Lesson Plan on the Long E and Short E
Objectives:
2.1.09a- The learner will be able to participate in a discussion about the text.
3.2.11i- The learner will be able to write in a journal.
2.3.03c- The learner will be able to spell basic short-vowel, long-vowel words and consonant blend patterns.
Materials:
Book- The Very Quiet Cricket, by Eric Carle
Dry-Erase board with markers
Puzzles
Journal for each student
black comb
three short black chenille stems
one long black chenille stem
two googly eyes
Pencil/Crayons/Markers/Glue
Procedures:
I will begin the lesson with a KWL chart about crickets. I will have the students list everything they know about crickets and everything they want to know about crickets. When we finish the lesson I will have the students list everything that they have learned about crickets.
Vocabulary:
Locust- short-horned grasshopper
Spittlebug- produces a cover of frothed-up plant sap resembling sip
Cicada- a insect that has small eyes that are wide apart on the head and transparent, well-veined wings
Pre-Reading:
1. Show the students, The Very Quiet Cricket, by Eric Carle.
2. Ask the students if they can predict what is going to happen in the story.
3. After discussing the students predictions, tell the students that their purpose for listening is to discover if the cricket was quiet throughout the story.
4. Introduce the vocabulary words from the story.
Reading:
1. Read The Very Quiet Cricket, by Eric Carle.
2. Ask the students the following questions (2.1.09a):
�· How was the cricket born?
Ã?· What couldn’t the cricket do?
�· Who was the first animal to greet the cricket?
�· What was the worm eating?
�· How did the cricket learn how to chirp?
Post-Reading:
Activity One
1. Give each student a puzzle. Theses puzzles are pictures of animals and objects that have the either the long e or short e sound. Each puzzle has six pieces.
2. Have the students work their puzzle.
3. After the students have worked their puzzles go around the table and have the students tell each other what their puzzle is of and if it has the long e or short e sound.
4. After the students have told each other about their pictures have the student write what their picture is on the dry-erase board. (2.3.03c).
5. The dry-erase board will be divided into two columns. The students will write their word in either the long e or short e column.
6. You can print pictures off the computer and cut them into pieces to make the puzzles.
Activity Two
1. Give each student a black comb, three short black chenille stems, one long black chenille stem, and two googly eyes.
2. Have the students wrap the stems around the comb, one at either end and one in the middle, then bend them so that the cricket can stand on its legs.
3. Have the students use the long stem as an antenna for the cricket.
4. Have the students wrap the long stem around one end of the comb.
5. Glue the googly eyes on the comb near the base of the antennae.
6. The students can make their crickets chirp by brushing your fingers across the comb’s teeth.
7. Ask the students if cricket has the long e or short e sound.
8. Have the students write the word cricket on the dry-erase board (3.2.11i).
9. See sample at www.storkent.com/cgi-bin/print/pf.cgi
Activity Three
1. Give each student a journal.
2. Discuss with the students facts about crickets.
3. Have the students pretend that they are a cricket.
4. Have the students write what they would do if they were cricket for a day in their journal (3.2.11i).
Additional Activities:
1. Take one regular white plate and staple half a plate on top of it to make a holder. These should be already make before you play the game with the students. You should make two holders one will be used for the long e and one will be used for the short e. You should label one holder “long e” and the other holder “short e”.
2. Give each student several pictures of things that contain the long e and short e.
3. Have the student look at their pictures and place them in the correct holder (3.2.11i).
4. For example, the students will need to put the bed picture in the holder that is labeled with the short e.
Conclusion:
2.1.09a- Was the learner able to participate in a discussion about the text?
3.2.11i- Was the learner able to write in a journal?
2.3.03c- Was the learner able to spell basic short-vowel, long-vowel words and consonant blend patterns?
Modification:
High Level- I will have the students read the book I’m a Seed or Big Red Apple independently. After the students have read the story I will ask them to go back and look at the story to find words that have the long e and short e. I will have the students write theses words down on a piece of half and half paper. This paper has a place for the students to write words and a place for the students to illustrate something. After the students have wrote the words that have the long e and short e sounds I will have the students illustrate one part of the book that they liked the best.
Low Level- I will have the student do a picture walk in the book The Very Quiet Cricket.
After the student has looked at the illustrations I will help the student read the story. During the reading I will have the student raise their hand when we come to a word that has the long e or short e sound.
