Lesson Plan of Spelling Changes (Plural & Singular)
English Grade V
Students’ Learning Outcomes
· Apply spelling change in plural/singular form of regular or irregular nouns and regular or irregular verb forms.
Information for teachers
· A word used to define an action, state, or incidence, and making the main part of the predicate of a sentence, such as hear, become, happen.
· There are two types of verbs that need spelling alterations:
1. Verbs that end in ‘y’:
(Verbs that end in ‘y’ often change ‘y’ to ‘ie’ be fore’s’ such as ‘fly becomes flies’)
v (Be careful! ‘y’ doesn’t conversion to ‘ie’ if the finish is ‘ay’, ‘ey’, ‘oy’, ‘uy’. So, play becomes plays, say becomes says, buy becomes buys, enjoy becomes enjoys, stay becomes stays)
2. Verbs that end in ‘s’, ‘sh’, ‘ch’, or ‘x’:
(Verbs that end in’s’, ‘sh’, ‘ch’ or ‘x’ often adds ‘e’ be fore’s’: such as teach becomes teaches)
v Adding an “s” or “es” to the end of the word, there is one set of nouns that doesn’t look to trail the rubrics. They’re named irregular nouns. They don’t become plural the “regular” way.
v Several irregular nouns take on the plural shape by first altering the last letter of the word formerly adding “s.” Words that finish in “f” are a worthy example of this case. To make such a word plural, you change the “f” to “ve” and add an “s.”
· What did you say elf is an Irregular Plural Noun?
v An irregular plural noun is an irregular noun in the plural shape. An irregular noun is a noun that becomes plural by changing its spelling in other ways than adding an “s” or “es” to the end of the word. This change can happen in a variety of ways. Below you’ll find examples and guidelines to help you.
v Plural nouns that finish in ves: such as 1. Elf = elves, 2.knife = knives, 3. Loaf = loaves.
v Irregular nouns made plural by changing vowels, changing the word, or adding a diverse ending: such as 1. Man = men, 2. Mouse = mice, 3. Tooth = teeth.
v Some irregular plural nouns have the same spelling as their singular form such as shears, jeans, bison, goat, and sheep. And then several animal nouns become plural by keeping the similar spelling as the singular shape or by adding an s or es. Such as 1. Fish or fishes, 2. Quail or quailed.
v Some nouns have the similar shape in the singular and the plural.
· To make plural form of most nouns add‘s’ to the end of the word e.g. cup=cups, snake=snakes, etc.
· Add ‘es’ to the end of of a noun that ends in s, x, z, ch, sh, e.g. box= boxes, match=matches, brush=brushes, bus=buses, etc.
· Also make sure that the students know the meaning of all the vocabulary introduced in this lesson.
· Pronunciation alert: in Standard English plural form words usually have a ‘z’ sound at the end: such as chairs = spoken as chairz, girls = spoken as girlz.
· When the subject is third person singular (e.g. he, she, it), add a final –s, -es to the verb for example wash=washes, catch=catches, pass=passes, write=writes etc.
Material / Resources
Chalk/marker, board, charts, textbook
Worm up activity
· Create a mind map.
· Write the following poem on the board and ask the students to copy or write this poem on a chart (it will be recyclable)
By Liana Mahoney
I have a rabbit habit
I like to crunch and chew
On celery logs and carrot sticks,
And apples, too
I have a rabbit habit.
I like to chomp and munch
On crispy greens and juicy grapes
Mmm………..rabbit food for lunch!
· Ask the students to tell what the poem is about.
· Ask them to find out five words with’s’ and –‘es’ endings.
· Once they tell the words, ask them to tell whether these words are noun plurals or an addition to the verbs?
· Give your input where required.
· Divide the class in four groups and make 4 columns on the board to write group1, 2, 3, and 4 in them.
· Give those groups different themes and ask them to think of some naming words: for example garden, classroom, playground, kitchen, animal kingdom/zoo, road etc. then ask them to turn them into plurals.
· The group what will come up with the most correct answers will be the winner.
· Revise irregular noun plurals such as child, man, woman, ox, thief, mouse, etc.
· Tell the changes in the spellings of the irregular nouns in detail by using the above information.
· Ask students randomly to tell how he/she spends his/her day.
· Write 2-3 sentences on the board. For example: I get up early in the morning; I take breakfast at 7 o’clock, etc.
· Then ask one student to tell the time he/she gets up in the morning.
· Write the students’ responses on the board with third person singular e.g. she gets up early in the morning, she goes for a walk, etc. then underline verbs in the sentences and ask the students why we add ‘s’, -‘es’ to the verbs.
· Revise simple present tense and –‘s’ and –‘es’ verb forms/spelling changes.
· Draw a two column table on the board and ask the students to copy.
· Write ‘singular’ in one column and ‘plurals’ in another.
· Write the following words on the board: children, hobby, city, thief, mice, tables, story, leaves, catch, man, snake, women, match, busses, churches, oxen, countries, tooth, and shelves.
· Once the students are done with the activity, write the singular and plural words in their respective columns and change them into singular and plurals as well.
· Ask the students to make self-corrections.
· Write the following sentences on the board and ask the students to read carefully.
· Ask the students to correct these sentences by changing the underlined verb forms accordingly. 1. Ali work in a bank.
2. He go to the office at 8 o’ clock every day.
3. Ayesha live in Karachi.
4. It takes five minutes to reach school.
5. She always do her time
6. She wash her clothes on every weekend.
7. He always put the library books back in their shelves.
· Monitor and help the student.
1. Ali works in a bank.
2. He goes to the office at 8 o’ clock every day.
3. Ayesha lives in Karachi
4. It takes five minutes to reach school.
5. She always does her work on time.
6. She washes her clothes on every weekend.
7. He always puts the library books back their shelves.
Sum up / Conclusion
· Ask the students:
o What are nouns?
o How we make plurals with nouns?
o Why we add ‘s’ and –‘es’ with the verbs?
· Assess the students which doing activity 2 and 3.
· Ask the students to find at least five irregular nouns from their textbook and make plurals.
· Ask the students to write about their friend’s daily routine using simple present tense.