November 5, 2015
|
by Molly Stahl

Lesson plan

Collective Noun Farm

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Students will be able to identify and use collective nouns in complete sentences.

(3 minutes)
  • Activate student knowledge reviewing the concept of a noun.
  • Ask them what types of nouns they know. Give some examples of your own: people, places, things, common, proper, singular, plural, etc.
  • Introduce this lesson's main concept by writing "collective nouns" on a piece of chart paper.
(5 minutes)
  • Have students turn and talk with partners about the base word in collective.
  • Ask them to think about what we have after collecting lots of things.
  • Explain that collective nouns are special words for groups of people, animals, places, and things.
  • Tell students they will watch a short video that contains examples of collective nouns. Challenge them to remember two examples from the video.
  • Play the Fawn's Animal Group Song video.
(20 minutes)
  • On the chart paper, make a list of examples students saw in the video. Allow them to share their answers with their partners in complete sentences (e.g., "In the video, I noticed the collective noun ____.")
  • Next, read the book Herd of Cows, Flock of Sheep: Adventures in Collective Nouns by Rick Walton. When you are finished reading, ask students to add to the list on the collective nouns chart.
  • Let them know that you're going to create a "flip up" picture of a farm using four collective nouns. Pick an animal for each of the following places on the farm: in the barn, around the pond, behind the fence, by the hay.
  • Model an example of a "flip up" picture using "herd of sheep."
    • Using coloring tools and construction paper, draw a fence.
    • Cut out some sheep from a Minnie's Farm Visit worksheet and paste them onto the fence.
    • Cut out the sheep and fence and glue them onto a blank sheet of construction paper. Make sure to only glue the top portion of the cut-out so that it can flip up.
    • Write "herd of sheep" underneath the picture.
(20 minutes)
  • Remind students that they'll be creating the same model four times, for four different collective nouns.
  • Distribute construction paper, Minnie's Farm Visit worksheets, scissors, and coloring tools.
  • Walk around the room and monitor students as they work, providing assistance when needed.
  • Enrichment: Advanced students can be asked to include two collective nouns for each place on the farm.
  • Support: Struggling students can be allowed to use the Collective Nouns reference sheet to find examples.
(15 minutes)
  • Have students write 2-4 sentences about their collective noun farm.
  • The sentences can be descriptive, narrative, or informative, but must include the collective nouns they used for their farm pictures.
  • Tell students to share their complete sentences aloud with their elbow partners. Based on partner feedback, allow students to adjust their answers orally and in writing to clarify or correct their answers.
(5 minutes)
  • Invite a few volunteers to share their farms and sentences. If students have a question about a presenter's sentences, have students ask for clarification. Allow the presenter the opportunity to respond to the question.
  • Post the question: Why do we use collective nouns? Allow students to share their responses.

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