5E Lesson Plan Template

Teacher Karen Kennedy

Date
1st grade- Phonics Lesson
Subject area/course/grade
level

Materials Chromebooks, Poster Paper, Markers

Know and apply grade – level phonics and word analysis skills in decoding words.
Standards (State and
[RF.1.3]
ISTE Standards for
Students)
1. Empowered Learner – Students leverage technology to take an active
role in choosing, achieving, and demonstrating competency in their
learning goals, informed by the learning sciences.
The student will identify create their own compound words by creating a poster
Objectives
(video for students who might not be able to make a poster).
The higher students will have the chance to identify a compound word and use the
Differentiation Strategies
compound word in a sentence in their poster or video. This activity will allow the
(How will the lesson
student to think beyond and use their higher order thinking skills to create a
address the various
sentence in the correct usage of the compound word. The students who struggle
learning styles of the
and my student with an IEP will have the ability to have visuals aids to identify a
students and the needs of
compound word and put the pictures together to form the compound word. The
those with special
student will have the ability to use a picture for the first and second words and then
needs?)
a picture of the new compound word. This activity creates a visual for these
students and allows them to recall what they are learning and identifying.

The 5 Es

E Description
The T will T will review what they students have learned so far about compound words.
Engagement
The T pull out the anchor charts from the day before and ask students to add anymore
words to the chart as a class. The T will explain that second activity is for the students
to create a poster drawing with a partner on a compound word of their choice. The
students will draw a picture of word one, draw a picture of word two, and draw a
picture of the new compound word on their poster. The T will get excited and talk about
how they will display the poster in the hallway for everyone to see.

https://create.kahoot.it/details/42cbefd3-5e80-4b30-96f6-608d3adbf0bc

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 E Description
The T will ask the students’ prior knowledge by having the students turn and talk with
Engagement
their peanut butter jelly partners about how to make a compound word. The T will be
Assessment
assessing the students to see their prior knowledge by listening and observing their turn
and talks. The T will have the students turn and talk with their shoulder partner to give
an example of a compound word. The T will be assessing the students during this
activity to see if the students are understanding what makes a compound word. The T
will have the students do a formative assessment about a compound word by using
Kahoot before introducing the pair activities. The T will be observing to identify that
the students can identify a compound word.

The T will tell the students that they will be working in pairs for today’s lesson. The T
Exploration
will have the students pull stings for partners. The T will introduce the students to the
Kahoot of making compound words. The T will state, “Look at the first word and
picture ‘rain’ and the second word and picture ‘bow.” The T will scaffold the student by
analyzing the Kahoot of the two words to identify the compound word. The T will ask
the students, “What compound word do rain and bow make when put together?” The S
will discuss with their partner what the compound word will be. The T will allow the
students to discuss what they identified as the compound word on each Kahoot slide.
The T will be observing and facilitating students with questions to provide discussion.
The T will tell the S to click their answer for the correct compound word based on the
pictures displayed. The T will have the students finish the Kahoot to complete as a
formative assessment to identify any misconceptions that the students may still have of
compound words.

https://create.kahoot.it/details/42cbefd3-5e80-4b30-96f6-
608d3adbf0bc

The T will tell the students that they will be working in pairs for today’s lesson. The T
Exploration
will have the students pull stings for partners. The T will introduce the students to the
Assessment
Kahoot of making compound words. The T will state, “Look at the first word and
picture ‘rain’ and the second word and picture ‘bow.” The T will scaffold the student by
analyzing the Kahoot of the two words to identify the compound word. The T will ask
the students, “What compound word do rain and bow make when put together?” The S
will discuss with their partner what the compound word will be. The T will allow the
students to discuss what they identified as the compound word on each Kahoot slide.
The T will be observing and facilitating students with questions to provide discussion.
The T will tell the S to click their answer for the correct compound word based on the
pictures displayed. The T will have the students finish the Kahoot to complete as a
formative assessment to identify any misconceptions that the students may still have of
compound words.

https://create.kahoot.it/details/42cbefd3-5e80-4b30-96f6-
608d3adbf0bc
The T will use the Kahoot formative assessment results to identify any misconceptions
Explanation
that the students may still have of identifying a compound word. The T will use higher-

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 E Description
order thinking questions to help the students connect. The T will be using a PowerPoint
slides presentation to help the students understand identifying a compound word. The T
will ask the students, “What is a compound word?” The T will be assessing the students
to see if they have understanding that a compound word is two words put together to
create a new word with a new meaning. The T will ask the students, “Why does word
one and word two have to be in the correct order to be able to identify the compound
word?” The T will be assessing the students to see if they have a conceptual
understanding that word one has to be in front of word two so that when they combine
the words, it makes the correct compound word. The T will ask the students, “Why is
the meaning of the compound word different than the two words used to create the
compound word?”

Explanation The T will be assessing the students to see if they have a conceptual understanding that
Assessment the compound word is a new word with a different meaning than the two words used to
create it.

Elaboration
The T will then explain their partner activity of creating a poster drawing. The T
will explain the directions of the activity before allowing the students to begin
the activity. The T will tell the students that they will be creating a poster
drawing on their poster sheet. The students will draw a picture of word one,
draw a picture of word two, and draw a picture of the new compound word. The
T will tell the students that they will create a text box and type in the word that
they drew a picture of above each drawing on their poster. The T will tell the
students they have 15 minutes to complete this activity and will use the online
stopwatch to help the T and students monitor time. While the students are
working, the T will observe the students to scaffold them by providing verbal
feedback on their poster drawing. The T will be using higher-order thinking
questions to facilitate and guide the students learning and thinking.

Evaluation
In the Engagement Phase, the T will activate the students’ prior knowledge by
having the students turn and talk about how they can identify a compound word
in a sentence. The T will be informally assessing the students to see their prior
knowledge of how to determine a compound word in a sentence by listening
and observing their turn and talks. The T will have the students turn and talk
with their shoulder partner to give an example of a compound word. The T will
be informally assessing the students during this activity to see if the students
are making a conceptual understanding of what a compound word is. The T will
have the students do a formative assessment about a compound word by using
Kahoot before introducing the activity. The T will be observing to identify any
misconceptions that the students may have of identifying a compound word. In
the Exploration Phase, the T will ask the students, “What compound word do
dog and house make when put together? The T will have each student help
create a poster drawing by drawing a picture of word one and word two and
then drawing a picture of the compound word they identified. The students will

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 E Description

label each word under their drawings and label the new compound word. The T
will be assessing the students to ensure they have zero misconceptions of
identifying a compound word.

Assessment

The T will have each student create a poster drawing on poster paper by drawing a picture of
word one and word two and then drawing a picture of the compound word(s) they identified. The
students will label each word under their drawings and label the new compound word. The T will
be assessing the students to ensure they have zero misconceptions of identifying a compound
word with a rubric.

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.

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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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