©2017 Anna DiGilio

Grammar: PLURAL NOUNS

o  We can define a plural nouno  We can create plural nouns with s, es, ies,

and veso  We can listen and respond to each other.o  We can brainstorm plural nounso  We can use the plural noun rules to make

singular nouns plural

o  Mentor-text –If You Were a Plural Word By Tricia Shaskan

o  chart papero  Plural Nouns Scoot gameo  Recording Sheet for scoot

gameo  basket crafto  anchor chart pieces

L.2.1L.3.1

1. Before reading the story, ask your students if they know what a NOUN is. Then ask the students ifthey know what a Plural Noun is. Elicit responses. Ask the students if they know WHEN to an s ores to a noun to make it plural. Elicit responses.

2. Read the story If You Were a Plural Word by Tricia Shaskan. Discuss the story and ask guidingquestions throughout. As you progress through the story, stop every so often. Pick a few wordsfrom the book and write them on chart paper.

3. After you read the book, have a discussion about HOW nouns are made into a plural by adding s,es, ies, and ves to the end of the word. Write the plural noun rules on the chart paper using theanchor chart pieces provided.

4. After we discuss the plural noun rules, I challenge the students to write a singular noun and change it to a plural noun on their post-it notes. (I keep a basket of pencils and post-it notes right near my easel because I do these types of activities a lot when I am teaching a lesson. It keeps them more engaged.) Then I call them up one by one to put their post-it note on the chart paper under the specific rule.

5.   {Guided Practice} After you read the story and complete the activity on the carpet, I play a ScootGame with my class. You can have them create the basket craft first before playing the scootgame or do this activity the next day after the initial lesson. Tell the students they are going to goon a Plural Noun Picnic!

6. I like to copy the basket on brown construction paper or cardstock (Did you know that if you cutregular construction paper down to size you can feed it through your copy machine? I didn’tknow that either until a friend of mine showed me that it worked!) Have the students cut out thebasket and attach the Scoot Recording page under the cover.

7. {Independent Activity} Place a Plural Noun Scoot Card on each student desk. If you have neverplayed a Scoot Game before, it’s quite easy and fun. A scoot card gets placed on each student’sdesk. Then the students travel from desk to desk answering the scoot card question. ENSUREthat the students know that they will START on the number that they see on their card and theymust match it up with the number on their recording sheet. The ONLY child that will go in order isthe child with scoot card #1. Give the students at least a minute or so at each desk to apply theirnew knowledge of plural nouns and write the plural noun for each word on their recording sheet.

©2017 Anna DiGilio

8. Then after a minute or so, the teacher says “SCOOT” and the children scoot to the next desk. NOTE: It is VERY IMPORTANT to MODEL how and where they will scoot every time you say“scoot.” If the students don’t follow the same path, they will get confused. I actually SHOW the students the entire path around all of the desks so they understand how to travel and where to go next. After you play a couple of scoot games, they will know the travel pattern and you won’t have to discuss this every time.

9. After the students travel from desk to desk, you can review the plural nouns as a group, have thestudents hand it in to be corrected, or work with a partner to correct their work. I prefer thepartner checking option. I will list each singular noun on the smartboard with the number next toit and they will check their answer with their partner’s answer.

10. As a follow up activity the next day, you can have your students complete the Plural Noun Tab-Itsbooklet independently for morning work or as a review from the prior day’s lesson. This booklet isgreat for the students to refer back to when they are completing daily writing tasks.

Independent Practice: Plural Nouns Tab-Its

Grammar: PLURAL NOUNS

Plural Nouns song: https://www.youtube.com/watch?v=j6yjcZkj5UY

©2017 Anna DiGilio

Grammar: IRREGULAR PLURAL NOUNS {LESSON 2}

o  We can define a plural noun and anirregular plural noun

o  We can create irregular plural nounso  We can listen and respond to each other.o  We can brainstorm irregular plural nounso  We can write sentences using irregular

plural nouns

o  Mentor-text –Feet and Puppies, Thieves and Guppies By Brian Cleary

o  chart papero  feet cut outo  pocket charto  large foot printable

L.2.1.BL.3.1.B

1. Before reading the story, ask your students if they know what a NOUN is. Then ask the students ifthey know what a Plural Noun is. Elicit responses. Then ask the students if they know what anIrregular Plural Noun is. Elicit responses.

2. Read the story Feet and Puppies, Thieves and Guppies by Brian Cleary. Discuss the story and askguiding questions throughout. As you progress through the story, stop every so often. Pick a fewwords from the book and write them on chart paper.

3. After you read the book, review HOW nouns are made into a plural by adding s, es, ies, and ves tothe end of the word. Then discuss words that were shown in the story that do NOT add s, es, ies,and ves to the noun to make it plural. Have a brainstorming session to see if students can come upwith their own irregular plural nouns.

4. {Guided Practice} After you discuss irregular plurals, you will do a quick interactive activity on thecarpet where the students will match a singular noun to the irregular plural noun playing Find myFoot.

5. You will give each child a foot cut-out (laminate for durability to use from year to year). They willwalk around the carpet and share the word on their card with their friends’ cards until they findan irregular plural match. Then they will sit down with their partner. After every child has foundtheir partner, you will call up each set of partners to put their singular and irregular plural nounfeet into the pocket chart. Read the words chorally. Discuss the concept of deer/deer and sheep/sheep.

6. {Independent Activity} Have each student write the singular and irregular plural noun they had ontheir foot cut-out from the guided practice activity on the foot printable and use each word in asentence.

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio

©2017 Anna DiGilio