Subject-Verb Agreement Lesson Plan
Common Core State Standards. ELA 2010
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
[L.7.1]
1. Demonstrate knowledge of subject-verb agreement when interrupted by a prepositional phrase, with
inverted word order, with indefinite pronouns as subjects, compound subjects joined by correlative and
coordinating conjunctions, and collective nouns when verb form depends on the rest of the sentence.
DETAILS
Concurrent Skills/Competency Focus:
Note-Taking Skills
Prior knowledge of subjects and verbs, their usage, and forms
Prior knowledge of Power Teaching Mode
Instructional Objectives:
TSW demonstrate appropriate use of subject-verb agreement
TSW speak use appropriate grammar according to the conventions of Standard English
INSTRUCTIONAL PROCEDURES (Designating Set and Closure)
Phase I. Entry: Preparation for Learning
SET: TTW come in using incorrect grammar holding general conversation with students; be sure that
your subjects and verbs do not agree (Ex. “That’s just the way I are”). You may pronounce words
incorrectly. [Main focus is to get a reaction out of students, you can even dress the part.]
TTW engage students by asking: What was wrong with the way I spoke? Allow students time to respond.
TTW distribute Subject-Verb Agreement Advanced Organizer (Appendix A) Students are responsible for taking
their own notes. [Advanced Organizer goes in the note section of the students’ notebook.]
TTW introduce students to the lesson and objectives (above) [“Today we will just focus on subject-verb
agreement in general”.] TTW engage students by asking: What are subjects and verbs? TTW allow students
time to answer, then review.
 Subject: A person or thing that is being discussed. The noun of the sentence.
 Verb: The main part of the predicate of a sentence. A verb is an action word that describes the state of or
the action of the subject.
TTW then engage students by asking: what is an agreement? TTW allow students to interact.
 Agreement should be established, as one of two things; a contract between two parties or when two
things work in harmony or as a union.
TTW display “Subject-Verb Agreement” PowerPoint and inform students they are about to go into Power
Teaching mode. TTW reminds student that they are responsible for their own organizer notes. TTW will allow
students time to jot down notes they need.
Phase II. Presentation
Classroom and students are already arranged for Power Teaching Session and students understand the
concept and process.
TTW begin: “Class”. Student should answer: “Yes”.
TTW direct students attention to the PowerPoint. After presenting each slide TTW “clap” in funny sequences
and say “teach”. Student should repeat claps and respond with “Okay”.
[The 5th and 8th slides of the PowerPoint have practice questions] TTW allow students to practice the sentences
aloud, together as a class and take notes. TTW assess student’s knowledge by asking questions and correcting
any mistakes.
Phase III. Closure and Review of Learning
After next to last slide, TTW bring “Power Teaching” session to a close.
TTW display last PowerPoint slide, reinforce key points, and answer any questions students may have.
TTW distribute Subject-Verb Agreement worksheets (Appendix B)
TTW will allow student time in class to work independently on Exercise A of the worksheet.
TTW review Exercise A of worksheet and inform students that Exercise B and C are for homework.
[Worksheets will be reviewed for bell ringer the subsequent day and counted as a homework grade.] TTW
advise students that they will be going deeper into subject-verb agreement: “Tomorrow we will be moving onto
“indefinite pronouns as subjects”.
TTW allow students the remainder of class time to work on worksheet. TTW will group students with special
needs and work with them. TTW have a computer game set-up for these students to play in case they need help
with understanding and extra assistance.
MATERIAL/RESOURCES (Aligned with Procedures)
Subject-Verb Advance Organizer (Appendix A) self-generated
Subject-Verb Worksheet (Appendix B) adapted from Mrs. Edwards, Montevallo Middle School
Subject-Verb Agreement Games (adapted from http://www.gotkidsgames.com/sv/sv.html)
Computer and Overhead Projector
Subject-Verb Agreement PowerPoint-adapted/revised from Mrs. Edwards, Montevallo Middle School
ASSESSMENT (Of Objectives)
TSW engage in lecture teaching each other using the “Power Teaching” method. TTW use a formative
assessment during lecturing, by asking questions. TSW work together as a class to answer practice sentences
during lecture. TSW correct the way the teacher speaks during the beginning of the class. TSW work
independently on subject-verb agreement worksheet, which will be reviewed graded the following day. There
will be a summative assessment at the end of the unit, TTW administer a unit test.
ASSIGNMENT (For Review, Practice, and/or Extension)
TSW work on advanced organizers during lecture.
TSW participate in whole class practice during lecture and after.
TSW work on Exercise A of Subject-Verb Agreement worksheet in class. Exercise B and C are due the
subsequent day as a homework grade.
ADAPTATIONS/ACCOMMODATIONS/MODIFICATIONS
Academic: Students with learning disabilities will receive a modified version of the worksheet. ELs will also
receive a modified version in their native language if necessary. Students will be able to practice on the subjectverb agreement skills using a computer game. Teacher will also do a formative assessment with students, by
asking questions and monitoring their skills on the computer. Students will engage in lecture by taking notes
and participating in “Power Teaching”.
Behavioral: Students with special needs will be grouped together in the front of the class, so the teacher can
focus on them as a whole. TTW work closely with these students to make sure they comprehend the
information. Depending on the disability of the student, the teacher will be asking them to do certain things. For
example, those students with hyperactive-impulsive version of AD/HD will be asked to perform task such as,
pass out papers.
TECHNOLOGY INTEGRATION
Computer and Overhead Projector
REFERENCES
Website: Subject-Verb Agreement Game (http://www.gotkidsgames.com/sv/sv.html)
Mrs. Edwards, Montevallo Middle School 7th and 8th Grade English Teacher
Charm, G., Brunke, R. J., Derichs, L. (2009). Writer’s choice: Grammar and composition grade 7. Columbus,
OH: Glencoe/McGraw-Hill
Appendix B
Subject Verb Agreement Worksheet Name: ____________________________ Date: _____________
EXERCISE A. Underline the subject in each of the following sentences. Then, underline the form of the verb in
parentheses that agrees with the subject.
Example 1. A box of old photographs (was, were) found in the attic.
1. The sneakers in the closet (belongs, belong) to me.
2. A fan in the bleachers (was, were) waving a large banner.
3. A pile of dirty dishes (is, are) in the sink.
4. Many paintings by Vincent van Gogh (hangs, hang) in the art museum.
5. The teacher of my science class (was, were) writing a book.
6. Many houses in my neighborhood (has, have) wooden porches.
7. The capital of the United States (is, are)Washington, D.C.
8. The author of these short stories (has, have) written a play, too.
9. The players on our team (works, work) hard.
10. Five students in my school (plays, play) in a band.
EXERCISE B. Each of the following sentences has an indefinite pronoun as a subject. For each sentence, underline the
verb that agrees with the subject.
Example 1. Each of the planets in our solar system (orbits, orbit) the sun.
1. One of the planets (has, have) visible rings.
2. Nobody (has, have) observed moons around Mercury.
3. All of the students (uses, use) telescopes.
4. Everyone (is, are) able to see the moon tonight.
5. Some of the stars (seems, seem) to twinkle.
6. Most of the stars (is, are) invisible to us.
7. Each of the visible stars (is, are) a huge ball of gas.
8. Not one of the nine planets (escapes, escape) the gravitational pull of the sun.
9. No one (knows, know) how many stars there are.
10. Neither of the astronomers (needs, need) a microscope.
11. Most of the researchers (has, have) many questions.
12. Everyone (needs, need) to learn more.
13. One of the constellations (resembles, resemble) a hunter.
14. Several of the books (contains, contain) photographs.
15. Some of the scientists (works, work) high up on mountaintops.
16. Neither of the inner planets (has, have) moons.
17. (Is, Are) either of the inner planets visible tonight?
18. A few of the planets (is, are) not visible to the naked eye.
19. Someone (is, are) asking about comets.
20. (Does, Do) anyone know if comets orbit the sun?
EXERCISE C. Each of the following sentences contains two verb forms in parentheses. For each sentence, underline the
verb form that agrees with the subject.
Example 1. An adult or two children (fits, fit) inside this bumper car.
1. Two rabbits and a gerbil (lives, live) in big cages in our science classroom.
2. Either my brother or my sister (is, are) waiting for me.
3. One maple and three elms (stands, stand) in the yard.
4. Lentils or beans (is, are) are used in the stew.
5. Neither my sister nor my parents (knows, know) the answer to the riddle.
6. Acar and three buses (was, were) involved in the accident.
7. Neither my cousins nor my aunt (wants, want) the salad.
8. Either Mr. Brooks or his son (washes, wash) the car.
9. Damont or his parents usually (helps, help) us.
10. He and his dogs (is, are) going for a hike.
Appendix A
Name
Class:
Date:
Subject-Verb Agreement
Verbs:
Subjects:
Agreement:
Subject-Verb
Agreement:
List 3 examples of Subject-Verb Agreement from
PowerPoint or Worksheet Exercise A.
List the key points to remember.