This lesson plan teaches students about plural nouns. It provides definitions of singular and plural nouns. There are three main rules for changing nouns to plural: adding 's', adding 'es' for words ending in s, x, z, o, ch, sh, and replacing 'y' with 'ies' for words ending in 'y' preceded by a consonant. The lesson includes warm-up activities like adding 's' to sample nouns, and two main activities that involve students writing plural forms of sample nouns in sentences and as standalone words. The lesson concludes with an assessment and follow-up activity having students discuss plural body parts.

1. Lesson Plan Of Plurals
English Grade 3
Students’ Learning
Outcomes
 Recognize and apply spelling change in plural form of nouns and
regular verb form.

Information for Teachers
Singular Noun Definition:
 When a noun means only one, it is said to be singular.
Example: boy, girl, book, lamp, box, etc.
Plural Noun Definition:

2.  Boys, girls, books, lamps, boxes, etc.
Rules for Changing Number of Nouns:
Rule 1:
 The plural of nouns is usually formed by adding ‘s’ to a singular
noun.

Example:
Lamp/lamps, flower/flowers. Fork/forks, pen/pens, cat/cats, etc.
Rule 2:
 Nouns ending in s, x, z, o, ch and sh form the plural by
adding ‘es’.

3. Example:
Moss / mosses, box / boxes, buzz / buzzes, potato / potatoes, dish
/ dishes, lunch / lunches, etc.
Rule 3:
 Nouns ending in ‘y’ that come after a vowel, form their plural by
adding ‘s’.
Example:
Day / days, toy / toys, valley / valleys.
Rule 3:
 Nouns ending in ‘y’ that come after a consonant are formed into
a plural by replacing ‘y’ with ‘ies’.
Example:
 Lady / ladies, city / cities, baby / babies.

4. 
Pronunciation alert:
 In standard English plural form words usually have a ‘z’ sound at
the end:
Chairs = spoken as chairz/ girls = spoken as girlz
 While teaching the lesson, the teacher should also
consult the textbook where
applicable. Material / Resources
Worksheet, board, chalks,
textbook.
Worm Up Activity
 Bring a set of two or more than two for any of the
object: pencils, books, papers, cups, to the class
 Hold one item at a time and write a pencil, a paper and write the
word on the board.
 Then using a different colored chalk, add ‘s’ to each noun to form
plural. Ask students to read both singular and plural forms.
 Write vocabularly about ‘ My Body’ on the board. Using the
following words as a guidline:
Knee, eyebrow, ear, mouth, jaw, forehead, elbow, ankle, finger,
wrist, heel, tongue, hand, arm, etc.
 Ask the students to say the plural form and come forward to add
‘s’ to each word.

5. Development
Activity 1
 Write the following sentences on the wring board.
 Ask the students to write the correct plural form of the noun in
each sentence.
1. There are four _______________ on the table (brush)
2. I saw two ______________________swimming in the tank.
(man)
3. A group of _____________________ sit in the room. (girl)
4. Amna and Ali brush their __________every day. (tooth)
5. I read five ________________ last week. (book)
6. There are many _________________in the field. (mouse)
7. I need three __________________ to move my stuff. (box)
8. All the _________________________ go to school. (students)
Activity 2
 Ask the students to write the plural form of the following singular
words:
1. Cat ___________________
___
2. Fox. ___________________
________
3. Class ___________________
__
4. Brush ___________________
_
5. Lady __________________

6. 6. Brush ___________________
_
7. Key ___________________
_
8. Lunch ___________________
9. Tree _________________
10. House _______________
11. Foot _________________
12. Ox _________________
13. Girl _________________
14. Chalk ________________
15. Child _________________
_
Sum Up / Conclusion
 Ask the students to change the following singular words in plural
form and plural words in singular form.
Ladies seed
children
Girls potatoes
butterfly
Witches glass
soap
Baby monkey
Words can be added or subtracted according to the level of the
class.
Assessment
 Write the correct plural forms on the wring board and ask the
students to write the singular words for them.
 Take the words from the previous activities.
Follow Up

7.  Write ‘ My body’ on the board and ask the students to make a
wb of their body:
 They must tell the names of the body parts that are only one or
more than one in their body.
 They make table for this as well. Sample is given below:
 Teacher can change the activity according to their choice.