Teachers: Date: Subject: Lesson Title: STANDARD(S)

TEAM/TAP Lesson Plan Template (Fall 2012) Deanna Echols, Megan Richmond, Sydney Williams April 3, 2013 Grade Level: 3 RLA- Irregular plural Unit: Nouns Nouns Irregular plural nouns Identify what you want to teach. Reference Common Core and/or State Competencies.

CCSS.ELA-Literacy.L.3.1b Form and use regular and irregular plural nouns

OBJECTIVE(S) with Measurable Goals

Long Range Goal: The learner will develop fluency in identifying and using correct forms of plural and singular nouns. Lesson Objectives: TLW: differentiate between irregular plural and singular nouns TLW: sort pictures or words into groups labeled plural and singular nouns TLW: write/tell sentences using the irregular plural nouns

MATERIALS Construction paper, worksheets (3) with plural and singular nouns, crayons or markers (two colors), BrainPop Jr. video plural nouns

ESSENTIAL QUESTIONS

What do plural nouns describe? What nouns have differences between their singular and plural counterparts? Why do we use these changed words to describe plural nouns? Why does it matter if we use the correct noun structure? What are some real-world examples of irregular plural nouns?

ASSESSMENT / EVALUATION

Students show evidence of proficiency through a variety of assessments. Aligned with the Lesson Objective Formative / Summative Performance-Based / Rubric Formal / Informal

Demonstration of Mastery: Formal: Students will create a sorted page with singular and irregular plural nouns, as well as write or dictate sentences using those nouns Informal: Students will be monitored during group work and stations to ensure progress and participation Accommodations and Modifications in Assessment:

Above Average group: will differentiate and sort a worksheet with singular and

plural nouns in word form. The students will sort them into two groups and create a graphic organizer/ chart. They will create three sentences or a story using their words; they may also illustrate.

Average group: will differentiate and sort and worksheet with singular and plural

nouns in word form and picture form. The students will work to name the pictures and read the words. Students will then create a graphic organizer/chart sorting the two groups. These students will write two sentences using two of the words present; they may also illustrate.

Below Average group: will differentiate and sort a worksheet with singular and plural

nouns in picture form only. They will be assisted in naming the pictures, differentiating, and sorting the pictures onto their graphic organizer/chart. The students will verbally dictate a sentence using one of their words (teacher or student selected); they may also illustrate. LESSON PREPARATION

Prior knowledge and sub-skills leading to this lesson: Students should have understanding of plural and singular nouns, as well as the definition and purpose of nouns. Special Accommodations and Modifications for Individual Students: Identify those students in your class who may need modifications in the lesson presentation. You may address accommodations/modification in regard to Learning Styles, Expectations, Differentiated Instruction and/or Challenge. 1. Dyslexic Student Ted Ted struggles with: phonemic awareness, sight words, difficulty rhyming words, blending sounds to create words, and segmenting words into sounds. He also struggles with vocabulary acquisition at times. Ted benefits from instruction that is explicit, systematic, and multi-sensory Ted will use a worksheet with pictures depicting singular and plural nouns Students in the below average group (with Ted) will point to each picture as I model, I will say the name of the picture aloud and they will repeat If the word is singular, we will hold up one finger as we say it. If it is plural, students will hold up two fingers Students will use two colors to circle / differentiate the singular and plural nouns. They will be assisted in sorting them into two groups to paste on the chart. Students in Teds group will verbally dictate a sentence using a word of their or my choosing from their chart or can also illustrate the sentence. 2. ADHD Student Maxine Maxine is prone to behavior challenges, including calling out, leaving her seat, interrupting activities, inability to sit still, and she is easily distracted Strategies that help Maxine within the classroom include: Academic instruction begins in the morning and remedial instruction later in the day, well defined rules/goals, and instruction that involves physical movement and breaks. Maxine can also retreat to a solitary table environment if she feels that she needs to separate herself from distraction. This is at her discretion. Students in the group with Maxine will use a worksheet with pictures and words depicting singular and plural nouns, will use two colors to differentiate between the singular/plural nouns and will be assisted in sorting. They will also write 2 sentences using their words and have the option to illustrate. 3. Gifted Student Brad Brad is often unchallenged, therefore losing focus and becoming a behavior issue. Brad excels in Math primarily but also is well above average in RLA. Brad benefits from instruction that is tailored for his needs, a higher level of difficulty, and requires an understanding of supported risk Brad will be in the above average group, and will be using a word-based worksheet which will be differentiated, sorted, and he will write three sentences using his words or he has the option to write a story and illustrate it using at least five words.

Progression of the Presentation/Lesson: ACTIVATING STRATEGY (5-7 minutes) Motivator/Hook State an essential question and/or reference posted objective(s). Pose a problem (inductive approach)

Megan- Watch the BrainPop Jr. Video called Plural Nouns Discuss the definition of plural nouns, some of the noun pairs within the video, and the differences between those that describe one noun and those that describe more than one noun.

INSTRUCTION

Step-By-Step Procedures Sequence (numbered steps) Discover / Explain Direct Instruction Modeling Expectations I Do Questioning / Encourages Higher Order Thinking Grouping Strategies Differentiated Instructional Strategies to Provide Intervention & Extension

I DO 1. The general education teacher will have a chart on butcher paper on the board with cut-outs. After showing the students the cut out and determining if it is singular or plural, the teacher will model sorting it into a category on the butcher paper.

GUIDED PRACTICE

We Do You Do Encourage Higher Order Thinking & Problem Solving Relevance Differentiated Strategies for Practice to Provide Intervention & Extension

We DO 1. Students will be broken into groups based on ability level. There will be 3 stations that contain the different parts of the activity. 2. The first station will contain the worksheets with pictures describing plural nouns (below average), pictures and words describing plural nouns (average), and plural noun words (above average). Students will use two crayons/markers to differentiate between singular nouns and plural nouns. 3. The second station will have construction paper with scissors and glue. Students will cut out and sort the pictures/words into two groups: singular nouns and plural nouns. They will divide a piece of construction paper in half, creating two categories: Singular and plural. Students will paste the words/pictures into the correct category. You DO 4. The third and final station will be where students bring their chart and write/illustrate/dictate the sentences prescribed for each group.

LESSON CLOSURE (3-5 minutes)

Reflection / Wrap-up Summarizing, Reminding, Reflecting, Restating, Connecting

Wrap Up game: Nouns game Students will form two lines, facing each other. One student will say a singular noun, and the person across from them will say the plural counterpart for that noun.

Co-Teacher 1 Megan Richmond (G.Ed.)

Co-Teacher 2 Deanna Echols (Sp.Ed)

Co-teacher 3: Sydney Williams (Assistant)