Standard 1
Adapted for 5th graders
Third Grade Language Arts: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of nouns, pronouns, verbs,adjectives, and adverbs in general and their functions in particular sentences.
b. Form and use regular and irregular plural nouns.
Standard 2
5th Grade Listening and Speaking Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing
their own clearly.
1c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
1d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Objectives
Students will learn the importance of nouns in a sentence or passage.
Students will be able to identify an irregular plural noun.
Students will learn to use clues about a given word to convert it to its plural form.
Teaching Strategy: Question Only, Teacher-directed postreading recitation
Reading Strategy: About-Point, word clues
Introduction:
Review: Ask students to read the passage. In your groups, discuss what is wrong with passage:
Title: At the Auction
and her went to an auction in the . They were hoping to find and other to decorate their . They looked around at all the on display. There were and. Everywhere they looked there were more beautiful and exotic to see.
Ask students to share with the class. What were some of the things you noticed that were wrong with the passage. Can you tell what the passage is about? What's the main idea? Thinking about what we've learned so far, what do you think is missing from the passage? What does the title tells you?
The passage is missing all the nouns. Now, take a look at the passage with all the nouns.
Jillian and her mother went to an auction in the city. They were hoping to find paintings and other artwork to decorate their home. They looked around at all the things on display. There were vases, furniture, and sculptures. Everywhere they looked there were more beautiful and exotic items to see.
Talk with your group. Now what do you think about the passage? Does it make sense? What is it about?
Similar to the passage not making sense without the nouns, sometimes nouns can be confusing, they don't follow the rules, or they can change to completely different word. Yesterday, we talked about singular and plural noun. Today we'll talk about irregular plural noun.
What are irregular plural noun?
Look at the word "irregular". What does the prefix "ir" means? ". "ir" =Not
Irregular plural noun= not regular plural noun.
What did we say plural nouns are?
Irregular plural noun are nouns that are not regular that names more than one person, place or thing.
For example:
"man"..........................Is this a singular noun or a plural noun?
What is the plural form? The plural form of "man" is "men". Notice how the word changes spelling to form a new word.
Why do you think we would call this kind of noun irregular? Think about how we would change the word " dog" from singular to plural"
We would simply add an "s". How about "fox"= foxes... add "es". So with regular plural nouns we are "adding" to the end of the word. However in irregular plural noun, we are changing the spelling of the singular noun to form the plural noun.
Development
Some singular nouns you may need to change the entire spelling of the word. For example the word "man" becomes "men", the word "child" becomes "children" or the word "person" becomes "people".
In other irregular nouns there are clues that help you to change it from singular to plural.
"leaf"
"calf"
Most nouns that ends in "f" will be changed by dropping the "f" and adding "ves"
Some may end in "fe". Words like "knife" or "wife". These words you also drop the "fe" and add "ves" to make them plural.
If it ends in "f", drop the "f" and add "ves". As a class repeat!
If it ends in "fe" drop the "fe" and add "ves". As a class repeat!
As a group, take out worksheet 1, and work to the first STOP sign. Talk with your teammates. At the end of each STOP sign talk with your team about what you've learned in that section. Ask yourselves what was the section about. What's the point? How are the words changing.
Scaffold the room to see how students are doing. Make a mental note of common errors and students' discussion about each section.
Review each word with the class as a group. Correct any misconceptions and remind students as needed. Repeat this process for the next two sections, stopping at the STOP sign and reviewing as a class. Once completed,
direct students to https://www.funbrain.com/cgi-bin/plur.cgi?A1=s&A2=3. Students can choose either mode of practice, fill in the blanks or multiple choice.
Conclusion
Ask students to put away their computers and remain in their groups. Review using teacher-directed recitation and the cloze procedure.
The word irregular means ____________________. An irregular plural noun does not follow the _______________. Irregular plural noun may change spelling forming a completely new ______________. Some irregular plural noun ending in "f", will drop the __________ and add ______________. Some ending in "fe" will drop the ______________ and add ____________.
Recite:
If it ends in "f", drop the "f" and add "ves". As a class repeat 2X!
If it ends in "fe" drop the "fe" and add "ves". As a class repeat 2X!
Ask students to take out their notes/worksheets from today. Tell students they may use their worksheet and any other notes they have to complete the assessment. Give students Day 4 Assessment.
Assessment: Assess students knowledge of regular and irregular nouns.
Multiple Intelligences/Differentiated Instruction (place an x by each one covered in the lesson):
X Spatial (ability to visualize)
X Linguistic (words/spoken/written)
Logical-mathematical
Kinesthetic (movement)
Musical
X Interpersonal (interaction w/others)
X Intrapersonal (self-reflective ability)
Naturalist (having to do w/nature)
Bloom’s Taxonomy/Differentiated Instruction (place an x by each of the items
that apply):
_X__ Knowledge (tell, list, define,label, recite, memorize, repeat, find, name, record, fill in, recall)
_X__ Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show)
____ Application (demonstrate, construct, record, illustrate, research, order, display, practice
__ Analysis (compare, contrast, classify, critique, solve, experiment,examine, infer, categorize)
_ Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize)
___ Synthesis (compose,hypothesize, design, formulate, create, invent, develop, refine, produce)
Special Needs (indicate how you will extend the lesson for gifted learners and decrease the lesson for struggling learners):
Gifted Learners: For gifted learners, during reinforcement through computer games, students can challenge themselves by choosing the "tough" difficulty level. Students can also choose to do the fill in the blank as oppose to the multiple choice problems.
Learners Below Level: For learners who had difficulty understanding this lesson, peer tutoring would be utilized in designing partnerships. Students could also receive the rules on a separate paper to help them remember the rules. On the worksheet, the letter that need changing, such as "f" could be highlighted to help the student recognize which letter to change. In playing the interactive game students can choose to play at the "easy" level multiple choice type questions.
Learners with Behavior Issues: Learners with behavioral issues would be motivated through the use of Popsicle sticks, monitored by a Para. The student will get the opportunity to earn 5 sticks throughout the lesson. Sticks would be awarded for voluntary participation, practicing the activity, taking notes, and displaying appropriate behavior. 5 sticks during this lesson would earn the student 1 point towards their overall goal for the day. A total of 20 sticks would equal a pass into the classroom treasure chest or gift shop.