Plural Nouns

Teacher-Candidate Name: Melissa Hansen Date: Monday, April 14, 2017

Grade Level/Content Area: Grades 6th & 8th
# of Students: 3 students (2 in 8th grade, 1 in 6th grade) Length of Lesson: 45 Minutes

1.1 Integration of Learning Outcomes

Students will be able to change singular nouns into plural nouns based off the guidelines discussed
in the lesson.
Students will be able to identify singular and plural nouns in sentences with 100% accuracy.

1.2 Standards

Standard - CC.1.2.6.G Integrate information presented in different media or formats (e.g. visually,
quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Standard - CC.1.2.6.J Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.

1.3 Formative and Summative Assessment

Formative: Throughout the lesson, the teacher will observe the students, and check for understanding
through having the students participate throughout the lesson. The teacher will also have the students use
hand signals (thumbs up if the students agree with their peers answer or thumbs down if they disagree
with their peers answer).
Summative: The students will hand in their completed worksheet at the end of class. The teacher will
look for the students ability to underline all of the plural nouns in the sentences as well as making sure
that the students know the correct form of the plural nouns. The teacher will also look for the students
understanding in finding the singular noun in a sentence and then their ability to correctly change the
noun into the plural form.

1.4 Materials

SmartBoard and Powerpoint Presentation

Worksheet
Guideline cheat sheets
Slips of paper with nouns

1.5 Anticipatory Set

Review what a noun is as well as what a proper noun is.
Good morning everyone. Today we are going to learn about plural nouns but before we get into that
can someone tell me what a noun is? The teacher will call on a student to answer.
Yes, a noun is a person, place or thing. I want each of you to give me an example of a noun. The
teacher will write each of the three examples of nouns on the board. (For Example: Actor/Actress,
Park, City, Car)
Good job! Now can someone tell me what a proper noun is? The teacher will call on a student to
answer. Yes, a proper noun is a specific person, place or thing.
I want each of you to give me a proper noun for each of the common nouns that are on the board.
(Ex: Actor/Actress: Jennifer Aniston, Park: Central Park in NYC, Car: Ford, Toyota, etc.) The
teacher will write the proper nouns the students share on the board next to the common nouns.
1.6 Procedures

Now we are going to talk about plural nouns. Do you know what the word plural means?
o The teacher will assess the students responses and see if they know what the word plural means.
If the students know what the word means then they will share their understanding with the class.
o If the students do not know what the word plural means then the teacher will explain: The word
singular means one, the word plural means more than one. So for example, there are three
students in this class; in this case, students is plural. If I said, There is one student in this
class, Student is singular.
If the students did not know what the word plural means then after the teacher explains
the meaning the teacher will check for clarification of understanding.
The teacher will ask verbally and write the following sentence on the board: If I said,
The students are sitting at the table. What part of this sentence is singular? (Table).
What part of the sentence is plural? (Students). The teacher will call on the students to
answer.
If the students need more examples repeat the same steps with the following questions
until the students understand:
The dog chased the cats.
The students are excited to go on the field trip.
The teacher will use the attached PowerPoint along with this lesson.
Lets focus on learning how to make a singular noun into a plural noun. There are a few guidelines we
have to follow when we change a singular noun into a plural noun.
Most of the time to make a noun plural you just add an s to the end of the word. Such as car, table, dog,
and book.
car -> cars
dog -> dogs
table -> tables
book -> books
o Specifically: If the word ends in a vowel + Y
Can anyone tell me what the vowels are? a, e, i, o, u,
day-> days
In the word day, we have the vowel a with a y after it. So we add an s to make
the word day plural to days.
key-> keys
Another example is the word key. Call on a student to say what the vowel is. The
vowel is the letter e and in the word key there is a y following the vowel so we
add an s to the end of the word to make key plural to keys.
The teacher will have each student to change the remaining example words (boy and guy)
from singular form to plural form. The students will explain their process aloud and share
with the class.
boy-> boys
Call on a student to change the singular form of boy to boys.
guy-> guys
o If the word ends in a vowel + O we will add an s.
For example:
zoo -> zoos
In this case our vowel is o and the word ends with an o so we just need to add
an s.
The teacher will call on one student for each of the next three words (radio, stereo, and
 video) to change from singular form to plural form by adding s. The students will
explain their process aloud and share with the class.
radio -> radios
stereo -> stereos
video -> videos
We form the plural of most nouns ending in s, ch, sh, x, and z by adding on es to the end of the word.
o The teacher will explain and model how for these nouns es is added to the end of the word.
After explaining the first two examples, have a different student for each of the remaining words,
(dish, box and quiz) change the word into the plural form.
o For example:
o bus -> buses
o match-> matches
o dish-> dishes
o box -> boxes
o quiz -> quizes
We form the plural of most nouns ending in y by changing y to i and adding es to the end.
o For the word City, we are going to take away the letter y, change it to an i, and add es to the end.
The teacher will cross out the y on the board and change it to i, then add es to show the plural
form.
o Now you try. The teacher will tell each student to change the remaining example words (baby,
story, and party) from singular form to plural form. The students will explain their process aloud
and share with the class.
o For Example:
o city cities
o baby babies
o story stories
o party parties
We form the plural of most nouns ending in f or fe by changing the f to v and adding es.
o The teacher will explain the rule to the students and model the example word, leaf. For the word
leaf, we take away the and replace it with v then just add es to create the plural form leaves.
o The teacher will tell each student to change the remaining example words (wolf, life, and knife)
from singular form to plural form. The students will explain their process aloud and share with
the class.
o For Example:
o leaf leaves
o wolf wolves
o life lives
o knife knives
Some singular nouns are irregular, this means that they do not follow any of the rules we just discussed.
In order to make these irregular words plural, we must change their spelling.
o For Example:
o man men
When there is one male we say man, but if there is more than one we say men. This is the
same for woman. I am a woman and Mrs. Werley is a woman, but if youre talking about
us together we are women.
o child children
Parents who have one baby say they have one child, or someone who does not have any
brothers or sisters is an only child. If parents have more than one child they are called
children.
 o foot feet
o tooth teeth
We talked about parts of the body a few weeks ago. We
all have a right foot and a left foot but together we all
have a pair of feet.
o mouse mice
A mouse is an animal, more than one mouse are mice.
o person people
I am a person, (teacher points to each student and days their names saying ____ is a
person) but if youre talking about all of us together, we are people.

Group Activity
The students will now participate in a group activity. I will now give you a little cheat sheet with
all of the guidelines to change a singular noun into a plural noun. You may use this to help you if
needed in the activity we are about to do as a class.
Look at the chart on the board. Each column in the chart shows a guideline for plural nouns.
You are going to choose a word on the bottom and place it in the correct column of the chart
based on the guideline and how it is changed from singular to plural form. I want you to say the
word out loud to the class, place it in the column you think it belongs in and then tell us the
plural form of the word.
When someone is finished their turn I want the rest of the class to put up either a thumbs up or a
thumbs down. If you agree with them put a thumb up and if you disagree with them put your
thumb down. The teacher will demonstrate this with physical movements.
Words: Goose, Dress, Penny, Nanny, Map, Shelf, Woman, Dish, Mouse, Thief, Puppy, Ball,
Scarf, Book, Fox

Individual Work:

Great job everyone! Now I would like you to complete this worksheet. In the first part of the
worksheet, read the sentence. Underline all of the plural nouns in the sentence. If any of the
plural nouns are spelled incorrectly, write the correct spelling on the line.
In the second part, underline the singular nouns and write their plural forms on the line.
If you have any questions please ask. You will hand in this worksheet at the end of class.

1.7 Differentiation

This lesson was made for an ELL class. I incorporated a PowerPoint to include visuals of nouns for the
students, to represent the singular and plural form of nouns. I also decided to use charts to help the
students see the change of the singular and plural form of nouns.
The students will practice along as the lesson is being taught to have the students gain a better
understanding of the material throughout the lesson. This will also help the students to practice their
English.
I decided to have the students do a group activity incorporating movement to get the students out of their
seats. I also chose to have the students practice their English by saying the noun they are choosing to
place in the end column as well as saying the plural form of the noun at the end.

1.8 Closure

How does everyone feel about plural nouns? Knowing how to properly change singular nouns to plural
 nouns will help you with your writing. You will be able to use this in all of your other classes, not just
this one. Does anyone have any questions?

1.9 Technology
A PowerPoint is being used through the lesson to have a visual for the students.
Images in PowerPoint are from Google Images.

2.0 Reflection on Planning

In my second connection Blog I talked about how Beers Chapter 11 discussed word recognition. I think that
having the students say the words aloud, both the singular and plural form of the nouns, this will help the ELL
students to gain better word recognition skills. The students will see and hear the different ways that singular
and plural words are said and how the letters are the same but the sounds can be different depending on the
word. I kept this idea in mind while planning the lesson.
I started the lesson off my using a review of common nouns and proper nouns to get the students focused on
the topic as well as make a connection to their background knowledge. I also decided to incorporate images of
words I thought the students would struggle understanding what the English word is. I decided to do this so that
way the students can focus solely on the concept of plural nouns and not so much the vocabulary aspect in the
lesson. I also decided to use images and charts to help the students have a better visual to help them understand
better.
I decided to include the thumbs up/thumbs down assessment during the group activity because I wanted to
make sure that the students are paying attention to each word during the activity. Even when it is not their turn
they will need to pay attention to see if their peers are correct or not. I also decided to include a little cheat sheet
for the students to keep in their notebooks. There are a lot of guidelines to remember for plural nouns and I feel
it would be too difficult for them to remember them all in just one lesson, but it would be useful for them to
have it next to them to use as a reference.
I chose to make the summative assessment a worksheet with sentences so the students could see a more
realistic form of the words. The students will also need to pay attention to the nouns on the worksheet because
some of them are spelled incorrectly.