Grammar Lesson for: Subject-Verb Agreement
Essential Question: How can having subjects and verbs agree help students exhibit the
correct use of the conventions of written Standard American English?
Definition: Subjects and verbs need to agree. A singular subject requires a singular
verb, such as is, has, was, or an action verb that ends with s. Plural subjects need plural
verbs. The verbs you use might include: are, were, have, or action verbs that do not have
an –s or –es added to them.
Prerequisites (background knowledge needed): Students must know what a noun,
subject, and verb are. They should be familiar with the definition of and difference
between singular and plural.
Teacher Resources:
Mechanically Inclined by Jeff Anderson p.117-120
Mastering the Mechanics by Linda Hoyt and Teresa Therriault p.92-95
Razzle Dazzle Writing: Achieving Excellence Through 50 Target Skills by Melissa
Forney
Power Points/Websites:
http://www.proteacher.com/070049.shtml This is an excellent website for a wide range
of areas for education. Making Subjects and Verbs Agree - It provides examples that are
confusing to students. The website explains whether they are singular or plural.
http://www.aliscot.com/bigdog/agreement_sv.htm The website starts with the basic
examples and goes to the examples that confuse students.
http://www.brainpop.com/english/grammar/subjectverbagreement/preview.weml
Brainpop must be purchased by your school; however, it is an excellent website and
provides many language arts lessons.
http://www.chompchomp.com/presentations/svagree The website is also very good is
entitled Grammar Bytes!
Essential Skill or Concept:
4-4.4 Use grammatical conventions of written Standard American English, including
subject-verb agreement.
5-4.4 Use grammatical conventions of written Standard American English, including
subject-verb and pronoun-antecedent agreement with collective nouns.
Pre-assessment: Write the following sentences on the board or SMARTboard. Ask
students to write the correct verb on a wipe-off board. Notice if the students choose the
correct verbs.
1. Manatees (swim, swims) in warm waters off the coast of Florida.
2. These animals (munches, munch) over 60 different species of plants.
3. One will often (glide, glides) too close to boats.
4. Manatees (is, are) endangered mammals.
Suggested Mentor Text: A Fine, Fine School by Sharon Creech
Introduce and Explain- READ ALOUD/Mini Lesson: Use the following morning
message or make up one that pertains to your class.
A student in our class reads mysteries. She enjoys trying to figure out the mystery.
Sometimes several people are considered the villains. The biggest problem is the many
clues that the authors gives the reader. She and her friend like to read the same book at
the same time. They discuss the book together and see who guesses the villain correctly.
Ask the students what they notice about the subjects and verbs. Review what subjects
and verbs are, if necessary. Make a chart of two columns listing the subjects in the first
column and the verbs in the other column that are paired with them. Explain what
singular and plural subjects and verbs are. A singular subject is about one person, place,
or thing. A plural subject is about two or more people, places, or things. Did they notice
if it is a singular subject the verb usually ends in s? Did they notice if the subject was
plural the verb was did not end in an s? Did they notice in the third sentence problem
was the subject and not clues. It is a singular subject and not plural.
Model-Shared Reading /Writing: Read the book, A Fine, Fine School by Sharon
Creech. Use the following sentences from the book to demonstrate subject-verb
agreement:
1. Aren’t these fine children? (notice the subject is after the verb)
2. Isn’t this a fine, fine school? (subject is after the verb)
3. Beans and her brother did not like to see her go. (compound subject needs a plural
verb)
4. The teachers and the students did not want to go to school on Saturdays…
(compound subject is plural and needs a plural verb)
5. He was so proud of the children and the teachers…(Singular subject-singular
verb)
6. “What amazing things everyone is learning!” (everyone is singular and needs a
singular verb)
Confusions for Students:
 The topic of these four books is horses. (Topic is the subject, not books, and
requires a singular verb)
 Each of the students needs to return their permission slip tomorrow. (Each is a
singular subject)
 A herd of elephants is taking a bath in the lake. (Herd is a collective noun
which names a group of things. Other collective nouns are: family, crowd,
pair, audience, etc. Collectives are usually singular, unless the group is talked
about as individuals within the group. Ex. A couple of people were late for
the wedding.)
Guided Practice – Guided Reading /Writing:
 Write sentences with both singular subjects and plural subjects on sentence
strips. Cut the sentences, separating the subjects from the verbs. Students can
work in teams to put suitable sentences together. –Mastering the Mechanics
4-5 by Linda Hoyt, p.95
 Give students wipe-off boards. Say a verb. Students write the verb and
identify whether it is a singular or plural verb. Then they write a suitable
subject for the verb. Partners can quickly check each other’s work for
accuracy. –Mastering the Mechanics 4-5 by Linda Hoyt, p.95
 Create index cards with singular nouns, corresponding plural nouns, and
singular verbs, one word to each card. Students can work in small groups to
match singular nouns with verbs that agree. –Mastering the Mechanics 4-5 by
Linda Hoyt, p.93
 On page 23 of Razzle Dazzle Writing by Melissa Forney there is a list of
strong verbs. They are listed in the past tense, but you can write the words
either for singular or plural subjects and write them on a chart for students to
refer to when writing.
Formative Assessment:
 Watch closely which students are not using subject-verb agreement in their
writing, so you can provide them additional instruction.
 During writing conferences or small-group guided reading, ask students to
point out singular subjects and verbs.
 During reading conferences ask students to identify singular and plural
subjects and verbs in their text.
PASS Format:
What is the correct way to edit these sentences?
 The choir of children sing Christmas songs.
 Everyone love to eat peanut butter and jelly sandwiches.
 The skier and his friend glides down the slope of snow.
 He spend hours doing his homework every night.
 The teachers wants their students to each read a biography this month.
Independent Practice – Independent Reading/Writing
 Have students reread a section from their independent reading book, selecting
two sentences with plural subjects and verbs. Have them record the sentences
in their writers’ notebooks and then share the plural subjects and
corresponding verbs with a partner. –Mastering the Mechanics 4-5 by Linda
Hoyt, p.95
 Students identify powerful singular verbs in mentor texts or in their own
writing. Have them add verbs to a word wall for inspiration. Encourage
students to explain what makes these verbs so powerful and precise—what
images do these verbs create. –Mastering the Mechanics 4-5 by Linda Hoyt,
p. 93
Adapt or Differentiate – Guided Reading/Writing or Independent Reading
/Writing:
 In a small-group setting provide students, who are experiencing difficulty, more
practice in choosing a verb that will agree with the subject.
 Ask students to identify the subject and verb in a sentence and determine if it is
singular or plural.
 Make a large chart with the students of singular subjects and verbs for student
reference.
 Make a large chart with the students of plural subjects and verbs for student
reference.
Reflection:
 Ask students to listen when a sentence is read, to see if the sentence sounds right.
Do the subject and verb agree?
 Ask students to first identify the subject and determine if it is singular or plural
before stating the verb.
 Have students read their writings to make sure the subjects and verbs agree.