5E Lesson Plan Template

Teacher

Date 7/28/2021

Subject English Language Arts, 5th Grade

area/course
/grade level

Materials
Instructional Resources and Materials:

Informational Texts and Cause and Effect Slides

https://docs.google.com/presentation/d/1j2OuV4QTcIENyC9QGtYEnqn-
NXK8oddlfSYmyS9HtnM/edit?usp=sharing

Boston Tea Party Video https://www.youtube.com/watch?

v=1cT_Z0KGhP8&feature=emb_title

ReadWorks Article “A Tea Party in Boston”

https://www.readworks.org/article/A-Tea-Party-in-Boston/07c66958-78bc-47e8-
91ea-6dded91f93ac#!articleTab:content/

Reflection Sheet
https://docs.google.com/presentation/d/1i_qcTJGZMTfourVb6ypK0EKbqouHaj
PPfyV427vqSgc/edit?usp=sharing

Standards RI.5.3 Explain the relationships or interactions between two or more individuals,
(State and events, ideas, or concepts in a historical, scientific, or technical text based on
ISTE specific information in the text.
Standards
ISTE Standard 6a Students choose the appropriate platforms and tools for
for
meeting the desired objectives of their creation or communication.
Students)

Objectives
 Students will know that an informational text is a text that presents
factual information about a subject.
 Students will know that informational texts are written for different
reasons such as to persuade or to inform.
 Students will know that an informational text can be historical, scientific,
or technical.
 Students will know that the information in a text can be used and cited
as text evidence to support a claim.
 Students will be able to identify relationships or interactions between
two or more individuals, events, ideas or concepts in an informational
text.
 Students will be able to explain the relationships found in an

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 informational text.

Students will be able to use text evidence to support their explanations.

Differentiati
ReadWorks has a recorded version of the text available for students who are
on
unable to read the text on their own. I will show this accommodation to all
Strategies
students and allow them to use it if they feel as though they cannot read
(How will
through the text on their own. Students who are unable to show their
the lesson
understanding of the topic on day 1 will always be asked to join a re-teaching
address the
session or small group during their lunch time, in order to have another chance
various
to interact with the material more than once.
learning
styles of the The majority of my students are visual learners, so I like to include pictures and
students diagrams on my slides in order to help my visual learners understand a
and the concept. The slides I present to the class are always available online for
needs of students to access whenever they are needed. Auditory learners are
those with encouraged to listen to the text aloud using ReadWorks as they re-read and
special look for text evidence. Kinesthetic learners are encouraged to stand and move
needs?) around while we work in class. For my students that are at a higher grade level,
I will ask that they write a whole paragraph or find more than one effect to the
given cause. This will give them an extra challenge and keep them engaged as
other students continue working.

5E Lesson Plan Template

The 5 Es

E Description

Engagement We will then watch a short video about the Boston Tea Party in order to re-
introduce them to what happened in colonial America as a result of British
taxation on the Colonies.

Begin by sharing screen with instructional slideshow from Google Slides.

Students will be asked “How would you feel if schools began taxing students on
pencils and paper used in class?” and will participate in a quick write activity on
NearPod. Students will then share their quick writes aloud if called on.

Engagement Quick Write assignment “How would you feel if schools began taxing students
Assessment on pencils and paper used in class?”

Exploration Group discussion: go over informational texts and have students reflect on what
they are and why they are used. Guide discussion to ensure students

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 E Description

understand that informational texts lay out factual information. Explain that
events and people can influence other people or events in a text. Recognizing
these things is called making connections. (5 minutes)
Have students go through everyday examples of “cause and effects” (EX.
cause: you stay up late playing video games, effect: ______)
Have students go through everyday examples of people making an influence on
an event (EX. My father and mother went to the University of Alabama, what
could that influence for me growing up?)

Exploration Check for understanding – have students send a “private chat” on zoom in
Assessment order to see which students are able to clearly identify an effect.
Check for understanding – have students send a “private chat” on zoom in
order to see which students are able to clearly identify an influence

Explanation Introduce ReadWorks article “A Tea Party in Boston” and ask students if this is
a historical, scientific, or technical text. Popcorn read “A Tea Party in Boston”
Model being given a cause and finding the effect in the text. (EX. Cause: British
government put a tax on tea going to the Americas)

Explanation Check for understanding – have students answer a Zoom poll to see which
Assessment students can identify that this is a historical text. Students help find alternative
option for an effect to the same event as a whole class.
Independent practice – students are given a cause and must find the effect on
their own and record in reflection sheet (Cause: The American Colonists
dressed up as Native Americans and dumped 342 boxes of tea into the Atlantic
Ocean)
Go over student answers to the independent practice about “A Tea Party in
Elaboration
Boston” make corrections on students’ misconceptions regarding informational
text and cause and effect.
Evaluation Students are explained the final technology assignment of finding an
informational article on one of the reading platforms we have used in class,
(ReadWorks, NewsELA, MyOn, Ducksters) and complete slides two and three
of the RI.5.3 reflection sheet. Slides two and three ask students questions:
What is the title of your article? Who wrote your article? What website/resource
did you use to find your article? How do you know that this is an informational
text?

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