Lesson Planning of Inflectional Endings Subject English Grade 3rd

 

Lesson Planning of Inflectional Endings

Subject English

Grade 3^rd

Students` Learning Outcomes

• Students will recognize specific parts of words, including common inflectional endings.

Information for Teachers

• An inflection is an addition to the end of a root / base word i.e. s, es, ed, ing.
• It is also known as a suffix.
• Inflections are used to change words into plural or to change the tense of the word (timing of the action).
  

Material / Resources

Writing board, chalk / marker, duster, objects from within the class e.g. the students` bags, worksheets, pictures of singular and plural objects

Introduction

• Ask the students to raise their right hand.
• Ask, “What have you done?” (Expected answer would be as; I have raised my right hand).
• “Now raise your left hand also”.
• Then hold a book in your hand and ask them.
• “What do I have in my hand?” (Expected answer would be as; a book).
• “What do you have in your bag?” (Expected answer would be as; Book or many books).
• Tell the students that when we talk about more than one thing, we add‘s’ to it. This makes the world plural.
• Draw 2 columns on the board for singular and plural.

Singular	Plural
Book Desk Cat Cow Dog Lion King Girl Boy Bush Dish	Books Desks Cats Cows Dogs Lions Kings Girls Boys Bushes Dishes

•  Ask the students to look around and tell you any ten nouns. Write down the singular nouns and then plurals in their respective columns.

Development

Activity 1

• Use students` knowledge of science by asking the following questions:
• How does a plant grow?
• What is the most important part of a plant? (Root)
  
  
  
• Just like plants, our language also has root words from which other words grow.
• We can make new words by adding some letters to the basic (root) word.
• Write words on the board that end in s, es, ed, and ing. Like pencils, plates, pieces, called, walked writing, dining, etc.
• Then ask them to give you words ending in s, es, ed and ing.

Activity 2

• Ask students to clap their hands.
• What are you doing? (We are clapping our hands)
• Draw two columns on the board; write ING on one column an Ed on the other one.
• What did he do? (He clapped his hands)
• Write clapping and clapped in the respective columns.
• Ask students what other activities they do with their hands (waving, writing, shaking, holding, etc.)
  
• Write all these words in the ‘ing’ column.
• Ask them what they did recently (talked, walked, and stopped).
• Write these words in the ‘ed’ column.
• Tell the students that we add ‘ed’ to show that some action took place in the past; we add ‘ing’ to show that some action is continuing.

Sum up / Conclusion

• Repeat and revise the words with inflectional ending to make the students remember it.

Assessment

• Ask students to write the function of the inflections / suffixes noted on the board.
• Why do we add s, es, ed, and ing at the end of words?
• Give one example of each.
  
  
  
  
• 
  
  

Follow up

• Ask the students to write the following in their notebooks.
• Five singular and five plural objects found in your kitchen and dining room (words ending in s or es)
• Five action you did in the evening (words ending in ed)
• Five actions someone other more doing around you (Words ending in ing)