Noun/Verb Sentence Structure
- Write a list of 5 nouns and a list of 5 verbs on the board.
- Review the pink noun poster.
- Review the green verb poster.
- Ask students decide on their own which list includes verbs and which list includes nouns.
- Tell students to take out student books and turn to Lesson 4. Look at the sentences in activity number 2. Go over the sentences reinforcing noun/verb sentences. After each sentence has been written, circle the noun pink and the verb green.
LESSON: Noun/Verb Agreement
- Ask 3 or 4 students to write one of their noun/verb sentences on the board from their Student Books. (Lesson 4 - activity 2)
- Point to the first sentence. Make sure the first word is capitalized.
- “Every sentence begins with a capital letter so that the person reading it will know that this is the beginning of a new thought.”
(Make sure that there is a period at the end of the sentence.)
- “This shows that the thought has ended, and we need to pause before starting another sentence. Now write the first word of this first sentence on your think pads. Raise your hand if you think this word is a noun.” (Affirm the correct response.)
- “How did you know it was a noun?”
(student response) : Because it is a thing, and things are nouns.
- “What color do we use to mark nouns?"
(student response): pink
- “Circle this noun pink. The noun in this sentence tells what the sentence is about. It is the SUBJECT of the sentence. The subject of a sentence tells us who or what is doing something in the sentence.”
- “What does the subject of a sentence tell us?”
(student response): The subject of a sentence tells us who or what is doing something in the sentence.
Play: Pass the Question and Answer:
- The question is: What does the subject of a sentence tell us?
- The answer is: The subject of a sentence tells us who or what is doing something in the sentence.
(Repeat this procedure for all sentences written on the board. Use colored chalk to circle nouns
pink and verbs green. Have the students do the same on their think pads.)
- Pointing to the verb, say: “The verb in each sentence tells what the subject does. It is called the predicate. Can you repeat that word?”
(student response): Predicate. (Have students repeat this word several times)
Teacher: Place the white, pink, green laminated mats on the board in that order.
- “Write 3 sentences with this pattern. Color - code your sentences by circling the noun pink, the verb green, and underlining the article any color of your choice. Place a vertical line between the subject and predicate.”
LESSON: Noun/Verb Agreement
Teacher: Write the following sentence on the board: The dogs bark.
- “Copy this sentence onto your think pads. Color - code the sentence. Check your partner’s paper to see if they agree. Place a vertical line between the subject and the predicate.”
- “I want you to notice something that you all know when you talk, but not when you write. Look at the last letter in dogs. What is the last letter in dogs? (s)
- That’s right. What does it mean when we say dogs? (More than one) That’s right, it means more than one dog. So this noun is called a plural noun. When we say that more than one dog barks - we say dogs bark. Look at the last letter of the verb. Does it end in s? No, it doesn’t.
- So we say: The dogs bark. What will we say if we want to make it one dog that barks; we say (write it on the board) The dog _________.”
(student response): “barks”
Teacher: “Yes, (write it in) when the noun is only one, there is an s on the end of the verb. This is called noun/verb agreement.”
Write four singular and plural nouns on the board. Ask students to write a three word sentence for each one.
(You can have them do their Student Book page today or for tomorrow’s lesson.)
Now ask students to turn to Lesson 10 in their Student Books where they will match the noun with the correct verb.