EEEEEasy Does It


By: Rachel Cummings

Emergent Lesson Plan

 

 

Rationale:

Students will learn in this lesson how to recognize the long /E/ sound in spoken language. They will learn the sound long /E/ makes, along with a picture demonstrating the sound, and a hand gesture. All of these things will help them remember the long /E/ sound. They will also learn what your mouth and tongue do when you make the sound of long /E/. All of these things will help them remember and learn the long /E/ sound. This is important because the long /E/ sound is heard often in everyday language. They will also practice finding the long /E/ sound in words.  We will practice at the end by reading a book.

 

Materials:

-Picture of a woman screaming

-Word lists: words using the /E/ sound: team, beat, bee, keep, street

-Book: The Mean Geese by Geri Murray

http://www.auburn.edu/academic/education/reading_genie/bookindex.html

-Picture sheet for each child of objects using long /E/ and short /e/ sounds.

 

Procedure:

-The long /E/ sound is used often in spoken and written language, so it is important to understand what makes the long /E/ sound.


-“Today we are going to talk about the long /E/ sound. Can everyone say /E/? Good Job!”

 

-“When you see ea and ee together in a word they make the /E/ sound. Can everyone make the /E/ sound again? Good! When I hear that sound, it makes me think of a woman seeing a mouse. In movies, what do most girls do when they see a mouse? They throw their arms up and say EEEEEE!” At this point the teacher can show the students the picture of a woman squealing.

 

-“So whenever we hear that /E/ sound, I want you to squeal like you just saw a mouse and throw your arms up like the woman in our picture. Let’s practice. If you hear the /E/ sound I want you to throw your arms up in the air like you just saw a mouse.” At this point the teacher can read a few words with the /E/ sound and a few without, to see if the students understand the concept.

 

-“Now let’s practice our new sound with a tricky tongue twister. I am going to say it first, and I want you to listen, ‘The team sneak up the street.’ Did anyone hear our /E/ sound? Can you say the tongue twister with me, and this time if you hear our /E/ sound I want you to throw up your arms, like we’ve been practicing.” When saying the tongue twister, say slowly and stretch out the sounds.

 

-“Now I am going to read you a story called The Mean Geese. While I’m reading, I want you to pay attention and whenever you hear that /E/ sound I want you to throw your arms up, like you are screaming.”

 

-To asses the children’s understanding of the /E/ sound, the teacher can give them a piece of paper with different pictures on it of objects with the /E/ sound. They can circle and then color the pictures that have the /E/ sound.

 

Reference:

 

Doctor, Doctor Do You Hear a Heartbeat? By Jana Bell

http://www.auburn.edu/academic/education/reading_genie/passages/bellel.html

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