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Max and the Grasshopper

Stage Three
Plural Nouns

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Stage Three Plans

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Plural Nouns

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Negatives in Sentences

Learn how to express the concept of more than one thing by making nouns plural.

 Max and the Grasshopper Flipbook

 Speaking

This lesson presumes that the person knows some nouns to say in singular form, and also knows about numbers and counting. Be sure that the person has the concept of more than one, and knows how to locate numbers and plural "s" before beginning these activities.

Have the person request a multiple of a snack item. For example, if a person states they want cookie ask, “How many?” and require him/her to state, “3 cookies.” Be sure to emphasize the “s” sound at the end of the word and model where plural “s” is located on the AAC system.

Present the person with pictures with multiples of the same item. Ask the person to describe the picture. You can use the carrier phrases, “I see ______” or “There are _______.” Be sure to do one example yourself to model what you are expecting from the person.

Give the person a specific amount of the same item while working on counting. When finished counting, have the person state the quantity and item using the plural noun. For example, “I have 8 pennies.” Note: AAC system will automatically handle most irregular plurals.

Have the person direct an art activity using plural nouns. For example, have him/her request “3 stars in sky,” “2 trees in forest,” or “4 wheels on bus.” If, when asked what he/she wants on the picture, the person states “star,” respond with “How many?” and require the person to pluralize the noun, “3 stars.” You can then go on to ask, “Where do you want them?” to facilitate “3 stars in sky.” This way you can work on plural nouns and prepositions all at the same time!

Noun Category Smart Charts

POSTERS

Nouns Wordle

 Reading

Have the person pick a book that interests them. Let him/her know that the purpose of reading the book is to locate and say all of the plural nouns in the story. While reading the story together, every time a plural noun is spotted, prompt the person to say that plural noun on his/her AAC system. If the word can not be found in the system don’t panic, simply point to the plural “s” at the end of the written word and say the word again, emphasizing the “s” sound at the end of the word.

Read the books that come with this lesson. Let your student find all the plurals on each page. Have them then find the plurals on their device.

BOOKS

 Writing

Using the writing process, have the person write a story about a multiple of something. For example, the main characters in the story could be three dogs. The title of the story could be “Three Dogs Go To the Zoo” and the opening sentence could be “One day, three dogs were very bored over the summer and they decided to go to the zoo.” If your student is not ready to write an entire story, make up a cloze practice story where the student fills in all necessary plural nouns.

Use the included writing template with your student to write a story with interjections using computer emulation. Text can be inserted on each line using the AAC device connected to the computer either with a USB cable or a Blue Tooth module. When one line is full, the student can tab to the next line. Stories can be printed and illustrations can be added.

If you are using WordPower (Saltillo or TouchChat), save the person’s writing using Stories and Scripts within the vocabulary. Learn more about this feature here.

WRITING TEMPLATES

Plurals

 Extension

Be prepared for overgeneralization of plural nouns. For example, the person may say “one dogs” or “one cookies.” Overgeneralization is a natural part of language development. Simply let the person know that if there is only one of something, it doesn’t need the “s” at the end of the word. People often learn as much from their errors as they do from their correct responses.

Objectives

The person will request a multiple of an item using a plural noun.

Materials Needed

(In addition to the books, games and activities provided in this lesson plan)

Max and the Grasshopper

Three Dogs

If I Were a Plural

Noun Wordle

Plurals Writing Template

Vocabulary Targets

Will vary

Realize Language Tip

Patterns of Use

Finding patterns of device use can assist professionals develop realistic language goals for their students.

A Smart Chart is a list of the icon sequences you will need to locate the target vocabulary for this lesson. Choose your language system and level to access the specific Smart Chart you’ll need.

 Homework Card

Can-Do Cards are fun, motivational activities the entire family can do to help your child improve their communication skills. Most activities will fit nicely into your daily family routines.

Start Homework Plan

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Plural Nouns

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Negatives in Sentences

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Common Core Standards
Below are references to the Common Core Standards organized by grade level and associated with the goals and objectives of this lesson plan. When considering which standards to target in your lessons with students, begin by looking at the standards at your student’s grade level. You may need to refer to that same standard at a lower grade level to adapt your lesson to best meet the needs of your student.

K.RIT.1 Ask and answer questions about key details in a text.
K.RIT.4 Ask and answer question to help determine or clarify the meaning of words and phrases in a text.
K.SL.6 Speak audibly and express thoughts, feelings and ideas clearly.
K.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
K.L.1b Use frequently occurring nouns and verbs.
K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
K.W.2 Use a combination of drawing, dictating and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

1.RIT.2 Identify the main topic and retell key details of a text.
1.SL.6 Produce complete sentences when appropriate to task and situation.
1.L.1b Use common, proper, and possessive nouns.
1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
1.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

2.L.6 Use words and phrases acquired through conversations, reading and being read to and responding to texts, including using adjectives and adverbs to describe.
2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

3.W.6 With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.

4.L.3 Use knowledge of language and its conventions when writing, speaking, reading or listening.
4.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type and minimum of one page in a single sitting.
4.W.10 Write routinely overextended time frames and shorter time frames for a range of descipline-specific tasks, purposes and audiences.

5.SL.6 Adapt speech to a variety of context and tasks, using formal English when appropriate to task and situation.
5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition and other logical relationships.
5.W.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single setting.
5.W.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes and audiences.

6.SL.2 Interpret information presented in diverse media and formats and explain how it contributes to a topic, text or issue under study.
6.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
6.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
6.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details and well-structured event sequences.
6.W.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
6.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach.
6.HSS.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
6.HSS.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical contest relevant to grades 6-8 texts and topics.

7.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
7.SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details and examples; use appropriate eye contact, adequate volume and clear pronunciation.
7.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension and expression.
7.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
7.W.6 Use technology, including the internet to produce and publish writing and link to and cite sources as well as interact and collaborate with others, including linking to and citing sources.
7.W.10 Write routinely overextended time frames and shorter time frames for a range of discipline-specific tasks, purposes and audiences.

8.SL.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
8.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
8.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
8.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
8.W.6 Use technology, including the internet, to produce an publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
8.W.10 Write routinely overextended time frames and shorter time frames.

9.10.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
9.10.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
9.10.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
9.10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection organization and analysis of content.
9.10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
9.10.W.6 Use technology, including the internet to produce, publish and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
9.10.W.10 Write routinely overextended time frames and shorter time frames.
9.10.ST.7 Translate quantitative or technical information expressed in words in a text into visual form and translate information expressed visually or mathematically into words.
9.10.HSS.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

11.12.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
11.12.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
11.12.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
11.12.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
11.12.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
11.12.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.
11.12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
11.12.W.6 Use technology, including the internet to produce, publish and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
11.12.W.10 Write routinely overextended time frames and shorter time frames for a range of tasks, purposes and audiences.
11.12.ST.2 Determine the central ideas of conclusions of a text, summarize complex concepts, processes or information presented in a text by paraphrasing them in simpler but still accurate terms.
11.12.ST.4 Determine the meaning of symbols, key terms and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
11.12.HSS.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.