Session 12 : Singular and Plural Part 2

Introduction Activity  (10 minutes)

Objective: Introduce the rules of pluralization (adding “s” and “es”) with clear examples.

Activity

Whiteboard Example (5 minutes)

Write Singular and Plural on the board.

Provide examples:

• Singular: cat, dog, apple

• Plural: cats, dogs, apples

• Rule for "s": dog → dogs, apple → apples

• Rule for "es": bus → buses, box → boxes

Engage Students: Ask students to give their own examples for singular and plural words (5 minutes).

Main Activity (55 minutes)

 "Singular and Plural with Clay" (20 minutes)

Objective: Help students physically engage with the concept of singular and plural.

Instructions:

Give each student a small piece of clay.

• Singular Task: Have them create one object (e.g., one apple, one dog, one pencil).

• Plural Task: Ask them to create multiple objects (e.g., apples, dogs, pencils).

Encourage them to say the word out loud as they create:

• Singular: “I made one dog.”

• Plural: “I made two dogs.”

Wrap-up (5 minutes): Ask students to share their clay creations and explain if they are singular or plural.

 "Singular and Plural Flashcard Game" (15 minutes)

Objective: Reinforce the concept of singular and plural in an interactive and fun way.

Instructions:

Show flashcards with images (e.g., one apple, two apples).Ask students whether the card shows a singular or plural noun.Discuss why the word is plural (i.e., the rules for adding s or es).

Example flashcards:

• One apple → Two apples

• One dog → Two dogs

• One bus → Two buses

• One box → Two boxes

This keeps the activity fast-paced, encouraging student interaction and quick thinking.

 "Plurals Through Theater" (20 minutes)

Objective: Use role-play and acting to reinforce the concepts of singular and plural.

Instructions:

Group Work (5 minutes): Divide the class into small groups and assign them a noun (e.g., dog, cat, box, bus).

Acting Out (10 minutes): Each group will act out their noun in the singular form first (e.g., one dog walking), then change to the plural (e.g., many dogs walking).

Example: Singular: “I am a dog. ”Plural: “We are dogs.”

Wrap-up (5 minutes): Groups will share their performances, explaining the singular and plural forms they used.

Follow up task  (15 minutes)

Objective: Review key concepts and ensure understanding.

Instructions:Ask the class to recall the rules for pluralizing words.

• What do we add to most words to make them plural? Answer: “s” (e.g., cat → cats)

• What do we add to words ending in s, x, z, ch, or sh? Answer: “es” (e.g., bus → buses, box → boxes)

Quick Quiz (5 minutes)

Write some words on the board and ask students to come up and change them to plural (e.g., dog → dogs, box → boxes, church → churches).

Review Questions/Assessment/Tasks (10 minutes)

Ask students to list 5 singular and 5 plural words.

Create a worksheet where students match singular and plural nouns or fill in the blanks to make words plural.

Expected Learning  Outcome:

Knowledge building-

Students will understand the rules for making nouns plural by adding "s" and "es".

Skill Building-

Students will be able to identify singular and plural nouns.They will practice using these nouns correctly in sentences