Thursday, December 1, 2011

Subject-Verb Agreement Lesson Plan

Subject-Verb Agreement
ESOL 3rd grade

Standard: ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.

Objective: The students will learn the correlation between singular/plural subjects and singular/plural verbs to make them agree with one another.

Rationale: It is important for students to understand subject-verb agreement so that they are able to correctly speak and write sentences.

Anticipatory Set: The teacher will show a video on BrainPop about subject-verb agreement called “Its No Good When They Argue.” Once the video is over, the teacher will explain to the students what subject-verb agreement is and have students come up and model what singular and plural means. Then the teacher will tell the students that today we are going to learn about subject-verb agreement.

Teacher Input: The teacher will introduce the rules for having a correct subject verb agreement by displaying the rules on a PowerPoint slide. The teacher will go over each rule with the students to ensure that they understand how to have a balance between the subject and verb. Then the teacher will provide each student with sentence strips that have a sentence written on them and two choices for the answers, one singular and one plural verb. The teacher will explain the rules of the activity by telling the students that they are allowed to work in groups of two or three and determine which verb correctly goes with each sentence. The teacher will be monitoring each group by walking around for assistance.

Active Participation: The teacher will divide the students into groups of approximately two to three students. Then the teacher will provide each group with their own sentence strips with a sentence on them that has the verb missing from the sentence. The students will also receive the answers that have singular and plural nouns on them and the students will have to determine which noun correctly goes with each sentence. The teacher will give the students a two minute “thinking time” where the group will determine the answer. Then the teacher will ask each group to come up to the front of the classroom and reveal their answers to the class. As the groups are giving their answers, the students will show a “thumbs up, or thumbs down” if they agree or disagree with the answers.

Retention Aid: Various students will come up to the front of the class to model what singular and plural means.

Independent Practice: The students will complete a worksheet on subject-verb agreement provided by the teacher.

Closure: As a ticket out the door, the students will write down one of the four rules on a sticky note that they remember on subject-verb agreement.

Assessment: The teacher will check the student’s answers to the subject-verb agreement worksheet.

Materials: Subject-Verb Agreement Rules, Subject-Verb Agreement worksheet, sentence strips with answers, BrainPop video “Its No Good When They Argue,” sticky note, and a PowerPoint slide.


                                               Subject-Verb Agreement

1. I _____ (are, am) happy.

2. Rice ______ (taste, tastes) good with chicken.

3. They ______ (are, is) wearing a blue shirt.

4. Robert and Pete ______ (plays, play) soccer.

5. Sally ______ (drive, drives) a car to work.

6. Tom ______ (use, uses) a fork to eat.

7. Jenny ______ (am, is) a good student.

8. Cars ______ (take, takes) people from one place to another.

9. She ______ (has, have) a nice smile.

10. Those pencils ________ (need, needs) to be sharpened.

Subject-Verb Agreement Rules

1. If the subject is singular (one), use a singular verb.  (Generally, a singular verb ends in "s" or "es")

2. If the subject is plural, use a plural verb.

3. If the subject is compound joined by "and," always use plural verb.

4. If the subject is compound joined by "or" or "nor," look at the subject closest to the verb and follow rules #1 and #2.


The book or pencils are on the desk.

Neither the children nor Dad knows where the bank is located.

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