Molloy College
Division of Education
Lesson Plan
Student:_Christina Marra___________
Content Area_ESL______________
Grade__6th_
Proficiency Level: Beginner_
Professor: _Nenchin____________
Date: February 6, 2014__________
Topic: Subject- Verb Agreement
Lesson Objective(s)
After learning the difference between singular and plural, and the correct way to use the verb “to be”, students
will be able to complete the fill-in the blanks activity with 70 percent accuracy. Students will learn the
difference between a subject being plural and singular. They will also be able to decipher when to use the
proper form of the verb: to be.
CCLS/ +NYS Standards and Indicators
CCSS.ELA-Literacy. L.3.1f : Ensure subject-verb and pronoun- antecedent agreement
Indicator: This will be evident when students work individually to complete the fill-in the blank activity with
the proper use of the verb to be.
NYS ESL Standard 1: Form and express responses to a variety of literary, informational, and persuasive
material through reading, listening, viewing, discussing, and writing; use details and evidence as support. (L, S,
R, W)
Engaging the Learner(s)
The students will watch to a youtube video that displays the way to structure a sentence. Following the video
we will review similar and plural. Students will then come to the smartboard to complete the t-chart of the
subjects that are either singular or plural.
Materials
Materials include: Smartnboard lesson, activity worksheet, youtube video,
Learning Strategies
Direct Instruction: This will be evident when I am explaining the correct form of the verb to be.
Individual Instruction: This will be evident when students complete examples independently in class. Students
will use the steps used in class discussion and previous problems to help them complete the handout.
Group Discussion: This will be evident when the students go up to the board to decide if the subject is singular
or plural. This will also be evident when we go over what we learned in the video and the lesson activity.
Exceptionality
Students that are having great difficulty translating class discussions will be given an English dictionary. They
also may use the computer to easily translated certain misunderstandings.
Differentiation of Instruction
Tier One: Students will complete a worksheet stating which form of the verb to be will be used. These students
will be able to refer back at the notes and definitions.
Tier Two: complete a worksheet stating which form of the verb to be will be used..
Tier Three: Students complete a worksheet stating which form of the verb to be will be used. These students
will also come up with their own sentences using the correct form of the verb to be.
Developmental Procedures











Students will watch the “Do Now” video
The class will discuss the video and sentence structure.
The class will discuss the difference between singular and plural.
Students will go over up to the smart board and complete the singular/plural t-chart
Students will take notes on the proper form of the verb to be (am, is, are).
Each student will receive an activity handout.
Individually, they will complete each example. Stating if the subject is plural or singular and which
form would be appropriate.
After all students have completed the handout, we will go over the assignment as a class.
Students will explain their reasoning and thought process for each example.
Students will then complete the exit ticket before they depart from class.
Students will learn how to use the proper form of the verb to be. They will also learn the difference
between singular or plural. (What is the subject of a sentence? What is singular? What is a plural?
How do I structure a sentence? Which form of the verb to be will we use?)
Artifacts and Assessment (Formal and Informal)
Students will be able to determine if the subject is plural or singular. They will also be able to acknowledge
when to use the correct form of the word to be: am, is are on a worksheet. Then the students will be able to
complete an assignment independently.
Independent Practice
Following the lesson, students will be able to complete the handout questions that are assigned. To complete
this assignment, students will have to review the class notes and class examples.
Follow- Up: Direct Teacher Intervention and Academic Enrichment
Direct Teacher Intervention: The teacher and student will, together, work on an interactive CD-ROM to
practice the steps the order of operations. The teacher will also offer extra help for the student to completely
understand the material that is fitting on their time schedule. This will allow for individual one on one
instruction and attention that the teacher can give the student.
Academic Enrichment: The student will use the internet or other resources to find real life instances in which
they will need to use the order of operations. The students will come up with their own word problems and
present them to the class.
Teacher References
Anderson, J. (2005). Mechanically inclined . (14 ed.). Portland, ME: Stenhouse Pub.
SJSNV2006. (2006). The Tale of Mr. Morton[Theater]. Available from
http://www.youtube.com/watch?v=qtDwgQd8tTI
Triumph Learning. (2012). Common Core Coach ELA 3. New York, NY: Triumph Learning publishing