Common Lesson Plan

Teacher: Maggie Hepper

Grade Level: 1st Grade
Subject: Reading
Date: 12/7/15
Common Core/State Standard(s):

CCSS.ELA-LITERACY.RF.1.3.C
Know final -e and common vowel team conventions for representing long vowel sounds.

Planning

Learning Objective(s): Students will be able to(SWBAT)

Students will be able to read words with a silent e at the end of the word. They will also be
able to correctly spell simple and grade appropriate words by adding an e at the end to
make the vowel before the consonant be long.
Describe how this lesson is developmentally appropriate:
What skills and content are needed to master the lesson objective(s)?
-Students will need to be able to read common words that coordinate with their
grade level and will also need to write and spell words.
How is this objective relevant to students, their lives, and/or the real world?
-Students will use the skills taught today in their everyday reading. In order for
students to comprehend and properly read words they need to know that in most
cases an e at the end of the word makes the vowel before long.
What types of instructional strategies will you use to deliver the content?
-In order to deliver the content I will have a short lecture/review, anchor chart,
and video to deliver the content.
How does your lesson reflect educational theories/theorists?
-This lesson reflects the theory of Piaget because the students would be in
between the preoperational and concrete operational stage and by doing the
activities they will be developing their language which is found in the
preoperational stage and they will also have to think logically in order to read
what word they have and if it makes sense with the picture for the worksheet.
Pre-Assessment
How will you measure students readiness/level of understanding prior to
teaching this lesson? (e.g., KWL chart, SMARTboard responder quiz, whole-class
Q&A with response cards, individual student pre-test, etc.).
-In order to test knowledge and level of understanding before teaching my lesson
I will ask the students if they have ever heard of the magic e before. I will then
hand each student a worksheet that has five questions that include two words
and a picture. The student will then have to circle the correct word to match a
picture. An example question would be the words rop and rope and then a
picture of a rope. The student is then asked to circle what word matches the
picture.
Assessment
How will the students demonstrate that they have attained the goals of the
lesson?
Explain how the assessment aligns to the objective.
Include a copy of the lesson assessment.
Provide exemplar student responses/products (model outcome).
In order to assess the students knowledge of the skills presented, we will
play the game I have, who has. I will have a word for each student that

will be written on a note card that I will hand out to them. Some words will
be real words and some will be nonsense words. I will then stand in the
front of the class and say for example, I have rob, who has robe and I will
allow about a 15-30 second wait time for the student to determine if they
have that word or not and then if they hold up their card with the word on
it they will receive a point for the class. If a student does not hold up their
card in the time allowed I will then hold a sheet of paper with the word I
have on it and then see if they can make the connection that the word I
have just needs an e at the end and then hold theirs up. If the class gets
a total of 15 points out of the 20 kids, then I will reward them with
something simple like a stamp on their hand. I also will have the students
do a SmartBoard activity where I will have about 15 words at the bottom of
the screen, some words containing the silent e at the end and some that
dont. The students will then be asked to drag the words up into the
coordinating sections, either long u or long o. This will determine
whether the students understand what sounds the vowel makes when it
has the silent e at the end and if they understand the difference between
words that have the silent e and the words that dont.
Post-Assessment
How will you evaluate the students work/performance? ( e.g., rubric, weighted
responses, checklist)
Report results in qualitative and/or quantitative format.
I will evaluate to see if the students understood the skills presented again by
handing out the same worksheet that I did for the pre assessment. I will use the
students first and second worksheet to determine if the student gained knowledge on
the topic discussed. I will look at the overall results of the pre and post assessment and
from there determine if overall the students met the goal of the objective.
Key Vocabulary:
List words that you will either introduce or
review which build background/schema
relevant to the content area.
Long vowel
Short vowel

Technology needed:
How will you use technology to
engage students in authentic
learning experiences?
-Technology I will be using includes
the SMARTboard where I will play a
short YouTube video that has a
catchy song to teach about Magic
E as well. Students will also be
playing a short little game on the
SMARTboard.
How will you address diverse
learning needs through technology
-I will also be using a microphone
ear piece for a student who has a
hearing impairment. This will allow
him to hear what I am saying
properly and I will make sure I have
it at a volume that works during this
class period.
Other required materials:
Worksheet
Pencil

Anchor Chart
Notecard for game

Accommodations:
What accommodations/modifications will you include for specific students during
each phase of the lesson? (remediation and enrichment levels)

Lesson Plan Implementation

Input
Guided Practice
Independent Practice
Assessment
Some accommodations I will include during my lesson will include making sure every
student can see the board and hear the music. I will also walk around while students are
working on their worksheet and keep the students who have a hard time staying
focused on task and guiding them along the way if necessary. I will also have the
microphone that I use for the student with a hearing impairment lay by the speaker that
is in the back of the room so he will be able to hear the video playing. I will allow
students who might need extra time doing the worksheet to sit at their desks and finish
while I play the video instead of having to go sit up by the board right away when it
plays.
Lesson Opening:
How will you
activate student interest?
-I will activate student interest by playing a Youtube video that is a catchy
song about the magic e. Since the students have already learned about
the magic e with words with the letters a and I this will also be a review
for them. It has all different types of words that also include u and o.
present the learning objective(s) in an engaging and student-friendly way?
-The video will be a fun and exciting way to introduce what I will be talking
about and it will also review with them the VCE that they already have
discussed. I will also say a short rhyme about the magic e that will be a
fun way for them to remember what an e at the end of a word does.
make connections to past learning?
-I will ask the students if they remember seeing the magic e before and
tell them that the e does the same job for the letters o and u as it does for
a and i.
convey the importance of the learning objective and make it relevant to
your students lives?
-I will tell the students that it is very important that they learn about the
silent e because they will be doing a lot of reading throughout the rest of
their schooling and their life while they read books, signs, letters, etc.
Reading is very important and phonics are the foundation to be able to
read.
explain to students the sequence of instruction? (preview the activities for
the period)

Analyze

You Do

We Do

I Do

-I will tell the students that we are going to start with a quick work sheet
and then continue on with another fun youtube video. I will tell them that
we will go over an anchor chart and learn about the letters o and u and
what the silent e does to them. Next we will play a fun activity and finish
with another worksheet.
communicate what knowledge or skills students will be expected to
produce by the close of the lesson?
-I will tell them by the end of the lesson they will be able to use what they
learned today and throughout the week when they are reading at home
and in the classroom. I will also tell them that when they see words with
the silent e in them they wont have to wonder how to pronounce that
word because we just learned today what the silent or magic e does.
Instructional Input
How will you model/explain/demonstrate all knowledge and skills required of
the objective?
Restate the objective
-I will restate the objective by going over the anchor charts with
Guided Practice
How will students practice, with your support, all content and skills required
to continue to internalize the objective? (How will students be engaged?)
-I will have the students do a fun I have, who has activity. In this I will have
a note card
for each student with a word and I will say what word I have and
Independent
Practice
How will you clearly state and model academic and behavioral expectations?
-I will demonstrate what I expect out of them by asking them if I just want
them to copy what their neighbor has when doing the worksheet. I will tell
them that I expect eyes on their own paper so I am able to see how much
Lesson Closing
How will you
Review the skills/content taught in an interactive manner (whole/small
group, individually)
-I will ask the students one more time to read the words with me on the
anchor chart and tell me out loud what the e at the end of the word
changes in the word.
Reemphasize and clarify the objective
-I will restate the importance of knowing how to pronounce words are
because reading is crucial in your daily lives.
Reassess students mastery of, or progress toward the objective? (if not
already assessed)
-I will hand out the worksheet that I gave before and have them take it
again. From this I will be able to see if questions students got wrong the
first time, they were able to get right the second time.
After you have administered your assessments (formal or informal) for this lesson,
analyze the results.

Pre-assessment
How will you provide opportunities for remediation and extension?
I will provide opportunities for remediation and extension by taking a look
100% progress or still missed a question. If I feel
at what students didnt make
there
that the student doesnt understand the
wrong
6% is a concern there 1and
6%
concept of the silent e when
working with the long o and u, I would pull
2 wrong
35%

3 wrong
4 wrong
5 wrong

53%

Refect

Reflect on your effectiveness as a teacher based on the analysis of students

performance.
List two things you feel you did well to plan, implement, or assess
instruction.
While presenting my lesson plan I felt there were quite a few activities and