Andrea Spindler ED 315 LESSON #2 4 th Grade Nounsense Goal(s): - B.4.3 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in communications. Pre-assess: - The students in my classroom have been working on singular and plural nouns. I believe the next lesson to introduce would be taking nouns that end in y and making them plural. I have noticed that these students need repetition to help them grasp content of lessons. This will be more of an introductory lesson to focus on working with words rather than applying this to sentences. Objective(s): Students will be able to: - write nouns ending in y in the correct plural form. Assessment: - I will use assessment to recognize students understanding of the content as I introduce it. As they write the plural forms of the words on their white boards, I will note who is writing the words correctly. This assessment will help me assess student learning to guide additional instruction. Materials Needed: - Chalk board and chalk - White boards - Dry erase markers - Cloth wipes - Chart from lesson plan (for teacher) Total time needed: eeded: Introduction: 3 minutes - Recap: In the past few lessons, you all have been learning about nouns and how to
make them singular or plural. Can someone raise their hand and tell me what a singular noun is? (after student answers) Would you like to write an example on the board? Can someone tell me what a plural noun is? Have the student change the word on the board to a plural form. Restate the definitions. - Content: singular noun is one person, place or thing; a plural noun is more than one person, place or thing. Steps for instruction: 30 minutes - Just like you, when I write, I have to think about how to write nouns in a plural form. I noticed that the more I wrote the easier this process became. - Today we will be learning how to take a noun that ends in y and make it plural. - Explain the two rules of how to form plurals (write on the board): o If a noun ends with a vowel and y. add s. o If a noun ends with a consonant and y. change the y to i and add es. - Recap: o What are the vowels in our alphabet? Repeat. o What is a consonant? Letters in the alphabet not including vowels. Repeat. - Restate the two rules to form plurals. Have students repeat. - Examples (write singular on the board and change it to plural together): Rule Singular Plural If a noun ends with a vowel and y. add s. day toy valley days toys valleys If a noun ends with a consonant and y. change the y to i and add es. baby story trophy babies stories trophies - If the students seem to grasp the idea move to the practice. If they are still struggling then repeat the rule and give more examples. - Pass out white boards, dry erase markers and cloths. - It does not matter which board or marker you have, we are all using the same tools for this lesson. - Explain how we will practice. I will write a word on the board and I want you to write the plural form on your white board. When you are finished cover it with the cloth. When I say, we will all hold our boards in the air. If I tell you to put it down that means that you are on the right track but you may need to relook at your plural noun. - Explain that they do not need to speak out or announce when they have it right. Have them keep their eyes on their own board. - Write the singular words on the board one at a time and have them write the plural form: (Do not go in order and stop once the students have shown a thorough understanding of the content.)
Rule Singular Plural If a noun ends with a vowel and y. add s. boy ray bay monkey way donkey key turkey holiday boys rays bays monkey ways donkeys keys turkeys holidays If a noun ends with a consonant and y. change the y to i and add es. city country daisy lady family sky party pony factory bunny city countries daisies ladies families skies parties ponies factories bunnies Questioning: - How can we write a singular noun in a plural form when it ends in y? - How can we take a word that ends with a vowel and a y and make it plural? - How can we take a word that ends with a consonant and a y and make it plural? Strategies for students requiring additional assistance: - If I notice that the group as a whole is having difficulties grasping the content then I will repeat the rules and give more examples. - For the individual students who are struggling I will assist them as the other are erasing their board for the next word or after the lesson. Closure: - Explain what learning has taken place. Restate the rules of this lesson. Keep these rules in your mind as you write sentences with plural nouns. - Have a few students collect the materials and put them away. - Have students get out their materials for the next lesson.
Self-Assessment (WI Standard #9) 1. Did students meet the stated objective? On what are you basing your judgment? My objective for this lesson was to have students be able to correctly write nouns ending in y in a plural form. My assessment for this lesson was more informal, as the students showed me their understanding by writing the plural forms of the words on their white boards. This was I was able to see who was struggling with this concept and why thus allowing me to direct my further instruction. In some cases I noticed that there were multiple students putting the right s or es added to their word but forgot what to do with the y; we then went back to our rule and went over it again. Going back happened a couple times through the lesson as I assessed and this proved to be a great way to direct their understanding of the concept. 2. What worked best in your lesson? Explain. (Consider the five education abilities, WI Teacher Standards and social interaction skills.) I believe that using the white boards was a great idea. This allowed me to assess where the students understand was and gave me the opportunity to go back if need be. If there was a paper and pencil assessment, the students would be on different numbers and it would distract them if I were to go back to something they already finished. With the white boards we did one word at a time and I could see where the entire class was at one point in time. This relates to the Wisconsin Teacher Standard #2 which explains that the teacher makes lesson plans that are developmentally appropriate. It also shows the teachers ability to access the students thinking process and to incorporate that into the entire groups learning. I would connect this lesson toward the Alverno Ability of communication. I gave explicit instruction and communicated clearly through my spoken words and written words. I also chose appropriate media to help keep their attention. This proved to be a very affective introductory lesson. The students were respectful of one another and did not cause disruption when I paused to help one of their peers. 3. What was student response/reaction? Based on that, did you modify your original plan? If so, how did you adapt the plan and why? The students responded in a positive manner. I was able to hold their attention and keep them focused on the task at hand. I for the most part stuck with my original plan; the one thing that changed was going back if need be. As I assessed the students I highlighted additional things that may help their learning. 4. What did you find most difficult about teaching this lesson? Explain. If you were to teach this lesson over, what would you do differently? I found that some of the students did not know all of their vowels. By not knowing this, it was sometimes difficult to apply the rules to change words to a plural form. If I were to do this lesson again, I would right the vowels on the board so they could connect them to the words they were writing. 5. To follow up on this lesson, what would you teach next? The next step, I believe, would be to incorporate these plural nouns into sentences. I would
possibly have them rewrite sentences I have given and change the noun into a plural form. This would be a more formal assessment to see if they can apply these new rules to toward their writing and reading.