Name: Keisha Swarner
Lesson Plan – Long Form
Subject: Reading Grade Level: Fourth Grade Topic: “Bossy E”
Objective(s):
- Student will be able to:
Determine that the “e” at the end of a word produces a long vowel sound.
Use the bossy “e” rule to decode words that end with an “e”.
- TEKS:
(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking — beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
(B) demonstrate and apply phonetic knowledge by:
(i) decoding words with short, long, or variant vowels, trigraphs, and blends;
(ii) decoding words with silent letters such as knife and gnat;
(iii) decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
Introduction
- Entry/Daily Review/Anticipatory Set:
We will be starting off the lesson by reviewing consonant digraphs. I will have Jimmy start off with a review of consonant digraphs. He will complete a worksheet to ensure that he remembers the concept of consonant digraphs.
I will then explain to Jimmy that we will be working on the “Bossy E”, I am going to be showing Jimmy a short video on the “Bossy E” that explains what it does.
Video Link: https://www.youtube.com/watch?v=c3oA4wfUBak
- Lesson Rationale:
I will let Jimmy know that this rule is important for him to know because it is something he will use all of the time.
This is a rule we use all of the time and it is going to help him become a better reader. This is a very important rule for him to know since he will use it all of the time, and that is why I am going to help him understand what happens when there is an “e” at the end of a word.
Body
- Input/Presentation/Modeling:
I will have an anchor chart that I can go over the “Bossy E” too and give him examples of how the “Bossy E” changes words.
- Guided practice/Monitoring and Adjusting/Checking Understanding:
Once Jimmy and I have gone over how the “bossy e” works, I will have us work on the rule together. For this we are going to do the bossy e cup activity, this will ensure that he is engaged in the lesson and put into practice what he has learned.
I will have two cups. In the first cup there will be many words that can be changed to mean something different with the letter “e” added at the end. In the second cup, there will be the letter “e.”.
As Jimmy pulls out one card from each cup, he will have to determine what the word was that he pulled out from the first cup and what it changed into when the “e” was added at the end.
- Independent Practice/Opportunities for Practice:
I will have two worksheets for Jimmy to do, that will allow him to feel more confident in what the bossy “e” does to words.
- Modifications for Learners with Exceptionalities
Conclusion
- Assessment of Learning:
(Formative) At the end of the lesson, I will ask Jimmy to tell me what he learned, and what the bossy “e” rule is and to have him give me an example of how it works.
- Extension:
If we have enough time at the end of the lesson I will give Jimmy a passage that deals with the bossy “e”. I will have him read the passage aloud and then answer the questions dealing with the passage, checking his comprehension.
- Closure
At the end of my lesson, I will restate the meaning of the bossy “e”, what is does and give some examples, and let my student know why it is important.
Materials Needed:
2 cups
Index cards
Bossy “e” worksheets
Anchor chart
Video
Sources:
https://www.teacherspayteachers.com
Video Link: https://www.youtube.com/watch?v=c3oA4wfUBak