Singular & Plural Nouns To be taken up during Circle Time Instructional Structure

Day 1& 2: Eliciting the rules for singular to plural conversion by pronouncing the plural words. Making sentences with the plural nouns ending with -es. Day 3: Converting given singular nouns to plural using the appropriate rule. Day 4: Applying understanding of the rules discussed in converting words according the appropriate rules in their plural form Day 5: Applying understanding of the rules in converting the words and sentences in their plural forms approprieately.

Plans (5 days)
Day 1, 2 & 3 (Maximum) Topic: Singular and plural nouns Objective: -The child speaks plural forms of a noun within the choice given by the teacher. -The child decides the rule for singular to plural conversion, pronouncing the plural words individually. Rationale: Language is comprised of three basic components:- Meaning, Grammar, and Pronunciation. Listening and exposure to language are the primary and most crucial pre-requites for the learning of all these components of language. They enable children to develop the appropriate language structures spontaneously, and naturally. Children would therefore, through this module, learn to listen to words, listen inside of words, and then decide how their suffixes are spelt differently. And all along, meaning of these words would be embedded in their purposeful, contextual usage. Grammar games can provide productive practice in reinforcing and strengthening grammatical structures in a way they can be visible in speech as well, and not merely the written grammatical exercises. Child is able to use and pay attention to the grammatical aspects of language, identify, discover and then write spellings. Material required: flashcards Skills: speaking, listening

Procedure: The teacher would begin the class by talking about the game that they are going to play today in the class. She would then give the following instructions with appropriate enactment on how to play the game Pass The Bucket. All children will first sit in a circle on the floor. She would now show (through enactment) an imaginary bucket and ask them what it is. After eliciting responses like its something in which things can be carried, she would tell them that she is actually holding a bucket. She will act as if shes putting 5 pens into it and state the same aloud (I am dropping/adding 5 pens into the bucket.). She will then pass the bucket to one of the students while simultaneously telling them to add more imaginary things into the bucket like she did. (You need to keep something in this bucket to make it heavy and pass it on to the next child to add more things in respect to make it heavier.) They will also speak aloud what they have added. The teacher would then tell them that: all the things would be imaginary one child can put only one type of object but the number of objects should be more than one Meanwhile, the other teacher will write the various plural nouns (objects) spoken by the children on a chart under different categories. {Keeping in mind, the Singular-plural rules discussed previously} For ex- -s, -es, -ves, -ies and the other irregular forms. This same teacher will keep a track of the words spoken by the children & probe for words in various categories. After playing at least one round of the game, the teacher can make the following modification in the game and play another round:Game 2 Each child will be given the flash card of a singular noun. The children would be asked not to show the same to anybody. At their turn, they need to add plural forms of those objects in to the bucket. Not to forget, those whose turn happens towards the end, would be getting heavy, really heavy baskets. Note: - the flash cards of nouns ending in fe; -y (both that add only ans, and the ones in which the y is dropped to add - ies instead); -f, ch, and the ones that change completely. Now, the game will be played again. All these words would also be simultaneously added in the respective columns on the board by the other teacher, if they already are not added there from the previous game of the round. After the game, the teacher would pick the heavy basket and keep it aside. Then, the children are to retell the things that were added in the basket. Theyd be prompted to read the words from the board for the same. Focus, here would be on the pronunciation of the plural words of (a) given kind. After having read the plural words of one category, say those with sh or ch in the end that add-on es at the end, the teacher will ask them to stop. Now ask one of the children to tell the singular form of any one of those words. E.g. bunch. And then read out its plural, bunches. Ask children why es was added instead of s. Here, the focus would be the sound and then directing it to its corresponding spelling pattern. Similarly, elicit the rule for -iesthe fact those plural words produce a long ees sound. E.g. chilly chillies. The next day:-

The teacher will ask children to write on a slip of paper all possible nouns that they know end with a sh or ch sound or any other nouns that when they become plural, they have the is sound in the end, eg. Oranges, cartridges, etc. Now that bucket game would be played again but each child would be required to add two types of objects today (all more than one in number). The second condition is that no child can repeat the objects that have already been added. So, today they will be using sentence structure like, I am keeping/giving/slipping in/ dropping some oranges and cartridges. After enjoying this game, children will be asked to write down the sentences used by all the other children in class in their notebooks. The challenge would be to see how many of those they remember. If children want to play the game one more time for the sake of trying to remember, the same would be played again. However, this time children would be asked to state the same sentences that they did the previous time. And after this, writing and sharing aloud of those sentences would follow. Day 4 Objective: The child converts the given nouns in to plural using the appropriate rule, given previously to decide. Rationale: Language is comprised of three basic components:- Meaning, Grammar, and Pronunciation. Listening and exposure to language are the primary and most crucial pre-requites for the learning of all these components of language. They enable children to develop the appropriate language structures spontaneously, and naturally. Children would therefore, through this module, learn to listen to words, listen inside of words, and then decide how their suffixes are spelt differently. And all along, meaning of these words would be embedded in their purposeful, contextual usage. Grammar games can provide productive practice in reinforcing and strengthening grammatical structures in a way they can be visible in speech as well, and not merely the written grammatical exercises. Child is able to use and pay attention to the grammatical aspects of language, identify, discover and then write spellings. Procedure a) The teacher will initiate this game by first showing a flashcard having a word in its singular form written on it. She would ask one of the children to read it, change it into its plural form & write it on the chart (used in the previous game) under the appropriate category. Similarly, she would take 15 words (flash cards) under the different categories and show them one-by- one. Note: While taking up all the words, she needs to make sure that the children pronounce the words appropriately & decide under which rule it should come. This way, the spellings for all the words would be discussed collectively and then written on the chart. Words that can be taken up:- Flower, park, storey, house, cartridge, orange, porridge, rose, watch, brush, story, butterfly, copy, wife, leaf, knife, goose, louse, tooth, die (dice), glass, etc

b) Quick Fix Story:- One of the children would be asked to come forward and read aloud all the plural nouns with clear and correct pronunciation. Ask the child if he is also clear about the meaning of all these words. Now, tell the child that it is time for a QUICK FIX STORY. Ask him what a QF story could possibly be? and then, explain:- He/She has to create a quick story incorporating all the plural forms of the words for a quick fix story. And theres no time to stop. One can go slow, but not pause for long. It is a story that is told but never written cause it has no pauses. Its quick and fun and helps us explore creative ideas. Let them begin:- Share an example:- There were flowers in those parks, where houses with multiple storeys had cartridges in all rooms Let children take turns to tell their stories and with every narration, let them try to make their stories more meaningful, creative Day 5 Topic: Singular-plural Objective: The child applies the understanding of the rules and converts words/sentences in their plural form, appropriately. Rationale: Listening and exposure to language are the primary and most crucial prerequites for the learning of a language. They enable children to develop the appropriate language structures spontaneously, and naturally. Grammar games reinforce and strengthen grammatical structures in a way they can be visible in speech as well, and not merely the written grammatical exercises. Skills: Writing Procedure: A sheet based on the conversion would be given to the children. They can begin with it in the class and continue at home.