SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Anna Cook Grade 1st grade

Subject English Language Arts: Phonics
Time Needed for Lesson 30 minutes Lesson Concept Short e

PA STANDARD(S) (Write out standards):

Standard - CC.1.1.1.C

Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Distinguish long from short
vowel sounds in spoken single-syllable words. • Count, pronounce, blend, and segment syllables in spoken and
written words. • Orally produce single-syllable words, including consonant blends and digraphs. • Isolate and
pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. • Add or
substitute individual sounds (phonemes) in one-syllable words to make new words.

BIG IDEAS/ESSENTIAL QUESTIONS:

Can the students identify and say short e words?

Can the students write short e words?

ELIGIBLE CONTENT:

N/A

OBJECTIVE(S) (Be sure to include all four parts):

Given a google slide activity, the students will be able to spell and identify short e words with 80% accuracy.
Given an activity, group 1 will be able to read a decodable reader and find short e words with 100% accuracy.
Given an activity, group 2 will be able to sort between short e and short i words with 100% accuracy.
Given an activity, group 3 will be able to write down short e words and read them with a partner with 90%
accuracy.

MATERIALS:

Short e Google slide activity

White board
Pointer
YouTube Video
Short e recording sheet
Sorting short e and short i
Decodable reader copies
Printed directions for each group

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

The teacher will start the lesson by reviewing what short e sounds like. They will practice together the short e
sound out loud. The teacher will ask for volunteers to give some examples of words with short e sounds. They
will turn their attention to the white board. The teacher will play a Jack Hartmann video about short e.

BODY (Bulleted step by step/differentiation must be included)

• The teacher will open the Google Slide activity. She will explain that there are elephants that have
pictures on them. They will be naming the pictures and deciding if they have a short e sound.
• The teacher will call on volunteers to say what the picture is and answer. She will then drag the “e
elephant” over the picture.
• They will do this until all short e words are covered.
• The next slides will have short e words/pictures on it. The teacher will have students go up to the board
and sound out the words. They will point to the letters and she will drag them to the spot to spell the
words.
• The final slide will have the short e word families (-en, -et, -eck, and -et). The teacher will have students
come up to the board and sort the pictures.
• The teacher will explain that they are going to be working in small groups for centers. They will be
placed into these groups.
• She will explain to each group what activities they will need to do by using the printed directions.
• Group 1 will be reading a decodable reader with the teacher. They will be chorally reading. After
reading for the first time, they will read again and find the short e words. They will have the chance to
read with a partner and then color in their book.
• Group 2 will be completing an activity where they need to sort words into either short e or short “i”.
 They will then write down the words on their recording sheets. The students will take turns reading their
words with a partner. Finally, they will be picking a word from each list to write 1-2 sentences.
• Group 3 will be completing a write the room activity. These students will write down the words that
they find on their recording sheet. After, they will read the words out loud with a partner. If there are
early finishers, these students will have access to a short e worksheet.
• The teacher will move to the other two groups after the group reading portion of group 1’s activity.
• She will help them if they need anything during their small groups.

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?

The teacher will wrap up the lesson by having the students say the short e sound. They can give more examples
of words. She will have the students turn in their work and center folders. The teacher will tell them that they
did such a great job.

ACCOMMODATIONS/MODIFICATIONS:

The students will be put into groups based on learning goals. They will be receiving small group attention at
their level. The teacher will be working with 1 group for most of the time for this lesson but will rotate to the
other groups in the following days.

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

The teacher will be using the whole group activity to assess their initial understanding of the short e sound and
words. The teacher will be assessing the students by observing them working in groups. The students will also
be assessed by how they complete their groups activity. The teacher will collect their worksheets to review.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):