POP Cycle Lesson Plan

Teacher Candidate Name: Katelyn Wilson

Lesson Title: Plural Nouns Centers
Lesson Plan Grade Level: 3rd
Content Area: ELA
Materials List: Whiteboards, expo markers, roll-a story worksheets, and color-by-code
worksheets.

CA Content Standard/s:
CCSS.ELA.L.3.lb
CCSS.ELA.L.3.le

Lesson Objectives:
SWB write singular nouns into plural nouns by adding -s or -es.
SWB write singular nouns into plural nouns by dropping -y and adding -ies.
SWB write singular nouns into plural nouns by dropping -f or -fe and adding -ves.

Gaining Attention:How will you grab your students attention?

https://www.youtube.com/embed/kSmEWsFktTA
We will watch a rap song explaining irregular plural nouns

Informing Learners of the Objectives: What will students be able to do at the end of this lesson?
Today we will be able to…. write singular nouns into plural nouns by adding -s or -es, write
singular nouns into plural nouns by dropping -y and adding -ies, and write singular nouns into
plural nouns by dropping -f or -fe and adding -ves.

Relevancy: Did you state solid reasons why this lesson is important for the learner?
It is important to know how to write and read different plural nouns to become a strong reader. Also, if your mom
texts you that you could have dessert and she sends you a text that you can have cookies instead of cookie you
would have to know what the plural form is so you can have more than one cookie.

Recall and Review of Prior Knowledge:Do you need to review a previous lesson? Can you connect this to
students' background knowledge?
I will recall their knowledge from the last two lessons we did in our unit to review plural nouns.
Presenting the New Material: Teach the objectives through lecture, demonstration, investigation, inquiry,
cooperative learning, etc.
I will be teaching the main concepts of grammar during my center rotation. I will explain to the students that we
have 4 center rotations. I will explain each rotation to the students before beginning the centers.
- Rotation #1 is with me where I will be working with a group on writing singular nouns into plural nouns.
Each student will have a whiteboard and two expo markers. I will tell them a word and they will write down
the plural form of that noun. If I notice students are struggling, especially with the nouns that letters have
to be changed to make it plural, we will use the second colored expo marker to visualize the crossing out
of a letter to replace it with -ies.
- Rotation #2 Roll-a-story: students will be using dice to roll and create a story with a subject, setting, and
an event. After writing their story, they will illustrate their created story.
- Rotation #3 Color-by-Code: students will be using a color-by-code worksheet to correctly color in the
plural nouns with the correct ending (-s,-es, or -ies).
- Rotation #4 Silent Reading: Students will be choosing a book of their choice and will be silent reading. If a
student has trouble with silent reading, they can whisper read with a partner.
Each student will flow through every rotation.

Eliciting the Desired Behavior: How do you engage your students in practicing the new material?
Guided Practice: Students will work with me to correctly change singular nouns into plural nouns. I picked words
that students might see in day-to-day life and words relating to their favorite activities like sports.

Independent Practice: The independent practice will be the three other rotations where they will quietly be
working on their roll-a-story, color-by-code, or silent reading. If they finish one of those tasks before the 10 minutes
is up they are allowed to work on other independent work in their desk or study for their memory quiz.

Feedback: Feedback will be seen when students are participating in creating the plural nouns
on the whiteboards, the roll-a-story worksheets, the color-by-code worksheets, and silently
reading.

Assessment: Objective #1 will be assessed . . .

Objectives 1,2, and 3 will be assessed during my center with them on how they write the
plural form of the nouns with the correct ending (-s, -es, -ies, -ves).

Differentiation for Student with Special Needs:

FS2 has an IEP for comprehension and additional time. She struggles with comprehending and remembering
topics in reading. She also needs additional time with assignments as she needs support to correctly complete
them. To assist her during the centers, especially the center with me, I will have her stay at my center for two
rounds. During this time, I will be able to really focus in on helping her comprehend the concepts of the singular to
plural noun rules. To help her visualize, I will have her use two different colored expo markers to write the singular
noun first, and with the other color cross out the correct letters to add in the plural. For example, crossing out the -f
and adding the -ves ending to make a word a plural.

Differentiation for Student who is an English Language Learner:

I provided pictures of each center and where the students will need to be at for the rotations. I
also placed FS1 in a group based on her skill levels on the lesson being taught. So, I am able
to differentiate the words I choose for her group vs. another group.
Differentiation for Student who needs additional academic or emotional support:
I will remind him/ all students of the expectations of centers. If he becomes too out of hand, I
will have him walk to the office with a “special” note that he has to take to the secretary. The
walk helps this student deescalate from his behaviors and gives him time to cool off.

Sources: Document all sources

https://www.youtube.com/embed/kSmEWsFktTA
Pre and post-assessment