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English Lesson Plan for Year 1 – Lesson 1 – Magic ‘e’
Content descriptor/elaboration/ Activities and Management Considerations Assessment
Content DescriptorUse short vowels, common long vowels, constant diagraphs and constant blends when writing, and blend these to read single syllable words (ACELA1458)
Elaborationusing knowledge of letters and sounds to write words with short vowels, for example ‘man’, and common long vowel sounds, for example ‘cake’
Resources
YouTube Magic ‘e’ clip Magic ‘e’ wand Butchers paper Coloured markers 4 in a row game, counters & yellow/red dice. Spelling words worksheets
Introduction – whole class mat session (15 mins)
Introduce the topic using the Magic ‘e’ rhyme. Show students the Magic ‘e’ YouTube clip.
https://www.youtube.com/watch?v=bZhl6YcrxZQ Today, we are going to learn what happens when
we put the letter e on the end of a short vowel word. When we add the magic e to the end of a short vowel word it changes it to say its name for example a to A, e to E and so on.
Group activity using the folding card strip: What is the first word on this page? (kit) How does the vowel sound in the word kit?Is the vowel in the word kit long or short? How does the word next to it look different? (It has an E on the end.) When you add the magic e to the word kit, it becomes kite.
Questioning and observation during explicit teaching session.
English FocusThe use of the
Example Lesson Plan
magic/silent ‘e’ at the end of a word to change the short vowel sound to say its name.
Is the vowel in the word kite long or short? (long) How does the vowel sound in the word ride? Repeat with cap.
Ask students; Can you think of any other words that can be changed by adding the Magic ‘e’ to the end of it?
Show students the butchers paper and use the Magic ‘e’ wand to transform the word.
Students to take it in turns to come up and say the say the short vowel word and use the magic e wand to change it onto the long vowel word.
Main Body – 4 rotations for 15 mins each
Rotation 1 – Magic ‘e’ 4 in a row.Higher level: students take it in turns to choose a word and say it, they then use the magic e wand to change the short vowel to say its name. If they do this correctly, they can place a counter on the word. The aim of the game is to get 4 in a row, they can go horizontal, vertical or diagonal.Lower level: students play a similar game, however it has been modified to use both words and pictures. Students only need to say the word that has already been changed by the magic e to be able to place a counter down.
Rotation 2 - Guided Reading Rotation 3 – Spelling Spin activity with weekly words. Rotation 4 - written activity to assess student understanding of Magic ‘e’
1. Add the magic to say its name (with images). 2. Circle the magic e words and make sentences.
Observation of the rotations.
Results from the written activity as the summative assessment.
Conclusion Summarise what we have done in the lesson. Use questioning to gauge student understanding
1. Can anyone tell me what the magic e does to words?2. Can you give me some examples of this?3. How does it change the meaning of the word – can you put
the new word into a sentence for me?
Tailored Plan
Low-achievers:
High Achievers:
During the rotations myself and my mentor teacher will support the groups that need it.
4 in a row activity has been modified Working in pairs to support each other Lower levelled written activities
4 in a row activity is more challenging Written activity is more challenging
Example Lesson Plan
fin can bit hop hid
pan mop kit trip tub
cut pet rid hat pan
sam tim glob tot pin
cub hop shin rat at
bon not mad cod bit
4 In A Row!!!
cute dude bite shine hide
wave cake kite stripe
tube
bike time ride slide note
cube wave bone gate pine
plane cape note tape ate
4 In A Row!!!1. Find all the magic e words by drawing a circle around them. Read your circled words to your partner, how many did you find?
2. Can you write some sentences that include magic e words?
cut hat sit nine
hug made pet tap
kite same not rat hate
site cute gat pip fine
at site page stag
Name………………………………………………Date……………………….Can you help me find my magic e words?
Name…………………………………………………. Date……………………………
Add the magic e to make the vowel say its name!
tub
cap
pin
cub
kit
tap
plan
__________
__________
__________
__________
__________
__________
__________
Name……………………………………………..Date…………………………………
Use the words with and without the power of magic e to complete the sentences.
cap plate plane cutebone mop same hatbrave pet ripe hug
1. When we were at the park my brother lost his baseball ____________.
2. After dinner my mum asked me to take my ______________ into the kitchen.
3. We went to the _________ shop to buy fish food.
4. My dog loves burying his _____________ in the garden!
5. Firefighters are very ____________.
6. I __________ my teddy every night when I go to bed.
7. The _____________ was very loud when it flew over our house!
8. My mum always checks the tomatoes to see if they are ____________.
9. The twins in my class always wear the ____________ clothes.
10. I couldn’t go out at recess because I forgot my ____________.
11. My mum uses a ____________ to clean the floor.
12. I love my new kitten because she is so ______________.