Jennifer George Lesson Plan
Nouns: Singular, Plural and Irregular Plural
Grade Level: 3rd Grade
Focus:
The focus of this lesson is to identify,
remember and create singular, plural
and irregular plural nouns.
Subject: ELA: Grammar
Theme:
Determine the singular and plural form
of a noun. Determine if the plural form
is irregular.
Standard(s):
CCSS.ELA-Literacy.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and
adverbs in general and their functions in particular sentences.
CCSS.ELA-Literacy.L.3.1b Form and use regular and irregular plural nouns.
Corresponding standard for grade level before:
CCSS.ELA-Literacy.L.2.1a Use collective nouns (e.g., group).
CCSS.ELA-Literacy.L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet,
children, teeth, mice, fish).
Corresponding standard for grade level after:
CCSS.ELA-Literacy.L.4.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. (this standard doesn’t necessarily focus on
nouns, but all parts of speech)
Skills demonstrate, explain, form and use, identify
Concepts: nouns, irregular plural nouns, plural nouns, singular nouns
Pre-Assessment: We have just finished a lesson on the parts of speech in general and are
moving on to plural nouns. Students were assessed with a chapter test and most students scored
well.
Vocabulary: plural noun, irregular plural noun, function
Teacher Resources:
25 objects in the classroom that can be considered nouns
Dry Erase Board
Dry Erase Markers
(26) Noun worksheets for group activity
(26) plural noun worksheets for individual work
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Projector
PowerPoint Slides (vocabulary terms)
Props/objects placed throughout the room that students can choose from during their scavenger
hunt (include objects that make irregular plural nouns, such as a goose or a mouse, a man, a loaf
of bread, a fish, possibly a cactus)
Student Resources:
Pencil
Markers (orange and blue)
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Lesson
Estimated Time (2 minutes or less): Hook/Bell Ringer: (In my African Safari Bucket hat and
Khaki Vest) “Ok Class, let’s count off by fives. We’re going to break into groups and go on a
noun scavenger hunt!”
Estimated Time (6 minutes or less): Vocabulary Building:
Noun: a word used to name a person, place, thing, animal or abstract idea.
Singular noun: a noun meaning one person, place, thing, animal or abstract idea.
Plural Noun: a word used to name more than one (multiple) person, place, thing, animal or
abstract idea
Multiple: more than one
Irregular Plural Noun: a word used to name more than one person, place, thing, animal or
abstract idea that doesn’t follow the general rule of adding an “es” or “s”.
Abstract Noun: Nouns you can’t touch, feel, hear, see or taste. These are nouns that can identify
a concept, experience, idea, quality or feeling. An example of an abstract noun is “love”. “Send
her my love.”
Estimated Time Focus of Lesson: The focus of this lesson is to form and use plural nouns and
irregular plural nouns.
Blooms Level 1
I can: I can recall what a plural noun means.
Blooms Level 2
I can: I can explain the difference between a plural noun and an irregular plural noun.
Blooms Level 3
I can: I can use plural nouns in a sentence.
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Blooms Level 4
I can: I can take apart a sentence to determine the plural nouns. I can distinguish plural nouns
are spelled differently than irregular plural nouns.
Blooms Level 5
I can: Evaluate I can select a singular noun, convert it to a plural noun and recognize if the
plural noun is irregular
Blooms Level 6
I can: Evaluate I can generate a sentence using the plural form of a singular noun.
Estimated Time:5 minutes I do/We do: Students will break into groups. We will quickly review
what a noun is. Students will be instructed to walk around the room with their group and choose
5 objects of their choice that they can use as a noun in a sentence. I will ask each group to sit
together and write 1 sentence for each object they have gathered on their worksheets.
Estimated Time: 15 minutes We do: Students will have group interaction to choose scavenger
hunt items. They will collaborate to come up with 5 sentences (5 Students in each group, each
student will have to write one of the sentences they create). Teacher circulates, interacts with
groups, provides encouragement and assists groups with their sentences if needed. (this activity
will be to review nouns and will help visual learners associate objects with nouns and plural
nouns.)
Estimated Time: 20 minutes I do/We do: After students have written a sentence containing a
noun (the object), plural nouns will be introduced. I will place the definition for a plural noun
and irregular plural noun on the board. I will begin by discussing nouns (and objects) in their
plural form. I will have the student that is holding that object stand up and show the class. We
will determine together what the plural form of the noun is. I will them explain how a plural
irregular noun differs from a plural noun and modifies the singular form of that word. I will then
ask students to determine what objects they may have that would be a plural irregular noun.
Students holding these objects will stand up and show the class. We will write the singular and
irregular plural form of the noun on the board. We will do 3-6 example objects depending on
students understanding.
Estimated Time: 20 minutes You do: While still in groups, students will now determine
together the plural or irregular plural noun form for each singular noun object they found on
their scavenger hunt. Teacher will again circulate and provide assistance, interaction and
encouragement.
Estimated Time: 20 minutes Closure (You do): Students will return objects to teacher’s desk
and return to their seats. Each student will be given a worksheet that will contain a list of plural
and plural irregular nouns. Teacher will instruct students to circle plural nouns with the blue
marker, and circle plural irregular nouns with an orange marker. Students will complete
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worksheet individually. Teacher will circulate around class answering any questions and
assisting students in completing the worksheet.
Questions Asked:
 Can you list the plural forms of the objects (nouns) within your group?
 Can you identify which nouns are plural nouns and which are irregular plural nouns?
 Can you generate a list of nouns that make irregular plural nouns? Can you generate a
list of nouns that make plural nouns?
Formative (Informal) Assessment:
Teacher will be able to evaluate students understanding as they are working in groups to identify
the plural form of the objects (nouns) that they found on their scavenger hunt.
Summative (Formal) Assessment:
Students will complete the plural and irregular plural noun worksheet working individually to
assess each students understanding of the lesson.
Differentiation: This lesson will include activities to interest kinesthetic learners (scavenger
hunt), visual learners (objects we use from scavenger hunt), intrapersonal (group work to create
sentences and determine plural forms) and intrapersonal (plural noun worksheet with markers).
Linguistic:
Logical/Mathematical:
Musical:
Bodily Kinesthetic: getting up and moving around the classroom, searching for nouns
Spatial/Visual: using objects that represent irregular plural nouns and plural nouns to discuss
each objects spelling and form
Interpersonal: completing worksheet independently showing the plural and irregular plural
nouns
Intrapersonal: worked in groups to discuss and come up with sentences containing nouns and
plural nouns
Naturalistic:
Specific I.E.P. accommodations and modifications:
Content Integration: NA
Reflection:
What worked well? Why?
What didn't work well? Why?
What would you do differently next time the lesson is taught?
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