Village Charter Academy

POP Cycle
Lesson Plan
Singular & Plural Nouns

Teacher: Dr. Shampa Gangopadhyay Date: 9/27/22

Subject: Language Arts
Grade Level: First Grade Length of Lesson: 45 Minutes

Common Core Alignment Standard [L.1.1c]

Use singular and plural nouns with matching verbs in basic sentences (e.g., the girl dances; the girls
dance).

Learning Objective
The purpose of this lesson is to introduce students to the concept of plural and singular nouns.
Students will differentiate between words that need ‘s’ or ‘es’ to make regular plurals. They will
also be introduced to irregular nouns.

Vocabulary:

 Nouns
 Singular
 Plural
 Regular Nouns
 Irregular Nouns

The Goal of this lesson is for students to be able to recognize and write regular singular and
plural nouns by choosing to add ‘s’ or ‘es’ at the end of the noun.

Opening (timeframe 5minutes):

 Teacher will state the learning goal for the lesson explicitly.
 The teacher will ask students to explain what a noun is. The teacher will review some
noun examples.
 The teacher will discuss how they have learned about common and proper nouns before.
The teacher will go over some examples of common and proper nouns.
 The teacher will then share with the students something new about nouns: singular and
plural nouns.
 The teacher will use an anchor chart to explain the terms singular and plural nouns.
 Direct Instruction / Guided Practice (timeframe 20 minutes):

 Students will then be gathered to the carpet area.

 The teacher will direct their attention to some pictures of nouns. The teacher will explain
that singular is how we call the nouns that name only one thing, while plural is used for
nouns that name two or more things. The teacher will show the pictures and then the
students have to say whether the picture shows a singular noun or a plural noun.
 Once they have sorted the pictures into singular and plural nouns, the teacher will write
the singular noun word for the picture and then add ‘s’ to the singular noun to show
plural. Once the students have practice of adding ‘s’ the teacher will introduce singular
nouns that will need ‘es’ to make them plural.
 The teacher will then ask them to think if they can form a rule about when they have to
add ‘s’ or ‘es’. The teacher will guide them to see if they can come to conclusions about
when to add s/es. The teacher will make an anchor chart with the conclusion.
 The class will then watch the following YouTube video: Brain Pop Jr Plural Nouns
https://youtu.be/6ii_r93WKY8

Independent Work (10 minutes):

 Students will be instructed to sit at their desks.

 They will receive a work sheet and will follow teacher instructions to complete it.
 The teacher will walk around the class to check for understanding and fill any gaps of
learning.
 A small group of students who need guidance might work with the paraprofessional to
make sure they are on task.

Closing Activities (timeframe 10 minutes):

 Teacher will distribute the Exit Slip where students have to become noun detectives and
find nouns in the classroom and make plurals from them. They will work in groups of
two. They have to write them on a piece of paper provided by the teacher.
 The teacher will group the students heterogeneously to keep the students who struggle
with focusing on task.
 The teacher will then introduce the concept of irregular nouns and how their plurals do
not follow any rule. (Optional, if time permits) This part is to challenge the high
achieving students. It is more like a food for thought activity.

Materials:
 YouTube video Brain Pop Jr Plural Nouns https://youtu.be/6ii_r93WKY8
 Document Camera.
 Physical or digital copies of pictures to show singular and plural
  Jotting page for Exit Slip activity (1 per student)
 Singular and Plural Noun Worksheet (1 per student)
 Recording sheet (1 copy per student).
 Exit Slip (1 per student).
Assessment/Evaluation:

 Students will be evaluated based upon the completion of their response sheet and teacher
observations during the whole group sorting activities.
 Students will be assessed as they transfer the concept of adding ‘s’ or ‘es’ to plural nouns
during their daily journal writing.
 The teacher will also assess student understanding by posing questions to individual
students.
Follow Up Activities:

 This single lesson will not lead to mastery; therefore the teacher will provide multiple
opportunities to reinforce the concept in authentic, contextually sound ways within each
day and week.
 Worksheets for extra practice.
 Students will write sentences as part of our daily journal writing routine using plural
nouns.