1. Topic-
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| Long Vowel sounds using the "magic e" strategy |
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2. Content-
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| Vowels will make the long vowel sound if they are followed by the
"magic e". |
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3. Goals: Aims/Outcomes-
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1.Students will be able to recognize the vowel/consonant/"magic
e" structure.
2.Students will be able to read basic grade level words regarding
the "magic e" rule (cage, page, file, pole, grade).
3. Students will be able to create a list of words that follow the
"magic e" spelling rule. |
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4. Objectives-
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1.Students will be able to correctly spell at least 8/10 words using
the "magic e" spelling rule.
2. Students will be able to create a list of 5 words that follow the
"magic e" spelling rule.
3. Students will be read 10 sentences fluently (grade appropriate)
using the "magic e" spelling rule. |
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5. Materials and Aids-
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-magnetic ABC letters
-whiteboard/markers for students and teacher
-worksheet (teacher made) |
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6. Procedures/Methods-
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A. Introduction-
1. The teacher will place the letters "not" on the whiteboard. "What
does this word say?" "What happens if I put the letter "e" at the
end of it? What does it say now?"
2. The letter "o" has a short vowel sound in the first word.
3.The second word has a long "o" sound. "Why do you think this is?" |
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B. Development-
1. "The vowels in these words have the short vowel sound (cap, kit,
bit, Tim).
2. "When I put the "e" at the end of these words, the vowel sound
change to the long vowel sound (cape, kite, bite, time).
3. The rule is: when a vowel is followed by a consonant and then the
letter "e", the "e" makes the previous vowel say it's name. |
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C. Practice-
1. "Let's try a couple of other words". The teacher will then put
a few more words on the board using the magnetic ABC letters (mad/e,
rip/e, spin/e, tub/e).
2. "Can anyone tell me any other words that use the "magic e" rule?"
The teacher will put the words on the board as the students respond.
The teacher will discuss if the word follows the rule or if it does
not and why.
3. The students will use their individual whiteboards and markers
to write the "magic e" words as the class says them. |
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D. Independent Practice-
1. The students will return to their assigned seats and grab their
"magic e" worksheet.
2. The teacher will guide the students through the first couple of
sentences on the worksheet. The students will need to circle the word
that follows the rule and then re-write the word on the line below.
3.The students will need to finish the worksheet while the teacher
walks around the room to monitor the students progress. The teacher
will make suggestions as needed. |
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E. Accommodations (Differentiated Instruction)-
1. An accommodation for an ELL learner would be to have the worksheet
and the common words in the students native language. The student
will need to be able to translate the words to English by the following
lesson.
2. A student with a GIEP will need to look through a couple pages
of the dictionary (provided by the teacher) and choose the words that
follow the "magic e" spelling rule.
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F. Checking for understanding-
1. The teacher will ask directed questions during the whole group
instruction period to assess understanding of the rule.
2. The teacher will monitor the students progress while they are writing
the new words on the individual whiteboards.
3. The students will have at least 8/10 words correctly written on
the worksheet. |
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G. Closure-
1. The students will be seated at the front of the classroom at
the whiteboard. The teacher will ask: "If a word ends with a "magic
e", what sound does the previous vowel make?"
2.The teacher will put a few words on the board using the magnetic
ABC letters (rod, cub, bon, fin). "Who can tell me what these words
say?" Students will be called to volunteer their answers aloud to
the class. The same words will then have an "e" put at the end of
them (using the magnetic ABC letters). Using student volunteers, the
teacher will have them say the new words aloud to the class. |
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