Lesson Plan: Writing

Subject:

English Language Arts

Title:

Classifying Formal and Informal Plural Patterns

Grade Level: 3rd Grade

Duration:

60 minutes

Content Area:
The predominant content area of this lesson is to have the students be able to write sentences in
both formal and informal language use being able to recognize plural patterns inside the usage of
formal and informal language.
This lesson may also be applied as a way for students to learn how to write in Standard English
as well as be able to know when and where Standard English needs to be applied.
Purpose/ Goals:

Students will learn to recognize plural patterns inside formal and informal language

Students will learn to write sentences using formal and informal plural patterns

The goals of this lesson are important because the students will have learned how to write in
Standard English by writing sentences informal and formally using the plural patterns.
This lesson will help them develop a deeper understanding and knowledge of knowing when and
where you need to use Standard English, as well as recognizing plural patterns to create
sentences for books they are making.
The purpose of this lesson is for the students to come to a better understanding of how and when
to write in Standard English. Outside beyond the classroom the students are going to be expected
to know how to not only write in Standard English, but the places in which they must write and
use Standard English.
Objectives:
Students will learn when and where they must use Standard English, as well as create
sentences using informal and formal language.
This will be done through reviewing as well as discussing with the students some of the places
we talked about that we would use formal versus informal language. After discussing with the

students about informal and formal language and where they must use informal and formal
Standard English, I then would provide for them and model the booklet that they will have the
chance to create, using informal and formal language inside of the plural pattern. After reading
through my booklet that I made using formal and informal language, I hen ask will ask the
students to create some of their own sentences.
Students will learn how to find plural patterns within the informal and formal sentences
and then create their own.
This will be done through reviewing how we found patterns when we looked at the possessive.
Students will then be able to find the vernacular pattern by identifying number words in a
sentence as well as other signal words such as some and many, and the use of their common
knowledge.
Students will demonstrate how well theyve achieved these objectives by first working in pairs to
create sentences and then sharing on the whiteboard those sentences they had created in front of
the entire class. After having them write their sentences on the whiteboard for the class, I then
will have the students write their sentences of plural pattern Standard English formally and
informally into a little booklet. This then allows the students to reference back at when and
where they must use Standard English as well has how to write and find the pattern of the plural.
State and National Common Core Standards:
W.P.S.03.01 Exhibit personal style and voice to enhance the written message in both
narrative and informational writing.

This lesson addresses the Michigan State standard for English Language Arts in the subject for
writing. Students for this lesson will be learning how to use their personal style and voice to
create a book that will allow them to see the different plural patterns inside of writing informal
and formal language.

Students participate as knowledgeable, reflective, creative and critical members of a

variety of literacy communities.

This lesson addresses the NCTE State standards for English Language Arts in the subject for
writing. Students for this lesson will be learning how to participate by creating informal and
formal sentences and then using their creativity to create and illustrate the patterns and forms by
creating a book that will allow them to look back and reference how and when they need to write
in Standard English.
Community Knowledge:

Students knowledge and experiences will be incorporated and shared in the learning process by
first working as an entire class to write and create plural sentences on the whiteboard. Discussing
how to find the plural pattern as well as create informal and formal sentences. Then I will ask the
students to get together in pairs and to use their existing knowledge to come up and create their
own plural sentences informally and formally and then sharing their sentences used from their
prior experience beyond the class. For ex (informal) Sarah have two hamster and two cat
(Formally) Sarah have two hamsters and two cats.
Procedure:
(20 min.) I will begin by sharing with the students what we had previously been talking about
with formal and informal language. Asking the students to tell me what it means to be formal and
what it means to be informal and where we would use formal language as well as informal
language. After the students had the chance to share what they had previously learned I would
then talk about the previous possession pattern that we had just learned about and share with the
students that we are going to be learning another pattern called the plural pattern. I would then
introduce the topic plural and discuss what the word plural meant. Explaining to them that plural
means more than one. Students then would have the opportunity to work as an entire class and
use their prior knowledge to help me create and find the plural patterns in the formal and
informal sentences that I will have written on the whiteboard.
(20 min) I then will show the students examples of the plural pattern by creating for them
sentences in informal and formal language. After using the code switching chart, I will explain to
them that we have to find a pattern like we did when we learned about the possessive pattern. I
will then introduce and model for them the book that I have created containing plural patterned
informal and formal sentences. I then will let them know that they are going to have the
opportunity to create their own books as well, but first we need to get together in pairs to come
up and create plural patterned sentences in both formal and informal English.

(20 min) When the students have finished creating their sentences, I will then ask for them to
come up and write a few of their sentences on the white board. By doing this it allows me to
measure which students have grasped the full concept of the lesson and the students that are still
struggling. Once I have fully measured where my students are with the lesson I then will have
the students begin creating their very own plural patterned informal and formal language
booklets.
Resources:
- Pencils

Markers

-Students personal experiences and sentences

-Crayons

-Construction paper for booklet

-Booklet

-Whiteboard
The plural pattern book that the students will be making out of construction paper by forming
informal and formal sentences using plural patterns, will help the students gain a deeper
understanding of how to find patterns when learning the plural pattern inside of formal and
informal language. By using pencils it will allow the student while writing the sentences the
opportunity to fix any mistakes that might have been made. This booklet also will help the
students learn how to write in Standard English. The crayons and markers are a way for the
students to be creative and create illustrations that will help them understand some number words
when trying to find the plural pattern. For example some dogs represents more than one dog, you
could have four. The whiteboard will be used as a way to measure and incorporate the students
prior knowledge as an entire class, in helping me find the plural pattern as well as create informal
and formal sentences using the plural.
Assessment:
The methods and strategies that I will use to measure student learning throughout the lesson will
be done through asking the students to be engaged by working in pairs. After working in pairs to
create example sentences of the plural pattern form inside of informal and formal language, I will
then ask the students to provide their example sentences on the white board to measure where the
students in my class are in understanding the concept of plural patterns using informal and
formal language as a result of this form of instruction I will use this to asses my students
formatively. To assess my students summative I will be asking the students to create little
booklets that contain sentences in the informal and formal English plural patterns. After the
students have finished these booklets I then will grade the students booklets based on the written
sentences as well as their ability to correctly identify the plural patterns through illustration. The
big idea is for students to learn how to write and use Standard English. If the students are still
struggling, I have put together little books already with illustrations as well as sentences that the
students have created. That way the student can then read the sentences and find the illustration
that best fits the sentence. By doing this for the students that are struggling in the classroom it
allows them to see the plural pattern through the use of illustration and then based on the plural
pattern illustration they then would have to look at the illustrations environment in order to find
the formal and informal sentences that best fit.
Application, Connections, Extensions:
Students will have applied what they have learned by working in pairs to
make personal connections based on their prior existing knowledge in
creating plural patterned informal and formal sentences. This allows the
students to make connections with the types of environments that the
students need to know how to use and write in Standard English. Students

will need to know how to write in Standard English outside of the classroom.
By creating a booklet of how to create plural patterned sentences informally
and formally, the students will be able to reference back and use them as an example of
how to write Standard English as well as how to find plural patterns inside of informal and
formal language.
Inclusive Instruction:
This lesson is inclusive for all students strengths and abilities as it involves using their personal
pre-existing knowledge of past experiences incorporated into the lesson by creating and making
plural patterned informal and formal sentences. Students also work in pairs to gain from their
classmates prior knowledge. The students prior knowledge is incorporated into the lesson as
they apply it to creating plural patterned formal and informal sentences to be added and made
into a book. In this lesson students are encouraged to use their native language if they do not
know the equivalent when writing their sentences. To integrate students who may struggle and be
at a different learning level, I have created a worksheet that has sentences already created in the
plural pattern form written in informal and formal forms. From the worksheet students will be
able to cut out the sentences and glue the sentences to their book. The student then will have to
decide which plural patterned sentences are formal or informal. I also created little books already
put together with illustrations already made as well as sentences that the students have created.
That way the student can then read the sentences and find the illustration that best fits the
sentence. By doing this for the students that are struggling in the classroom it allows them to see
the plural pattern through the use of illustration and then based on the plural pattern illustration
they then would have to look at the illustrations environment in order to find the formal and
informal sentences that best fit.

Here are some plural patterned sentences in the informal and formal
language that we made up on the whiteboard in class. Read each of these

sentences and try to match the sentences to the illustrations that are
provided for you in your booklets.

We have a lot of book in our class library

I have two dogs and two cats

Most of the girl went to gym
I have two dog and two horse
Most of the girls went to gym
We have a lot of books in our class library
All of the girl are here today
Sarah loves dog
All of the girls are here today
Sarah loves dogs
There were three whale in the ocean
I see five desk in the class
There were three whales in the ocean
I see five desks in the class