Lesson Plan for Year 1 – Magic e – Lesson 2

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

Magic e wand Magic e interactive game Post it notes

Introduction – Whole group on the mat 10 mins.

Revisit the previous Magic e lesson Ask students:

Can anyone tell me what the Magic e does?Give me some examples………

Play the interactive game to word sort the magic e and non-magic e words: http://www2.learningtoday.com/player/swf/PH_CVCE_L1_V1_T3a_1.swf

Main body – whole group/independent (back at desks)

Ask students to write a magic e (emphasise it’s a vowel that says its name) onto the sticky note and draw a picture to go with it.

When students have finished, have each of them share their sticky note with the rest of the class and stick it onto the anchor chart.

Independent work (time permitting)

Students to complete the written activity if time allows.

Student responses during group mat session.

Students sticky note responses.

Written activity.

English FocusThe use of the magic/silent ‘e’ at the end of a word to change the short vowel sound to say its name.

Students to be able to read and write words that are changed by the power of magic e.

Tailored Plan

Low-achievers:

High Achievers:

Mentor teacher to work with students that need extra help.Possible EA time with Nate.

Move on to the written activity if the rest of the class are still completing the sticky note activity.

Name……………………………………………Date………………………………..

Magic e words Not magic e wordsMagic e