What is Subject-Verb Agreement?

Fourth Grade Writing, ESL

by Sarah Sumnicht January 2, 2018

What's the grammar rule? In this subject-verb agreement lesson plan, you will introduce your students to the
basics of subject-verb agreement with one simple rule.

Learning Objectives

Students will be able to build sentences in which the subject and verb agree.

Materials and preparation Key terms

One copy of the It's Grammar Time: Subject- subject

Verb Agreement 1 worksheet verb
Class set of the It's Grammar Time: Subject- subject-verb agreement
Verb Agreement 2 worksheet singular
One piece of chart paper plural
Document camera
Student notebooks (or scratch paper)

Class set of personal whiteboards (or scratch

paper for each student)

The It's Grammar Time: Subject-Verb

Agreement 3 worksheet (optional for support)
The Link Up! A Subject-Verb Agreement Game
lesson plan (optional for support)
The How the Camel Got His Hump worksheet
(optional for enrichment)
The Get Down with Prepositional Phrases lesson
plan (optional for enrichment)

Attachments

It’s Grammar Time: Subject-Verb Agreement 1 (PDF)

It’s Grammar Time: Subject-Verb Agreement 2 (PDF)
It’s Grammar Time: Subject-Verb Agreement 3 (PDF)
How the Camel Got His Hump (PDF)

Introduction (5 minutes)

Write a simple sentence on the board (e.g. The dog buries a bone.)
Ask students who or what is doing an action in this sentence (e.g. the dog).
Underline the word dog and explain that this is the subject of the sentence. Explain that the subject is
the person, place, or thing that is doing something. Remind students that there may be other nouns in a
sentence, but only the one doing the action is the subject.
Then, ask students to identify the action in the sentence (i.e. what the dog is doing).
Circle the word buries and explain that this is the verb. Remind students that a verb is a word that

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 describes an action or state of being.
Write the definitions of subject and verb on the board for student reference.
Write several more sentences on the board, and invite students to come underline the subject and circle
the verb in each sentence. (Examples: My cats chase mice. The kid runs home. Ants always eat my
cookies.)

Explicit Instruction/Teacher modeling (5 minutes)

Tell students that there are certain grammar rules we have to follow when we write a sentence.
Explain that subject-verb agreement is when the subject of the sentence and the verb in the sentence
agree in number.
On a sheet of chart paper, use a red pen to write: A singular subject goes with a singular verb.
Remind students that singular means one.
On the chart paper, write an example sentence with a singular subject and verb (e.g. The teacher helps
me.) Underline the subject and circle the verb.
Explain that either the subject or verb will have an 's' at the end. Point out that if the subject is singular
(like one teacher) the verb gets the 's'.
On the chart paper, use a blue pen to write: A plural subject goes with a plural verb.
Remind students that plural means more than one.
On the chart paper, write an example sentence with a plural subject and verb (i.e. Two teachers help
me.) Underline the subject and circle the verb.
Point out that in this example with a plural subject (teachers), the subject gets the 's' at the end.

Guided Practice (10 minutes)

Using a document camera, display the It's Grammar Time: Subject-Verb Agreement 1 worksheet and
review the example.
Read the first sentence aloud and underline the subject—plane. (Tip: Cover the other sentences with a
sheet of paper so that only the one you are working on is visible.)
Explain, "We know that plane is singular because there is not an 's' at the end. That means there is only
one plane."
Tell students that since there is not an 's' at the end of plane, the coordinating singular verb will have an
's'.
Circle the word travels and remind students that this is the verb that agrees with the singular subject
plane.
Write the correct verb on the line and read the completed sentence aloud.
Repeat by guiding students through sentence number two as a model.
Complete five more examples with the class, inviting student volunteers to choose the correct verb and
explain their reasoning.
Have students discuss and complete the remaining sentences with an elbow partner, writing their
answers in a notebook or on a sheet of scratch paper.
After the worksheet is completed, explain that the 's' rule is an easy guideline to help us with subject-
verb agreement. Tell students that even tricky words, like everyone, will generally stick to this rule. Even
though the word everyone refers to more than one person, it is considered a singular subject because it
doesn't have an 's' at the end.
Write an example on the board using the word everyone (i.e. Everyone loves pizza.) Underline the subject
and circle the verb.
Point out that this example follows the rule because the subject doesn't end with 's', and the verb does.

Independent working time (10 minutes)

Hand out the It's Grammar Time: Subject-Verb Agreement 2 worksheet.

Have students complete the worksheet independently.
Circulate and offer support as needed.

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Differentiation

Support:

Complete some examples on the second worksheet before having students work independently.
Offer students additional practice with another worksheet in the series, such as the It's Grammar Time:
Subject-Verb Agreement 3 worksheet.
Use this and other subject-verb agreement lesson plans to reinforce struggling students' understanding of
grammar, such as the Link Up! A Subject-Verb Agreement Game lesson plan.

Enrichment:

Have students read a piece of text (such as the How the Camel Got His Hump worksheet) and identify
five examples of subject-verb agreement as they read, underlining the subject and circling the
corresponding verb.
This lesson plan can be followed up with a lesson on prepositional phrases to build on student
understanding of grammar, such as the Get Down with Prepositional Phrases lesson plan.

Assessment (5 minutes)

On the board, write a sentence with a blank where the verb should be (i.e. The llamas ____ hay.) Verbally
give students two options for the verb that should be in the blank (e.g. eat, eats) and have students write
their choice on a personal whiteboard.
Instruct students to hold up their answers as you check for understanding.
Repeat with several sentences, alternating between missing subjects and missing verbs.

Review and closing (5 minutes)

Ask students to think about what would happen if the subject and verb didn't agree.
Give some examples of incorrect sentences (e.g. The dogs chases the cat.)
Explain that subject-verb agreement is important because without it a sentence can be confusing. To
communicate clearly in English, we must follow grammatical rules like this one.
Have students think about other grammatical rules they know that help them communicate clearly (e.g.
verb tense).

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Name: _______________________________ Date: _______________________

It’s Grammar Time: Subject-Verb Agreement 1

It’s Grammar Time and you must follow the rules! Remember:
Rule: A singular subject goes with a singular verb. --If the subject is singular, the
Ex: The teacher helps me with my work. VERB gets the S.
A plural subject goes with a plural verb. --If the subject is plural, the
Ex: The teachers help me with my work. SUBJECT gets the S.

Directions: Choose the correct verb to complete each sentence. Write your answer on the line.

Example: My brother (plan, plans) to come visit this weekend. plans

________________________

1. The plane (travel, travels) three hours between cities. ________________________

2. My cousins (visit, visits) during their break from school. ________________________

3. The principal (tell, tells) funny jokes that make me laugh. ________________________

4. My class (earn, earns) a reward when we behave for the substitute. ________________________

5. He (sharpen, sharpens) his pencil before class begins. ________________________

6. I (sleep, sleeps) late on the weekends and in the summer. ________________________

7. The doctor (cough, coughs) when she is talking to the patient. ________________________

8. My family (shop, shops) for food at the local supermarket. ________________________

9. The teammates (plan, plans) a fun surprise to thank their coach. ________________________

10. We (make, makes) a large banner to welcome home the soldier. ________________________

11. All visitors (enter, enters) through the front entrance of the hospital. ________________________

12. The lawnmower (squeak, squeaks) as I push it across the yard. ________________________

13. The kindergarteners (read, reads) short books by themselves. ________________________

14. The baby (cry, cries) because it is ready for naptime. ________________________

15. The flags (twist, twists) in the strong wind. ________________________

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Name: _______________________________ Date: _______________________

It’s Grammar Time: Subject-Verb Agreement 2

It’s Grammar Time and you must follow the rules! Remember:
Rule: A singular subject goes with a singular verb. --If the subject is singular, the
Ex: The teacher helps me with my work. VERB gets the S.
A plural subject goes with a plural verb. --If the subject is plural, the
Ex: The teachers help me with my work. SUBJECT gets the S.

Part 1
Directions: Classify the subject as either singular or plural and write your answer on the line. Then, circle
the verb that correctly completes the sentence.

Example: My brother (plan, plans) to come visit this weekend. singular

________________________

1. The phone (ring, rings) early in the morning. AM

________________________
5
5:3

2. They (sit, sits) on the wall after school. ________________________

.
g..
lin
Cal

3. The bag (fall, falls) out of my hand because it is heavy. ________________________

4. Several frogs (jump, jumps) into the pond near my house. ________________________

5. The dancers (twirl, twirls) across the stage. ________________________

6. The child (stomp, stomps) up the stairs because he is mad. ________________________

7. The door (slam, slams) when I push it forcefully. ________________________

8. Basketballs (bounce, bounces) loudly in the gymnasium. ________________________

9. Ocean waves (crash, crashes) softly against the shore. ________________________

10. The audience (clap, claps) after the performance. ________________________

Part 2
Directions: Write your own example sentence on the lines below. Classify the subject as either singular or
plural.

_____________________________________________ 1. What is the subject? ________________

2. Is the subject singular or plural? Circle one.

_____________________________________________
Singular Plural
_____________________________________________

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Name: _______________________________ Date: _______________________

It’s Grammar Time: Subject-Verb Agreement 3

It’s Grammar Time and you must follow the rules! Remember:
Rule: A singular subject goes with a singular verb. --If the subject is singular, the VERB
gets the S.
Ex: The teacher helps me with my work.
A plural subject goes with a plural verb. --If the subject is plural, the
Ex: The teachers help me with my work. SUBJECT gets the S.

Directions: Choose the correct verb to complete each sentence. Write your answer on the line.
Example:
cousins
My ________________________ plan to come visit this weekend.
cousins brother
1. The ________________________ travels back and forth between cities to transport passengers.
trains train

2. My ________________________ visits me in the hospital after my surgery.

friends friend

3. The ________________________ squeaks as it runs through the yard.

mouse mice

4. My ________________________ earn a trophy when we win the championship game.

teammate teammates

5. My ________________________ reads a book in bed before falling asleep every night.

sisters sister

6. Our ________________________ sleeps all day while the children are at school.
dog dogs

7. The ________________________ run down the court as they dribble the ball during practice.
player players

8. ___________________________ shop for new clothes for the warmer spring weather.
Family Families

9. The ________________________ surprise their grandma for her 80th birthday.

kid kids

10. The _______________________ twist and twirl in their recital performance.

dancer dancers

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 How The Camel
Got His Hump
By Rudyard Kipling

Once upon a time there was a stubborn Camel, who lived alone in the desert, eating sticks and
twigs and prickly cactus. Many other animals were working for Man, and one day they tried to
get the Camel to follow them. But all he ever said was “Humph.”
“Stubborn Camel,” said the Dog with a stick in his mouth, “Come and fetch like the rest of us.”
“Humph,” said the Camel. And another day went by.
“Stubborn Camel,” said the Horse with a saddle on his back, “Come and trot like the rest of us.”
“Humph,” said the Camel. And another day went by.
“Stubborn Camel,” said the Ox with a yoke on his neck, “Come and plough like the rest of us.”
But all the Camel had to say to that was… “Humph!”
And another day went by. The next day, the Man gathered his Horse, Dog and Ox together and
said, “I’m sorry, but the Humph-thing in the desert clearly will not come work for me. I have
given up, and you’ll have to work double time to make up for it.”
The animals were very angry. They decided to travel down to the oasis to find the magical spirit
who was in charge of All Deserts. They called him the Jinn, or genie. The three animals asked for
his help—the Jinn would never tolerate laziness in his deserts, especially from the Humph-thing.
The Jinn found the Camel sleeping in some shade. “Stubborn Camel,” said the Jinn, “What is
this I hear of your laziness? You must go work for Man with the other animals.”
“Humph,” said the Camel.
“I would not say that again if I were you,” warned the Jinn, “You have given them three days of
extra work.”
“Humph!” said the Camel. And no sooner had he said it, than a great humph sprang out of his
back like a big balloon. “What is this?” cried the Camel, “Now I certainly cannot work with a
great humph on my back!”
The Jinn chuckled, “You’ve brought that humph upon yourself by not working. Think of it as a
gift. You missed three days of work, so now you will be able to work for three days without
eating, because you can live on your humph.”
So the stubborn Camel humphed himself in to town to work for Man at last. To this day he has
never learned how to behave himself. And that was how the Camel got his hump.

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Copyright © 2011-2012 by Education.com More worksheets
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 How The Camel
Got His Hump
ACTIVITIES
Draw a line from each word to its meaning.
1. stubborn Green area with water in the desert.
2. oasis To accept or allow
3. genie Not willing to work, idleness
4. tolerate Not willing to change; hard to deal with
5. laziness A magical creature who grants wishes
Circle the answer for the words that have a
similar meaning to words from "How the Camel
Got His Hump."
Stubborn
"Once upon a time there was a stubborn Camel, who
lived alone in the desert, eating sticks and twigs and
prickly cactus."
A. hungry B. pretty C. magic D. difficult
Oasis
"They decided to travel down to the oasis to find the
magical spirit who was in charge of All Deserts."
A. watering hole B. town C. mountain D. cave
Genie
"They called him the Jinn, or genie."
A. farmer B. sheriff C. magical creature D. mailman
Tolerate
"The three animals asked for his help—the Jinn would
never tolerate laziness in his deserts, especially from
the Humph-thing."
A. accept B. punish C. laugh at D. eat
Laziness
"'Stubborn Camel,” said the Jinn, “What is this I hear
of your laziness? You must go work for Man with the
other animals.'"
A. hunger B. unwillingness to work C. cheerfulness
D. fishing
Copyright © 2011-2012 by Education.com
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By Rudyard Kipling
Circle the correct answer
1. Why were the Dog, Horse and Ox angry at the Camel?
A. Because he was prettier than they were.
B. Because he stole their food.
C. Because he wouldn't work for Man
D. Because he had a hump.
2. When did the genie give the Camel a hump?
A. Before the Ox, Dog and Horse go to the genie.
B. After the Camel said "Humph!"
C. After the Camel hadn't eaten for three days.
D. After the Camel worked for Man.
3. What did the genie say the hump would do for the Camel?
A. It would make the Camel stop saying "Humph!"
B. It would help the Camel carry heavy loads.
C. It would help the Camel trot.
D. It would allow the Camel to work for three days
without food.
Put the events in order: # Order
A. Camel says "Humph!" to the genie.
B. The Dog asks the Camel to fetch.
C. The genie gives Camel a hump so he
can work without eating.
D. Man tells the Dog, Horse and Ox that
they must work harder since the Camel
won't work.
E. The genie tells the Camel to work.
F. The Dog, Horse and Ox visit the oasis.
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