NounsEG: Unit 1, Lessons 1-6

SSWBAT:

1. Provide a clear, meaning-based

description of nouns that can be

useful to students even if it is

incomplete.

Nouns are names of persons, places,

things, and ideas.

SSWBAT:

2. Provide a phrase frame that can be

used to test if a word is a noun.

The/Their ________

The/Their response--OK

*The/Their and--no

SSWBAT:

3. Provide examples of prototypical

nouns.

Man, woman, classroom, chalk, cat,

dog, desk, paper, pen, scissors

SSWBAT:

4. Provide examples of peripheral

nouns.

A hit, a walk, ugliness, cold, red, the

good, speaking

Degrees of “nounness”

F D B A C E G

Adj.

rarely Ns

Adj. also Ns

Ns from adj.

Per-son,

Place,Thing

Ns from Vs

Vs also Ns

Vs in N posi-tion

The kind

Blue, hot

Hap-pi-ness

Cat, dog, boy, girl

Ac-tion, run-ner

Run, hit, strike

Walk-ing, sing-ing

SSWBAT:

5. Define the words abstract and

concrete, and illustrate their meaning

with example nouns.

Definitions

Concrete: can be perceived by the

senses

Abstract: existing as an idea or

quality instead of something that can

be seen or touched

Examples

Concrete: chair, desk, tree, flower,

man, woman, window, door, floor

Abstract: truth, beauty, faith, love,

integrity, justice, knowledge

Review

1. Provide a meaning-based description

of nouns.

2. Provide a phrase frame that is useful

for testing if a word is a noun.

Review

3. Name some prototypical nouns.

4. Name some peripheral nouns.

5. Define abstract and concrete. Give

examples of abstract and concrete

nouns.

SSWBAT:

6. Provide examples of nouns that have

a regular plural form.

Tree, cow, car, desk, street, cup, bus,

class

SSWBAT:

7. Provide examples of nouns that have

an irregular plural form.

Sheep, deer, child, ox, person

(sometimes), criterion, syllabus

(sometimes)

Note: Behavioral features of nouns

Take the {PLU} (plural) & {POSS}

(possessive) inflectional morphemes

Girls, the girl’s toys, the girls’ toys

Truths, truth’s power

SSWBAT:

8. Provide and exemplify the

pronunciation rules for the regular

plural ending of nouns said in citation

forms (as a single word). (Show how

one of these is seen in its spelling.)

Plurals’ pronunciation

Word ends in a voiceless sound--/s/

Streets, steps, ducks, cliffs

Word ends in a voiced sound--/z/

Deeds, clubs, rugs, waves, bees, eyes,

ears, tiles

Plurals’ pronunciation

Words ending in a sibilant sound (s, z,

sh, ch, “soft g”/j sounds), can be

spelled -es, /ɪz/ or /əz/, extra syllable

Busses, mixes, mazes, bushes,

benches, judges

SSWBAT:

9. Provide examples of count and noncount (mass) nouns.

Count: 2 pencils, 2 thoughts

Noncount (mass): *2 dusts, *2 jeans,

*2 advices, *2 informations (An asterisk

signals something is ungrammatical.)

SSWBAT:

10.Provide a behavioral pattern for

testing if a noun is count or noncount.

Noun has a singular & plural form =

count

*Seven informations are found on page

22. (OK with ideas and items.)

Review

6. Provide examples of nouns with

regular plurals.

7. Provide examples of nouns with

irregular plurals.

Review

8. State the pronunciation rules for

regular English plural noun endings.

9. Provide examples of count and

noncount nouns.

10.Provide a pattern for testing if a noun

is count or noncount.

SSWBAT:

11.Prove that abstract and peripheral

nouns can be countable.

“We hold these truths to be self

evident . . .”

They scored five runs in the sixth.

SSWBAT:

12.Provide and exemplify the prescriptive

rules for using many or much and

fewer and less.

13.Many and fewer are used with count

nouns; much and less with noncount.

Much, many; less, fewer

*You have less problems than I do.

You have fewer problems than I do.

You have less money than I have.

*You have fewer money/monies than I

have.

Much, many; less, fewer

She won’t eat much rice.

*She won’t eat many rice(s).

*You know much answers.

You know many answers.

SSWBAT:

13.Explain & illustrate: Some nouns can

be used as either count or noncount.

Context is a deciding factor.

Count & noncount nouns

We need to buy coffee. (Said even if

we need 2 bags or cans. Contrast

with, e.g., cookies or eggs.)

Ordering at an informal restaurant:

We need 3 coffees--black.

Count & noncount nouns

Another factor is language is dynamic/

changing.

In the past, we would have said, “We

need 3 cups of coffee,” not “3 coffee

s.”

SSWBAT:

14.Provide clear, meaning-based

descriptions of proper noun and

common noun that are useful even if

they’re incomplete.

Proper noun

A proper noun refers to a particular

(specific) person, place, or thing.

Jake, Julie, Kansas City, Sedalia,

USA Today, Harry Potter and the

Sorcerer’s Stone

Proper noun

This side of the building is Martin and

the other side is Wood.

The first floor of the Martin Building is

connected to the Wood Building.

MLA exception: Select a novel written

in the nineteenth century. (lower case)

SSWBAT:

15.Provide the phrase frame for nouns

that often cannot be used with proper

nouns.

Proper nouns

Not all proper nouns fit (easily) into

the “The/Their _____” phrase frame.

*The Kansas City is west of their

Warrensburg.

The Kansas City in Missouri, not the

Kansas City in Kansas, is . . .

Proper nouns

*The Sarah is on the phone with the

Julie.

The Martin Building is connected to

the Wood Building.

SSWBAT:

16.Specify how proper nouns are marked

in print.

Jake, Julie, Kansas City, Sedalia,

USA Today, Harry Potter and the

Sorcerer’s Stone

Review:

11.Provide proof that abstract and

peripheral nouns can be countable.

12.State and exemplify the prescriptive

rule for the use of many and much

and fewer and less.

Review:

13.Prove that some nouns can be either

count or noncount.

14.Define proper noun. State what we

call nouns that are not proper nouns.

Review:

15.State the phrase frame for nouns that

often doesn’t work with proper nouns.

16.State how proper nouns are marked

when they’re written.