| Lesson Plan ID: |
423 |
| Title: |
Plural Nouns |
| Overview/Annotation: |
Pathways for Learning: K-6 - Language |
| Content Standard(s): |
| ELA(1) | 3. Demonstrate vocabulary skills, including sorting words into categories and deriving word meaning from context within sentences and paragraphs. |
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| Local/National Standards: |
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| Primary Learning Objective(s): |
Students will begin to use patterns in language to create meaning.
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| Additional Learning Objective(s): |
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| Approximate Duration of the Lesson: |
0 to 30 Minutes |
| Materials and Equipment: |
Prepared sentence strips,
red and green teddy bear counters (one of each color for each student)
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| Technology Resources Needed: |
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| Background/Preparation: |
Prepare several sentence strips containing examples of singular and plural nouns. Provide purchased teddy bear counters or teddy bear shapes cut from green and red construction paper (one of each color for each student).
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| Procedures/Activities: |
1.)Write sentences on sentence strips and display for students. (Examples: Nan saw two pink balloons. Gus has one brother.) Underline one noun in each sentence as shown in the examples.
2.)Read each displayed sentence to students.
3.)Ask students to hold up a red teddy bear if the underlined noun is plural or a green teddy bear if the underlined noun is singular.
4.)Continue until all sentence strips have been used. Repeat for review if necessary.
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| Attachments:**Some files will display in a new window. Others will prompt you to download. |
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| Assessment Strategies: |
AHSGE I-1 |
| Extension: |
Prepare sentence strips that contain both singular and plural noun forms. (Example: Nan saw two pink balloon, balloons.) Have students hold up a red teddy bear if the plural noun is correct or a green teddy bear if the singular noun is correct.
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| Remediation: |
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Each area below is a direct link to general teaching strategies/classroom
accommodations
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
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| Presentation of Material
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Environment |
| Time Demands |
Materials |
| Attention |
Using Groups and Peers |
| Assisting the Reluctant Starter
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Dealing with Inappropriate
Behavior |
Be sure to check the student's IEP for specific accommodations. |
| Variations Submitted by ALEX Users: |
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