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 Writing Standard 3:
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop
experiences and events or show the responses of characters to situations.
Objectives
Students will be able to define a possessive noun.
Students will be able to change a noun into a possessive noun.
Students will be able to demonstrate how a singular or plural noun shows possession.
Students will be abel to use possessive nouns in writing.
Teaching Strategy: Question, All Write; Think Aloud
Reading Strategy: context clues, underlining/highlighting, notetaking
Introduction
Review: review homework from lesson 3 as a group.
What were some key points from yesterday's lesson? Jot down your responses.
What were some of the things you wrote down. Volunteers?
Write responses on the board. If students left out important concepts fill in the gap for them by asking questions to jog memory.
Read the following sentence:
Mary's dog was very excited to see her.
What can you tell me about this sentence? What are some things you can point out based on what we've been learning about nouns?
Let's look specifically at the word "Mary's". Tell me everything you know about this word.
Write students' response.
- Mary is a noun
-Mary is a proper noun because it's a person's name
what else?
What does the 's tells us?
It tells us something about the relationship between Mary and the dog? Can anyone take a guess?
The 's tells us that the dog belongs to Mary. The apostrophe "s" is showing ownership. When a noun shows ownership it's called a possessive noun.
Definition: A possessive noun shows ownership of a person, place or thing.
Development
Let's look at the following phrases:
Tom's cat was very sick this morning. ( The noun Tom is showing ownership of what? what belongs to Tom?)
Suzie's hair was red instead of black. She must have dyed it. ( whose hair?)
The family's car is parked in the drive way. (whose car?)
We've learned about singular nouns and plural nouns. Can anyone give me an example of a singular noun?
boy
How about a plural noun?
cars
Since some nouns can be singular and other's can be plural we also need to know how to show ownership when the noun is singular AND when it's plural.
When the noun is singular we simple add an ' and then add "s".
Let's look at our example
Mary's dog was very excited to see her.
In this sentence, is the word "Mary" singular or plural? Singular.
To show possession in a singular noun, we add " 's"
For example;
The baby crib.... We're talking about something that belongs to the baby so we need to show that the baby owns th crib. The baby's crib.
Write down the possessive form for the following words:
Tommy football>>>>>
Paul book>>>>
We also talked about nouns that are plural. What did we say about plural nouns?
Plural nouns name more than one person, place or thing.
Some plural noun will end in "s"... like snakes, or boys. For plural nouns that already end in "s", we simply add the apostrophe. WITHOUT the "s".
For example:
trains>>>>> The trains' breaks were not working properly. In this sentence, how many train are we talking about? one? more than one? And what dos the trains own? breaks. So we are showing that the breaks belong to the trains or the trains' breaks. Notice how we did NOT use 's "trains's". Plural nouns that ends in "s" only add " ' ".
Questions?
Some plural noun may NOT end in "s", like our irregular plural nouns. Remind me, what's the definition of an irregular plural noun? Give me an example.
men, people, children
If the plural noun does NOT end in "s", we simply add 's. For example: men's, children's.
In your group, take out your possessive noun worksheet, begin working on the first section.
Circle room and monitor students' progress. After students have completed the first section, ask groups to share. Read the first paragraph to students aloud. Using think-aloud strategy; demonstrate to students the thought process behind identifying the possessive noun and how it shows ownership. Ask students from different groups to share some of the words they circled. Ask students why they circle those words.
Tell students to continue working on the worksheet- move to section two. Remind students to use good reading strategies, such as think- aloud, context clues, etc to help them understand the passage.
Review section two as a class. Read the first sentence and ask group 1, to change the incorrect noun to the right possessive noun. Make corrections as needed. Go to the next sentence and call on a student from different group to read. Continue this process through the entire passage.
Review with students how to change a singular noun to a singular possessive noun. Review how to change a plural noun to a plural possessive noun.
Tell students to go to section 3 and complete it individually. ( This will be collected, use good writing techniques.)
Conclusion:
Practice:
1.Have students go to the following websites to practice possessive nouns.
https://www.harcourtschool.com/activity/exploring_possessives/index.html
2. To practice common and proper noun: https://www.harcourtschool.com/activity/basketball/index.html
https://www.learningplanet.com/act/rats/rats3.asp?rats_compropnouns
3. To practice nouns: https://www.eduplace.com/cgi-bin/hme-quiz-start.cgi?Grade=4&Unit=2&Topic=Nouns&x=37&y=8
4. https://www.funbrain.com/cgi-bin/plur.cgi?A1=s&A2=3
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)
__X__ 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)
_X__ 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: Students will work as peer-tutor during this lesson, teaching self and other students within his gruup how to think about identifying possessive noun. Section 3 of the lesson worksheet asks students to write a paragraph using one possessive noun, gifted students may be asked to write 2 paragraphs or use more than one possessive noun. Students will also have the opportunity to be challenged during interactive games.
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. Interactive games would reinforce knowledge and maybe instead of writing using a posssive noun, student could be asked to orally tell teacher.
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.