Lesson Plan Format:

Teacher: Mrs. Leanne Thiec Grade Level: Third

1 Content and Standards: CC.1.4.3.F Demonstrate a grade-
appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.
2 Prerequisites: Students will know that a noun includes: people,
places, things, ideas, and animals.
3 Essential Questions: What does the word plural mean? Does a
noun change when it becomes plural? Is it the same rule for all
words?
4 Instructional Objective: Students will be able to create plural
nouns and use them in sentences.
5 Instructional Procedures:(Before) [6 minutes] Write Singular
Noun/Plural Noun on the board divided by a solid line. Define and
use examples to explain what singular and plural means.
Interdisciplinary input: the addition of more than one makes it
plural. (Gum ball examples such as one gum ball and another gum
ball makes two gum balls. Another example could be one pencil to
two pencils may be used to visually explain the definition of plural.)
List school, glass, and party in the singular noun column. Ask
students how they would say more than one school. Continue with
glass and party. Explain that even though they use the nouns often
in speech, they need to know how to correctly pluralize them and
write them. Explain there are different rules that will be learned over
the next lessons. Show the video: Nessy Spelling Strategy: Plurals -s -
es. (1:50). Write schools, glasses, and parties. (During) [20 minutes]
Today, we will be talking about when to add-s and when to add -es.
First, most nouns can be made plural by adding -s. List duck, spoon,
pan, hat, desk, pillow, pencil, cat on the board. Students may come
to the board to add the s to the nouns as practice. Next, we will talk
about adding -es to nouns to make them plural. Hang poster cards
with ch, sh, s, x, z on the board. Discuss the additional rule. Some
examples could include buses, kisses, messes, glasses, dresses, foxes,
fixes, mixes, faxes, boxes, crashes, wishes, brushes, flashes, dishes,
peaches, watches, churches, lunches, buzzes, fizzes, frizzes. Students
will then be given the graphic organizer that will be part of a multi-
lesson packet. Students will follow directions to cut and paste the
organizer onto paper. Students will choose words and record them on
scrap paper through talk/turn, pod work, or independent choices
according to differentiation. After discussing as a class and teacher
 observation, they will add their constructs to the graphic organizer.
Students will write two sentences: One using an -es and and one using
-s noun from their list. (After). [Four minutes] Introduce Pablo the
Penguin and Luke the Penguin to the class. They will be the helpful
reminders as we learn about plural nouns. Keep an eye out for more
penguin friends who will help us remember the rules we are learning.
The penguins and their school of plural nouns will be on display to
help us remember as we practice. Students will be encouraged to
keep an eye out for plural nouns that end in -s/-es between this lesson
and the next. Examples will be taken the next day as review.
6 Materials and Equipment: Graphic organizer, scissors, glue,
paper, scrap paper, milk jug igloo, word ending cards, penguins.
7 Assessment/Evaluation: Students will add -s and -es to nouns on
the board and in their graphic organizer.
8 VII. Differentiation: Individualized Activities: Switch A:
Students will volunteer nouns that can add-s to for the board
examples, rather than having them all provided. Switch B: Students
will be given half of the examples and will generate the other
examples. Switch C: Students will have more completed examples
done as a class. There will more repetition with Switch C.
9 Technology: Youtube video: Nessy Spelling Strategy: Plurals -s -es
10 Self-Assessment Teacher will observe and monitor student input
and practice. Student sentences will be used to measure
understanding and be able to show if a noun is singular or plural.
Additionally, the flip book graphic organizer sentences will continue
to build with the next lessons. Continual consideration of sentence
building with correct plural noun endings will be considered.
Differentiation will be monitored and changes made according to
need and skills learned. The lessons will build upon one another and
each skill will be reviewed each day.