5E Lesson Plan Template

Teacher

Date September 10, 2020 - Lesson 2

Subject Grade 7 English / Language Arts

area/course/grad
e level

Materials Projector, Student Chromebooks, “Jamestown Image Analysis” sheets,

“Jamestown Lifescape AEC Paragraph” template, Theme Video

Standards (State CC W.7.1 Write arguments to support claims with clear reasons and
and ISTE relevant evidence.
Standards for
ISTE 2.b Engage in positive, safe, legal, and ethical behavior when using
Students)
technology, including social interactions online or when using networked
devices.

Objectives Students will use “Jamestown Image Analysis” completed earlier in class to
create a well-developed paragraph citing evidence from the painting.

Differentiation I will use highlighting features in Google Docs to help the visual and
Strategies (How kinesthetic learners better understand and relate to the material. I will use
will the lesson an instructional video created by my partner teacher to engage the visual
address the and auditory learners, as well as help increase the understanding of the
various learning students with special needs. I will supply a highlighted template and a
styles of the starter sentence to help accommodate my students with special needs.
students and the
needs of those
with special
needs?)

The 5 Es

E Description

Engagem I will build on the previous lesson by continuing the discussion of Keith
ent Rocco’s Jamestown Lifescape. I will play students a BrainPOP video about
theme (https://youtu.be/RecVd-6g-IY).

Engagem I will assess student engagement by asking them to brainstorm possible themes to
ent their favorite movies and books in a class discussion.
Assessm
ent

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 E Description

Exploratio I will have students work in groups of 3 to brainstorm possible themes for the
n Jamestown Lifescape image by Keith Rocco. I will have students share their
possible themes with the class, and we will revise the possible themes into a class
thematic statement, adding them to the sentence starter on our “Jamestown Image
Analysis” worksheet. I will explain to students that this is called our “assertion” and
will be the topic sentence of our paragraph.

Exploratio I will assess student exploration through the sharing of group devised themes.
n
Assessm
ent

Explanati I will explain to the students that although this theme may seem obvious to
on us, we have to prove it to our audience. I will explain to students that evidence is
when you use a detail from the image or story to support what you claim. I will
instruct each group to find 3 pieces of evidence to support the class assertion and
include it on the “Jamestown Image Analysis” worksheet.

Explanati I will assess student explanations by circulating the room and monitoring
on GoGuardian during the group activity.
Assessm
ent

Elaborati I will have the students create an “AEC paragraph” in Google Docs using a
on

provided template.
Each group of students will use the information from their completed “Jamestown
Image Analysis” worksheets to create a color-coded AEC paragraph template.

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 E Description

Evaluatio I will assess student progress through class discussion, group discussion,
n and monitoring GoGuardian. I will assess the student/group final paragraph
using the attached rubric.

I will assess the student’s technology use through a Yes/No checklist of the
following questions:
Did the student engage in positive behavior when using technology in the
classroom or when using networked devices? Yes / No
Did the student engage in safe behavior when using technology in the classroom or
when using networked devices? Yes / No
Did the student engage in legal behavior when using technology in the classroom
or when using networked devices? Yes / No
Did the student engage in ethical behavior when using technology in the classroom
or when using networked devices? Yes / No

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.

Page 3 of 4
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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