and ask what sounds odd.
- Share the objective: Abstract nouns. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which word is an abstract noun (an idea or feeling you cannot touch)? candle, hope, star, rainbow
- Step 1: Abstract nouns name things you cannot touch: feelings, qualities, ideas.
- Step 2: So the answer is: hope
- Answer: hope
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which word is an abstract noun (an idea or feeling you cannot touch)? child, toy, school, childhood (child / toy / school / childhood) → childhoodPrompt: Can you touch it, see it or hold it? If yes, it is a concrete noun.
- Turn "child" into an abstract noun. Type the noun. → childhoodPrompt: Try adding a suffix such as -ness, -ment, -dom, -ship, -hood or -ery.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Turn "brave" into an abstract noun. Type the noun. → braveryPrompt: Try adding a suffix such as -ness, -ment, -dom, -ship, -hood or -ery.
- Which word is an abstract noun (an idea or feeling you cannot touch)? sky, cage, bird, freedom (sky / cage / bird / freedom) → freedomPrompt: Can you touch it, see it or hold it? If yes, it is a concrete noun.
Watch out for
- Naming the feature but not using it in their own sentences.
- Thinking a sentence is right because it sounds right when spoken casually.
Support and stretch
Support
- Review first: Common and proper nouns.
- Use concrete materials: sentence strips.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-3.
Free lesson plan from eurekami.com/lesson-plan-builder