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