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University of Richmond Lesson Plan Form

Name: Marnie Burke

Date: November 4, 2016

Grade Level/Subject: Second Grade/ Language Arts Number of Students: 22


Introduction
Lesson topic- Singular and Plural Nouns
Length of Lesson- 75 minutes
VA Standards of Learning 2.13 d. The student will use singular and plural nouns and pronouns.
Context The lesson is meant to help students strengthen their writing through including singular
and plural nouns. In a previous lesson, students have studied what a noun is. This lesson is the
students first introduction to singular and plural nouns.
Global Themes Every sentence includes at least one noun. It is important that students
understand the difference between singular and plural nouns and how to write them in order for
them to become strong writers.
Content Objectives
Students will:
When given 3 singular and 3 plural nouns, students will be able to successfully use them in the
writing of their own story with 100 percent accuracy. If students are not able to use all of them
correctly, they will go over them with the teacher and have the opportunity to attempt this activity
again.
When given a mixed group of nouns, students will be able to distinguish the difference of
singular and plural nouns with 90 percent accuracy.
Assessment Aligned to Objectives
Formative
Formative assessment for objective 1- For the closure activity, students will write a story with at
least 3 singular and 3 plural nouns. They will turn this in as their exit ticket.
Formative assessment for objective 2- Through the noun hunt and noun sort stations, students will
have to identify singular and plural nouns and place them into the correct category. Each of these
activities will be turned it the end of stations for teacher review.
Formative assessment during teacher station- Do students come with a strong understanding of
what singular and plural nouns from what they learned during the mini lesson?
Formative assessment during the mini-lesson- Are students able to easily identify and come up
with singular and plural nouns?
Formative assessment during the intro- Do students have a strong understanding of what nouns
are or do we need to take time and work on nouns before we move on to singular and plural
nouns?
Materials/Technology and Advanced Preparation
SMARTBoard
Language Arts Notebook
Pencils
Markers
Whiteboard
Noun Hunt sheet
Books
Noun Sort sheet

Scissors
Glue
Two baggies per table with singular and plural nouns
Handwriting paper

Teaching and Learning Sequence


TIME
TEACHER ACTIONS
Introduction/Anticipatory Set
5 mins

Say: Stop, look, and listen


to get students attention.
Ask students to clean up with
they are doing and quietly
head to the front carpet.
Say: Today we are going to
learn more about nouns. It
has been a while since we
are talked about nouns. I
would like you to turn to
somebody who is sitting next
to you and share everything
you remember about nouns.
Give time for partners to
share what they came up
with and then have a
volunteer come up to the
SMARTBoard and pull down
the shade for the noun page
and read what a noun is.
Ask: Can anyone give me an
example of a noun?
Allow students to share
examples
Say: Great job boys and
girls, you all seem to have a
wonderful understanding of
what nouns are. Today we
are going to learn about
singular and plural nouns. By
the end of today you should
be able to identify singular
and plural nouns and use
them in your writing.
Lesson Development
Mini
Say: Based off what you
lessonknow about nouns turn to
15 mins
your neighbor and share
what you think singular and
plural nouns are.
After students have time to

STUDENT ACTIONS

Students respond: Okay!


Students clean up what they
are doing and head to the
front carpet.

Students share everything


they remember about nouns

Students share examples of


nouns

Students turn to their


neighbor and discuss what
they believe is the difference
between singular and plural
nouns.
Students share what they

share with each other allow a


few pairs to share.
Have a student volunteer
come up to the SMARTBoard
and pull down the shade and
read about singular and
plural nouns.
Say: Singular and plural
nouns are all around us. You
already use them all the time
in conversation.
Say: What if I said: Nora is
sitting at a desk. (Write on
board as saying) What is the
noun? Is desk and Nora a
singular or plural noun? Now
what if I said, Please get
your markers. What is the
noun? Is markers singular or
plural?
(If students struggle with
these statements and figuring out
if they are singular or plural talk
about whether or not Nora is
sitting at one desk or multiple
desks. Am I asking the class to
get all their markers or just one?
Be sure to write on the board to
help students who need to
visualize the word.)
Ask: Can you all think of any
examples of singular and
plural nouns.
Have volunteers come up and
write them un the correct
category on the SMARTBoard.
Have students example why
they are singular or plural.
Allow as many can fit go.
After
students
are
finish
sharing move on to the next
page.
Say: Here are some examples
of singular and plural nouns. Is
table singular or plural?
Have
students
tell
their
answer to their neighbor and
then have one volunteer come
up and pull the shade to see if
the class was correct. Do this
for all five words.
After the class has gone
through all five move to next

had discussed.

Student answers desk/ Nora.


Students answer singular.

Students answer markers.


Students answer plural

Students share examples of


singular and plural nouns and
write
them
on
the
SMARTBoard.

The class works together to


complete a few SMARTBoard
activities to practice the
concept of singular and
plural nouns.

Stations
10
minutes
each,
about 2
minutes
transiti
on- 45
minutes

page.
Say: Writers are always using
singular and plural nouns in
their writing. This person
wrote all about Halloween. Our
job is to find all the singular
and all the plural nouns in this
paragraph
Go
through
sentence
by
sentence read it and have
students raise their hand and
share all the nouns and if they
are singular or plural. Have
one volunteer per sentence go
up and underline the singular
nouns and circle the plural
nouns.
Say: We are going to do some
stations today to practice
identifying and using singular
and plural nouns.
Go through each station/ what
students
need
for
each
station. Let students know that
each station will last about ten
minutes. When it is time to
switch they must transition
quickly and quietly.
Tell students that they are
going to travel with their word
study groups. Have students
get with their group and
assign them to a station for
them to begin.
Station 1- Teacher
The teacher will go over how
to make a noun plural,
irregular plural nouns and
assist students in making an
entry on singular and plural
nouns in their language arts
notebook that they can refer
to when they are writing.
Ask: How do we make a noun
plural? Do you always just add
a s?
Go over plural rules (Write on
white board and give an
example of each):
Most of the time you just add
s
If the word ends in y- drop the
y and add ies.
If the word ends in ch, s, sh, x,

Students
listen
instructions for stations

Students complete stations

to

or z- add es
If the word ends in f or fe- drop
the f and add ves.
Ask: Can you think of any
nouns that are plural but do
not end in a s?
Allow students to share any
that they can think of
Give student examples- feet,
children, teeth, fish. Discuss
the singular form and how it is
different from the plural.
Discuss how some words like
fish are really weird because
the singular and plural form
are the same.
As you go through this
information
have
students
open their language arts
journal to a clean page and
write definitions of singular
and plural nouns, the rules for
making a noun plural and
some examples of irregular
nouns.
MaterialsLanguage
Arts
notebook, markers, pencil.

Station 2- Singular and Plural Noun


Hunt
Students will pick a book of
their choosing. While they are
reading, their job is to look for
singular and plural nouns.
Students will fill out a sheet
that can be found on the back
table.
Once the station is over, they
will place their sheet in the
silver tray.
Remind students that this is a
silent, independent activity.
They may choose to work at
their seat or use a clipboard
and work on the back carpet.
Materials- sheet (back table),
pencil, and book
Station 3- SMARTBoard
Students will work together to
complete several activities on
the SMARTBoard.
These include: a singular and
plural picture sort, a singular
and plural noun sort, a soccer

challenge
where
students
must click on the clue and
then spell the singular or
plural form of the word, a
vortex sort, and a singular and
plural matching game.
Go through and do a quick
example of how each game
works.
Remind students of how we
behave
when
using
the
SMARTBoard- whisper voices,
we are respectful to each
other and take turns, and we
hit the reset button before we
move on to the next activity.
If they go through all the
activities before it is time to
switch it is okay to do an
activity more than once.
When it is time to switch
stations be sure to go back to
the first activity.
Materials- Students do not
need anything
Station 4- Noun Sort
Students will complete a
singular and plural noun sort.
Students will get the sheet
from the stool and then cut
out all the nouns and sort and
glue them into the correct
column.
Once they are finished they
may place it in the silver tray.
If they finish before time is up
they may read or write in their
journal.
Remind students that this is an
independent
activity
that
should be done at their seats.
MaterialsSheet
(stool),
scissors, glue stick

Closure

10 mins

Say: Stop, Look, and Listen


to get students attention and
let them know it is time to
clean up all the stations and
head back to their seats.
Say: On your tables you will
find two baggies. One bag is
full of singular nouns and the
other is full of plural nouns.
Each person at you table
needs to pick 3 slips of paper
out of each bag. Your job is to
write a story on handwriting
paper using the words you
picked correctly. Your story
may become a little silly
because of the words that
you picked and that is okay. If
you finish and still have time
pick a few more slips of
paper and keep on writing.
This will be your exit ticket to
lunch and recess.
Ask if anyone has any
questions.
Have them get started. Walk
around to make sure that
there arent any questions
and observe if this seems to
be easy or difficult for
students.

Students will clean up their


stations and head back to
their seats.
Students will pick three slips
of paper out of each baggie
and write a story that
includes them.

References:
Creating plural nouns rules ideas: https://www.pinterest.com/pin/240590805073730362/
Appended Materials
Attach the following forms and resources to the completed lesson plan.
Lesson Organizer
Curriculum Framework Document Attach the appropriate pages from the Curriculum
Framework guide and highlight information most relevant to the lesson.
Lesson Materials Including, but not limited to, handouts, homework, presentations, assessments,
rubrics, graphic organizers, and other materials of this type.

Lesson Organizer
Prior Knowledge and NEW Instructional Content
Prior Knowledge Nouns are a person place or thing.
New Content Singular Nouns- names one person, place, or thing.
Plural Nouns- names more than one person, place, or thing.
Essential Questions Based off what we know about nouns, what do you believe is the difference between singular
and plural nouns?
How do we write a plural noun/make a noun plural?

Instructional Modifications to
ASSIST Students
Through the
SMARTBoard,
students have many
opportunities to
practice distinguishing
the difference between
singular and plural
nouns together as a
group and
independently.
I, We, You- Students
observe as I distinguish
between singular and
plural nouns (sentence
examples writing on
the board), We practice
identifying singular
and plural nouns
together as a class
through a few

Main Events of Instruction


1. Students share what
they remember about
nouns.
2. Students make
educated guesses about
what singular and
plural nouns are.
3. Students are
introduced to the idea
of singular and plural
nouns.
4. The class works
together with the help
of the teacher to
complete activities that
practice the concept of
singular and plural
nouns.
5. Students compete
stations: Teacher, Noun
Hunt, SMARTBoard,

Instructional Modifications to
CHALLENGE Students
Activating prior
knowledge- Students
share what they
remember about
nouns.
Having students use
prior knowledge about
nouns to think
critically and make an
educational guess
about what singular
and plural nouns are.

SMARTBoard
activities, You- students
identify and use
singular and plural
nouns on their own
through stations and
closure activity.

Noun Sort.
6. Students complete
writing closure activity.

November 2013

Name: ___________
Number: _________
Singular and Plural Noun Hunt
Directions- As you are reading, be on the lookout for
singular and plural nouns. Write down all the singular and
plural nouns you find on the chart below.
Singular nouns name one person, place, or thing.
Plural nouns name more than one person place, or thing.
Singular Nouns

Plural Nouns

Name:________
Number:_______
Singular and Plural Noun Sort
Singular nouns name one person, place, or thing.
Plural nouns name more than one person place, or thing.

Directions: Cut out the nouns below and glue them into
the correct column.
Singular Nouns

Plural Nouns

car

paper

dress

teacher

cake

cars

plates

paper

pen

dogs

states

animals

Closure Activity singular and plural nouns. Cut and place


singular nouns into one baggie and plural nouns into
another baggie. Be sure to have a singular and plural bag
for each table group.
Dogs

Astronaut

bandanas

grandmothe fish
r

Elephant

Store

Lunch
boxes

chair

plates

Children

cabinets

car

iPads

paint

Child

bank

napkins

soap

Tooth
brushes

Schools

nurse

calendar

magnet

fries

Orange

Principal

rugs

desks

staples

Pineapple
s

garage

flowers

markers

students

teachers

cards

postcard

candy

parents