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Session 12 : Singular and Plural Part 2

 

Session Title

Singular and Plural – Adding “s” and “es” to Make Plural

Objective

  • Understand the difference between singular and plural nouns.

  • Learn how to form plurals by adding "s" and "es".

  • Engage in interactive activities to reinforce the learning through social-emotional learning (SEL) elements.

Topics

  • Singular: A word that refers to one person, thing, or idea. Example: cat, dog, apple

  • Plural: A word that refers to more than one person, thing, or idea. Example: cats, dogs, apples

Rules for Pluralization:

  • Add “s” for most words (e.g., dog → dogs, book → books).

  • Add “es” for words ending in s, x, z, ch, sh (e.g., bus → buses, box → boxes).

Material Required

  • Whiteboard & markers

  • Flashcards with images of singular and plural objects

  • Clay for the “Singular and Plural with Clay” activity

  • Chart with pluralization rules

  • Printed worksheets with singular and plural exercises

  • Props for the theater activity (toy animals, boxes, etc.)

Methodology

Activity-Based Learning: Hands-on activities like clay modeling and flashcard games.

Experiential Learning: Engaging students with creative role-playing.

Interactive Learning: Group discussions and games to reinforce the concept.

SEL Integration: Activities designed to promote self-awareness, relationship skills, and social awareness.

Session Duration

 90 minutes

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

Activity 1: "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.

Activity 2: "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.

Activity 3: "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  (10 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).

Reflection (5 minutes):

Ask students how they felt about learning singular and plural nouns today

  • Did you find the clay activity fun? Why?

  • Which part of the lesson was the most interesting for you?

Review Questions/Assessment/Tasks 

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.

Follow up Tasks

Write 5 sentences using singular nouns and 5 sentences using plural nouns

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 

 

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