Focus question: What are the difficulties with an indefinite subject-verb match? Tell students that today they will learn subject-verb correspondence with indefinite pronouns, which is why it is important to know which pronouns are singular and which are plural. Students will be able to form sentences in which the subject and verb correspond. Ask students to write and illustrate 14 sentences: two sentences for each of the seven pronouns, one with a countable noun, and one with an innumerable noun. In the interest of time, you can ask students to fill out this form as partners or put the pronoun and name pieces in envelopes and distribute assignments. As students work on the activity, move around the room and help students who need help determine the correct verb form for each pronoun. Collect, evaluate, and provide feedback for this activity before proceeding to Lesson 3. Check the subject-verb match rule: subjects and verbs must match in number (singular or plural). If a subject is singular, its verb must also be singular, and if a subject is plural, its verb must also be plural. Ask students to give examples of sentences with a singular subject and verb.

Next, ask for sample sentences with subjects and plural verbs. Write down the examples in the class. Ask students to identify the subject and verb in each sentence, and then indicate that they match in number. Our subject-verb agreement lesson plan focuses on teaching students to use the right verb with the subject, including topics that are difficult to identify or topics that seem plural but singular. In this lesson, students will be asked to work with a partner to create sentences that use each rule for subject-verb correspondence and demonstrate their understanding of these rules and how to use them. Students are also asked to identify the correct verb in various given scenarios. “Why is it important to know if a pronoun is singular or plural? How will this help you become more effective writers? (When students write a sentence with an indefinite pronoun as the subject, they need to know if it is singular or plural to use the correct verb for the correspondence.) Remind students of the strategy they learned in Lesson 1 for determining indefinite pronouns in the singular: pronouns that end with the words body, thing, one or the other, as well as one or the other, neither, and each is always singular. To verify comprehension, distribute copies of the list of indeterminate pronouns in Lesson 1 (LW-4-1-1_Indefinite list of pronouns and key.doc). Have students complete it and then review their work with your previously completed version.

Students should see significant improvement. Have your complete list published so that students know which indefinite pronouns are singular and which are plural. In our subject-verb agreement lesson plan, students learn the basics of subject-verb correspondence and how to ensure subject-verb matching in their own writing. Students also learn pronoun-precursor pairing. Ask the class to help you make a list of seven countable names (e.g.B students, teachers, swings, books, shirts, siblings, friends) and seven that are not (e.g., B homework, corn, mail, smoke, gravity, history, noise). Display these names in two columns under the headings: Countable/Plural and Uncountable/Singular. Also, publish the seven pronouns, which can be singular or plural depending on the subject: all, all, more, most, none, some, etc. The possible inclusion of commercial websites below is not an implicit endorsement of their products, which are not free and are not required for this lesson plan. Note that each is often followed by a prepositional sentence ending in a plural word (e.B. each student), which gives the impression that the verb should be plural, but remember that each is always singular and requires a singular verb. “Think of six names with your partner: three that are countable and three that are not. Next, write six sentences with these six nouns and six of the indefinite pronouns in the class list.

Circle the noun to which the indefinite pronoun refers and underline the verb. Then illustrate the name next to the sentence. Your drawings do not need to be elaborated; Stick figures or sketches that show if the name is countable are all you need. When they`re done, share your sentences with another group. Once students have completed this task, have each couple share one of their sentences while you save it for class. You may also want students to publish their articles with their drawings in the room so that everyone can see them. Explain that some indefinite pronouns may be singular or plural, depending on what they refer to in the sentence. “These pronouns are all, all, more, most, none, some, and so on. For these indefinite pronouns, ask yourself if what the pronoun refers to is countable or not. If countable, treat the pronoun as a plural. If it is not countable, treat the pronoun in the singular. For example, “All players are here.” Since you can count the number of players, the pronoun should be considered a plural and needs the plural verb.

However, for the phrase “all the sugar is gone,” you really can`t count every grain of sugar, so you should consider the singular pronoun that the singular verb needs. If you`re not sure, imagine you`re drawing the name. How would you attract players? How would you draw sugar?¬†Draw or have a student draw sketches of players (these can be as simple as stick figures) and a hill, bag, or spoonful of sugar for the class. List these indeterminate pronouns for the class and associate students to perform the following activity. Using your completed list of undetermined pronouns as a guide, have students complete the Indeterminate Pronouns: Singular and Plural worksheet (LW-4-1-2_Indefinite Pronoun Worksheet and KEY.doc). Have students compare and discuss their answers with a partner. Then, have students share their answers as you save them for class. Ask students if there are any questions they found particularly difficult and answer the remaining questions. So happy to find something so well done for free! Set of courses with personal whiteboards (or scratch paper for each student). .