University of West Alabama

5E Lesson Plan Template

Teacher: Morgan Norsworthy

Date: May 20, 2019

Subject area/course/grade level: Reading – 3rd Grade

Materials: Chromebooks, computer lab, high school broadcasting class cooperation

Standards (State and ISTE Standards for Students):

State –
1. Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.3.2] a. Introduce
a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a] b.
Develop the topic with facts, definitions, and details. [W.3.2b] c. Use linking words and phrases (e.g., also, another, and,
more, but) to connect ideas within categories of information. [W.3.2c] d. Provide a concluding statement or section.
[W.3.2d]

2. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and
editing. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-3.)
[W.3.5]

3. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as
well as to interact and collaborate with others. [W.3.6]
ISTE –
1. 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.

2. 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.

Objectives:

I can use the writing process to successfully prepare to publish an informative text on light and sound.

I can use a computer to publish a word document by typing a text independently.

Differentiation Strategies: This lesson will meet all types of learning. There will be opportunities to work in a
group with peers, to check work, conference with the teacher, and fix mistakes. The students will also have
an opportunity to work independently on their own computer in the computer lab.

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ENGAGEMENT:

As we finished up a reading unit on Light and Sound. We will review the information learned in the Unit by
playing a riddle game. This will be the subject of their published text. This is a game we have played often,
and the students are used to. I will read each riddle out loud and the students will try to guess the answer.

I am a type of energy. I am unable to travel through a vacuum because there are no particles to disturb.
What am I? (sound)
I am a famous inventor who created a device that lets you talk with someone far away. Who am I?
(Alexander Graham Bell)
I am located in the earpiece of a telephone and receive the signal that is sent by a distant transmitter.
What am I? (receiver)
I am a type of doctor that studies hearing. I try to find ways to help people with hearing loss. What am I?
(an audiologist)
I am a part of the larynx that allows you to make sounds. What am I? (vocal cords)
I am what is produced by rapid movements in the air which create sound. What am I? (vibrations)
I am a quality of sound that is determined by the frequency of the vibrations that are produced. I can be
high or low. What am I? (pitch)
I am a quality of sound that is determined by the amount of energy that is used to create a sound. I can be
loud or soft. What am I? (intensity)
I am a device that allows someone to hear better when he or she has hearing loss. What am I? (hearing
aid)
I am the sheet of muscle below the lungs that assists in breathing. What am I? (diaphragm)

EXPLORATION:
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This phase may take more than one day as the students will work through the writing process.
Plan: The students will gather information and plan for their writing. While working with their group at their
tables, the students will write three ways that light and sound are similar and three way they are different.
They know this information from the previous unit.

Draft: I will take ideas for titles and collect them on the board to inspire student thinking. While students are
working with their groups I will guide their thinking for the draft. I will ask them to share ideas for sentences
for the topic paragraph and write them down. Next, they will choose the best sentences together, and write
them in the first section of the draft graphic organizer. Then they were share ideas for concluding
paragraph and write them down. They will choose their favorite together and add them to the graphic
organizer.

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Revision: Their checklist will help them know what changes need to be made. The students may choose to
use the checklist as a group or ask a peer to check their work with the checklist.

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Second draft: they will rewrite the draft with the changes made during the revisions tage

Editing: the students will choose their title and use an editing checklist to help them know if any further
corrections are needed. After checking their own writing, they will also check a peer’s.

Final Copy: the students will use their final and corrected draft to type and print their writing. Two teacher
assistants and I will be available during this time to assist students with keyboarding, spell-check or any
other issues.

EXPLANATION:
After all the steps in the writing process are complete I will hold writing conferences with each student
during center time. During the five-minute conference, the student will tell me what they think of their
writing and I will lead to conversation towards mistakes and things that can be improved with the writing.
We will use this worksheet to keep our conference on task.

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ELABORATION:

The students will work with the high school broadcasting class and create a news cast announcing their
writing publication. The will work with the high school students to create a script for the teleprompter and
record in front of a green screen. Some students will work with the older students to edit and create the
final video.

Here is the video my students created:

https://www.youtube.com/watch?v=8Ay8g9YnpXg

EVALUATION:

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References:
Copyright © 2013 Core Knowledge Foundation
Fifth and Fearless TPT
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.

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