Making Singular Nouns Plural

Subject:

Language Arts

Grade:

By Lisa Burton

OBJECTIVES:

1) Explain the difference between singular and plural nouns,

2) Make singular nouns plural by adding -s (written),
3) Visually and audibly recognize singular nouns and plural nouns, and
4) Give their own example of a singular noun made plural.

MATERIALS:

Plate of chocolate chip cookies, pencils, paper, handout of singular and plural words in picture, worksheet with singular and plural
nouns listed (circle the plural words), worksheet of singular words with a blank after them (add -s to make words plural), and Book
Caps For Sale by Esphyr Slobodkina

Introduction:

I brought something with me today. (Hold up the plate of cookies). What is on this plate? Students should answer: cookies. Hold
up one cookie for students to see and ask, What is this? Students should answer: a cookie! Ask students what the difference was
in their answers. They should say that the first answer included all the cookies, and the second answer was just about one of the
cookies. Guide them to answer this if they have difficulty. Confirm when they are correct. The first answer has what letter at the end
that made it more than one? Answer: s A word that tells us about more than one item is a plural word. When we said cookie
without the s it was singular just one.

Transition:

Today we are going to read the story Caps for Sale that has examples of singular and plural words. (Review the meaning of the
words singular and plural again: a singular word is just one and a plural word is more than one.) Who can tell me what the plural
word in the title of the book is? Answer: caps. Explain that the s is added to cap just like to cookie to make it more than one.
S is added to the end of a word to make it more than one.

Activities and Procedure:

1. Read Caps for Sale

Before beginning to read, tell children to listen for plural words, (words that end in s and describe more than one thing) and
when they hear the plural words, to give you (the teacher) a thumbs up signal.
 Read the book slowly, being careful to notice the thumbs up from the students on the plural words.

After reading, have children recall orally (while teacher writes them on the board) the words that were plural. After they have
remembered all they could, page through the book and see if they can find anymore they missed.

Talk about other plural words that were not in the story text, but were shown in pictures in the book.

Add these to the collection of plural words on the board.

Make a column of the singular words that relate to the plural words listed. Show students from the list on the board that each
word is made plural by adding an s.
2. Pass out a worksheet that has two columns. Under each column there is either a picture of one object or a group of objects
with the singular or plural words under it. This is done together as a class, with either the teacher using the board or
overhead

For example: stars star, cow cows, cars car, hat hats

Students are to circle the picture and relating word that is plural.

Bring to their attention every time an s is found at the end of the plural words. Have students also circle the -s at the end
of each plural word.
3. For their independent activity, follow the prior worksheet with a similar one- the difference: the pictures will be gone

Students are to individually circle the plural words.

If some students finish before others, let the early birds draw pictures for the words given (one picture for singular words
and two pictures for plural words.)

When everyone has completed the exercise, go over the answers.

4. The last exercise will be used as an assessment of the learned material. The students are given a paper with only singular
words listed, and are told to add an -s to make each of them plural.
5. Enrichment Activity: after completing the Add an s worksheet, write a list of at least 5 singular words on the back of your
paper. Next to each singular word, write its plural friend. If this is chosen for all students, each student may share one of the
words they chose, saying first the singular and then plural pronunciations.

Conclusion:

Ask the students the following questions:

What did we learn was the difference between singular and plural words?

How do we make a singular word plural? What letter do we add?

Why is it important to know how to make a word plural? (Because if you want more than one chocolate chip cookie, you will
know what letter to add to ask politely for two!)
Pass out the chocolate chip cookies, and ENJOY!

Assessment:

By monitoring their participation in responding to the read plural words , by their answers on the worksheets (especially the Add an
-s to make the words plural) and their own examples given singular and plural words, the teacher should be able to informally and
formally assess and gauge their understanding and ability to produce the new material on their own.

http://lessonplanspage.com/lasingularnounsplural1.htm/

https://www.havefunteaching.com/product/activities/english-activities/plural-nouns-activities/singular-
plural-noun-go-fish-activity/
Beacon Lesson Plan Library
Making Singular Nouns Plural
Jay Babcock
Colleges and Universities - Florida

Description
This series of short lessons will show students the written forms of plural words they should have familiarity with, in oral form from
previous grades. They will learn how to classify them based on their singular-form spelling and to memorize some irregular words.

Objectives
The student uses parts of speech correctly in written word (including but not limited to verb tenses, plurals of common irregular
nouns, comparative and superlative adjectives and adverbs).

Materials
-Overhead projector & several different colored markers (or chalkboard and chalk)
-Selected reading books for students to find examples of plural nouns in literature
-Enough copies of WS-1 and WS-2 for all students. (See associated files)

Preparations
1. Have clear transparency ready with two columns drawn.

2. Ensure that students have paper to take notes on.

3. From my experience you may want to provide some books for the literature activities. Some books that are on grade level do not
always have a wide selection that students can find quickly. Poetry books are sometimes a good source.

4. Obtain a large piece of banner paper (or a papered bulletin board) to make the word wall.

5. Create columns for each of the styles of plural nouns, i.e. add -s; add -es; change -y to -ies; change -f to -ves; and irregular. It
may help to cover up the last two sections initially since they will not be used in the first go around and also remember that adding -s
will probably be the most popular, so you may want to make it larger.

6. Provide markers or colored pencils for students to enter their selected words.

7. Create checklist of student groups to ensure that all groups have contributed the required number of words (this will be used for
grading purposes).

Procedures
Day 1:
1. Tell students the definition of singular and plural nouns. Say a sentence, such as "The dog chased the cats" and ask students to
identify the singular noun and the plural noun. You can also change the question to ask if "dog" is singular or plural.

2. Write several singular words (all words that add -s, or -es - these will end in s, sh, ch, or x) on the board or overhead in a left-hand
column. Read them one at a time asking students to say it with you and then for a volunteer to say the plural form. Write the plural
form of the word spelled correctly in different color ink. Have students write the same information in their spelling notebooks.

3. When there is a sufficient number of responses (usually about 10 for each type, though that may vary with your class and
frequency of similar activities) ask them to talk to their neighbors to develop a rule about spelling plural words (this of course will not
cover all words, but thats okay, we will amend it later).

4. Write that rule on the board and have students record it in their spelling notebooks. It will probably resemble something like: To
make a noun plural, add -s to it, or if it ends with ch, sh, x, or s, then add -es. But let them develop it on their own.

Day 2:
1. On the board, draw a 2-column chart (T-chart) with a single vertical line down the center and a horizontal line across the top.
Label the left column "Singular" and the right column "Plural."

2. Quickly review what the difference between singular and plural nouns is. Select several nouns from Day 1 and write them in to the
left column. Ask children to help you to fill in the left-hand column with the correct spelling. (You could do this by calling on them,
having them come up to the board, etc.)

3. Next, group students in pairs or in threes. Tell them they will now make their own charts by using their reading books as a source
of words. They can look anywhere they want, but they must have both the singular and plural forms spelled correctly. The number of
responses they will need can change depending on the amount of time you give them, but they should be able to get almost all of
them correct (the only ones they won't know are irregulars and -y changes to -ies, but just let those go for now). These will be
important to save for tomorrow.

Day 3:
1. Make a quick review of the words singular and plural. Review the procedures for adding an -s or adding an -es to words to make
them plural. Assign Worksheet 1 and then review it.

Day 4:
1. Review the definition of singular and plural nouns. Say a sentence, such as, The little girl picked a flower. and ask students to
identify the singular nouns. Now, ask them to identify the plural nouns in the sentence The children picked some daisies. Write
several nouns that end in a vowel Y. (day, bay, tray, valley, boy, guy, alley, chimney) in the left-hand column.

2. Read them one at a time asking students to say it with you and then for a volunteer to say the plural form. Write the plural form of
the word spelled correctly in a different color ink in the right-hand column. Have students write the same information in their spelling
notebooks.

3. Write several singular nouns that end in the a consonant Y (baby, daisy, story, trophy, etc.) in the left-hand column. Read them
one at a time asking students to say it with you and then for a volunteer to say the plural form.

4. Write the plural form of the word spelled correctly in different color ink in the right-hand column. Have students write the same
information in their spelling notebooks. Repeat this process with words that ending in f that change to ves, such as roof and
leaf. Do not forget to introduce the class to some irregular nouns that do not follow the rules (children, oxen, octopi, mice, moose,
geese, etc.)

5. When there is a sufficient number of responses (usually about 10 for each type, though that may vary with your class and
frequency of similar activities) ask them to talk to revisit their rule for plural words made on Day 1 and amend it to fit this new
information. They can do this in groups.

6. When groups think they have a good rule ask them to check it with other words while the rest of the class finishes. Ask each
group to write their rule on the board and compare them to see if which one works, and if any do not. Then, reach a consensus on
the best rule. Make sure they write this in their spelling notebooks.

Day 5:
1. On the board, draw a 2-column chart (T-chart) with a single vertical line down the center and a horizontal line across the top.
Label the left column Singular and the right column Plural." Remind students how to do the 2-column activity using their books. It
may be difficult to find words that end in y or are irregular so allow the use of other sources, such as newspapers, or even
dictionaries.

Day 6:
1. Review all spelling changes for words as they become plural. Assign Worksheet 2 and then review it. You may wish to allow
students to use their notebooks to assist them on this worksheet, especially for the irregular words.

Assessments
Day 2: Students will complete a 2-column list in pairs with 100% accuracy. This will demonstrate their ability to create plural forms of
nouns from singular forms and vice versa.

Day 3: Students will complete Worksheet 1. This will show their ability to rewrite a sentence an change a noun from singular to
plural spelling.

Day 5: Students will complete a 2-column list in pairs with 100% accuracy. This will demonstrate their ability to create plural forms of
nouns from singular forms and vice versa and their ability to recognize irregular plurals.

Day 6: Students will complete Worksheet 2. This will show their ability to rewrite a sentence and change a noun from singular to
plural spelling.

Additional Assessment:
Students write a short story using at least 10 singular nouns and 10 plural nouns (3 of which must be irregulars). They must show a
relationship between a noun by writing both its plural and singular forms (this will count as two separate nouns). Please see the
attached scoring sheet.

Extensions
To extend the lesson and mix in some art standards, as well as those related to word-processing and publishing (LA.B.2.4.4) create
primers for primary students that show a picture of a single item, with the word written on the page, and have a picture of several
items and the plural form of the noun written. This will demonstrate their learning and a rubric can be developed to assess it. The
best format for them to demonstrate their learning is to teach someone else.

Attached Files
Worksheet #1 File Extension: pdf

Worksheet #2 File Extension: pdf

Answer Key File Extension: pdf

Story scoring sheet File Extension: pdf

Return to the Beacon Lesson Plan Library.

http://www.beaconlearningcenter.com/lessons/lesson.asp?ID=3290

Guided LessonsLearning ResourcesTeaching Tools

Log In Sign Up

Worksheets Games Workbooks Activities Lesson Plans Exercises Songs Stories

Welcome to a preview of Lesson Plans, part of an Education.com Pro membership. Become a Pro
Member for unlimited access.

All Lesson Plans

Third Grade Lesson Plans

Reading & Writing Lesson Plans

Plural Noun Practice

 Lesson Plan:
Plural Noun Practice

4.0 based on 2 ratings

Download Lesson Plan

Grade

Third Grade

Subject

Reading & Writing

o Grammar
o Simple, Compound and Complex Sentences
o Plural Nouns

Standards
L.3.1.B

Materials and Preparation

Plural Nouns anchor chart (include: usually add -s; if it ends in y, change to -ies; if it ends in ch, sh, s, x, z, add es)
20 Notecards numbered 1 to 20 with a singular noun written on each one

Related Books and/or Media

Key Terms:

plural noun

Related Guided Lesson

Word Play
 This interactive lesson on word play will help your students as they progress through second grade.

+2

See Full Lesson

August 25, 2015

by Emily Wakabi

Learning Objectives
Students will be able to create plural nouns and use them in sentences.

Lesson
Introduction (5 minutes)

Explain that Today we are learning about plural nouns. As you might remember, a noun is a person,
place, or thing. Lets review quickly. Turn to your partner and give them a list of 5 nouns.
Say, Now, we will learn about plural nouns, which are people, places, or things in amounts greater than
one.

Explicit Instruction/Teacher Modeling (10 minutes)

Share with the students that, Most of the time you just have to add an s to a noun in order to make it
plural. For example, I found my book. What if I found more than one book? What would my sentence be
then?
Share another example: I like shopping at the mall. What if I go to more than one mall? How does my
sentence change? The rule here is that you add s to the end of the noun to make it plural. However,
this rule doesnt work with every noun. When nouns end in ch, sh, s, x, z, you add es. For example, the
fox ran into a hole. What if there was more than one fox? How would the sentence change?
Write 2 more examples on the board with nouns ending in ch, sh, s, x, or z and have students explain
how the sentence would change with more than one noun.
Say, The last rule we will learn today is for a noun that ends in 'y.' For example, The baby cried a lot.
What if there was more than one baby? Give one more similar example.

Guided Practice/Interactive Modeling (5 minutes)

Ask, Can anyone explain the three rules that we just covered?

Independent Working Time (10 minutes)

Have the index cards posted randomly around the room.

Have each student number a blank sheet of paper from 1-20.
Have them find each noun, write it down, and make it into a plural noun.
 Each student may work with a partner or individually.

Extend
Differentiation

Enrichment: Students who finish the activity early can use the extra time to turn the plural nouns they
wrote into sentences.
Support: Students who need extra support will be assigned a partner and may have a smaller goal of just
writing 10 plural nouns instead of 20.

Review
Assessment (10 minutes)

Write the words "pencil," "church," and "baby" on the board.

Students must turn these three singular nouns into plural nouns and use each one in a sentence.
Review students' work to assess if they can form plural nouns using the rules they just learned.

Review and Closing (5 minutes)

Ask your students, "Why is it important to learn how to form plural nouns? What are the three different
rules for creating a plural noun?"

Join Education.com for Free Access to Lesson Plans

You'll get access to free lesson plans and other resources by becoming a member of Education.com.

First name

Email address

Password

I am a:

Parent Teacher Homeschooler Other

Grades:

Preschool K 1st 2nd 3rd 4th 5th

Create Account
 Already a member? Sign In
or

Sign in with Facebook

Sign in with Clever

I have read and agree to Education.com's Terms of Use and Privacy Policy.
Members receive Education.com emails. You can change email preferences in account settings.

Tell us about yourself

I am a (select all that apply):
Parent Teacher Homeschooler Other

I'm interested in the following grades (select all that apply):

Preschool K 1st 2nd 3rd 4th 5th

Continue Skip for now

Guided Lessons

Math Lessons
Reading & Writing Lessons
Progress Dashboard
Learn More
Learning Resources

Worksheets
Games
Workbooks
Activities
Songs
Stories
Exercises
Teaching Tools

Lesson Plans
Worksheet Generator
Common Core Resources
More Teaching Tools
Support

Pricing
Schools
FAQs
Privacy Policy
COPPA Privacy Policy
Terms of Service
About Us
 Advertise
Company
Careers
Blog
Press
Contact Us

Copyright 2006 - 2017 Education.com, Inc. All rights reserved.

How likely are you to recommend Education.com to your friends and colleagues?

Not at all likely

Extremely likely

https://www.education.com/lesson-plan/plural-nouns/