University of West Alabama

COE
5E Lesson Plan
(GROUP)

Teacher: Koy Chapman

Date: 6//2/21
Subject Area / Reading/ Kindergarten/
Course /
Grade Level:
Materials: IPad
Short film & Book
Headphones for film
Flashcards
Pencils/Markers
Standards: Summarize the book or movie to the teacher and class using flashcards. Students will also need to
choose two or more important characters throughout the text or film and describe to the class.
Students will also act out an important scene in the film or a important event in the book.
Objectives: Students will:
Watch a short film or read a book.
Summarize what the book or short film was about using flashcards.
Choose two important characters and describe them to the class using flashcards.
Create an important scene or event in the film or book.
Differentiation Each group of students will watch a short film or read a book to show how they interpret the film
Strategies: or book. Three groups will do a film, and three groups will do a book.

ENGAGEMENT:
To start, the teacher will break the students up into six groups of three. Three groups will read a book, the other three groups
will watch a short film. The teachers will tell the groups to discuss what they already know about the book or short film. After
the groups have done this the teacher will explain step by step directions.
Assessment- While students discuss what they already know about the short film or book, the teacher will give everyone in the
group an idea about what the film or book is about to make sure everyone is on the same page.
EXPLORATION:
The teacher will direct each group to either the film or the book that he/she has chosen for them. Once this has happened the
students watching a short film will sit with their group. In contrast the students reading a book will take turn reading aloud in
their own groups to make sure each student is participating in the activity.

Assessment- While students do their assigned activity the teacher will observe each group to make sure they are on task. The
teacher will give assistance to each group (if needed) while keeping in mind the teacher is working with kindergarteners.
EXPLANATION:
When each of the groups finish their assigned activity they will then be given some flashcards, pencils, and markers. After this
students will then begin summarizing the book by drawing different scenes or events that happen throughout the film or book.
While students are doing this the teacher will observe each group and give assistance when needed. After finishing this activity
the students will then pick two or more important characters through the film or book and describe them by using pictures,
words, or symbols. Lastly, the students will act out a scene (as a group) in front of the rest of the class.

Approved January, 2013

Assessment- The teacher will begin the grading process at this time. While grading, the teacher will give assistance to the
group where it is needed and will help explain things to other groups if they are not sure what is going on.

ELABORATION:
Students will then gather in a circle in front of the teacher. This is where the teacher will explain and provide in depth
summarizations and important feedback that some of the groups may not have caught during the film, book, or activities that
the groups did.
Assessment The teacher will then share to the class what he/she flashcards of the summarized film and book, flashcards of the
important characters of the film and book, and will provide the class with a video of the teacher acting out a scene along with
other teachers of the film and book.
EVALUATION:

Scoring Rubric
Excellent Good (3) Satisfying (2) Must Improve
(4) (1)
Following All directions Most directions were Some directions None of the
Directions were followed. were followed. directions were
followed. followed.
Team work Worked Worked well with your Got off task several Got off task, and
really well group. times, but worked overall didn’t work
with your well with your well with your
group. group. group.
Behavior Behaved at Behaved most of the time. Behaved Behaved none of
all times. sometimes. the time.
Attentiveness Engaged at Engaged most of the time. Engaged Engaged none of
all times. sometimes. the time.

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.

Approved January, 2013