Lesson Plan

Title: Singular or plural

Subject: Differ plural and singular nouns
Grade Range: Kindergarten
Description: Students learn the singular and plural form of a verb. The use of images and
pictures help the students as they work on learning this aspect of the language.
Duration: 20 minutes
Author: Martha Bernabe
Publisher: Idaho
This lesson plan is in partial fulfillment of the curriculum for EDUC 201 at the College of
Western Idaho.
21st Century Classroom Lesson Plan
Idaho State Department of Education
Developed According to the Charlotte Danielson Framework & Universal Design for
Learning (UDL)
Charlotte Danielson Framework - This lesson plan incorporates all of the components
found in Domain 1: Planning and Preparation of the Danielson Framework for Teaching,:
1a: Demonstrating Knowledge of Content and Pedagogy; 1b: Demonstrating Knowledge
of Students; 1c: Setting Instructional Goals; 1d: Demonstrating Knowledge of Resources;
1e: Designing Coherent Instruction, and; 1f: Assessing Student Learning.
UDL This lesson plan incorporates the primary components of Universal Design for
Learning (UDL) which is an educational approach with three primary principles
including;
1.
Multiple means of representation, to give diverse learners options for acquiring
information and knowledge,
2.
Multiple means of action and expression, to provide learners options for
demonstrating what they know,
3.
Multiple means of engagement, to tap into learners' interests, offer appropriate
challenges, and increase motivation
Lesson plans created by educators for submission into Idahos Learning Management
System (LMS) Schoolnet must include these components. For information on Universal
Design for Learning including a tutorial and model lessons access the Center for Applied
Special Technology (CAST) website at: http://lessonbuilder.cast.org/
Blooms Revised Taxonomy This lesson plan includes Blooms Revised Taxonomy as
a component.
*Note: Not all areas are required for every lesson. * Indicates Optional areas to be
included only if applicable to the specific content/grade level lesson. This lesson plan
template is based upon the CAST UDL Lesson Plan Builder but includes extra fields
specific for submission into Idahos Schoolnet Learning Management System and must

be completely filled in (unless labeled * for optional) to facilitate entry into a searchable
state-wide and national online database. Educators are not limited to the space provided
as the table will expand to fit the entries.
Lesson Plan Description: Give a detailed explanation of what a noun is and its usage in
every day conversations. Then use pictures to differentiate singular nouns from plural
nouns.
0-5: Introduce the topic.
Review what a noun is. Introduce singular and plural.
5-8: Give instructions for group activity; explain the steps.
Explain the activity step by step and give directions for getting started.
8-9: and split up students.
Divide the class into two big groups and give each group the materials needed
for the activity.
9-16: Time to work in groups
Students will have about three minutes for their activity and then the groups
will rotate and work for another three minutes, hands on!
16-19: Verbal comparison of results and share; volunteers.
When students are I their sits I will ask them to explain me their work.
19-20: Assessment.
By showing them images in the overhead projector and asking them questions,
students will demonstrate me what they learned.

Goals and Objectives: Students will learn how to distinguish singular from plural nouns.
Students will know how to group nouns into people, places or things.
Learning Outcomes: Students were able to distinguish singular from plural verbs.
Students were able to apply this distinction and associate it to their everyday activities
and lives.
Methods and Instructional Strategies: In order to prepare the students for this lesson, I
will review with them the definition of a noun. While I do the review I will make sure to
point out some of the key words in Spanish, since it is the native language of the students,
so that they are able to understand the content of the lesson and make more sense of it.
After having me describe them what a noun is, I will put on the singular and plural song
in the overhead projector. As soon as the song is over, I will ask the class to split into two
groups, the left side of the classroom and the right side of the classroom, each group
should have between seven and ten students. Once they are in their group I will go on
with the instructions for my activity. On the side walls of the classroom, I will have blank
poster boards. There will be three poster boards on the left side and three posters on the
right side of the room. One side of the room will have the blank posters for singular and
the other one will have three for plural. The posters will have person, place, and thing as
a title. On a table close to the wall I will provide the students with the materials; pictures
from magazines and glue. The time for this activity will be of three minutes, in three
minutes the students will choose a few pictures and glue them into the poster they belong
to. When the three minutes are up, the groups will rotate to the next wall and repeat the
same procedure. When both groups have been on the singular and plural walls, they will
go back to their sits. I will have volunteer students share what they did and to give me an

example of an image they chose to glue on the poster. When the participation is over, I
will show some images on the overhead projector and using the little name sticks, I will
have students tell me whether the image is singular or plural and if it is a person, a place
or a thing. Ideas are also nouns; however, for kinder level this will be excluded. After I
checked their comprehension students are to be released.
UDL- Differentiation According to Student Needs: For this particular class all of the
students are English learners who are at the same level. I will incorporate however,
different learning styles; visual, auditory, kinesthetic, and tactile. Also, the students will
have the chance to be in groups which will help in getting that extra help and
encouragement from their peers.
Assessing Student Learning: Students will be able to practice and be able to distinguish
singular nouns from plural nouns. By listening to the description and the song of singular
and plural, students will be able to understand what singular and plural nouns are.
Students will have the opportunity to apply their knowledge and practice it during the
group activity. Students will demonstrate what they learned when they name the noun
that I will show to them in the overhead.
Standards:
L.K.1. Language, Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish,
wishes).
Rl.K.7 Reading: Informational Text, Integration of knowledge and Ideas
7. With prompting and support, describe the relationship between illustrations and the
text in which they appear (e.g., what person, place, thing, or idea in the text an illustration
depicts).

Material: YouTube video, blank posters, images cut from magazines and glue.

Identify Organizers:
Teaching Methods:
- Cooperative Learning
- Team Teaching
- Hands-on instruction
- Experiential learning
Grouping:
- Heterogeneous grouping
- Large Group Instruction
- Non-graded instructional grouping
Differentiated Instruction:
- ESOL
Blooms Taxonomy:
- Knowledge
- Comprehension
- Application
- Synthesis

- Evaluation
Gardners Multiple Intelligences:
- Bodily-Kinesthetic
- Intrapersonal
- Interpersonal
- Logical-Mathematical
- Spatial
- Musical