E Phonics lesson plan w/ 1 handout & 2 instructions

Lesson
Title/Focus

E Phonics Cootie Catcher

Date

November 13, 2014

Subject/Gra
de Level

Grade Three: English Language Arts

Time
Duratio
n

30 minutes

Unit

Vocabulary and Phonics

Teacher

Deanna Plested

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

4. Students will listen, speak, read, write, view, and represent to enhance the clarity
and artistry of communication.
5. Students will listen, speak, read, write, view, and represent to respect, support, and
collaborate with others
4.1 Enhance and Improve
Expand knowledge of language
o Explain relationships among words and concepts associated with topics of
study
o Experiment with words and word meanings to produce a variety of effects
4.2 Attend to Conventions
Attend to spelling
o Use phonic knowledge and skills and visual memory, systematically, to spell
phonically regular, three-syllable words in own writing.
5.2 Work Within a Group
Cooperate with others
o work cooperatively with others in small groups on structured tasks
o identify and seek help from others who can provide assistance in specific
situations

LEARNING OBJECTIVES
Students will:
1. Students
2. Students
3. Students
4. Students

will
will
will
will

identify word relationships and meanings

examine phonics and visual memory to aid in spelling
complete tasks cooperatively in groups
identify solutions to problems cooperatively

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

Observe how students have created their cootie catchers

Observe how students are working together
Listen to the pronunciation of the words students are using
Do students understand the relationship between e and a word?
(4.1)
Can students work together to solve a problem? (5.2)
Can students complete tasks in groups? (5.2)
Do students understand the relationship between phonics and
words? (4.2)
Cootie catchers (4.1, 4.2, 5.2)
Verbal work, groups (4.2, 5.2)
Sentences (4.1, 4.2)

LEARNING RESOURCES CONSULTED

http://topnotchteaching.com/lessonideas/cootie-catchers/
http://lessons4now.com/teaching-with-cootiecatchers/

MATERIALS AND EQUIPMENT

premade cootie catchers (1 student)
folding/game instructions

PROCEDURE
Prior to lesson

Have all cootie catchers printed and ready. Be familiar with the
folding instructions and how the students will use the cootie
catchers.

Attention Grabber

Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation

Introduction
Today we are going to talk about e. Specifically long e and
short e words. What sound does the long e make? What is
one word with the long e? What sound does the short e
make? What is one word with the short e?

Time
5 minutes

Ask the students about long e and short e sounds and words.
Students will raise their hands when answering a question.
They will sit quietly in their desk during the lesson until the
teacher tells them it is acceptable to work together. Noise level
should remain mid-low levels.
1. Review long and short E
2. Demonstration of creation of cootie catchers
3. Explain how the cootie catchers will work.
4. Hand out cootie catchers to students and have them create
theirs.
5. Group the students into pairs, or groups of three if needed.
Have them work together to use the cootie catchers.
6. Have the students put their cootie catchers away at the end
of the lesson.
Demonstrate how to create cootie catchers
Body

30
minutes

Time

Long and short E review

Today we are going to talk about e. Specifically long e and
short e words. Ask the students What sound does the long
e make? What is one word with the long e? What sound does
the short e make? What is one word with the short e?

5 minutes

Demonstrate how to make the cootie catchers.

Have the students go slowly. Explain each step in detail and
demonstrate it for all the students to see. Answer any
questions as you go along.
1. Cut along the outside line all the way around the square.
2. Fold the paper diagonally twice on opposite sides so a
folded X forms, unfolding prior to the second fold.
Unfold completely after the second fold
3. With the paper print side down (with the design face
down), fold up all four corners so that the points meet in the
middle.
4. Without unfolding, fold all four corners so that the points
meet in the middle again.
5. Now fold in half with the open flaps on the outside of the
fold.
6. Work your fingers into the four corners from the fold side
work the creases to form the four points

5 minutes

Explain how the cootie catcher game works.

Perhaps use volunteers to demonstrate this. Go through the
steps slowly and carefully. Answer any questions as you go
along.
Each student needs to go through each process one
time each. (each student controlling AND choosing)
1. Have the students work with a partner. One student
operates the cootie catcher. (Student 1)
2. The other student (Student 2) picks one of the pictures.
3. Student 1 opens and closes the cootie catcher while
saying the word phonetically (saying the sounds). For

5-10
minutes

Learning Activity
#4
Teacher Notes:
Assessments/
Differentiation

example, is the picture is of a three, the student would

say: /th/ /r/ /ee/, so the student would open/close the cootie
catcher three times.
4. Student 2 picks one of the words.
5. Again, Student 1 opens/closes the cootie catcher for the
number of sounds in the word.
6. Student 2 picks another word.
7. This time, Student 1 opens the flap to reveal a spelling for
the sound focus. For example, the spelling could be ee.
8. Student 2 then needs to write a word that includes this
spelling of the sound. They can use some of the words from
the cootie catcher or think of their own. For example, they
could write: cheep.
9. After Student 2 has written their word, they need to write a
sentence incorporating that word. For example: The chick
liked to cheep. Students should correctly spell all
words in their sentences
10.Students will switch places with Student 2 operating the
cootie catcher and Student 1 choosing the pictures/words.
Group the students and hand out the cootie catchers. Have the
students complete the task.
Group the students into groups of 2-3 depending on class.
Perhaps group strong LA students with weak LA students. Have
each student cut and fold their cootie catchers appropriately.
Ensure that the students are using them correctly and
effectively. Make sure all words are spelled correctly for
each student

15-20
minutes

Learning Activity
#5

Clean up

Teacher Notes:
Assessments/
Differentiation

Students should clean up all scrap paper off of desks and floor.
Put all cootie catchers in the appropriate place.

2-5
minutes

Closure
Have the students write words that they see every day, or for
items that they see every day. (activity 3-4)

Time

Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Sponge
Activity/Activities
Reflections from the
lesson

Put away cootie catchers, clean up and prepare in desks for

next lesson.

2-5
minutes

How to use the Cootie Catcher

There are a number of ways that you could use the cootie catchers, but below describes
how Ive been using them with my students.
1. Have students work with a partner. One student (student 1) operates the
chatterbox.
2. The other student (student 2) picks one of the pictures.
3. Student 1 opens and closes the chatterbox while saying the sounds. For example, if
the picture is of a three, the student would say: /th/ /r/ /ee/, so that student
would open/close the chatterbox 3 times.
4. Student 2 picks one of the words.
5. Again Student 1 opens/closes the chatterbox for the number of sounds in the word.
6. Student 2 picks another word.

7. This time Student 1 opens the flap to reveal a spelling for the sound focus. For
example, the spelling could be ee.
8. Student 2 then needs to write a word that includes this spelling of the sound. The
student can use some of the words from the chatterbox, or think of their own. For
example, the student could write: hoop.
9. Students alternate taking turns operating the chatterboxes.