Geneva College

Beaver Falls, PA
Geneva Lesson Plan
Name: Lauren LaMantia Date: 9/21/2020 Time: 12:30PM – 1:00PM
th
Subject: Phonics Grade Level: 4 Group
I. Topic & General Goal Long /e/: Students will be able to accurately identify, blend,
articulate, and spell the long /e/ sound. (e, ee, ea, ie, y, and ey)
II. Reference to PA or Standard - CC.1.1.4.D
Common Core Know and apply grade-level phonics and word analysis skills in
Standards decoding words. • Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and morphology to read
accurately unfamiliar multisyllabic words.

III. Lesson Objectives TSWBAT accurately identify the long /e/ sound while reading
TSWBAT accurately blend one-syllable words with long /e/
TSWBAT accurately blend multisyllabic words with long /e/
TSWBAT accurately articulate the long /e/ sound while reading
TSWBAT accurately articulate the long /e/ sound while speaking
IV. Materials  Dry-Erase Board/ Smart Board
 Google Slides Presentation
 Frog Passage
 Frog Leap Pad Worksheet
V. A. Introduction "Good Afternoon Everyone! Today, we are going to be learning
about the long /e/ sound. We will be sorting, blending, reading,
and writing the long /e/ sound."
B. Procedures 1. The teacher will begin the lesson by probing the students'
background knowledge on the long /e/ by asking the following
questions:
- "Can anyone tell me what a long /e/ sounds like?"
- "Does anyone know a word that contains a long /e/?"
2. The teacher will utilize the Google Slideshow to introduce the
different spellings of long /e/ (e, ee, ea, ie, y, and ey). The teacher
will slowly make the long /e/ sound while introducing each slide
to emphasize that each of these different spellings pronounce the
same sound.
3. The teacher will utilize the slideshow and have the students say
the long /e/ spellings slowly along with her.
4. The teacher will utilize the slideshow and have the students
independently say the long /e/ spellings slowly as the teacher
displays each slideshow. The teacher will assist, if needed.
5. The teacher will distribute the Frog Passage to the students.
The teacher will go through and read the passage aloud to the
students slowly. Next, the students will independently reread the
passage to themselves.
 6. Once the students have read the passage twice, the teacher will
read aloud the questions. The students will raise their hands and
answer them. The teacher will facilitate a discussion and state the
correct answer at the end before moving on.
7. Once the Frog Passage worksheet is completed, the teacher
will distribute the Frog Leap Pad worksheet to the students.
8. The students will identify the words that contain the long /e/
sound. The teacher will read aloud each word from the row and
guide the students as they identify the long /e/ words.
9. The teacher will review the correct answers for the worksheet.
10. The students will utilize their iPads (or teacher’s iPad) to
interact with the Wonders Long /e/ sorting activity.
C. Differentiation Content: During this small group phonics lesson, I will be
working with students independently as needed during the
activity portions.
Process: During this small group phonics lesson, the struggling
students can focus on the identification and articulation of words
containing a long /e/ to promote their mastery of these skills.
Products: During the question sections, the students can orally
share their answers to promote their articulation of long /e/
words.
Learning Environment: For the duration of this small group
lesson, the students will be working in the Special Education
classroom. The classroom is equipped with flexible seating,
minimal noise, and free range to move as needed in a discrete
manner to reduce distractions and disruptions.
D. Closure The teacher will conclude the lesson by reviewing the letter cards
aloud with the class. Finally, the teacher will ask the students if
they have any questions regarding long /e/ words and yield their
questions accordingly.
VI. Assessment Observation of Student’s Work
- Articulation of long /e/ words
- Identification of long /e/ words in isolation
- Identification of long /e/ words within a passage
- Accuracy in responses on worksheets
- Ability to orally spell various long /e/ words
- Ability to write various long /e/ words
VII. Modifications and/or Read Aloud: For students who struggle with reading, reading
Accommodations comprehension, or articulation, the teacher will reread the
passage aloud to them, so they still hear the story twice before
answering the questions.
Extra Time: For students who need extra time to understand or
achieve the task, then they will get extra time to complete their
activities.
Movement: For students who have difficulty with sitting still for
a prolonged period, this activity is portioned into segments
 allowing the students to move around frequently while still
receiving full benefit from the lesson.
Engagement: For students who have difficulty engaging with
their peers during discussion, their participation could be done in
a one-to-one with an aide or with a partner/small group.
Co-Operating Teacher Approval Signature: Date of Approval:

_______________________________________________ ______________________

IX. Self-Evaluation