5E Lesson Plan Template

Teacher

Date February 25th, 2020

Subject 6th Grade English Language Arts

area/course/grad
e level

Materials Chromebook

Standards (State State Standards

and ISTE
Standards for  Determine a theme or central idea of a text and how it is
Students) conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments. [RL.6.2]
 Describe how a particular story's or drama's plot unfolds in a
series of episodes as well as how the characters respond or
change as the plot moves toward a resolution. [RL.6.3]
 Analyze how a particular sentence, chapter, scene, or
stanza fits into the overall structure of a text and contributes to the
development of the theme, setting, or plot. [RL.6.5]
 Present claims and findings, sequencing ideas logically and
using pertinent descriptions, facts, and details to accentuate main
ideas or themes; use appropriate eye contact, adequate volume,
and clear pronunciation. [SL.6.4]

ISTE standards

 (3) Knowledge Constructor

Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful
learning experiences for themselves and others. Students: a. plan and
employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits. b. evaluate the
accuracy, perspective, credibility and relevance of information, media, data
or other resources. c. curate information from digital resources using a
variety of tools and methods to create collections of artifacts that
demonstrate meaningful connections or conclusions. d. build knowledge by
actively exploring real-world issues and problems, developing ideas and
theories and pursuing answers and solutions.
 (6) Creative Communicator
Students communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats and digital
media appropriate to their goals.
Students: a. choose the appropriate platforms and tools for meeting the
desired objectives of their creation or communication. b. create original

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 works or responsibly repurpose or remix digital resources into new
creations. c. communicate complex ideas clearly and effectively by creating
or using a variety of digital objects such as visualizations, models or
simulations. d. publish or present content that customizes the message
and medium for their intended audiences.
Objectives Students will collaboratively research a Shakespearean play featured in
Wednesday Wars.
Students will create a single collaborative digital project using their
Chromebook, Google, and Google Slides.
Students will present information via Google Slides.

Differentiation Differentiated instruction will be administered according to students’

Strategies (How individual IEP, IELP, 504 and Gifted Plans.
will the lesson
Example accommodations:
address the
various learning Chunked assignment-Min. of 5 slides in comparison to 9.
styles of the Use of Resource Room “time” to work on research.
students and the
needs of those Preferential seating to minimize distraction.
with special Use of sources in native language as well as ELL teacher’s guidance.
needs?)

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The 5 Es

E Description

Engageme Students will be introduced to their first collaborative group project assignment
nt using Google Slides. Students will incorporate their prior knowledge on Google
Slides form their independent Wednesday Wars final project and incorporate it in
their Wednesday Wars final group project. Students, in groups of 3 to 4 depending
on class size, will research 1 of the 7 Shakespearean plays discussed throughout
the novel study. Students will collaboratively work together to create a Google
Slides presentation that covers the entire Plot Structure (Freytag’s Pyramid) of the
play while also including background information and interesting facts. After
dividing students into their groups and allowing each group to draw for a play, I will
go over the presentation requirements. The requirements will also be posted in
Google Classroom for quick reference.

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 E Description

Engageme Formative Assessment: I will visually assess that students are seated in their
nt groups preparing to research.
Assessmen
t

Exploration During this stage of the lesson students will begin to explore and research their
play.
Since this is a collaborative project, students will participate in their group by
dividing up each segment of their project as well as deafferenting between
adequate and inadequate information to embed into their slides.

Exploration Formative Assessment: Evidence of research will be saved to each group’s Google
Assessmen Drive account via Google Classroom for me to check periodically.
t

Explanatio I will model each phase of the assignment from the research to the creating of the
n collaborative Google Slides presentation. Students, from the previous lesson,
should know how to research using specific wording to find detailed resources, how
to “bookmark” resources and how to copy/past links into the Work Cited page;
therefore, I will spend additional time explaining how to set up and share a Google
file in order to work as a collaborative group.
I will also use this time to explain my expectations for each group member’s
contribution to the project. Each project should have a minimum of 9 slides, 2 of
which are the Title Slide and the Works Cited slide, leaving 7 slides for content. Out
of the 7 slides, each group member should complete 1 slide independently. They
are to “sign” their slide at the bottom.
The division should go as follows: 3 group members working on 3 slides
independently and 6 slides collaboratively.

Explanatio Formative Assessment: Evidence of research will be saved to each group’s Google
n Drive account via Google Classroom for me to check periodically.
Assessmen
t

Elaboration Students will complete the Group Google Slides Presentation on their
Shakespearean Play. Students will apply the knowledge they gained on their
chosen play through research and the knowledge they gained from the mini lesson
on Google Slides to complete this assignment. The entirety of the lesson will be
completed in class through a collaborative environment. Students will have four
days to plan, research, design, and create their project. Upon completion, each
group will submit their one complete project. Presentations of group projects begin
the following week.

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 E Description

Provide a sample technology product for your students to use as an example.

Note: The following Slides are examples that I created while modeling Google
Slides for students.

https://docs.google.com/presentation/d/1EbrCj6GuL_P0vhQMMtGFsH_Z7l4mAZwhL2WsSbJT7vA/edit?
usp=sharing

Elaboration Formative Assessment: Evidence of research will be saved to each group’s Google
Assessmen Drive account via Google Classroom for me to check periodically.
t

Evaluation The following rubric will be used to assess Groups on both their Google Slides and
their presentation. There are 4 sections worth 25 points each totaling 100 points
possible.

Evaluation Summative Assessment: Group Presentation Rubric

Assessmen
t

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References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

Note: Content of form approved January 2013.

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