Detailed Lesson Plan Preparation

Elementary Education

Name: Maddy Weimer, Ashley Evans, Raquel Crayton, Emily

Walker

Title: Can you hear me now?

Grade: First grade

Concept/Topic: Silent E

Time Needed: 30 minutes

Note: A detailed lesson plan is specific enough for another teacher

to read and teach effectively. There should not be any question
regarding what to do or how to do it.

Backward Design Approach: Where are you going with your

students?

Identify Desired Results/Learning Outcome/Essential Question/Objective:

The student will be able to correctly read/identify 10 silent e words with 100% accuracy by the end of the
lesson.

Indiana State Standards (completely write out):

1.RF.4.4 Recognize and read common and irregularly spelled high frequency words by sight (e.g, have,
said).

Assessment Plan:

Informal observation of game: Each student comes up to the board to correctly identify and read the silent
E words.

Meeting the student where they are:

Prior Knowledge/Connections (how will you stimulate prior knowledge?):

Listing as many words as the students can think of on the board. Students then come up to the board one
at a time and cross out or erase words that do not end with e. The only words left should have es on the
end The teacher may contribute to the words before erasing starts if the students had no words ending in
an e.

Lesson Introduction/Hook (anticipatory set):

Youtube video: fun way for students to look at or realize the words including silent e.

Heart of the Lesson/Learning Plan

Lesson Development (this is step by step what you are teaching should
be like a recipe):

1. Greet Students with hellos, high-fives, and/or smiles

2. Ask students to take their seats
3. Begin lesson by asking students, What do you think of when you hear Silent E?
4. Instruct students to write any words they can think of on the board
5. Assist students by writing the word for them if needed
6. Provide encouragement to students participating
7. Ask students if they see words on the board ending with an e?
8. Ask students if they see words on the board not ending in an e?
9. Ask for volunteers to walk up to the board and erase the words not ending in an e
10. Leave the words on the board throughout the lesson
11. Introduce the Youtube video
12. Play Youtube video
13. Contextualize the Youtube video
14. Hand out the song worksheet
15. Perform the song for the students
16. Ask the students to stand up from their seats and sing with you
17. Provide encouragement to students participating
18. Hand out white boards, dry erase markers
19. Ask students to spell bike on their white board
20. Ask students to hold up their boards
21. Instruct students to erase their boards after youve seen it
22. Repeat the dry erase boards/markers with the words cane, wave, and hide
23. Instruct students to stack their white boards/markers on one table
24. Ask the students to come sit (or stand) around the bulletin board
25. Ask for a volunteer
26. Give the student a word
27. Ask them to say the world aloud
28. Ask the students if any of them can spell the word without seeing the paper the volunteer is holding
29. Instruct the students to skywrite with their hands the word as you spell it aloud for them all
30. Ask the volunteer to place the word onto the board in the correct spot
31. Repeat steps 26 through 30 with the first volunteer for all nine other words
32. Ask for a new volunteer
33. Repeat steps 26-31
34. Have all of the students place the words
35. In the last two minutes of class instruct the students to take their song sheets home with them to
perform for family or friends
36. Say goodbye to your students wishing them a good evening/weekend or any positive goodbye
greeting

Guided practice (how will the students practice in the classroom to show
you they are competent to do the task on their own):

Students individually are asked to spell certain silent e word on their dry erase boards. Each Student will
hold their board up to be checked by the teacher. Once the board is checked the student should erase the
board to prevent students from looking at others boards. Students will do this for multiple words
including the silent e on the end.

Specific Questioning :

Prior Knowledge/Connections: What words do you see that end with an e? What words do you see that do
not end with an e?
Lesson Introduction: Which words did you already know? Did you know they had a silent e on the end?
Lesson Development: What words do you know with a silent e? Can you spell silent e words? Can you
place the word with the correct object on a bulletin board?

New Vocabulary:

Cape, wave, cane, slide, kite, bike, plane, hide, snake, turtle

Concluding the Lesson/Closure/Debriefing:

Repetition of the song on the handout

Materials/Resources:

Magic E Song Worksheets

Decorated Bulletin Board
Paper, scotch tape, animal/people/object cutouts, green border, word cutouts, velcro
Internet Access
Computer
Speaker
Projector
Dry erase (28) markers
Dry erase (28) boards
Lamination film
Lamination machine

Independent Practice (what will the students do on their own to practice

the skills):

Perform the song for their home or friends from another class