Crystal Sharp

Subject-Verb Agreement Part1 / 10/2/2014

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Stage 1 – Desired Results
Established Goals (Include ACOS standards in this section): Demonstrate command of the 
conventions of Standard English grammar and usage when writing or speaking. [L.7.1]
a. Demonstrate knowledge of subject­verb agreement when interrupted by a prepositional phrase, with inverted word order, 
with indefinite pronouns as subjects, compound subjects joined by correlative and coordinating conjunctions, and collective 
nouns when verb form depends on the rest of the sentence. (Alabama)

Understandings (Students will understand that …): Subjects match their verbs in
number; compound subjects will have a plural verb follow them; some nouns which appear
to be plural are actually singular therefore have a singular verb following them.
Essential Knowledge (Students will know …): Subject-verb agreement (compound
subjects vs. or/nor/either, subjects and verbs are singular/singular and plural/plural, some
nouns appear to be plural but are actually singular)
Essential Skills (Students will be able to …): Identify singular and plural subjects and
verbs; Identify compound subjects and which verb from they take; Identify nouns that seem
singular but are, in fact, plural.
Essential Question(s): What is subject-verb agreement?
Stage 2 – Assessment Evidence
Performance Task(s):

N/A

Other Evidence: Formative assessment will be used in this lesson before, during, and
after the lesson. The post-it notes will be evaluated by the teacher after the lesson to
determine if the identification of the meaning of subject-verb agreement improved by this
lesson. During the lesson, the teachers will use questioning methods to assess student
comprehension. The worksheet that is completed in the independent station will be
evaluated by the teacher as well as discussed in the station during class. The butcher paper
containing the three senences written by each group will be assessed and discussed in
class.
Stage 3 – Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson: Teacher: post-it notes, board, markers, projector,
computer, SVA handout loaded on Blackboard or available to project on the overhead,,
desks grouped in three stations, 3 pieces of big notebook paper/butcher paper, regular
markers
Students: pen, paper
Bell ringer (if one is used): N/A
Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook © 2004

Crystal Sharp
Subject-Verb Agreement Part1 / 10/2/2014

2

Review of relevant, previously learned information: N/A
Introductory Activity: They will first brainstorm “subject-verb agreement” independently
and write what they think it means on a post-it. (Subject verb agreement simply means the subject
and verb must agree in number. This means both need to be singular or both need to be plural.)Discuss
aloud as a whole group (keep post-it with the student throughout class). (4 minutes)
Body of the lesson: The students will be grouped into three stations. Groups should be
arranged prior to class. The SVA handout should be displayed on the projector after the bellringer (Accomodation: Students needing larger font will have a separate handout availiable
for them).
Station 1: This station will be independent. Students will complete a worksheet on rule one
and then discuss their answers together. (9 minutes)
Station 2: Teacher One will teach rule two. Rule two will be discussed briefly. Then the
teacher will provide the students with a mad-lib worksheet. They will fill the worksheet out
and then discuss as a group. (9 minutes)
Station 3: Teacher Two will teach rule three. Rule three will be briefly discussed and
examples of singular subjects appearing to be plural will be given. Students will then be
given words to which they have to decide if they are singular or plural and then discuss as a
whole group. (Singular words: mumps, measles, acrobatics, physics, economics,
gymnastics, statistics, news, mathematics, phonics, thesis, civics. Plural words: necklaces,
boxes, sports, job, people, newspapers) (9 minutes)
After completing each station, students will write three sentences in their groups on a large
piece of butcher paper using the three rules they learned in class. (5 minutes)
The sentences will be hung on the board and the class will discuss as a group the
sentences. At this time, errors will be discussed if any are found. (5 minutes)
Students will revisit their post-it notes and write what subject-verb agreement now means
to them and turn these in while walking out of the classroom. (1 minute)
Preview of the next lesson: Subject-verb agreement: indefinite pronouns as subjects.
Related out of class assignment: N/A
Description of co-teaching strategy used in this lesson. If co-teaching was part of
this lesson, describe: co-teaching model used, how and why this particular
strategy was employed, role (lead teacher/secondary teacher), and details of the
implementation of the co-teaching model.
The co-teaching model utilizing stations was used in this lesson. Stations were used
because there were three rules to be presented and only two teachers. This separated the
instruction of the rules to make it more clear and less confusing for students. The lead
Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook © 2004

Crystal Sharp
Subject-Verb Agreement Part1 / 10/2/2014

3

teacher is Teacher Two. Each group of students will begin at one station and change stations
every nine mminutes until all stations have been completed.

Subject Verb Agreement Handout
RULE 1: A verb agrees with its subject matter. Singular nouns
have singular verbs,and plural nouns have plural verbs.
Example: The car stays in the garage. The flower smells
good.
There is an old saying: “Opposites attract.” The rule for
singular and plural verbs is just the opposite of the rule for
singular and plural nouns. Remember this when you match
subjects and verbs. You might guess that stays and smells
are plural verbs because they end in s. They aren’t. Both
stays and smells are singular verbs.

RULE 2: Subjects joined by and are plural. Subjects joined by
or or Nor take a verb that agrees with the last subject.
Example: Bob and George are leaving.
Neither Bob nor George is leaving.
Neither Bob nor his friends are leaving.

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook © 2004

Crystal Sharp
Subject-Verb Agreement Part1 / 10/2/2014

RULE 3: Some nouns, while plural in form, are actually
singular in meaning.
Example: Mathematics is (not are) an easy subject for
some people.
Physics is (not are) taught by Prof, Baldwin.

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook © 2004

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