Possessive Nouns Presentation on possessive nouns.

What is a possessive noun? Possessive nouns show different types of ownership. They may refer to something we possess, or they may refer to something that is part of us (ex. our bodies, our emotions) Deductive strategy of teaching: Beginning with this slide, a statement/definition is provided of a possessive noun.

Forming the possessive of singular nouns This slide confirms that we will be explaining how to form the possessive of a singular noun.

To make singular nouns possessive, simply add A description is provided to “see” how the noun is made possessive. We are studying the rule.

Examples: = = the food of the fish the fish food ‘s the claw of the lobster the lobster claw ‘s Examples are provided to assist with comprehension of the rule.

You try - the tail of the whale a. the whales tails b. the whales’ tail c. the whale’s tail Students may now check their understanding of the rule that has been stated. Feedback will be provided for correct and incorrect answers. This slide begins the process of scaffolding. Support was provided on the earlier slides, now the support is taken away. The student must be able to construct meaning using the earlier slides. If they are unable to select the correct answer, support is re-introduced through re-teaching slides. (Slide #9) From my perspective, this slide may also begin an inductive strategy process. An example is given; the student is required to self-talk through the rule. If the example is answered incorrectly, the student will receive an inductive re-teaching activity. (See slide # 9.)

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Positive reinforcement is provided for the correct response Positive reinforcement is provided for the correct response. Good job, the student was paying attention. Good Job!

Remember! Whale is a singular noun. Singular nouns are made possessive by adding ‘s. This re-teaching activity is provided to reinforce the example. Using inductive teaching, the strategy is talked through; now students must find the rule. Students are directed back to the “You try” screen to determine the correct rule. Using a scaffolding approach, the support is re-introduced to assist in selecting the correct response.(Back to slide #6)

Now… Now that you have seen the singular possessive slides, similar slides are provided for making nouns possessive in the plural forms. The same learning pattern is continued as with singular nouns. The hope is that students will more readily make sense of the presented material if the rules are consistently presented. Students need to be aware that there are 2 rules for making plural nouns possessive. The learning of possessive nouns is a very difficult process for 7th grade students. Hopefully, this activity will facilitate mastery.

Forming the possessive of plural nouns

ways to make plural nouns possessive. 2 There are . ways to make plural nouns possessive. Again, emphasizing that there are 2 rules for plural nouns.

Rule #1 Rule #1 for plural nouns.

If the plural noun ends in “s” simply add an apostrophe ‘ Plural nouns that end in s.

Examples: = = the teeth of the sharks the sharks teeth ‘ the pearls of the oysters the oysters pearls ‘ Examples of plural nouns ending in s.

You try - the claws of the lobsters a. the lobsters claw b. the lobsters’ claws c. the lobster’s claws Scaffolding technique: the rule and examples have been provided. We now take the support away to see if students can do it on their own. Re-teaching/support begins with slide #19. Inductive learning strategy: An example is provided, the learner must select the correct answer, or receive additional input regarding the rationale for the rule. (See slide #19.)

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Lobsters is a plural noun and ends in s. Remember! Lobsters is a plural noun and ends in s. Plural nouns that end in s are made possessive by adding an apostrophe. Example of inductive learning strategy. An example is provided, it is talked through, and the rule must be found. Additional examples of inductive learning can be seen in slide #23, #28, #31, #34, #37, #40 and #43. Additional practice can be found on slide #46. Scaffolding: Again the support is provided. Hopefully, students are starting to fall into the pattern of these nouns.

Rule #2 Rule #2 for plural nouns.

If the plural noun does not end in “s” add Plural nouns that do not end in s.

Examples: = the fish of the children the children fish ‘s Examples of plural nouns that don’t end in s. Hopefully, students will recognize these nouns as being plural. Sometimes they forget to make that determination about the word, especially those that change spelling when they are changed to the plural form.

You try - the boats of the men a. the men’s boats b. the man’s boats c. the mens’ boats You try. Back to the scaffolding technique. The support has been removed and the student must function on their own. Can they do it?

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Remember! Men is a plural noun and doesn’t end in s. Plural nouns that do not end in s are made possessive by adding ‘s. Scaffolding: the support is re-introduced.

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the gear of the scuba divers a. the scuba divers’ gear b. the scuba’s diver gear c. the scuba diver’s gear The next several slides provide practice for what has just been presented, and hopefully, learned. This continues the scaffolding strategy. Beginning with this slide, the exercises also provide an example of the task (inductive strategy). The students need to talk the exercise through from the knowledge they have received, both through the presentation and previous class instruction. The correct answer provides students with the proper rule. (See slide #30) If I were doing this myself, I would have memorized the rule and would now be having self-dialogue to determine the correct response.

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Plural Possessive Rule #1 The plural noun ends in s, add ’ The students receive positive reinforcement for the correct answer and are provided feedback of the appropriate rule with their correct response. Scaffolding and inductive learning. I like using the same sounds for the correct and incorrect responses. That way I am able to tell more easily who is being successful and who isn’t because of what I am hearing as I busy myself in the classroom while students are learning. Good Job!

the home of the fish a. the fishes’ homes b. the fish’s home c. the home’s fish

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Singular Possessive Singular noun add ‘s Reinforcement of the answer and the rule. Good Job!

the voices of the dolphins a. the dolphin’s voice b. the dolphins’ voices c. the dolphins’ voice

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Plural Possessive Rule #1 The plural noun ends in s, add ‘ Reinforcement of the answer and the rule. Good Job!

the tentacles of the octopus a. the octopus’s tentacles b. the octopuses’ tentacles c. the octopus’ tentacles

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Singular Possessive Singular noun add ‘s Reinforcement of the answer and the rule. Good Job!

the fish tanks of the children a. the childrens’ fish tanks b. the children’s fish tanks c. the children’s fish tank

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Plural Possessive Rule #2 Plural noun does not end in s, add ‘ Reinforcement of the answer and the rule. Good Job!

the beauty of the coral reef a. the coral reefs’ beauty b. the coral’s reef beauty c. the coral reef’s beauty

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Singular Possessive Singular noun add ‘s Reinforcement of the answer and the rule. Good Job!

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