Teacher Candidate:  __Victoria Liu_____  Cohort:  _A___                      Date:  _1/17/2011_    

UCI MULTIPLE SUBJECT CREDENTIAL PROGRAM LESSON PLANNER

 

Use the steps outlined in this planner to make the critical decisions involved in planning for understanding, long-term retention, and success for all learners.

 

Grade: _2___   Content Area:  __Plurals using –s, -es________________________     

School/UA:  __Eileen Kliger – Turtle Rock_____  Group Size:  _31__    Length: _60_ minutes

 

Student Context:  ___5 EL students: 1 Beginner-Early Intermediate, 4 Intermediate-Advanced, 26 are native English speakers_

 

 PRE-PLANNING FOR THE LESSON

Key Content Standard(s)

Grade 2: Written and Oral English Language Conventions

1.7     Spell frequently used, irregular words correctly

 

Key ELD Standard(s)

Grade 2:

Writing

EI     Edit writing for basic conventions (e.g., punctuation, capitalization, and spelling) and make some corrections

I      Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why)

A     Produce writing that demonstrates a command of the conventions of standard English

Learning Objective

Students will learn how to use the suffixes: -s and –es in making plural forms of words. Students will understand that adding –s does not change the number of syllables in singular words and plural words, whereas adding –es adds a syllable to the plural form of a word. Students will be able to identify which part of a word is the base word and which part is the suffix and they will understand that the function of the –s and –es suffixes is for plurality. Students will learn that words that end in ch, sh, x, and s require the suffix –es in their plural forms, whereas most other words that do not have those endings only require the suffix –s in their plural forms. Students will also understand there are some out of sorts words that do not need either an –s or –es in its plural form (ex: fish, oxen)

 

Assessment

·         What, specifically, will students do to show that they have met the learning objective?

I will administer a game where each student will come up to a pocket chart to sort plural forms of words. Students will select a base word, then he/she will select the proper suffix to make the base word a plural. Then, students will sort the plural word under the –s, -es, or Out of Sorts category on the pocket chart. Students will be asked to explain to the class what base word he/she selected, which suffix is appropriate, and why. Students will then complete a handout that provides singular forms of words in a word bank, and students must sort the words into an –s or –es category and properly spell the words in plural form.

 

·         What modifications of the above assessment would you use for language learners and/or special needs students?

During the game, when EL students are called up to sort the words and build the plural forms of words, I will gesture and draw pictures to indicate that we are forming the plural forms of words. (Ex: if the word is “school”, I will draw two schools to indicate plurality). I will point to the last letter of a word (ex: school, I will point to the letter L) and ask the student – does this word end in ch, sh, s, x? Then I will gesture to the student whether he/she needs an –s or and –es to make the plural form of the word. I will gesture whether the plural form of the word belongs in the –s, -es, or Out of Sorts category.

 

Prerequisite Skills and Knowledge

·         Has this topic been studied in previous grades? (Check prior grade level standards and copy relevant parts of these standards here, along with grade levels)

FIRST GRADE – Written and Oral English Language Conventions

1.0       Students write and speak with a command of standard English conventions appropriate to this grade level.

1.2    Identify and correctly use singular and plural nouns.

 

·         Pre-Assessment Strategy (How and when will you assess the students’ prerequisite skills?)

·         Bring students to the carpet for review of what is a noun, and what does “plural” mean

·         Review what we add to words to make them plural (we usually just add –s to make words plural)

Lesson Resources/Materials:

·          Whiteboards (for teacher)

·          Whiteboard markers (for teacher)

·         It’s Raining Pigs and Noodles by Jack Prelutsky (for teacher)

·         Pocket chart

·          Pencil

·         Handout


INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS

 

Introduction (10 minutes):

·         Bring students to the rug for review of what is a:

o   Noun, plural noun

·         Read poem “It’s Raining Pigs and Noodles” to students and ask them to start noticing the nouns in the poem; explain that you will read the poem again

o   Ask students what they noticed about the nouns in the poem

o   Were the nouns singular or plural?

·         Read the poem again and ask students to pay close attention to the plural nouns. Remember a few of the plural nouns because I will ask them for some after I read the poem again

o   Ask for volunteers to tell the class what plural nouns they noticed

o   Ask students what they notice about the plural nouns (they end in –s)

o   Show the whiteboard with list of plural nouns

§  Base word underlined, -s in red to help students see the difference (ex: pigs)

·         Explain to students: base word is the noun. Function of the suffix -s is to make a noun plural.

o   Ask students to repeat the word “suffix” 2x

o   Explain to students again what a suffix does

·         Read the poem I wrote for students and ask students to do the same thing – notice the nouns and try to remember a few of them

·         My poem: I have a magic bottle. I can fit innumerable things! (Explain to students what innumerable means) Right now, I have hidden: evil witches and ticking watches. I have 5 bajillion boxes of brushes! There are stashes of sandwiches, my glasses and glasses. I can store my dirty dishes and even a few punches and peaches. Wouldn’t you like a magic bottle to store all of your innumerable things?

o   Ask volunteers for some of the plural nouns they noticed

o   Ask students what they notice about the plural nouns and what they end in? (-es)

o   Show the whiteboard with list of plural nouns

§  Base word underlined, suffix in red (sandwiches)

o   Ask students what they notice about which letters the plural nouns end in (ch, sh, x, s)

·         Check if students have any questions

Body of the Lesson (_45_ minutes): Describe step-by-step what the teacher and the students will be doing during the lesson. 

·         Explain to students the jig that they will learn today to help them remember which words need an –es to make them plural. Most words require just –s, but I have a jig for them to help them remember. Tell students you will do it first, and they can join in when they think they know it.

o   Ch = lunch, so pat your belly and say “ch”

o   Sh = put finger up to lips and say “sh”

o   X = cross fingers to make an x and say “ex”

o   S = draw an s in the air with finger and say “es”

o   Students will join in

o   Reiterate = words that end in ch, sh, x, and s require an –es suffix to make them plural

·         Bring back the whiteboards with list of plural nouns. Explain to students that we are going to do a little experiment using syllables.

o   Ask students if they remember what a syllable is

o   Experiment with syllables – explain to students you will count out the syllables in the –s words first, then we’ll do it together

§  Ex: pig = 1 syllable [clap], pigs = how many syllables? [clap] 1 syllable

§  Do the same thing together – have students clap along to words that end in –s and take a tally on the white board (“pig” gets 1 tally for 1 syllable, “pigs” gets 1 tally for 1 syllable)

o   Experiment with syllables in –es words

§  Ex: witch = 1 syllable [clap], witches = how many syllables? [clap clap] 2 syllables!

§  Do the same thing together – have students clap along to words that end in –es and take a tally on the whiteboard

·         Ask students what they notice about the syllable patterns in words that end in nouns and plural nouns (words that end in –s, the syllable count stays the same, whereas –es adds a syllable)

·         Provide a list of words for students to add suffixes: hat, doctor, fox, pass, mess, cent, mask, bush, bunch

o   Which suffix should we add to these nouns to make them plural?

·         Explain to students that we are going to play a game, but we can only play if students can behave.

·         Dismiss students back to their desks and ask them to sit quietly, give a ready signal

·         Review jig with students: ch, sh, x, s

·         Ask students if they have any questions

·         Explain the game

o   Class will be split in ½ (Team Awesome vs. Team Super)

o   1 person at a time will come up to the pocket chart – select a base word, select a suffix, place it on the pocket chart in the appropriate category and explain to the class your reasoning

o   Students are not allowed to have any negative responses to their classmates even if they get a word wrong; stay silent, and we will discuss it as a class

o   Each team will receive 1 warning for: negative comments, goofing off, being too loud

o   Each team will receive 1 angel for: if a classmate does not know how to make a word plural, he/she can ask team to help

§  If warning and/or angel are not used by the end of the game, they turn into plus points

·         Demonstrate proper behavior  during the game

·         Review the jig when students get jittery

·         At the end of the game, tally up the scores

·         Explain that we have made plural nouns together, now students do it on their own

·         Explain handout: students have a word bank of nouns, students must sort them into –s, -es, and write the plural noun in the blanks

·         Circulate and help students with completion of handout

 

Closure (__5__minutes):

·         Review jig

o   When do we use the jig? (to check which words need an –es to make it plural; otherwise, we can usually just add –s)

·         Ask students for examples of words that are out of sorts (fish, oxen)

·         Gesture to white board and ask students which word is a base word and which is the suffix

·         Ask students what the suffixes we learned today do to words (makes them plural)

·         Ask students what –es does to the syllable count (adds an extra syllable)

 

 

 

ACADEMIC LANGUAGE

Ensuring the presence of intentional, systematic work to develop academic language

 

Key Content Task(s): What rich learning task(s) will the students be engaged in?

·          Be able to discern which nouns require the –s suffix or the –es suffix to become a plural noun. Some nouns may be out of sorts.

 

What are the language demands for the students related to the learning objectives?

Reading

 

 

Writing

Be able to spell nouns in proper plural form

 

Listening

 

 

Speaking

Be able to recite jig with the class and explain to the class which base word they chose, which suffix they chose, and why

 

Viewing

 

 

 

What key components do you need to make explicit or support students in developing?

 

What instructional strategies/support will the teacher use to build academic language?

 

R:

 

 

W: Students must know what a noun, plural noun, base word, and suffix is

Help students by using a lot of visuals and color-coding to indicate which are the base words, which are the suffixes and make it clear that the –s and –es suffixes make nouns plural

L:

 

 

S: Students should be able to explain their pocket chart sort using the terms: “base word”, “suffix”, and “plural”

 

Help scaffold language use by asking: “Which base word did you pick up? What suffix do you need to make it plural?”

V:

 

 

 

 

 

 

LESSON REFLECTION

 

1.    What was (were) the main content learning goal for this lesson?

·         Students learned what a base word is, and what the function of a suffix is

·         Students learned the endings ch, sh, x, and s require the –es suffix to become plural

·         Most other nouns require the –s suffix to become plural

·         The –es suffix adds a syllable

·         There are also some words that are out of sorts and doesn’t use an –es or –s suffix to become plural (fish, oxen)

 

2.    What did you observe/notice about student learning as related to the learning goal during this lesson?

·         Students understood the principle because they completed the handout on their own with relatively few mistakes.

·         Students greatly enjoyed the poems that I introduced the lesson with and they were able to pick out many of the plural nouns, as asked.

·         Students enjoyed the jig I taught them to remember which words require the –es suffix to become plural.

 

3.    What specific examples of student learning do you have that showed students met or made progress toward this goal?

 

a.    Give specific examples of student evidence (actions and/or talk) that show students were successful? Make sure evidence connects to the learning goal for this lesson.

·         When asked during closing which words require the –es suffix, students were able to answer correctly: ch, sh, s, and x

·         When asked during closing which words require the –s suffix, students were able to answer correctly: most words

·         When asked during closing what the –es suffix does to the syllable count in words, students were able to answer correctly: adds 1 syllable

 

b.    Give specific examples of student work that show students were successful. Make sure evidence connects to the learning goal for this lesson.

·         Students were able to complete the handout with few mistakes

·         All students were able to complete the pocket chart sort with no mistakes (they chose a base word, they chose the proper suffix, and placed it in the proper category)

 

c.    What concepts or ideas related to the learning goal have students mastered?

·         Students understood the principle of when and how to use the suffix –s and –es

·         Students remembered the example words that were out of sorts

·         Students understood that the –es suffix added a syllable

 

d.    Looking at this evidence, what were your (the teacher’s) actions and/or strategies that built successful student learning?

·         By making the lesson interesting (with poems) and interactive (with the pocket chart and learning a jig), students were able to retain the information, stay engaged, and absorb the principles taught in the lesson.

·         I also drew connections to their previous knowledge about nouns, and what are plural nouns.

4.    What specific examples of student learning do you have that showed students struggled to meet or make progress toward this goal?

 

a.    Give specific examples of student evidence (actions and/or talk) that show students struggled? Make sure evidence connects to the learning goal for this lesson.

·         There were a few students who were hesitant at the pocket chart and they weren’t sure about where to put the plural words they formed (ex: one student placed foxes in the “s” category)

·         When I circulated around the room while students were working on the handout, 1 student was not sure which word endings indicate the use of the –es suffix.

 

b.    Give specific examples of student work that show students struggled. Make sure evidence connects to the learning goal for this lesson.

·         A couple words on the handout were spelled incorrectly

 

c.    What concepts or ideas related to the learning goal proved most troublesome for students? Why do you think this is so?

·         I think the jig might have been confusing for a couple of students because it required memorization of hand gestures as well as the letter sounds that correspond with them. Students might have been preoccupied with remembering which letter sound goes with which gesture and the principle of the jig was lost on them.

 

d.    Looking at this evidence, what were your (the teacher’s) actions and/or strategies that interfered with student learning? What missed opportunities were there?

·         I forgot to incorporate the think-pair-share I had planned for the lesson. A think-pair-share might have helped struggling students realize that they weren’t sure what the principle of the jig was and perhaps they would have asked for help.

 

5.    What was the main academic language goal for this lesson? What strategy did you use to have students develop/practice this language goal?

·         I used the terms: “plural nouns”, “nouns”, “suffix”, “base words” throughout the lesson and throughout the pocket chart game to help scaffold students’ learning and to encourage students’ use of the language. I also asked students to repeat the vocabulary multiple times during the introduction.

 

a.    Was this strategy successful in developing this academic language? Why or why not?

·         I think it was successful for the most part because most of the students were able to use the language during the pocket chart game and in closing, students were able to respond to my questions (ex: what is a suffix?) correctly.

 

b.    Give specific examples of student evidence (actions and/or talk) that support your conclusion?

·         During my closing, I asked students: “What is a base word? What is the term for the ending that makes a word plural? What does the suffix –es do to the syllable count? What is a plural noun?” Students were able to answer correctly.

 

6.    Using the evidence of student learning described above, what are the next steps you would take with this class as a whole and/or with small groups of students to meet specific student successes and/or needs?

·         I would make sure that students understand how to use their newly learned skills in their writing. I would administer a writing activity where students have to write a few sentences and they have to include at least 5 plural nouns in their writing.

·         I could also put another poem with plural nouns on the overhead and go over base words and suffixes with students while marking up the poem to clearly show it to the class.

 

7.    Knowing that good teachers always make changes, how will you use what you have learned from the above reflections to teach this or another lesson to a group of students?

·         I would have put the poems on poster paper or on an overhead and asked students what they notice about the nouns. This would have been better visual scaffolding for students because my original lesson was very orally scaffolded. Putting the poems in written form also reinforces the practical use of the lesson for students – if students see the plural nouns in writing, they will better understand that they need this skill in their writing.

·         I would slow down my questions and leave more room for further responses instead of getting 1 response and moving on. Slowing down will allow students to think more about the answer given, and let that sink in.

·         I would also go over the principle of the jig with students so that they do not get too caught up in the movements and hand-mouth coordination. It is more important for them to understand that words that end in ch, sh, x, and s require the –es suffix.