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)

Forming the possessive of singular nouns

To make singular nouns possessive, simply adds

the lobster claw the fish food Examples:the food of the fish s =the claw of the lobster s =

You try - the tail of the whalea. the whales tailsb. the whales tailc. the whales tail

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Good Job!

Remember!Whale is a singular noun. Singular nouns are made possessive by adding s.

Now

Forming the possessive ofplural nouns

There are .ways to make plural nouns possessive.2

Rule #1

If the plural noun ends in s simply add an apostrophe

the oysters pearls the sharks teeth Examples:the teeth of the sharks =the pearls of the oysters =

You try - the claws of the lobstersa. the lobsters clawb. the lobsters clawsc. the lobsters claws

Oops! Try again.

Good Job!

Remember!

Lobsters is a plural noun and ends in s. Plural nouns that end in s are made possessive by adding an apostrophe.

Rule #2

If the plural noun does not end in s adds

the children fish the salmon babiesExamples:the babies of the salmon s=the fish of the children s=

You try - the boats of the mena. the mens boatsb. the mans boatsc. the mens boats

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Good Job!

Remember!

Men is a plural noun and doesnt end in s. Plural nouns that do not end in s are made possessive by adding s.

Try these!

the gear of the scuba diversa. the scuba divers gearb. the scubas diver gearc. the scuba divers gear

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Good Job!Plural Possessive Rule #1The plural noun ends in s, add

the home of the fisha. the fishes homesb. the fishs homec. the homes fish

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Good Job!Singular PossessiveSingular noun add s

the voices of the dolphinsa. the dolphins voiceb. the dolphins voicesc. the dolphins voice

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Good Job!Plural Possessive Rule #1The plural noun ends in s, add

the tentacles of the octopusa. the octopuss tentaclesb. the octopuses tentaclesc. the octopus tentacles

Oops! Try again.

Good Job!Singular PossessiveSingular noun add s

the fish tanks of the childrena. the childrens fish tanksb. the childrens fish tanksc. the childrens fish tank

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Good Job!Plural Possessive Rule #2Plural noun does not end in s, add

the beauty of the coral reefa. the coral reefs beautyb. the corals reef beautyc. the coral reefs beauty

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Good Job!Singular PossessiveSingular noun add s

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Bibliographyhttp://davepics.com

www.pacpubserver.com/.../ 6-17-99/scubadive.html

http://www.hihwnms.nos.noaa.gov/ http://encarta.msn.com/encnet/refpages/RefMedia.aspx?refid=461561510&artrefid=761579744&sec=-1&pn=1

http://www.reed.co.nz/title.cfm?titleid=2118

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*Presentation on possessive nouns.*Deductive strategy of teaching: Beginning with this slide, a statement/definition is provided of a possessive noun.*This slide confirms that we will be explaining how to form the possessive of a singular noun.*A description is provided to see how the noun is made possessive. We are studying the rule.*Examples are provided to assist with comprehension of the rule.*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.)*Oh, no! Lets try that again.*Positive reinforcement is provided for the correct response. Good job, the student was paying attention.*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 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.*Again, emphasizing that there are 2 rules for plural nouns.*Rule #1 for plural nouns.*Plural nouns that end in s.*Examples of plural nouns ending in s.*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.)*Yikes! Try again.*Nice job!*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 for plural nouns.*Plural nouns that do not end in s.*Examples of plural nouns that dont 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. Back to the scaffolding technique. The support has been removed and the student must function on their own. Can they do it?*Theres that monster again.*Doing good!*Scaffolding: the support is re-introduced.*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.*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 isnt because of what I am hearing as I busy myself in the classroom while students are learning.*Reinforcement of the answer and the rule.*Reinforcement of the answer and the rule.

*Reinforcement of the answer and the rule.

*Reinforcement of the answer and the rule.

*Reinforcement of the answer and the rule.