Lesson plan - Study Island
|Reading Lesson: Subject Verb Agreement |Grade Level: 6 |
|Lesson Summary: Students rewrite headlines with incorrect subject/verb agreement and then switch with a partner and correct. Students play a PowerPoint game, |
|writing a subject/verb to correspond to an image. Advanced students create quizzes with multiple-choice verbs. Struggling students write sentences using singular |
|subjects/verbs and then plural. |
|Lesson Objectives: |
| |
|The students will know… |
|that subjects and verbs must agree in number. |
| |
|The students will be able to… |
|identify correct and incorrect subject/verb agreement. |
|Learning Styles Targeted: |
| |
| |
|Visual |
| |
|Auditory |
| |
|Kinesthetic/Tactile |
| |
|Pre-Assessment: |
|Write five sentences on the board.* Pass out two index cards per student with “S” written on one card and “P” written on the other card. Explain that the “S” card |
|stands for “singular” and the “P” card stands for “plural.” |
| |
|Have students identify the subject in the first sentence, and hold up either the “S” or “P” card. Then have students identify the verb, and hold up either the “S” |
|or “P” card. Does the verb agree with the subject? If not, have students change the verb so it agrees with the subject. |
|Whole-Class Instruction |
|Materials Needed: PowerPoint presentation*, pencil, paper, and newspapers |
|Procedure: |
|Presentation |
|Discuss how singular subjects require single verbs and plural subjects, plural verbs. Remind students that most verbs use the opposite s approach to |
|singular/plural, with singular verbs adding an -s at the end. |
| |
|Practice with the following combinations: The girl talks on her cell phone. The girls talk on their cell phones. His sneaker smells. His sneakers smell. The |
|student reads a book. The students read books. |
| |
|Review pronouns that sound plural, but are singular. Have students practice writing sentences using the following pronouns paired with a singular verb: everybody, |
|everyone, neither, either. |
| |
|Discuss the tricky pronoun none, which uses a singular verb when it means “no one” or “not one” and a plural verb when it means or suggests more than one thing or |
|person. Practice writing sentences with none as a class. |
| |
|Then review another tricky pairing: nouns that refer to one item, but end in an -s and take plural verbs. Tell students that although these nouns are singular in |
|nature, they sometimes have “pair of” preceding them. |
| |
|Have students practice writing sentences with the following nouns: scissors, glasses, pants, tongs. |
| |
|Guided Practice |
|Work with students to identify subject/verbs in newspaper headlines and determine whether they are singular or plural. |
| |
|Then distribute newspapers and have students rewrite headlines with incorrect subject/verb agreement. They should exchange their headlines with a partner and |
|challenge each other to correctly revise so that there is correct subject/verb agreement. |
| |
|Independent Practice |
|Have students play a PowerPoint game*, writing a noun and a verb after viewing an image and then combining both in a sentence. |
| |
|Closing Activity |
|Ask students to share how they remember a tricky subject/verb pairing from the Presentation. |
|Advanced Learner |
|Materials Needed: pencil, paper |
|Procedure: |
|Tell students that they will be creating quizzes with ten sentences and three multiple-choice verbs to select the correct choice. Start them off with an example: I|
|wish I _____ as creatively as my friend Maya. A. writes B. wrote C. written The correct answer is B, wrote. |
| |
|Have pairs of students exchange their quizzes, and then take the quizzes, circling the correct multiple-choice verb. Students can return the quizzes and grade |
|them. |
|Struggling Learner |
|Materials Needed: magazines, pencil, and paper |
|Procedure: |
|Distribute 3 copies of magazine photos containing people and animals. Have students write a sentence about the photo using a singular subject and corresponding |
|verb. Then have them use a plural subject and corresponding verb. |
| |
|Ask volunteers to read their sentence pairs to the class. |
*see supplemental resources
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