Lesson Plan: Grade 2 Irregular Plural Nouns

Lesson Plan:
Grade 2, Irregular Plural Nouns

This lesson was designed specifically to provide inclusive differentiated instruction for students who are English Learners.

This lesson refers to a student from Guatemala named Anabel.

Lesson Plan Annotation

1. Introduction

Rationale: This Grade 2 lesson plan does not cover irregular plural nouns where the noun stays the same. (Example: the plural of “fish” is also “fish.”) Rather, this lesson introduces plural irregular nouns to present the new concept that words can transform and have more sophisticated meanings and presentations, bridging the previous information of singular and plural nouns.  Irregular plural nouns where the word remains the same would be a good lesson after this one, and I would title it “Part B: The Words Stay The Same”

Rationale for Anabel: Anabel is fluent in Spanish, and will likely be familiar with the concept of having one or more-than-one of a noun.

2. Learner Outcome(s)/Objectives

Rationale:  Students will learn how to read, write, and say irregular plural nouns.  Gifted students will get an opportunity to learn how to put these nouns into sentences. Students with exceptionalities will have correct responses modeled, with new ideas scaffolded within the class session. They will also have a low-risk way to complete assignments by having the correction provided for them, and getting another chance to look at the correct answer as well as practice it.

Rationale for Anabel: Anabel will likely be successful in this lesson plan because she will be learning about irregular plural nouns the same time her classmates are. The opportunities for repetition and choral reading will allow her several chances to interact with the vocabulary words and their meanings before being accountable for the information through assessment or assignment.

3. Pre-Assessment Activity

Rationale: Video captures attention and signals a definite “start” time for the lesson. Video raises energy and allows students to be up on their feet, provides positive interaction. The video primes the students to think about what they know about singular and plural nouns, plus gets them ready to learn further concepts of irregular plural nouns. j

Rationale for Anabel: Because Anabel is more comfortable in small group settings or working alone, this would be a great way for her to have a positive experience with the entire population of her classroom. It would also begin priming her vocabulary for the concepts in the lesson that are about to be discussed.

4. Differentiation, Adaptation, & Accommodation Strategies

Rationale: The use of subtitles allows association between the information above the text with the text itself, giving an opportunity to see a different picture representation of the vocabulary words. Encourages caption reading (Hall, 2014).  Photo cards provide another representation for the vocabulary words. As a coherence device (Hall, 2014), students will see one familiar word, like “leaf,” and understand that “leaves” corresponds to the exact same noun—only this is what occurs when there are more than one. Partner work helps introduce the idea of “Think, Pair, Share,” which can be drawn on in further lessons when students must write full sentences. This work also allows students to correct or assess answers before presenting them to a larger group (Azlina 2010).

Rationale for Anabel: Coherence devices can help Anabel bridge familiar nouns with the English translations, and give her immediate access to being able to take ownership of the English words well enough to begin modifying them into their irregular plural forms (Hall, 2014). Partner work helps her receive validation from her peers in a setting that is most comfortable to her. Repetition of the video and song allow further exposure and practice to concepts and vocabulary words.

5. Resources

Rationale: Video begins to introduce vocabulary words with images of what they mean, as well as provides multiple repetitions of the concept of irregular plural nouns within the chorus. It also commands attention and gives a definite “start” time to the lesson. Appeals to a multisensory approach (Hall, 2014).  Picture cards appeal to a multisensory approach and include bilingual elements within the classroom.  Student writing journals allow practice of writing the irregular plural nouns. Irregular Plural Noun Learning Page provides a handy reference tool for students to refer to later—this way information can be reiterated and checked by the student as often as they need/want. Provides a building block to store information and add future information on top of it.  Irregular Plural Noun Worksheets allow practice writing the irregular plural nouns.

Rationale for Anabel: Video begins to introduce vocabulary words with images of what they mean, as well as provides multiple repetitions of the concept of irregular plural nouns within the chorus. It also commands attention and gives a definite “start” time to the lesson. Appeals to a multisensory approach (Hall, 2014).  Picture cards appeal to a multisensory approach and include bilingual elements within the classroom.  Student writing journals allow practice of writing the irregular plural nouns. Irregular Plural Noun Learning Page provides a handy reference tool for students to refer to later—this way information can be reiterated and checked by the student as often as they need/want. Provides a building block to store information and add future information on top of it.  Irregular Plural Noun Worksheets allow practice writing the irregular plural nouns.

6. Learning Activities, Explicit Teacher Instruction

Rationale: This is a multisensory approach. Students are listening to the words being pronounced. Students are seeing the pictures associated with each noun. Students are speaking as a chorus when reciting the word combinations. Students are hearing each other say the word combinations.  If realia is used, students are also able to connect nouns to real-life objects.

Rationale for Anabel: This is a multisensory approach. Students are listening to the words being pronounced. Students are seeing the pictures associated with each noun. Students are speaking as a chorus when reciting the word combinations. Students are hearing each other say the word combinations.  If realia is used, Anabel will also be able to connect nouns to real-life objects.

7. Learning Activities, Guided Practice/Collaborative Practice

Rationale: Learning Pages provide a handy reference tool, which students can reference to later. This also introduces metacognitive skills of creating a database to access desired information from at a later time. Practices participatory completion of reading and writing irregular plural nouns.

Rationale for Anabel: Learning Pages provide a handy reference tool, which students can reference to later. This also introduces metacognitive skills of creating a database to access desired information from at a later time. Practices participatory completion of reading and writing irregular plural nouns. For Anabel, this would help her create her own English dictionary within her journal, which she could reference back to whenever she needed. This is likely a good learning tool for Anabel, who likes magazines and would therefore likely enjoy the illustrations combined with the small word groups, like magazine articles do.

8. Independent Practice

Rationale: Uses scaffolding to model completion behaviors. Uses scaffolding to allow students to practice the language with peers. Allows opportunity for students to practice writing vocabulary words. Allows students to develop a reference which can be used later. Allows time for individual practice and guidance with observation.  Observation allows guidance of students without risk of being singled-out.

Rationale for Anabel: Uses scaffolding to model completion behaviors. Uses scaffolding to allow Anabel to practice the language with peers. Allows opportunity for Anabel to practice writing vocabulary words. Allows Anabel to develop a reference which can be used later. Allows time for individual practice and guidance with observation.  Observation allows guidance of Anabel without risk of being singled-out.

9. Assessment and Evaluation

Rationale:  Allows metacognition of completion of assignment, and of strategies. Provides yet another opportunity for scaffolding by allowing students the opportunity to write the correct answer on their classmates’ papers, as well as write the correct answer on their own. This is metacognitive because it shows students how they are participating in earning their grade, as well as provides low-risk environment for students to perform to the best of their abilities.

Rationale for Anabel: Allows metacognition of completion of assignment, and of strategies. Provides yet another opportunity for scaffolding by allowing students the opportunity to write the correct answer on their classmates’ papers, as well as write the correct answer on their own. This is metacognitive because it shows students how they are participating in earning their grade, as well as provides low-risk environment for students to perform to the best of their abilities. If necessary, Anabel will be able to complete this assignment using the Learning Pages as a reference—something she will likely have success with because she reads small articles from magazines with pictures when she is at home.

10. Closure

Rationale: Provides review of what has been covered in previous lessons, what has been covered in this lesson, and gives another opportunity for students to be exposed to the vocabulary, and to practice it in a way that is rewarding.

Rationale for Anabel: Anabel will be rewarded with stickers simply by participating with the rest of the class. This will provide a positive experience for her with the rest of the class. Because the teacher is “taller” while sitting in a chair, students sitting together on the carpet will prevent any comparisons of whether or not Anabel is taller than the other students, even though she is likely a little older than some.  Provides review of what has been covered in previous lessons, what has been covered in this lesson, and gives another opportunity for students to be exposed to the vocabulary, and to practice it in a way that is rewarding.

Plan Materials

“More Than One” Youtube Video 

Suggested pictures for picture cards (when the actual object/s are not used):

Retrieved from Microsoft Word Graphic Art (2018)

Irregular Plural Noun Learning Page 

Retrieved from: http://www.really-learn-english.com/plural-nouns-in-english.html (2018)

Sources:

Azlina, Nik. (2010) CETLs: Supporting Collaborative Activities Among Students and Teachers Through the Use of Think-Pair-Share Techniques. IJCSI International Journal of Computer Science Issues, (7)5, 18-24. 

Common Core State Standards Initiative. English Language Arts Standards, Language, Grade 2. Retrieved from: http://www.corestandards.org/ELA-Literacy/L/2/

DJC Kids. (2012). Fun Learning Song for Kids – More Than One. YouTube video. Retrieved from https://youtu.be/j6yjcZkj5UY

Hall, M., and Austin, T. (2014). Content-Based Second Language Teaching and Learning: An Interactive Approach. Upper Saddle River: NJ. Pearson. 

Images: leaf, leaves, tooth, teeth, foot, feet. (2018). Retrieved from Microsoft Word Graphic Art. 

ReallyLearnEnglish!.com. (2018) Irregular Plural Nouns. Retrieved from: http://www.really-learn-english.com/plural-nouns-in-english.html

Serdyukov, P., and Ryan, M. (2013). The 5-Minute Lesson Plan: A Practitioner’s Guide. Boston, MA: Pearson Learning Solutions.

2ndgradeworksheets.net. (2018). Irregular plural nouns. Retrieved from: http://www.2ndgradeworksheets.net/pluralnouns.htm