1
Irregular Plural Nouns
Writers Workshop Daily Plan
1. Mini-Lesson Focus:
Procedural
Process
Trait
Conventions
Conventions
ELACC.2.L.1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking. (6+1 Traits: Conventions)
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
Note: This may take more than one class period.
Gather students to tell them that they are going to begin this lesson by going on a scavenger hunt. Give
them each a piece of paper and a book or a clipboard on which to write. Lead them down the hall, giving
them the directions to write down as many singular nouns as they see or can think of. Your scavenger hunt
should only last 5 minutes or so.
When you come back to the classroom, begin two T-charts. (See examples on page 3.) One will be used
for regular nouns and one will be used for irregular nouns, but don’t label them yet. Ask the students to call
out the singular nouns that they collected on their scavenger hunt. As they call them out, write them on the
appropriate chart. Just concentrate on the singular nouns at this point. When they have shared their lists,
ask them to think of the plural forms of these nouns. Begin to write down the plurals on the correct Tchart.
After you have written the plurals, ask students what they notice. Lead them to notice that not all plurals
are written with an s. The ones like children and mice and teeth don’t seem to follow any rules—they are
irregular. (You can now label the charts.) Ask them why this is important for them to notice. Lead them
to note that good writers use words appropriately and conventionally so that others can read their writing.
Even though these nouns were probably not found on the scavenger hunt, add them to the irregular T-chart:
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child–children
moose–moose
fish–fish
tooth–teeth
foot–feet
mouse–mice
die–dice
man-men
woman- women
Tell your students that irregular plural nouns are just like some people in this world—they don’t quite
conform to conventions, but they bring a little spice and interest to those around them. It is in our best
interest to get to know them and accept them.
Troup County School System 2012
2
Irregular Plural Nouns
During Writing Workshop:
Put this template on the board, and allow each student to fill the in the blanks and illustrate a separate page
so that you can make a class reference book. (Students could do a little research on the internet if they
wanted to find a different irregular plural noun.) Here is a list, if you want to have some printed copies for
students.
When I have one, I have a _________.
When I have more, I don't have _________.
I have ___________.
Example:
When I have one, I have a tooth.
When I have more, I don't have tooths.
I have teeth.
Note: Keep the “Irregular Plural Noun” anchor chart up and add to it as students find examples in their
reading.
2. Status of the Class
3. Student Writing/Teacher Conferring
4. Author Share: Allow students to share their finished pages. Put together for a class
book.
Materials
Chart paper
markers
clipboards or hard-cover books
Mini-Lesson: 10 minutes
Status of Class: 5 minutes
Write/Confer: 25 minutes
Sharing:
5 minutes
Literature Connection
Feet and Puppies, Thieves and Guppies: What Are Irregular Plurals? By Brian P.
Cleary
Troup County School System 2012
3
Irregular Plural Nouns
Regular Plurals
Plural Noun
Singular Noun
book
books
Irregular Plurals
Singular Noun
child
Plural Noun
children
Troup County School System 2012