Elementary Level: Nouns (People, Places, Things)

Mid Level: Summarizing Texts

High Level: Writing an Argument (Introduction to Persuasive Writing)

Elementary Level (Kinder to Grade 2)

Subject: Nouns (People, Places, Things)

Alignment with Standards:

• Common Core State Standards (CCSS):
  • CCSS.ELA-LITERACY.L.1.1.B: Use common, proper, and possessive nouns (focus on common nouns here).
  • CCSS.ELA-LITERACY.L.1.5.C: Identify real-life connections between words and their use (e.g., note places at home that are cozy).
  • CCSS.ELA-LITERACY.SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Objectives

1. Understand that nouns are words that name people, places, or things.
2. Identify and categorize nouns into three groups: people, places, and things.
3. Practice finding and labeling nouns through a scavenger hunt and picture activity.
4. Build vocabulary and observation skills through interactive exploration.

Materials

• Picture book with nouns (e.g., The Napping House by Audrey Wood or Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr.)
• Paper or notebook for drawing/labeling
• Crayons, markers, or pencils
• Sticky notes or small papers for scavenger hunt
• Household items/toys (e.g., doll, car, book)
• Optional: Noun cards (e.g., “mom,” “park,” “ball”), whiteboard

Activities

Day 1: Introduction to Nouns (30-45 minutes)

1. Warm-Up (5-10 minutes):
   • Ask: “Who’s in this room? Where are we? What’s on the table? Those are special words—nouns!”
   • Say: “Nouns name people, places, and things—let’s find some!”
2. Direct Instruction (10 minutes):
   • Explain: “Nouns are naming words!”
     • People: Mom, teacher, friend.
     • Places: School, park, house.
     • Things: Dog, chair, apple.
   • Point around: “You’re a person—noun! This is a room—noun! That’s a toy—noun!”
   • Write 3 examples: “dad,” “zoo,” “ball.”
3. Practice (15-20 minutes):
   • Read a book (e.g., Brown Bear): “Brown bear—thing! Teacher—person!” Spot 5 nouns together.
   • Say: “Name a person! A place! A thing!”
4. Wrap-Up (5 minutes):
   • Ask: “What’s one noun you learned? Which kind is it?”

Day 2: Noun Scavenger Hunt (45 minutes)

1. Review (10 minutes):
   • Recap: “What’s a noun? Give me a people noun! A place one!”
   • Quick game: “I say ‘cat’—you say ‘thing!’” Try 5 nouns.
2. Hands-On Activity: Scavenger Hunt (25 minutes):
   • Set up: Hide sticky notes with nouns (e.g., “sister” on a photo, “door” on a door, “book” on a shelf).
   • Hunt: “Find a noun! Read it—person, place, or thing?” Collect 5-8.
   • Sort: Make 3 piles—people, places, things. “Where does ‘dog’ go? (Things!)”
   • Add one: “Find your own noun—write it!” (e.g., “mom” on a note).
3. Wrap-Up (10 minutes):
   • Ask: “Which pile has the most? What’s a fun noun you found?”

Day 3: Noun Picture Labeling (45 minutes)

1. Warm-Up (10 minutes):
   • Say: “Point to a thing noun! A place noun here!”
   • Review: “What’s ‘park’? (Place!) ‘Friend’? (Person!)”
2. Hands-On Activity: Labeling Fun (25 minutes):
   • Draw: “Make a picture with 3 nouns—one person, one place, one thing.” (e.g., “Mom at park with ball.”)
   • Label: Write the noun under each: “Mom (person), park (place), ball (thing).”
   • Share: “Tell me your picture story—‘Mom is at the park with a ball!’”
   • Extra: Add 2 more nouns to the picture (e.g., “dog,” “tree”).
3. Wrap-Up (10 minutes):
   • Celebrate: “You’re a noun detective! Which noun type do you like best?”

Assessment

• Informal Observation: Note their ability to name nouns during discussions.
• Scavenger Hunt: Check if they sort most nouns correctly (e.g., 80% right).
• Picture: Look for 3 labeled nouns, one per category, with a simple story.

Extensions

• Noun hunt: Find 5 nouns in a book—sort them.
• Noun charades: Act out “teacher,” “house,” “car”—guess the type!
• Outside: “Name 3 nouns you see—person, place, thing!”

Mid Level (Grade 3 to 5)

Subject: Summarizing Texts

Alignment with Standards:

• Common Core State Standards (CCSS):
  • CCSS.ELA-LITERACY.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
  • CCSS.ELA-LITERACY.RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
  • CCSS.ELA-LITERACY.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative conversations with diverse partners, building on others’ ideas and expressing their own clearly (adapted for homeschool discussion).

Objectives

1. Understand that a summary is a short version of a text, capturing the main ideas without extra details.
2. Identify key points in short stories or articles to create concise summaries.
3. Practice summarizing through worksheets and discuss findings with a parent or family member.
4. Build reading comprehension and writing skills by focusing on essential information.

Materials

• Short story or article (e.g., Scholastic News article, a Magic Tree House chapter, or The One and Only Ivan excerpt by Katherine Applegate)
• Summarizing worksheet (sample provided below)
• Notebook or paper for writing
• Pencil, pen, or markers
• Highlighter or sticky notes (to mark key ideas)
• Optional: Whiteboard, timer (for discussion focus)

Activities

Day 1: Introduction to Summarizing (45 minutes)

1. Warm-Up (10 minutes):
   • Ask: “Tell me about a movie you saw—but in just two sentences! That’s summarizing!”
   • Say: “Today, we’re learning to shrink stories into short summaries!”
2. Direct Instruction (15 minutes):
   • Explain: “A summary tells the big ideas—who, what, where, why—without all the little stuff.”
   • Model with a short tale: “Little Red Riding Hood went to Grandma’s house but met a wolf. She and Grandma were saved by a woodcutter.”
     • Key points: Who (Red, wolf), What (met, saved), Where (Grandma’s).
   • Contrast: “Not ‘She wore a red cape’—that’s a detail!”
3. Practice (15-20 minutes):
   • Read a paragraph (e.g., “Jack climbed a beanstalk, found a giant’s castle, stole a goose, and escaped.”).
   • Summarize together: “Jack climbed a beanstalk and took a goose from a giant.”
4. Wrap-Up (5 minutes):
   • Ask: “What’s the trick to summarizing? What do we leave out?”

Day 2: Summarizing Worksheets (45 minutes)

1. Review (10 minutes):
   • Recap: “What’s a summary? Tell me about yesterday’s story in one sentence!”
   • Quick practice: “Dog chased a ball, barked, then slept.” (Dog chased a ball and slept.)
2. Hands-On Activity: Worksheet Practice (25 minutes):
   • Use a short text (e.g., 100-150 words from Scholastic News: “Pandas live in China’s forests, eating bamboo. They’re endangered because forests are shrinking…”).
   • Worksheet:
     • Step 1: Highlight 3 big ideas (pandas in China, eat bamboo, endangered).
     • Step 2: Write a 2-sentence summary: “Pandas live in China and eat bamboo. They’re endangered because their forests are shrinking.”
   • Try another: Story excerpt (e.g., “Annie found a lost kitten, fed it, and took it home.”). Summary: “Annie found a kitten and kept it.”
3. Wrap-Up (10 minutes):
   • Ask: “Read me your summary! What was hard to leave out?”

Day 3: Discussion and Refinement (45 minutes)

1. Warm-Up (10 minutes):
   • Say: “Summarize your morning in two sentences! (e.g., I ate breakfast and read a book.)”
2. Hands-On Activity: Family Discussion (25 minutes):
   • Read a new text (e.g., Magic Tree House chapter: “Jack and Annie went to a castle, met a knight, and found a secret door.”).
   • Summarize alone: “Jack and Annie visited a castle and discovered a secret.”
   • Discuss with parent/family:
     • “What’s your summary? Did I miss anything big?”
     • “Parent: What’s one detail we don’t need?” (e.g., “Knight’s armor color.”)
   • Refine: Rewrite if needed (e.g., add “met a knight” if key).
   • Draw it: Sketch the summary (e.g., castle, door).
3. Wrap-Up (10 minutes):
   • Share: “Tell me your final summary! How did talking help?”

Assessment

• Informal Observation: Note their ability to pick main ideas during discussions.
• Worksheet: Check for a 2-sentence summary with 2-3 key points, no extra details.
• Discussion: Ensure they explain their summary and adjust based on feedback.

Extensions

• Summary race: Time a 1-minute summary of a page—compare!
• Reverse it: Give a summary, guess the story (e.g., “Boy lost shoe, found treasure.”).
• News bit: Summarize a short online article (e.g., kids’ news site).

High Level (Grade 6 to 8)

Subject: Writing an Argument (Introduction to Persuasive Writing)

Alignment with Standards:

• Common Core State Standards (CCSS):
  • CCSS.ELA-LITERACY.W.7.1: Write arguments to support claims with clear reasons and relevant evidence.
  • CCSS.ELA-LITERACY.W.7.1.A: Introduce a claim and organize the reasons and evidence clearly.
  • CCSS.ELA-LITERACY.SL.7.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples.
  • CCSS.ELA-LITERACY.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Objectives

1. Understand the elements of persuasive writing, including stating a clear opinion (claim) and supporting it with reasons.
2. Formulate an opinion on a relatable topic and defend it with logical evidence.
3. Engage in a debate (with family or self) and write a persuasive paragraph to practice argument skills.
4. Develop critical thinking, organization, and communication skills through persuasive tasks.

Materials

• Notebook or paper for writing
• Pencil, pen, or markers
• Sample persuasive text (e.g., editorial from Scholastic Scope or a kid-friendly opinion piece online)
• Debate topic cards (e.g., “Should kids have homework?” “Are video games good?”)
• Graphic organizer (claim, 2-3 reasons, evidence—printable or hand-drawn)
• Optional: Whiteboard, timer (for debate), digital device for research

Activities

Day 1: Introduction to Persuasive Writing (45 minutes)

1. Warm-Up (10 minutes):
   • Ask: “Should kids get more recess? Why? Convince me!”
   • Say: “Today, we’re learning to argue—like lawyers, but with words!”
2. Direct Instruction (15 minutes):
   • Explain: “Persuasive writing convinces people. You need:
     • Claim: Your opinion (e.g., ‘Recess should be longer’).
     • Reasons: Why you think so (e.g., ‘Kids need exercise, focus better’).
     • Evidence: Facts or examples (e.g., ‘Studies say active kids learn more’).”
   • Model: Read a sample (e.g., “Dogs are the best pets because they’re loyal and helpful—guide dogs save lives!”).
   • Break it down: Claim (best pets), Reasons (loyal, helpful), Evidence (guide dogs).
3. Practice (15-20 minutes):
   • Try: “Should kids pick their bedtime?” List a claim and 2 reasons together.
   • Discuss: “What evidence could prove it?” (e.g., “I’d sleep better if I chose.”)
4. Wrap-Up (5 minutes):
   • Assign: “Pick a topic you care about—tell me your opinion tomorrow!”

Day 2: Debate Practice (45 minutes)

1. Review (10 minutes):
   • Recap: “What’s a claim? Give me one! What backs it up?”
   • Share: “What’s your topic? (e.g., ‘Phones should be allowed in school.’)”
2. Hands-On Activity: Debate Prep and Practice (25 minutes):
   • Pick a side: Use their topic or a card (e.g., “Homework helps kids learn”).
   • Prep: 5 min to list:
     • Claim: “Homework helps kids learn.”
     • Reasons: “Practice skills, builds responsibility.”
     • Evidence: “Math gets easier with practice, I finish tasks on time.”
   • Debate (10-15 min):
     • With parent/family: They take the opposite side (“Homework wastes time”). Take turns—2 min each to argue, 1 min rebuttal.
     • Solo: Argue both sides to you—“Why yes? Why no?”—then pick a winner.
   • Reflect: “What was your best point? What could the other side say?”
3. Wrap-Up (10 minutes):
   • Ask: “How did it feel to argue? What makes a reason strong?”

Day 3: Writing a Persuasive Paragraph (45 minutes)

1. Warm-Up (10 minutes):
   • Say: “Tell me your debate claim in one sentence! Add one reason!”
2. Hands-On Activity: Writing (25 minutes):
   • Use a graphic organizer:
     • Claim: “Schools should have shorter days.”
     • Reason 1: “Kids get tired.” Evidence: “I yawn by 2 p.m.”
     • Reason 2: “More family time.” Evidence: “I’d help cook dinner.”
   • Write a paragraph (5-7 sentences):
     • “Schools should have shorter days. Kids get tired after hours of work—I yawn by 2 p.m. every day. Shorter days also mean more family time. I could help cook dinner instead of doing extra math. Long days wear us out, and we need a break. Shorter school days are better for everyone!”
   • Edit: “Did I state my opinion? Prove it?”
3. Wrap-Up (10 minutes):
   • Share: “Read your paragraph! What’s your strongest evidence?”

Assessment

• Informal Observation: Note their ability to form opinions and reasons during debate.
• Debate: Check for a clear claim with 1-2 supported reasons.
• Paragraph: Look for a claim, 2 reasons, and 1-2 pieces of evidence, 5+ sentences.

Extensions

• Counterargument: “What’s the other side? How do you beat it?”
• Ad pitch: Write a paragraph selling a toy—convince someone!
• Debate round 2: Pick a new topic, argue with a twist (e.g., “No pets!”).