5E Lesson Plan Template

Your name Brooklyn Sullivan

Cooperating
teacher
name (if
needed)

Date(s) November 1-November 10

taught

Subject English Language Arts; 7th Grade

Grade level

Materials  Rubric
 Turkey Profiles
 Paper
 Pencil
 Chromebook
 Access to Prezi
 Trutouch screen
 desktop computer
 index card

Standards Replace these directions with your work.

(State and
ISTE
20.) Write arguments to support claims with clear reasons and relevant
Standards for evidence.[W.7.1]
Students)
1.6.d Students publish or present content that customizes the message
and mediumfor their intended audiences.

Objectives Replace these directions with your work.

I can work with my peers to support claims, produce an argument and create a
presentation for the president to pardon my turkey.

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 I can work with my peers to utilize evidence to argue our plea for our turkey and
present our prezi.

Differentiatio Replace these directions with your work.

n Strategies
For this lesson, I will instruct students to create a prezi presentation so that
visual learners have a visual aide to view along side of their speech. When I
introduce the project, I will provide visual aides such as an example speech
and example prezi for visual learners to view and see what is expected of
them. When students watch President Trump’s pardoning the turkey speech I
will play the video which will provide a visual aide and an auditory aide. To
further assist auditory learners I will read my example speech and prezi
presentation. To help kinesthetic learners, I will allow students to use
highlighters to highlights the parts of Trump’s speech they could use as
evidence in their speeches. I will also allow students to stand up as they work
if needed and move around the room as they confer with their group members
while they work. My special needs learners will be grouped with students that
are academically strong. My special needs learners are in inclusion classes so
they will also have the support of the special education teacher in class for
further assistance. To differentiate my lesson to support all learners needs I
will put the students tables in groups to create an environment that makes
collaborative worker more accessible.

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The 5 Es

E Description

Engagement Replace these directions with your work.

To engage students and catch their attention, we will began the lesson by
discussing November and Thanksgiving. I will ask, “What month is it?” Then I
will ask, “What do we celebrate in November?” This will activate prior
knowledge and help my students focus on the lesson. Then we will discuss
Thanksgiving traditions and then I will give my students an index card. I will give
them one minute to write a tradition their family does every year. Then we will
go around the room sharing our traditions. My students love any opportunity to
share stories about their lives so this will catch their attention. To further engage
the student’s attention we will discuss traditions carried out at the White House
and the pardoning of the turkey event. I will allow students to watch President
Trump’s pardoning the turkey speech from last year.

This portion of the lesson will take 1 instructional day.

Engagement Replace these directions with your work.

Assessment
I will formally assess students engagement based on the responses of their
index cards as seen in the student example shown above. After watching the
speech I will ask students questions such as, “What was the Turkey’s name that
Trump pardoned?” and “What did Trump say about his wife’s work in the
garden?” These questions will help me assess whether or not students paid
attention and are engaged in the lesson.

Exploration Replace these directions with your work.

Once students are engaged in the lesson I will pair students into the groups
they will work in to complete the project. I will assign each group a turkey to ask
the president to pardon. Students will analyze Trump’s speech again with the
assistance of the written script. Students will then read Trump’s speech aloud in
their groups and highlight the evidence they feel supports what Trump cares
about and how it can apply to their plea for their turkey. Based on the evidence

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 E Description

the students find, they will list their three reasons why the president should
pardon their turkey.

Exploration Assess the students’ knowledge after they complete the elaboration activity.
Assessment Include the tool you will use to assess the students in his section.

I will use a graphic organizer to assess students learning through out this
portion of the lesson. This graphic organizer will serve as an outline for the
students written speech.
Pardon My Turkey

Use this graphic organizer to ask President Trump to pardon your

speech. List three reasons why your turkey should be pardoned.

Intro (Include Thesis statement) -

Reason 1 - 

Reason 2 - 

Reason 3 - 

Conclusion (Remember to restate thesis statement)

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 E Description

Explanation
Now that students have found evidence and listed their three reasons, I will
further explain the next portion of the project. I will remind students that this is
the point where they will create a written speech as a group. The speech will
need to be five paragraphs long and at least three sentences each.The
paragraphs should include the introduction, reason one, reason two, reason
three, and the conclusion paragraph. At this point we will define the term “thesis
statement.” We will discuss the importance of the thesis statement, its job, and I
will provide sentence stems for all of my classes accept my advanced class. I
will ask students questions such as, “At one point in the speech do you believe
the thesis statement should be stated?” We will then define the term “restate”
and I will ask “When should the thesis statement be restated?” I will then ask,
“What do you think the point of the conclusion paragraph is?” I will then model
my expectations and read my speech to the students. I will tell students to
remember the point of this lesson is to learn to write argumentatively using
supporting evidence.

https://docs.google.com/document/d/1yxVfUS4pooGaxHnMXpWnr9zYh0IdBrn_
P5cpNSptDho/edit?usp=sharing

Explanation At this point I will use the first rubric to assess students written speech from the
Assessment link inserted below.

https://docs.google.com/document/d/1f1ropRdae1s_QXUZSELYPV-
HHbmQ_TeInYERXTpYwqk/edit?usp=sharing

Elaboration Replace these directions with your work.

I will remind students the ability to argue with supporting evidence makes there
claims more valid in every aspect of their lives.
At this point in the lesson, students will take their speech and create a prezi
presentation to correspond with their written speech. My students have never
used prezi, so I will walk them through the steps to creating a prezi account and
a prezi presentation and answer any questions they may have. I will then show
them the prezi presentation I created that I will utilize as a visual aide during my
speech. We will discuss the importance of highlighting the key points in the
presentation without just copying the speech and pasting it onto the
presentation.
https://prezi.com/view/Tp5j0fmz2EUdwD5ASqce/

Note: You are required to upload, insert, or attach two student-created

technology products to the Teaching & Assessment page in your
portfolio.

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 E Description

Evaluation Replace these directions with your work.

For this portion of the lesson I will assess students understanding of the object
using the second and third rubric attached to the google. These two rubrics
allow me to assess the students ability to argue using supporting evidence, and
their ability to create a technology based presentation.

https://docs.google.com/document/d/1f1ropRdae1s_QXUZSELYPV-
HHbmQ_TeInYERXTpYwqk/edit?usp=sharing

Note: You are required to complete two rubrics or checklists showing how
you graded the work (technology product) created by the students in the
Elaboration phase. You will upload these to the Teaching & Assessment
page of your portfolio.

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.

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