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Singular & Plural Nouns

To be taken up during Circle Time

Instructional Structure

Day 1& 2: Eliciting the rules for singular to plural conversion by pronouncing theplural words. Making sentences with the plural nouns ending with -es.

Day 3: Converting given singular nouns to plural using the appropriate rule.

Day 4: Applying understanding of the rules discussed in converting words according the

appropriate rules in their plural form

Day 5: Applying understanding of the rules in converting the words and sentences in their

plural forms approprieately.

Plans (5 days)

Day 1, 2 & 3 (Maximum)

Topic: Singular and plural nouns

Objective:

-The child speaks plural forms of a noun within the choice given by the

teacher.

-The child decides the rule for singular to plural conversion, pronouncingthe plural words individually.

Rationale: Language is comprised of three basic components:- Meaning, Grammar,

and Pronunciation. Listening and exposure to language are the primary and most crucial

pre-requites for the learning of all these components of language. They enable children to

develop the appropriate language structures spontaneously, and naturally. Children would

therefore, through this module, learn to listen to words, listen inside of words, and thendecide how their suffixes are spelt differently. And all along, meaning of these words

would be embedded in their purposeful, contextual usage.

Grammar games can provide productive practice in reinforcing and strengtheninggrammatical structures in a way they can be visible in speech as well, and not merely the

written grammatical exercises. Child is able to use and pay attention to the grammatical

aspects of language, identify, discover and then write spellings.

Material required: flashcards

Skills: speaking, listening

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Procedure: The teacher would begin the class by talking about the game that they aregoing to play today in the class. She would then give the following instructions with

appropriate enactment on how to play the game Pass The Bucket. All children will first

sit in a circle on the floor. She would now show (through enactment) an imaginarybucket and ask them what it is. After eliciting responses like its something in which things

can be carried, she would tell them that she is actually holding a bucket. She will act as if

shes putting 5 pens into it and state the same aloud (I am dropping/adding 5 pens into thebucket.). She will then pass the bucket to one of the students while simultaneously telling

them to add more imaginary things into the bucket like she did. (You need to keep

something in this bucket to make it heavy and pass it on to the next child to add morethings in respect to make it heavier.) They will also speak aloud what they have added.

The teacher would then tell them that:

all the things would be imaginary

one child can put only one type of object

but the number of objects should be more than one

Meanwhile, the other teacher will write the various plural nouns (objects) spoken by the

children on a chart under different categories. {Keeping in mind, the Singular-plural rulesdiscussed previously} For ex- -s, -es, -ves, -ies and the other irregular forms. This same

teacher will keep a track of the words spoken by the children & probe for words in variouscategories.

After playing at least one round of the game, the teacher can make the following

modification in the game and play another round:-

Game 2

Each child will be given the flash card of a singular noun. The children would be asked notto show the same to anybody. At their turn, they need to add plural forms of those objects

in to the bucket. Not to forget, those whose turn happens towards the end, would be getting

heavy, really heavy baskets. Note: - the flash cards of nouns ending in fe; -y (both that

add only ans, and the ones in which the y is dropped to add - ies instead); -f, ch, andthe ones that change completely.

Now, the game will be played again. All these words would also be simultaneously added

in the respective columns on the board by the other teacher, if they already are not addedthere from the previous game of the round. After the game, the teacher would pick the

heavy basket and keep it aside.

Then, the children are to retell the things that were added in the basket. Theyd beprompted to read the words from the board for the same. Focus, here would be on the

pronunciation of the plural words of (a) given kind. After having read the plural words of

one category, say those with sh or ch in the end that add-on es at the end, the teacherwill ask them to stop. Now ask one of the children to tell the singular form of any one of

those words. E.g. bunch. And then read out its plural, bunches. Ask children why es was

added instead of s. Here, the focus would be the sound and then directing it to its

corresponding spelling pattern.Similarly, elicit the rule for -iesthe fact those plural words produce a long ees sound.

E.g. chilly chillies.

The next day:-

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The teacher will ask children to write on a slip of paper all possible nouns that they knowend with a sh or ch sound or any other nouns that when they become plural, they have

the is sound in the end, eg. Oranges, cartridges, etc. Now that bucket game would be

played again but each child would be required to add two types of objects today (all morethan one in number). The second condition is that no child can repeat the objects that have

already been added. So, today they will be using sentence structure like, I am

keeping/giving/slipping in/ dropping some oranges and cartridges.After enjoying this game, children will be asked to write down the sentences used by all the

other children in class in their notebooks. The challenge would be to see how many of

those they remember. If children want to play the game one more time for the sake oftrying to remember, the same would be played again. However, this time children would be

asked to state the same sentences that they did the previous time. And after this, writing

and sharing aloud of those sentences would follow.

Day 4

Objective: The child converts the given nouns in to plural using the appropriate rule, given

previously to decide.

Rationale: Language is comprised of three basic components:- Meaning, Grammar,and Pronunciation. Listening and exposure to language are the primary and most crucial

pre-requites for the learning of all these components of language. They enable children todevelop the appropriate language structures spontaneously, and naturally. Children would

therefore, through this module, learn to listen to words, listen inside of words, and then

decide how their suffixes are spelt differently. And all along, meaning of these wordswould be embedded in their purposeful, contextual usage.

Grammar games can provide productive practice in reinforcing and strengthening

grammatical structures in a way they can be visible in speech as well, and not merely thewritten grammatical exercises. Child is able to use and pay attention to the grammatical

aspects of language, identify, discover and then write spellings.

Procedure

a) The teacher will initiate this game by first showing a flashcard having a word in its

singular form written on it. She would ask one of the children to read it, change it into its

plural form & write it on the chart (used in the previous game) under the appropriatecategory.

Similarly, she would take 15 words (flash cards) under the different categories and show

them one-by- one.

Note: While taking up all the words, she needs to make sure that the children pronounce

the words appropriately & decide under which rule it should come. This way, the spellingsfor all the words would be discussed collectively and then written on the chart.

Words that can be taken up:- Flower, park, storey, house, cartridge, orange, porridge, rose,

watch, brush, story, butterfly, copy, wife, leaf, knife, goose, louse, tooth, die (dice), glass,

etc

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b) Quick Fix Story:- One of the children would be asked to come forward and read aloudall the plural nouns with clear and correct pronunciation. Ask the child if he is also clear

about the meaning of all these words. Now, tell the child that it is time for a QUICK FIX

STORY. Ask him what a QF story could possibly be? and then, explain:- He/She has tocreate a quick story incorporating all the plural forms of the words for a quick fix story.

And theres no time to stop. One can go slow, but not pause for long. It is a story that is

told but never written cause it has no pauses. Its quick and fun and helps us explorecreative ideas. Let them begin:- Share an example:- There were flowers in those parks,

where houses with multiple storeys had cartridges in all rooms

Let children take turns to tell their stories and with every narration, let them try to make

their stories more meaningful, creative

Day 5

Topic: Singular-plural

Objective: The child applies the understanding of the rules and converts words/sentencesin their plural form, appropriately.

Rationale: Listening and exposure to language are the primary and most crucial pre-

requites for the learning of a language. They enable children to develop the appropriate

language structures spontaneously, and naturally. Grammar games reinforce and strengthengrammatical structures in a way they can be visible in speech as well, and not merely the

written grammatical exercises.

Skills: Writing

Procedure: A sheet based on the conversion would be given to the children. They canbegin with it in the class and continue at home.