You are on page 1of 7

Terilyn Bufkin

Date of Lesson: September 24, 2018


Language Arts Lesson Plan
Part One:
1. Student Learning Objectives:

State Standards [e.g. CCSS, NGSS, HGSS]


W.2.10 B Form and use frequently-occurring irregular plural nouns (e.g., feet).

Student Learning Objectives [i.e. Domain, Level] [audience, behavior ONLY]


 The student will be able to identify irregular plural nouns in a text.
 The student will be able to write a short story using irregular plural nouns.

2. Assessment [based on Student Learning Objective]:


Objective 1 Objective 2

Assessment Short Story Informal Observation

Score/Level/Criteria 75% N/A


needed to master
Objective

Scoring Guide The student must As I read the story, the students will identify the
create 3/4 complete irregular plural nouns in the text. For example:
sentences that use at When I read the words one foot, two feet, the
least one irregular students will tell me orally that feet is the irregular
plural noun. plural noun. This will continue throughout the rest
of the story.

3. Description of Classroom Environment


Arrangement of -Well organized, easy to get around
Classroom
-Windows along the wall facing the playground for recess
-Desks are all connected (side by side)
-Library is located next to the teacher’s desk
-Word Wall is located at the back of the room
-Manipulatives and Computers are located in a cabinet next to the word wall
-Clip chart for math and reading rotations is located next to the horseshoe
table at the front of the room by the smartboard

Technological Resources -Chromebooks (5)


-Smartboard

Instructional -Irregular Plural Noun Anchor Chart


Resources
-Dry Erase Boards (5)
- Maloney, P., & Zekauskas, F. (2011). One foot, two feet. New York: G.P.
Putnams Sons.
Terilyn Bufkin
Date of Lesson: September 24, 2018

-Scissors (5)
-Paper (5)
-Dry Erase Markers (5)
-Pencils (5)
-Irregular Plural Noun Cut out Words (Foot to Feet, Mouse to Mice, Goose to
Geese, Snowman to Snowmen, Die to Dice, Ox to Oxen, Octopus to Octopi,
Tooth to Teeth, and Person to People)

-Ziploc Sandwich Bags (5)

Environmental -Classroom door open/closed


Distractions
-Disruptive and defiant students
-Weather
-Windows that face outdoor recess

4. Description of Students
ELL 1 male student
1 female student

IEP [speech, PT, OT, gifted, academic] 1 male student (Speech)

Behavior 1 male student is easily distracted and needs extra


encouragement to work
1 male student is moody, usually for attention
1 male and 1 female that are clingy

Other Male (4) Female (1)- 5 students total


[e.g., gender]
1 - Puerto Rican
4 - Caucasian
Terilyn Bufkin
Date of Lesson: September 24, 2018

Direct Instruction/Gradual Release

Introduction
Anticipatory Set
 I will display the anchor chart that I have made.
 Questions to create critical thinking:
- Have you ever heard of any of these irregular plural
nouns outside of school?
- Why are irregular plural nouns different from
regular plural nouns?
 Today, we will continue learning/reviewing Irregular
Plural Nouns.
 Can someone remind the group what an irregular plural
noun is? (The students have been working on irregular
plural nouns for over a week)
 We are going to review the content by going over the
anchor chart. If you would like to share any more ideas,
please raise your hand.
 Before reading our book and starting our activity, we are
going to practice! I want everyone to have their own dry
erase board and dry erase marker. I am going to write
down a word on the board, and I want you to write the
irregular plural form on your board. When you are
finished writing, I want you to flip your board over. When everyone’s board is flipped over, I will
count to three, and everyone will show me their answer.
 We will practice 3-4 times, and then move on.
 After practice, we are going to read the book called “One Foot, Two Feet.”
 While I read this book, I would like for everyone to point out the plural form.
 When finished reading, we will go over the instructions for our last activity.
 Each student will receive a list of irregular plural nouns that were mentioned in the book.
 You will grab a pair of scissors, and cut out each individual word.
 You are going to create a story using the irregular plural nouns that you cut out.
 Here is my example *works on creating my short story with the students, and explains why I placed
the irregular plural noun where I did*
 Your story can be about anything! I would like for you to write 4 complete sentences.
 What does the beginning of a sentence start with?
 What should be at the end of a sentence?
 When we are all finished, we will share our stories.
 You are going to place the cut out words in a Ziploc bag, and are welcome to take them home.

Communication of Objectives
 The students will identify the irregular plural nouns in the text, by listening carefully to the story and
responding orally. Once the students understand how/when irregular plural nouns are used, they
will write a short story using a select number of words from the previous story we read. ( One Foot,
Two Feet)
Terilyn Bufkin
Date of Lesson: September 24, 2018
Input
 I will provide several examples of what irregular plural nouns are, while allowing the students to
share their ideas.
 I will explain to the students that some nouns change their spellings to mean plural, or more than
one. I will inform them that these special forms for more than one do not end in the letter “s.” For
example: dog to dogs is not an irregular plural noun because the word dog did not completely
change. I will then refer to the anchor chart where I have the words tooth to teeth. I will explain how
the word tooth completely changed to a different word, making it an irregular plural noun.
 I will then ask the students to give me the correct irregular plural noun form for certain words: life to
lives, wolf to wolves, man to men, and child to children.
Modeling
 When discussing what irregular plural nouns are, I will model by giving my own examples to allow
the students to think deeper. I will first start off by explaining to the students that there is a
difference between the plural form of a word (words that end in s), and an irregular plural noun. We
know that a noun is a person, place, or thing, but how can we make a noun irregular? The word
irregular means that it doesn’t follow the rules. Therefore, an irregular plural noun changes the word
completely. We are not just adding an “s” to make the word mean more than one, but we are
changing the word completely to mean more than one.
 I will write the word frog on the board, and then I will add an “s” to the end. I will explain that this is
plural, but it is not irregular. Next, I will write the word “woman” on the board. I will then write the
word “women” to show the students that the word woman completely changed, making it irregular.
 I will read the book “One Foot, Two Feet,” while pointing out what the irregular plural forms are
throughout the book. When I first start reading the book, I will point out that on the first page, the
irregular plural noun is feet. After that, I will allow the students to listen and find the irregular plural
noun throughout the rest of the story, and responding orally.
 Before students create their own story, I will write my own story on the board and explain to the
students how to write these irregular plural nouns within the story. I am going to start with a capital
letter to begin my sentence, and in order to have a complete sentence, you have to have the subject
(which is the noun), and the predicate (which is the part of the sentence that explains what the
subject is or does).
 I am going to start my short story by writing one sentence on the board, and you are going to help me
to identify what the irregular plural noun and predicate is. This should be a review, but I want to
make sure that you understand what a complete sentence is.
 On the board, I will write the sentence: “The five children went to the park.” I will explain to the
students that the word “children” is our irregular plural noun because the sentence is talking about
Terilyn Bufkin
Date of Lesson: September 24, 2018
more than one child, and the predicate is “went to the park,” because this explains what the children
are doing.
Guided Practice
 As a class, we will share several different examples of irregular plural nouns, to ensure the students
understand the content. Students will have the opportunity to share their ideas when we review at
the beginning of class (anchor chart).
 As a class, we will work on word pairs (I will write a word on the board and each student will write
the irregular plural form). I want to drill word pairs, so that the students have a better understanding
before writing their short story. I will write the word “snowman” on the board, and on their
whiteboards, they will write the correct form “snowmen.” If students do not understand this concept,
I will explain why it changed the way it did. There is one snowman but if you make more than one,
you will have snowmen. The anchor chart displays four rules, and I will refer him/her back to the
chart to help them grasp the concept. The next word I will write on the board is “Person.” The
students should have the word “people” on their white board. The last word I will write on the board
is “ox.” The students should have the word “oxen” on their white board.
 When explaining how to write a short story using irregular plural nouns, I will have students come to
the board and help to add two sentences using these nouns. I have already written the words, “The
five children went to the park,” and explained what the irregular plural noun and predicate is. Now, I
will pick one student to help add to my story. This student should include a subject (which will be
their irregular plural noun), and the predicate (which is what the subject is doing). After two
sentences of practice, the students will be ready to create their own short story.
Checks for Understanding
 Questions to consider:
What is an irregular plural noun?
When would you use irregular plural nouns?
Does your short story include at least one irregular plural noun?
Did you write in complete sentences?
 As we work on word pairs, I will check to see if the students are understanding the concept by
informally observing their white boards. Once they have their word written on their whiteboards,
they will put it face down on the table. Once I say, “GO,” they will pick it up and face it towards me.
They aren’t allowed to look at their peer’s work, and I can also check to see which students
understand, and which students do not. As for the independent practice, I will check to see if they are
understanding by listening to them share their stories individually. As they are working on it, I will
observe what they are doing, and if a student were to get off track, I will guide them back in the right
direction.
Terilyn Bufkin
Date of Lesson: September 24, 2018
Independent Practice/Assignment
 After reviewing the content and providing examples of irregular plural nouns, the students will
create their own short story using at least one irregular plural noun.
 The students will cut out a list of irregular plural nouns that are from the book “One Foot, Two Feet.”
 When the students cut out the words, they have to use at least one of them in their story.
 When finished with their story, the students will share individually.
 After sharing, the students will place their list of irregular plural noun words that they cut out, in a
Ziploc Sandwich bag. (Irregular Plural Nouns for this assignment include: Foot to Feet, Mouse to
Mice, Goose to Geese, Snowman to Snowmen, Die to Dice, Ox to Oxen, Octopus to Octopi, Tooth to
Teeth, and Person to People) (The singular word is on one side of the paper, and the irregular plural
noun is on the other side)
Closure
 As a group, we will discuss what they have learned from this assignment, and how it could be applied
outside of the classroom. I will explain to the students that irregular plural nouns are used each day,
and they may not realize that they are using them. Anytime we put socks on both “feet,” or when we
see a flock of “geese,” we are using irregular plural nouns. Irregular plural nouns are everywhere!
 Concluding Statement: What kind of irregular plural nouns do you hear each day?

5. Differentiation [based on Descriptions of Classroom Environment and Students]:

How will the teacher make the learning objective accessible for students identified in Description of
Students?
Who? What will I How will I differentiate?
differentiate?

ELL male  content Students may need extra time to complete the writing portion of the
and female  process lesson. (might need to finish during extra time)
student  product

1 female and  content I will give the students 2 minutes to cut out their list of irregular
4 male  process plural nouns, and get started on their story. (set a timer)
students  product

How will the teacher provide enrichment for students identified in Description of Students?

Who? What will I How will I differentiate?


differentiate?

None  content If a student were to finish early, I would ask them to write 1-2 more
identified at  process sentences that include one more irregular plural noun.
this time  product

 content
 process
Terilyn Bufkin
Date of Lesson: September 24, 2018

 product

5. Integration within and across content fields with the goal of extending student learning and fostering a
deeper understanding of the content.
Within Content Fields [if applicable] Across Content Fields [if
applicable]

Language Arts is integrated with Language Arts when students _ [content field] is integrated with _
acquire knowledge about irregular plural nouns. [content field] when _.

6. APA Reference List:

Maloney, P., & Zekauskas, F. (2011). One foot, two feet. New York: G.P. Putnams Sons.

You might also like