Name: Lindsey Piro

Lesson # 1 of 1__ Title of Unit and Lesson: The Case of the Silent E
Duration of Lesson: 20 minutes Grade Level(s): 1st Subject(s): Language Arts
[Plan 3-5 consecutive literacy lessons. Lesson plans should be detailed enough that a substitute teacher could implement them. Each lesson plan should be no more than
4 pages. Provide citations for all materials you did not create. List citations by lesson number at the end of Planning Commentary.)

Central Focus of Unit: The central focus should support students in developing an essential literacy strategy and the requisite skills
for comprehending or composing text in meaningful contexts. The content focus addresses what you want your students to learn
about the topic (content knowledge). All your lesson plans should address this central focus. Consider: What do you want your 
students to learn? What are the important understandings and core concepts you want students to develop?
Essential Literacy Strategy Focus: Students will be able to identify final -e and common vowel team
conventions for representing long vowel sounds

Related Skills (skills that support the use of the strategy): Decoding words

Content Focus: Phonics

Standards: List CCSS and/or relevant state-adopted content area standards. Include the number and text of each standard that is
being addressed. If only a portion of a standard is being addressed, then strike though the portions that are not relevant.
CCSS.ELA.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words
C. Know final -e and common vowel team conventions for representing long vowel sounds

Instructional Learning Objectives: Objectives are what  Assessments: How will students demonstrate their learning? List
students will be able to do as a result of this lesson. These  the formal/informal assessments used to monitor student learning
of each objective.
objectives will directly support and align to the Central Focus. 
They should also align with standards, instructional activities, 
and assessments.  Write objectives using clear, measureable 
terminology. 
Students will sort and identify words with the long Informal: Student responses during partner talks
vowel -o in it Students writing correct words on white boards

Students will identify words with the short vowel Informal: Student responses during partner talks and
sound helping sort

Language Function and Demands: Consider the importance of speaking/listening/reading and/or writing as a part of all learning. Make sure you provide
students with opportunities to practice using the language function in ways that support the essential strategy.
Language Function: Identify at least one language function Additional Language Demands: Identify additional language
essential for students to develop and practice the literacy strategy demands required to achieve the objectives. Address vocabulary
within your central focus. This language function should be or key phrases. Also, address syntax or discourse.
derived from the objectives.
Identify – students will identify the word with long High frequency words – come, have
vowel -o

Resources and Materials: List all resources and materials necessary to complete this lesson. Submit key instructional materials (no
more than 5 additional pages per lesson plan).
Words written out on index cards
Pocket Chart
Rasheed (class mascot)
Magnifying lens
Whiteboard and dry erase markers
Document camera

Student Prior Knowledge: Describe the knowledge, skills, personal/cultural assets your students already have related to the
instructional learning objectives, language expectations, and activities of this lesson. What do they know? What can they do? What
are they still learning to do? Make clear connections to their skills and knowledge.
Students have been working on the Case of the Silent E for the past week, recognizing that when there is a
silent -e at the end of a word that has an -a in it, that vowel says its name. Students are still investigating other
words and rules with this tricky letter -e, so they do not quite know the rules with other vowels quite yet.

Instructional Strategies and Learning Tasks to Support Student Learning: Describe lesson procedure in sequential and detailed steps. Design instructional 
strategies, learning tasks, and assessments that will support student learning and language use. Consider how your teaching is supported by research and theory.

Introduction/Anticipatory Set: How will you introduce the lesson to students? How will you build on their prior learning or knowledge?
Transition from Previous Activity: How Students will put their Mentor Sentence away and transition to the carpet
will you transition students from the prior with their whiteboard, markers, and eraser.
activity/learning to this lesson? How will
you incorporate or build on students’ prior
knowledge? (Review.)
Hook/Purpose for Learning: What Tell students that Rasheed (class mascot) was snoring this morning when
experiences/backgrounds and/or interests teacher first entered classroom. Rasheed was so excited about the Case
do students bring that could be used to
excite students to the activity? How will you
of the Silent E that he couldn’t wait for the rest of the class. Rasheed
set learning expectations for your students? wanted to see if it was true if the silent E could change any vowel to a
(Introduce) long sound, so he picked the vowel O.

Focused Instruction (Modeling): How will you present/teach the content and skills to your students?
Tell students that today they will learn that if there is a silent E at the end of a word with the vowel O, that
word will almost always have a long O sound.
First, bring out the word ‘home’ on an index card and place it under the document camera. Ask students what
word is being displayed and if it follows our rule of the silent E. Place this word on the pocket chart under an
index card with a check mark on it.
Then, bring out the word ‘come’ and place it under the document camera. Ask students if this makes the long
O sound like in ‘home’. Students will say no, (that it is like the word ‘have’) and place it on the side of the
pocket chart with an ‘X’.
Remind students that if our theory is right about the Silent E, there will be lots of words on the long O part of
the chart, but a few words don’t fit.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
English Learners: Students are placed next to higher students to assist in partner talks. Placing the words under
the document camera, using hand gestures and restating the word over and over again is providing extra
support for these students.

Guided Instruction/Practice: How will you provide student opportunities to practice what you taught in a supportive and
collaborative learning environment?
Pull out three more words for students to study. (hope, chose, and stove) Have students work together with
their partners to figure out if these words follow out silent E rule. Once students have chatted for a couple
minutes, teacher will add the words to the appropriate side of the chart.
Tell students that now they are going to investigate a group of pictures that represent words and they are to use
all they know about our silent E and sounding out words to spell them on their whiteboards.
Tell students that some words will have the long O, some will have the long A, and some will not fit at all.
Students will be working with their assigned partners during this time on the rug.
Teacher will reconvene the students on the carpet and ask students what words they discovered from the
pictures, and if they followed the rule. Students will share out the words they discovered and teacher will
place it in the chart, going over the sounds and vowels being heard.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
English Learners: Students are placed next to higher students to assist in partner talks and help with sounding
out words. Students work together constantly during the day and use strategies to help each other, rather than
giving each other answers.
Placing the words under the document camera, using hand gestures and restating the word over and over again
is providing extra support for these students.

Independent Practice: How will you provide students opportunities to master what you taught them?
Tell students how many different words they just discovered using the rule of the silent E, and using what they
know. Ask students to turn their attention to all the words that were put in the pocket chart.
Ask students if they notice any patterns happening in our words. Have students turn and talk during this time
to investigate.
Students will then be able to write down the words on their boards into patterns they notice.
Teacher will bring class back together to place words in categories that the students identified.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
English Learners: Students are placed next to higher students to assist in partner talks and help with sounding
out words. Students work together constantly during the day and use strategies to help each other, rather than
giving each other answers.
Placing the words under the document camera, using hand gestures and restating the word over and over again
is providing extra support for these students.

Closure: How will you bring closure to this activity/lesson? How will you transition students to the next activity?
Have students erase their boards. Remind students again that they do not just focus and investigate words
during word study time, they use these skills to help them all day long. Tell students again that when seeing a
silent E at the end of a word, try the vowel two ways to make sure it sounds right and makes sense. It doesn’t
just change the A to a long sound, it also changes the vowel O.