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Sample Madeline Hunter Lesson Plan Example

This Madeline Hunter lesson plan aims to teach students the difference between proper and common nouns. [1] The teacher will show examples of directions with improperly capitalized words and reinforce the importance of using correct capitalization. [2] The lesson will define nouns, explain that proper nouns begin with capital letters, and provide examples of proper and common nouns through modeling and a concept attainment activity. [3] Students will independently practice identifying nouns on a worksheet to check their understanding.

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Glenda Gloria
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279 views2 pages

Sample Madeline Hunter Lesson Plan Example

This Madeline Hunter lesson plan aims to teach students the difference between proper and common nouns. [1] The teacher will show examples of directions with improperly capitalized words and reinforce the importance of using correct capitalization. [2] The lesson will define nouns, explain that proper nouns begin with capital letters, and provide examples of proper and common nouns through modeling and a concept attainment activity. [3] Students will independently practice identifying nouns on a worksheet to check their understanding.

Uploaded by

Glenda Gloria
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Madeline Hunter Lesson Plan Example

Objective
This identifies what the students will be able to do upon completion of the lesson.

Students will be able to understand why some nouns need to have capital letters and others don’t.

Behaviour Standards/Expectations
What behavioural objectives do you want the students to meet during the lesson?

Goal: to elicit 100% of active student engagement


Specific expectations:
 raise their hands to participate
 taking turns to share their ideas
 build confidence in skills

Anticipatory Set
Sometimes this is called a “hook” to grasp the student’s attention to put them into a receptive frame of mind.
Activate student’s prior knowledge and experience to help them relate to the lesson. The anticipatory set does
not over-stimulate, but elicits student interest to attend to the lesson.

Show an example of written directions from a house to a hospital that is all jumbled up (ie: mix up of directional
language and places that are not emphasized properly with capital letters). Reinforce the importance of
knowing the correct way to write important street and building names to get important information across.

a) Input -Teacher Directed Lesson


What knowledge will you explicitly communicate to the students so that the concept is defined, clarified and
understood by all?

Write on board: A noun is a person, place or thing. A proper noun is the name given to specific people, places
and things (ie: CN Tower, Mary, Main St.) All proper nouns begin with a capital letter.

b) Modeling
Active demonstration of the teacher to show what is an acceptable finished product /or process by the students.

1. Review examples and non-examples of proper and common nouns.


2. Demonstrate a story with common nouns and show how to change common nouns to proper nouns.
3. Provide the tags “P” and “c” to identify each type of noun and ask students to restate the rule on why it’s
identified as such.
4. Demonstrate rewriting the proper word (either with a capital letter or not) in place of the wrong example.

c) Guided Practice
Instructional Strategies (Bennett), Questioning Strategies (Bloom’s Taxonomy) and collaborative activities which
prompt the student's understanding of the content and application of essential information to achieve the
stated objective.

Instructional Strategy: Concept Attainment T - Chart.


Activity: Provide blanks for the students to fill in that include real and non-examples (ask them to clarify why the
non-example is not capitalized).
Madeline Hunter Lesson Plan Example

Common Nouns “c” Proper Nouns “P”


people teacher ____________
________ Robert
places _________ Ontario
city ____________
things _________ Pepsi
_________ Charlotte’s Web
Questioning Strategies: Probe students for higher levels of thinking during activity to draw others who are not
coming up to the board into the learning process (ie: knowledge, comprehension, application, analysis,
synthesis, and evaluation).

d) Checking for Understanding


Present activities that the students perform under teacher supervision to ensure that they are able to follow the
directions. If they make mistakes, you are able to show them how to do it correctly.

1. Erase the answers from the board, leaving only the column headings visible.
2. Using examples and non-example word cards, ask student to place the correct word under “P” or “c”
columns with sticky tack.
3. Continue to have students repeat the rule when teacher asks to clarify why they knew to place the card in
the columns.
4. Ask for thumbs up/thumbs down for all students to actively participate in confirming the learning.

Closure *
These are statements by a teacher that are designed to bring a lesson or presentation to an appropriate
conclusion. Closure is the act of reviewing and clarifying the key points of a lesson. It is used to:
1. Cue students to the fact that they are at the end of the lesson.
2. Help organize student learning.
3. Help students to eliminate confusion and frustration, and to reinforce a clearer picture of what the lesson was
intended to show.

1. Ask of the class, “Who can tell me why it’s important to distinguish between proper and common nouns?”
2. Briefly review and restate the rule and purpose of the lesson.

Independent Practice / Evaluation - “Show me What you Know”


Homework or seatwork assignments given to the students for them to complete successfully without the need
for teacher supervision or intervention. Some of the worksheets could be different (tiered) based on student
readiness or ability levels, or answers could be provided orally.
* Closure could be used prior to independent practice or at the succession of class.

1. Distribute worksheets to students (tiered for 2 different levels of ability ie: limited written output, first letter
provided compared to broader questions asking students to come up with their own examples).
2. Read instructions aloud to specific students.
3. Walk around and monitor to assist as needed.
Evaluation: Anecdotal comments on students’ ability to follow strategies learned in lesson to complete
worksheet independently or with scaffolding assistance.

For more tips on Madeline Hunter’s lesson design, go to:


http://www.google.ca/search?source=ig&hl=en&rlz=1G1GGLQ_ENCA342&q=madeline+hunter+lesson+design&meta=lr%
3D&aq=5&oq=madeline+hunter

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