Name: Lindsey Piro

Lesson # 1 of 1 Title of Unit and Lesson: Silent E

Duration of Lesson: 20 minutes Grade Level(s): 1st grade 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 find words missing the silent E

Related Skills (skills that support the use of the strategy): Knowing vowels

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-LITERACY.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 identify words missing the silent E while Informal: Students will assist in correcting words
proofreading a paper while teacher

Students will write correct spellings of words on Informal: Students will write on whiteboards correct
whiteboards spellings of words while teacher walks around

Students will self-correct own writing looking for Informal: Students working on writing pieces and
misspellings of missing E fixing own errors

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 words missing the Vowels, Silent E
letter E

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).
Whiteboards, markers and erasers
Doc Cam
Written letter for students to analyze
Student’s writing for editing

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 the case of the Silent E and sounding out words that have the long vowel sound
and short vowel sound. Students have been focusing on the long vowel sounds A, O and I. Students are still
working on skills of the silent E with a vowel U.

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 transition from working on mentor sentence to the carpet
will you transition students from the prior with their whiteboard, marker 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 there is a new letter from the Super Secret Detective
experiences/backgrounds and/or interests Agency asking for help to look over another student’s writing. The
do students bring that could be used to
excite students to the activity? How will you
student’s writing that is going to be looked at is missing the silent E and
set learning expectations for your students? it is up to the students to find and correct these errors.
(Introduce)

Focused Instruction (Modeling): How will you present/teach the content and skills to your students?
Teacher will read the letter to the students and as a class read the first page together. The teacher will draw
attention to the misspelled words and purposely read the words to make the sentence not make sense. Teacher
will model how to add the missing E and reread the sentence so that it makes sense.

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 able to watch teacher model and write the correct spelling.
Special Needs: Student is able to watch teacher model and write the correct spelling, while thinking aloud
throughout the process.

Guided Instruction/Practice: How will you provide student opportunities to practice what you taught in a supportive and
collaborative learning environment?
Teacher will now turn to the next page of the student’s writing that is being edited. Teacher will read the page
including all of the mistakes so students can hear aloud how it sounds wrong. Students will now have the
opportunity to write on their whiteboards the correct spelling of the words and identify which words need to be
fixed. Teacher will be walking around assisting during this time.
After a few minutes of working time for students, the teacher will bring the class back together and correct the
paper together modeling the correct spelling on paper under doc cam.

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 sat next to capable partner and can talk with partner during writing time.
Teacher will be walking around and providing support and assistance for these students.
Special Needs: Student is sat next to capable peer and is working with partner while writing the words.
Teacher will be walking around and assisting student throughout.

Independent Practice: How will you provide students opportunities to master what you taught them?
Students will now get the opportunity to use the skills they just worked on to edit their own writing on the
carpet. Teacher will ask students to get one piece of writing they have been working on and bring it to the
carpet. Students will go through writing, and just like with the class editing process, look for misspellings that
need to be fixed and look out for that missing silent E.

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 and Special Needs: Students will be next to capable peer and able to refer to doc cam for
assistance and words in chart that as a class they have gone over. Teacher will be walking around and
providing support and assistance.

Closure: How will you bring closure to this activity/lesson? How will you transition students to the next activity?
Bring the class back together and remind students how important it is to revise and edit our papers looking for
these mistakes. Rereading helps to make sure writing makes sense and we are not fooled by the silent E
missing in spellings.