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ED 462 LESSON PLAN

INSTRUCTIONAL UNIT
TEACHER GRADE SUBJECT
st
Breanna David 1 Reading, Phonics

MATERIALS AUTHOR/TITLE OF TEXT

Anchor chart, the Have You Filled a Bucket Today?: A Guide to
book, sticky notes, Daily Happiness for Kids
mini buckets, by Carol McCloud
popsicle sticks

STANDARDS AND OBJECTIVES

ACADEMIC OBJECTIVE COMMON CORE STANDARDS/ELD
The students will be able to say STANDARDS
aloud and distinguish between the CCSS.RF.1.3c Know final-e and
long e digraphs, ee and ea, common vowel team conventions
by sorting them correctly on an for representing long vowel
anchor chart with sticky notes and sounds.
in mini buckets with popsicle
sticks.

LITERACY ACTIVITIES ANCHOR CHART

This lesson is assessing students
on their ability to recognize long
e digraphs through listening and
reading.
When two vowels go walking, the
first one does the talking is
written at the bottom of the chart.
A tree is outlined on the left side
and has ee written in it. A leaf is
outlined on the right side and has
ea written in it. Words that go
with each vowel digraph will
surround the picture outlines on
sticky notes.

ADAPTATIONS FOR LEARNERS

FOCUS STUDENT #1 RATIONALE
English Language Learner: This The visuals from the anchor chart
student is being provided with and text will help him see the
visuals from the anchor chart and words that have long e digraphs
the reading selection to help him instead of trying to understand
with understanding the long e what it means in his head. Giving
digraph. He will also be given a him a shorter word will lower his
shorter word to put on the anchor affective filter as will placing him
chart and placed in a group with in a group with students who are
students able to help him sort at always willing to help and be
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the end of the lesson. patient.

FOCUS STUDENT #2
This student does not like
participating in group settings.
She will be given the first word to
be added to the anchor chart and
will be placed in a group with
stronger voices so she can
participate without standing out.
RATIONALE
This student is painfully shy and
uncomfortable in group situations.
Giving her the first word will allow
her to spend the rest of that
portion at ease about having to
participate. Placing her in a more
boisterous group will allow her to
be a participant without feeling
pressure.

METHOD OF TEXT FEATURES VOCABULARY/ACADE

ASSESSMENT (layout, format, MIC LANGUAGE
(outcome, product headings)
based) Tier I: feel, teach,
The students will Does not pertain to tree, leaf
demonstrate this lesson. Tier II: vowel team,
understanding of long long vowel
e digraphs by Tier III: vowel digraph
correctly sorting the
words on popsicle
sticks into the
appropriate mini
bucket.

LESSON PLAN
ORIENTATION, DIRECT EXPLANATION + MODELING (INTO)
Teacher: Raise your hand if you have ever heard the word bee.
(Wait for students to raise hands) Okay, now raise your hand if you
have ever heard the word read. Good, now what do you hear in these
two words that sounds the same? Repeat words a few times if needed,
then call on students.
Students: They both say /ee/.
Teacher: Good! They do both say the long e sound! /ee/
Now, I know you have learned that super silent e makes vowels say
their name, but I dont think super silent e is involved in these words.
Hmmm. What else could it be? I know! Have you guys heard of vowel
teams?
Students: Answers will vary.
Teacher: Vowel teams are two vowels that become best friends in a
word. Today we are looking at two very special vowel teams ee and
ea. Now, when we look at these, it is easy to sound them out the way
they look /e//e/ and /e//a/, but something different happens when
vowels become best friends. (Procedural)
Point to anchor chart and read When two vowels go walking, the first
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one does the talking. Can anyone tell me what that means?
Students: It means only the first letter will say its name.
Teacher: Great! Only the first letter in these vowel teams will say its
name! Say these with me Point to anchor chart ee and ea.
(Declarative)
Teacher: The e is the first letter, so it does all the talking. Vowel
teams show up all the time in the books we read and the things we say.
The important part is for you to remember that when you see two
vowels sitting next to each other in a word, they usually stick together
so we have to read them that way. (Conditional)
Teacher: Can anyone tell me what this is? Point to tree.
Student: Its a tree!
Teacher: It is a tree. Does everyone hear the sound the vowel team is
making? Add sticky note with tree written on it to anchor chart.
Repeat for the leaf.
Teacher: Now, I am going to read a book that has some long e vowel
teams and I want you to listen very carefully to see if you can catch
them.
GUIDED PRACTICE (THROUGH)
Before reading, every student will receive a sticky note that has
an ee or an ea word. Some will be from the story, but others
will be added so every student has the opportunity to participate.
As the student receives the word, the teacher will say the word
to the student so he/she knows what word they have.
The teacher will begin reading Have You Filled a Bucket Today?
and while the story is being read, the long e digraphs will be
emphasized.
After the story is read, the teacher will begin calling out long e
digraphs and the student with that word will come up and place
it on the anchor chart. As the word is added the whole class will
say the word aloud.

INDEPENDENT PRACTICE + FORMATIVE ASSESSMENT (BEYOND)

Students will be put in groups of 4. At each group, the students
will receive two mini buckets (one labeled ee, one labeled ea)
and a baggie filled with long e digraph words written on popsicle
sticks.
The groups will have to sort the popsicle sticks into each bucket
according to the digraph.
Before the popsicle stick can be placed into a bucket, the word
must be said in a whisper voice by every member of the group. If
the teacher does not hear everyone saying the words, she can
require groups to start over until everyone participates.
When all groups have finished, call on a few groups to explain
how they determined which words went into each bucket.
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Wrap up by reminding students the letters ee and ea, when put

together, make the long /e/ sound; they do not make two
separate sounds. Ask them one last time, When two vowels go
walking, who does the talking? for a final check of
understanding.

Recap: Indicate where in the lesson the activities include

opportunities for the following (Write either Into, Through, or
Beyond)

_______ITB____________1. Speaking, Listening, Reading, Writing

_________IB____________2. Providing low affective filters or low risk

situations

_________IT____________3. Building schemata or background

knowledge

_________T_____________4. Appropriate contextualization support

________ITB____________5. PEP (purpose, engagement, prediction)

Reflection: What do you consider went well in teaching this lesson

(effective activities, assessment, presentation, text, engagement,
etc.)? What do you consider did not go as well as you had planned
(unclear modeling or guided practice, lack of engagement, poor text
choice, etc.)? What adaptations would you make to the lesson in order
for it to be more effective?

I think that the through portion of my lesson went really well.

The students loved being able to engage with the anchor chart by
having their own word to put on it. It did seem to take a while for the
whole class to get up there, but almost every student jumped with joy
when their word was called out. It gave them a ton of practice hearing
and seeing the word with long e vowel digraphs, which was the point
of the lesson. As a whole, the students were engaged and ready for the
next thing which I felt was a successful component of my lesson. The
beyond portion of my lesson did not go as smoothly as I had
imagined it would. I thought it would be too simple for them, so I did
not provide the correct amount of instruction to help them be
successful. I should have modeled for them what I expected from
them, instead of just telling them and hoping for the best. What would
likely make this part of my lesson run smoother would be to tell
students what they will do with the buckets and popsicle sticks, show
them what I want them to do, and then give them a minute or two to
decide how they will divide the work amongst themselves. I found that
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several of the groups spent more time arguing about whose turn it was
than actually doing the activity. I even noticed in one group that 2
students were ignoring their group altogether and just putting the
sticks in the buckets on their own. They needed more direction. The
focus student who does not like participating did well in her group. She
was still quiet but she had three sticks in her hand and I watched her
do two of them with the people at her table. She was a master of the
whispering portion. I would also probably have the students sit on the
carpet while I read the story next time, because they were so far away
and they had little connection to the book. It almost seemed like it did
not belong. Teaching this lesson again, I would be more purposeful in
having the students interact with the reading. In general, I feel like this
was a successful lesson, but more than anything, it was a learning
experience for me.