Lesson -2- Singulxlcvl;dv;lds';v\dsvmdsvds|v\dar and plural nouns.docx

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1. As-Suffa School of Excellence
Brief Lesson plan
Teacher Name: Namra Ijaz Khan
 
Year: 4
 
Date:  
 
Additional staff:
 
Period:  Creative writing Topic: Singular and plural nouns
Lesson Objectives 
To
understand the difference between singular and plural nouns.
To
learn the spelling rules for changing singular nouns into plurals.
To
use singular and plural nouns correctly in sentences.
Learning Outcomes 
Define
singular and plural nouns.
Change
singular nouns into plurals using simple spelling rules.
Use
singular and plural nouns accurately in their own sentences.
Resources Required:
PowerPoint

Flashcards
with nouns.
Sorting
chart.
Mini
whiteboards.
Worksheet

Key Vocabulary:
Singular,

plural,
add
-s,
add
-es,
change
-y to -ies,

irregular plurals.

2. Rationale:
I
want pupils to understand the concept of nouns and begin to recognise
different
types, focusing on common and proper nouns. I also want them to
use
different types of noun in sentences.
I
want pupils to strengthen their understanding of nouns by recognising how
they
change from one to many (singular to plural).
Impact / Evaluation:
Did the activity go to plan?
Implementation
Learning Teaching
Starter
Time
(
Pupils
begin to understand that nouns
are
naming words and can be people,
places,
or things.
Pupils
begin to understand the concept
of
singular and plural nouns and its
conversion
rules.
Show
two pictures side by side –
one
cat and three cats. Ask:
“What’s
the difference?”
Introduce
terms
singular
(one)
and

plural
(more than one).
Show
PowerPoint slides with
definition
and examples of
nouns.
Teach
rules for plurals:
Most
nouns add
-s
(
dog → dogs).
Nouns
ending in
ch, sh, s, x, z
add
-es
(
box → boxes).
Nouns
ending in
y
after a
consonant
change to
-ies
(
baby
→ babies).
Irregular
forms (
child → children,
man → men).
Student Action
Pupils
suggest answers and identify
they
are naming words.
Pupils
describe what they see.
Activity
details
Pupils
practise rules and apply them in
writing.
Teacher Action
Flashcard
activity: Pupils sort
Student Action
Pupils
take turns sorting

3. Time
(
nouns
into singular or plural.
Worksheet
completion
flashcards.
Work
in pairs to sort flashcards.
Complete
worksheet by writing
plural
forms.
Write
short sentences using
singular
and plural nouns.

Plenary:
Time
(
Pupils
consolidate knowledge of plural
rules
and practise identifying them.
Teacher Action
Play
“Singular or Plural?” Teacher
says
a noun, pupils hold up 1
finger
for singular and 2 fingers
for
plural.
Ask:
“Which rule did we use for
this
plural?”
Student Action
Pupils
respond quickly and justify
their
answers.
Special Adaptations for Inclusivity: (SEND, EAL, Lower Ability)
Use
picture cards to support understanding.
Focus
only on
-s
and
-es
rules first.
Provide
a word bank with visual clues.
Future Actions (SEND, EAL, Lower Ability):
Learn
more about masculine and feminine nouns.
Homework
Write
5 singular nouns and their plural forms. Use at least 2 of them in sentences.
Teacher Self Evaluation:
Tick
the appropriate box which needs improvement:
☐
could accomplish the lesson objectives
                      ☐
warm up could be lighter and interesting
☐
could avoid monotony / monotone approach
              ☐
class management could be better

4. ☐
could use training / AV aids more effectively
              ☐
could make it more interactive
☐
could use more illustrations
                                        ☐
could make teaching easy
☐
could generate interest
                                               ☐
could manage time properly
☐
linkage could have been better
                                   ☐
could manage to cover entire topic
☐
could make it more participative
☐
could include hands on activity for effective learning
Overall:       very
good
☐                   
good
☐                 
average
☐               
weak
☐
Note: