5E Lesson Plan Ideas

Section 1
Subject area / English/Dual Enrollment Grade 11
course / grade level

Standards (State Stand Standards

and ISTE Standards
Demonstrate knowledge of twentieth- and twenty-first-century
for Students)
foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics. [RL.11-12.9]
By the end of Grade 11, read and comprehend literature, including
stories, dramas, and poems, in the Grades 11-College and Career
Readiness (CCR) text complexity band proficiently, with scaffolding as
needed at the high end of the range. [RL.11-12.10]
Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add
interest. [SL.11-12.5]
Integrate multiple sources of information presented in diverse formats
and media (e.g., visually, quantitatively, orally) in order to make
informed decisions and solve problems, evaluating the credibility and
accuracy of each source and noting any discrepancies among the
data. [SL.11-12.2]
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on Grade 11 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively. [SL.11-12.1]
a. Come to discussions prepared, having read and researched
material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas. [SL.11-12.1a]
b. Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish
individual roles as needed. [SL.11-12.1b]
c. Propel conversations by posing and responding to questions that
probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives. [SL.11-
12.1c]
d. Respond thoughtfully to diverse perspectives; synthesize
comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional
information or research is required to deepen the investigation or
complete the task. [SL.11-12.1d]

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 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.

See the Knowledge Constructor standards in action.  

3a

Students plan and employ effective research strategies to

locate information and other resources for their intellectual or creative
pursuits.

3b

Students evaluate
the accuracy, perspective, credibility and relevance of information,
media, data or other resources.

3c

Students curate information from digital resources using a variety of

tools and methods to create collections of artifacts that
demonstrate meaningful connections or conclusions.

3d

Students build knowledge by actively exploring real-world issues and

problems, developing ideas and theories and pursuing answers and
solutions.

Objectives Individual students will create online interactive quizzes to help

themselves master content related to a literary topic. In this example,
students will create Kahoot interactive quizzes that they and their
classmates can use to review character traits from The Great Gatsby.

Differentiation Visual learners will find that they are able to add images that they
Strategies: How will associate with certain characters from the novel. Text based learners
the lesson address will be able to organize questions based on the text from the novel and
the various learning their own interpretations from the text. Special needs students as well
styles of the as all other students should find the group quiz activities in class
students and the engaging, educational, and fun giving them time to bond with their
needs of those with classmates.

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 special needs?

The 5Es: Engagement

Description

We are about to begin a fascinating unit on one of the most interesting works in all of American
Literature, F. Scott Fitzgerald’s masterpiece The Great Gatsby. During this unit, we will learn
about the historical period including details of World War I, Prohibition, and The Roarin’
Twenties. After learning the historical background, and reading the literature, you will create
your own digital quizzes based on what you have learned.

Assessment

After watching the videos of the historical period, students will respond to the following
questions in the form of an exit slip.

1. Which video did you find the most interesting? Why? Explain.
2. What would you do to make the less interesting video more interesting? Explain.
3. What other ideas do you have at this point about the type of video you would like to
create? Explain.

The 5Es: Exploration

Description

After reading and annotating The Great Gatsby, students will collaborate in groups to research
what makes a successful quiz. After doing this, groups will determine the roles of the members
within the group. Students will share the video they created with their classmates through their
school email accounts.

Assessment

After finishing your Kahoots, you will share a link with your classmates so they may view
your work. Your classmates will provide feedback on your work, and you will provide
feedback on their work. All students should be cordial in their responses to their
classmates. Remember, any comments you make should be aimed at helping your
classmates and yourself continue to grow as students, citizens, and digital media
content creators.

The 5Es: Explanation

Description

Working on your own adaptations of a classic work of literature can be challenging, but that is
part of what makes it so rewarding. Some hints and helpful techniques.

1. Make sure to include details that will spark participant’s interest.

2. Don’t just include the most obvious clues. Start with more obscure clues to insure that
those who have a greater depth of knowledge will be more likely to score higher.

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 3. Things will not always go as you planned, so be flexible. Have fun with it, and try to
maintain an even keel. You will produce much better work if you have the right mindset.
Happy quiz making!

Assessment

Students will write a short essay on The Great Gatsby project. The essay need not be more
than three paragraphs. In your essay, you will explain why your group choice the part of the
story you choice to depict digitally. You will also explain what your role in the group was and
why you and your group chose this role.

The 5Es: Elaboration

Description

Students will create their own media version of The Great Gatsby using video cameras and/or
phones to record video and audio. Students will create/design costumes that reflect the attire
worn by the characters in the literature. Students will demonstrate acting, speaking, and
presentation skills in their digital video creation. Students will use computer-editing software to
construct a seamless video production including audio, graphics, and music. Students may
create their own audio/music or use appropriate audio provided in the editing s

Assessment

Students’ projects will be assessed by the overall quality of the quiz. The goal of the
project is for students to demonstrate knowledge of the source text. Inclusion of the
various standards listed above will be done on a holistic basis. Students will create a
blog where they answer the following questions as an additional means of assessment:

The 5Es: Evaluation

Description

I will evaluate your work based on the rubric below.

Assessment

The following two rubrics will be used to grade your finished group video project and
your individual contribution to your group.

Individual Rubric:

Kahoot Project : The Great Gatsby Project Individual

Scoring

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 CATEGORY 4 3 2 1

Graphics Excellent Graphics Decent Graphics Graphics Could Be No Graphics

Better

Questions Interesting questions Relatively interesting, Somewhat Not interesting

delving deep into delving somewhat interesting, but not
character. deeply into character. delving deeply into
character.

Content Covers topic in-depth Includes essential Includes essential Content is minimal
with details and knowledge about the information about the OR there are several
examples. Subject topic. Subject topic but there are 1- factual errors.
knowledge is knowledge appears 2 factual errors.
excellent. to be good.

Requirements All requirements are All requirements are One requirement was More than one
met and exceeded. met. not completely met. requirement was not
completely met.

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