August 16, 2018
by Jasmine Gibson

EL Support Lesson

All About Plural Nouns

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This lesson can be used as a pre-lesson for the More Than One lesson plan.
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This lesson can be used as a pre-lesson for the More Than One lesson plan.

Students will be able to recognize and form regular plural nouns.


Students will be able identify plural nouns with grade level words using visual supports.

(3 minutes)
  • Gather the class together and display the objects or images you collected for the lesson.
  • Introduce the lesson topic by pointing to each group or individual object and reminding the class that all people, places, and things are also called nouns.
  • Explain that today students will be learning about plural nouns, which is what we call a noun that has more than one in a group or set.
(5 minutes)
  • Introduce new vocabulary words by providing student friendly definitions using the Vocabulary Cards and Glossary and using examples from the introductory section of this lesson.
  • Create a T-Chart on the whiteboard and write "Singular Noun" as a header on the top left column and "Plural Noun" as a header on the top right column.
    • Model deciding if one of the objects or images from the introduction is singular or plural, using the following sentence frames:
    • ____ is singular because ____.
    • ____ is plural because _____.
  • Record a few objects or images in the correct column on the T-Chart. Next, allow student volunteers to come up to the board to record their ideas!
(10 minutes)
  • Write up or display additional visuals (models or images) for the class (e.g., one truck, two cats) and have students give a thumbs up if it is plural or singular noun.
  • Write the same sentence frames you used to share out during the word level activity on the board.
  • Group students with a partner. Pass out the Plural or Singular Noun Sort worksheet to each pair for students to sort into plural or singular nouns.
  • Encourage students to share their reasoning with their partner using the sentence frames to deepen conversation.
  • Allow students to share a few of their answers at the end of the activity.
(10 minutes)
  • Pass out the Plural or Singular worksheet to each student to complete independently.


  • Group students needing additional support together and practice identifying plural vs. singular nouns using objects or images.
  • Encourage students to use plural nouns in spoken sentences to describe what they see.


  • Have students practice using plural nouns in additional sentences.
  • Pass out the Plural Forms of Words worksheet for students to complete.
(5 minutes)
  • Informally assess students ability to differentiate between plural and singular nouns during partner work time by checking in with each group and noticint their process as they sort the cards.
  • Formally assess students by collecting their exit ticket and assessing if they were able to draw or write a singular and plural noun.
(2 minutes)
  • Pass out an index card for each student to draw or write a singular noun on one side and a plural noun on the other side.
  • Review the differences between singular and plural nouns (having students share their exit tickets) if time allows.

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