1. Topic-
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2. Content-
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Recognize the singular and plural of frequently used
words |
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3. Goals: Aims/Outcomes-
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1.understand the rules governing the plural forms of words
2.Understanding of how to change plural words to their singular form
3.Knowledge of some common words that do not follow standard pluralization
rules |
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4. Objectives-
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1.Given a word in the singular form students will be able to change
it to singular
2.Given a plural word students will be able to change it to its singular
form
3.Given a singular word that does not follow the rules for pluralization
students will be able to provide the plural form |
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5. Materials and Aids-
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Teacher's Aids
Large Pad of Paper
Illustrations of common objects with their written words in both plural
and singular form. |
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6. Procedures/Methods-
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A. Introduction-
1.Gather students in large circle
2.explain difference between singular and plural words
3.explain that some words do not follow these rules |
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B. Development-
1.Show pictures of singular items ask what they are, show pictures
of plural items ask students to say the plural for of the word
2.Write out words beneath pictures emphasizing how they change when
they are made plural
3.provide examples of words that do not follow the rules for pluralization
such as geese and deer |
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C. Practice-
1.Continue to practice in large group until students have an understanding
of pluralization rules
2.Continue to practice in group until students understand the exceptions
to the rule
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D. Independent Practice-
1.Have students return to their desks pass out pictures of both
single objects and the same objects in multiple (plural) form. Call
on students to answer "what do you have a picture of?" "and if you
have more than one of those what do you have?"
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E. Accommodations (Differentiated Instruction)-
1.Students with attention difficulties receive additional one on
one practice with teachers aid before individual practice
2.during individual practice TA continues to direct student's attention
toward the task
3.Children with attention difficulties seated in close proximity to
instruct during group instruction |
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F. Checking for understanding-
1.Informal assessment during individual practice
2.Review of lesson and additional question asking during next group
session
3.Provide worksheets for students to complete with parents which are
similar to the activity performed in class during individual practice |
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7. Evaluation-
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Children are able to pluralize words with little difficulty most
of the time
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