Lesson Plan Objectives: 1. Students will be able to identify the difference between singular and plural nouns. 2.

Students will be able to use the correct antecedent with any noun.

Lesson Plan Procedure: Put the definitions of a pronoun and an antecedent and read them. (As students to give examples of pronouns and antecedents, explain the importance of pronoun and antecedent agreement. Correct the sample sentences). Have students volunteer the correct answer. Explain the antecedents found on the overhead. Note which are singular and which are plural. have the students pair up by matching the correct antecedent or pronoun with the correct noun. Have the partners write sentences using the words on their cards and share them with the class noting the pronoun or antecedent agreement. Lesson Plan Follow-Up Activities: Have the students write poems based on one pronoun and its agreeing antecedent. and ask the students to find correct and incorrect pronoun/antecedent agreement. Sample Sentences a Example: Mary saw John and spoke to him. (John is the antecedent. Him is the pronoun.) 1. The members of the choir lost its / their voices two days before the spring concert. 2. Minne, Sandra Bullock's cat, was hit by a car last week and broke her / its leg. 3. The volleyball team got lost on its / their way back from the championship game. 4. The union workers went on strike to get a raise in its / their wages.

5. Natalie and Ben went to his / her / their / its first prom last weekend. 6. The black lab jumped into the pook and his / her / its claws scratched the lining.

Procedures Classroom Collaboration . Instruct students to make four columns length wise on a slice of paper. Identify all pronouns in the rough draft. List all pronouns in column one with its corresponding antecedent in column 2. Once columns 1 and 2 are filled up, move on to columns 3 and 4. If using this assignment with student rough drafts, have them check for correct agreement between their pronouns and their antecedents. If there is a problem in agreement, have them revise that portion of their rough draft. Do some examples on the board. Don't assume they will immediately recognize errors. Click here for a complete 1st semester curriculum map for language arts with lesson plans and links. ~~ Tell Ss that this week we are going to begin studying conjunctions. Write the word conjunction on the board and ask students to share anything they know about the word. Take a few student responses, then tell students that conjunctions are words that connect other words or ideas in a sentence. Write Connects words or ideas in a sentence next to conjunctions. Say: While there are many different conjunctions, this week we are going to focus on 7 conjunctions you probably already know, the coordinating conjunctions. You probably all already use some of the coordinating conjunctions everyday, you just dont know it! Many of you are already pros at using these conjunctions, but this week we are going to learn all the grammar rules around them. Our long term in learning this is to help us become even better readers and writers than we already are. We will learn a few of these conjunctions each day, and at the end of the week you will have a chance to show all that youve learned about these conjunctions on a test. Your goal by the end of the week is to be able to 4 out of 5 questions correct about which conjunction to use. (2 Minutes)

On the board or on chart paper put up the first posters for the first three conjunctions you will learn as a class: and, but, and or. Tell Ss that these are the most common conjunctions and put up their three pre-printed posters, affixing them to your chart paper. On the side, write FANBOYS vertically down the side and fill in the thee conjunctions you are learning today, showing students how FANBOYS can help them keep track of the coordinating conjunctions. Write an example of each one on chart paper beneath until all three are complete. And connects two phrases or ideas that go together in a sentence. But connects two ideas that go against each other. Or connects choices or things that have an equal chance of happening. (4 minutes)

V.

When finished, take out your three sentence strips with these sentences written on them and the spot for the conjunction left blank. I like to ride my bike _____ I like to climb trees. I wanted to go to the skate park _____ my parents wouldnt let me. Tomorrow I will wear blue shoes _____I will wear sneakers. Have students come up to the board and stick each sentence under the conjunction they think it corresponds to. Take input (thumbs up/thumbs down, Agree/Disagree stems) from the rest of class. As students are putting up sentences, ask: Is there more than one conjunction that could work for this sentence? Why? When students all agree on sentence placement quickly summarize what we learned today. As a class, do the first two sentences of their worksheet on the overhead. Take any questions, and release students to work. (4-5 minutes) Ss complete their practice at their desk. Tt circulates and answers questions. Depending on time, teacher either

corrects work on the overhead or assigns early finishers to go show their work on the overhead. (10 minutes) Tell Ss what a fabulous job you saw them all doing today with learning about coordinating conjunctions. Ask a student to raise a quiet hand and tell the class what three conjunctions we learned today. When finished, tell class that tomorrow we will learn the rest of the conjunctions, then at the end of the week the will have a chance to start making their own sentences using the seven coordinating conjunctions. (1 Minutes)

1. What went well?

2. What would you change? The FANBOYS acronym Id focus on connecting works well for helping this lesson more explicitly students remember the to independent and coordinating dependent conjunctions. Focusing clausesknowing that all on the And, But, So, and dependent clauses are Or seems to be the most going to start with a effective use of time as conjunction of some sort Yet, Nor, and For are will be a good clue later pretty rare. Students also when students are asked tend to get confused to differentiate between between Yet and But, For clauses in a compound and So, etc. sentence.

3. What needs explanation? Many students still struggle when asked to choose the best conjunction to pair phrases or sentences, especially when the relationship between those sentences is ambiguous. Use the posters linked on this lesson page as visual aides in the classroom and create hand motions for eacha student, for example, could read My dad likes vanilla ice cream. My mom prefers chocolate. and realize that these two sentences present ideas that are contradictory, put up his or her fists as a link to the King Conflict conjunction of BUT, and combine them accordingly.

Procedure:

Excerpt from Lesson: What is a Coordinating Conjunction?

The coordinating conjunctions can be memorized by remembering the word FANBOYS, which stands for these seven words: for, and, nor, but, or, yet, so. In a sentence, following the first independent clause, a comma should always come before the coordinating conjunction.

Continued... . After the video ask the student what are conjunctions? They should understand that the three conjunctions we are working with are and, or, and but. Also, lead them to develop a definition for the word conjunction. The students should work together to make the definition grammatically accurate a word that is used to connect a word or a group of words together in a sentence. 2. 3. Write the three main conjunctions (and, or, but) on the board and as you discuss each conjunction write the job the conjunction performs next to the conjunction. Ask the students, what is the purpose of the conjunction and. The students should recognize that the conjunction and joins words together. On the board, next to the conjunction and, write joins words together. Have students give example sentences with the conjunction and and write one of the examples on the board. Ask the students the purpose of the conjunction or. The students should recognize that the conjunction or gives a choice. On the board, next to the conjunction or, write shows a choice. Have the students give example sentences with the word or and write some of the examples on the board. Ask the students the purpose of the conjunction but. The students should recognize that the conjunction but shows contrasts. On the board, next to the conjunction but, write shows contrast. Have the students give example sentences with the word but and write some of the examples on the board. Next, have the students work with you and write a story on the board together. Begin the story with, One day my dog ate my homework... Continue until the story is about 8-10 sentences. After you have finished the story, tell the students you are going to divide them into groups. Each group will be assigned a conjunction (and, but, or) and they will rewrite the story replacing the conjunctions in the story with only their assigned conjunction. Some conjunctions may be repeated by different groups to keep the groups smaller. After the students have completed rewriting their stories have them read their stories and discuss with the students the differences in the stories. How are the meanings different between the story written with the conjunction and and the conjunction but? Continue comparing differences until discussion is complete.

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9. Ask the students to write a paragraph comparing and contrasting the three conjunctions we learned about today. Turn in to the basket when complete. Introduction 1. Ask for two volunteers. Give each volunteer a separate sentence (eg 'The cat sat on the mat' and 'He was tired'). 2. Explain that you would like to put the two sentences together to make one long sentence but to do this you need to add a word that will join the sentences together. 3. Show the children the following conjunctions - and, so, because, if, however, although. Ask them to pick the conjunction that best fits the sentence so that it still makes sense. 4. After the children have chosen the conjunction, show them how to rewrite the new sentence with the correct conjunction and punctuation (eg 'The cat sat on the mat because he was tired.'). Activity

Hard - Ask the children to pick two sentences from a pot. Explain that these would make sense if they were joined together with another word. Then ask them to pick a conjunction from a separate pot to join the two sentences together. Extension - Create some simple sentences that could be joined by conjunctions and ask the children to challenge a friend to insert the missing conjunction. Really hard - Give the children the full set of conjunctions. Ask them to pick one conjunction out of a tub and then to write a sentence that includes the conjunction. Repeat this for the other conjunctions. Extension - Look up the conjunctions the children have used in a thesaurus and find alternative words for them.

Lesson Plan on Subject - Verb - Agreement

Form Level Theme Topic Objective Learning Outcomes

: 2B Time : 1.50 - 2.25 p.m. : Intermediate : Health : Grammar - Subject Verb Agreement : To teach students Subject - Verb - Agreement : By the end of the lesson, students should be able to : 1) identify the correct use of subject-verb-agreement in sentences 2) practicesubject-verb-agreement form in sentences of healthy lifestyle

Moral Values : Cooperation Educational Emphasis : CCTS and MI Instructional Aids : A computer / netbook, a projector, slides of pictures Previous Knowledge : Students have learnt singular and plural nouns, and verbs References : Shanta, R., Kurup, U. & Lorenz, S. (2003) KBSM English Form 2. Selangor: Ministry of Education Malaysia.

Stages Set Induction

1. 2.

Instructional Activity Teacher greets the students. Teacher introduces todays topic and activities.

Learning Activity 1. Students greet teacher.

Development

Activity 1 1. Teacher jots down students answers on the whiteboard. 2. Teacher recapitulates a brief lesson on singular and plural nouns, and verbs.1. Students listen to teachers story. 3. Teacher teaches the rules of Subject-Verb-Agreement. 4. Teacher asks students to copy down notes on Subject-Verb-Agreement 2 Activity 2 3. Students discuss their answers with 1. Teacher explains the students are teacher. going to have group work. 2. Teacher explains students are going to create a short story of healthy lifestyle using the correct form of subjectverb-agreement in groups. 3. Teacher instructs the students to get themselves into four groups consist of 4. Students copy teachers notes of 4. Teacher gives comments for every subject-verb-agreement. presentation.

1. Students listen to teachers instructions.

2. 3. 4.

Students get into their groups. Students complete the task given. Every group presents their story in front of the class.

Conclusion

1. Teacher wraps up the lesson 1. by asking students what they have learnt and the moral values gained.

Subject is who or what does the action. Verb is a word which shows action or state of being. Subject is often a noun, and can be singular or plural. Singular Nouns (one) - I, You, He, She, Siti Plural Nouns (more than one/many) - They, We, Amir and I

Subject-Verb-Agreement Basic Rules : Singular subject takes a singular verb, a plural subject takes a plural verb. Hint : Verbs do not form their plurals by adding 's' as nouns do. In order to determine which verb should you use, you must always refer to the subject. Examples : He (singular subject) writes (singular verb) a blog entry every day. Siti (singular subject) reads (singular verb) a book before she (singular subject) enters (singular verb) the class. I (singular subject) love (singular verb) chocolate. We (plural subject) talk (plural verb) excitedly. They (plural subject) are (plural verb) ambitious students. encourage group interaction and discussions

increase individual students speaking time during class reinforce grammar using humorous comics and photos expose students to new vocabulary and expressions Introduction Ask a student a simple question. After the student answers the question, immediately ask another student what the first student said. Ask What did he/she say? Elicit a sentence in reported speech which begins with He/said .... Continue with several other questions. Review Grammar Rule Review the grammar rules for using reported speech. Use the Have the students work with a partner or in small groups of three or four. Go over the directions and examples at the top of the page. Tell the students to fold the sheet in half along the dotted line.

 Tell them to discuss the sentences and change them from direct to reported speech. Tell them to use the verbs said, asked, or told. Have them begin each sentence with Nick said, told, asked ... Then, tell them to unfold their sheet and check their answer. . After you have made the two-sided photocopies, cut the sheets along the dotted line to form cards Break up the class into groups of three or four. Distribute the cards equally among the groups. Tell the students to place the cards in the middle of the group with the photo or illustration face up. As each student takes a turn choosing a card, they must change the wording to reported speech. As groups finish their collection of cards, have them exchange cards and continue the activity. (For large classes you may want to make extra copies so that each group can have all 36 cards.) After the activity, collect the cards and save them for a future class. Final Quiz Distribute the final quiz and have the students complete the sentences below the pictures using reported speech. The answers to the quiz are at the bottom of the page. To quickly correct the written quiz, try making an overhead transparency and projecting the written quiz directly onto a chalkboard/whiteboard where the students can write their answers.