5E Lesson Plan Template

Name Sara M. Brissie/Mary Isaminger

Date(s) taught September 8, 2022

Subject
Language Arts/1st grade
Grade level
Digital Literacy and Computer Science/1st grade

Materials ● Peanut Butter and Cupcake!

● Chromebook
● Flipgrid
● Google Slides with elements of story
● Screencastify for Google Slides

Standards
*EL.AAS.1.3- Identify characters, setting, and major events in a story, using
(State and
key details. [RL.1.3]
ISTE
Standards for *EL.ACS.1.9-Use a variety of digital tools collaboratively to connect with
Students) other learners.

*Students leverage technology to take an active role in choosing, achieving,

and demonstrating competency in their learning goal, informed by the
learning sciences. Students: (1d) understand the fundamental concepts of
technology operations, demonstrate the ability to choose, use and
troubleshoot current technologies and are able to transfer their knowledge to
explore emerging technologies.

Objectives Students will collaborate (with an initial post and respond) with their peers on
Flip to retell the story as well as identifying a character with one internal and
one external character trait effectively.

Differentiation In order to help all students be successful in this lesson, I will provide
Strategies support. I want to support students at this age in their responses by using a
digital platform. I chose Flip because it will give students the ability to have
an auditory response rather than a written response. This is key to give
students the opportunity to discuss their responses at length without writing
being a barrier. Students at this age level are still in the process of
developing writing stamina.
For students who need redirection, I will have them sit in close proximity to
help keep them engaged. For the students that need additional assistance in
navigating Flip or other components of the assignment will be pulled in a
small group. In this small group I can re-state the directions that were given

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 to the class as a whole. I will be able to have this small collaborative group
go through the steps one step at a time.
I will have an additional resource where students will have a link to an audio
book where students will be able to listen to the story again. There will also
be a copy of the book for students to reference if they need visual support.

E Description

Engagement I will introduce the book “Peanut Butter and Cupcake”. I will have students
gathered and ask students to predict what they think the book will be about.
They will use the illustrations and title to gather the information that they will use
when making their predictions.

Next, we will discuss important elements of a book. I will ask “Can anyone tell
me what an important element is in many of the books we read?” The goal is to
activate the student schema before we begin reading. In order to get students
engaged in this unit on “Elements of a Story”, we are going to have a whole
class discussion. During this discussion, we are going to be looking at a
“Know”, “Want to Know”, and “Learned” (KWL) chart. Some of the questions I
am going to pose initially would be the following: “What do you know about a
story?” “What are things every story has?” I will use these questions during a
time where students have a minute to think quietly, then they will share with a
partner and we will come back as a class to discuss. This strategy of
think/pair/share will have all students both actively listening and responding to
their partner. As students respond, their answers will vary. They are
collaborating in discussing first things that they know. This will catch the
student’s attention because most students will know at least one thing about
“Elements of a Story” when they enter the class, so they will be excited to share
what they already know.
As the discussion progresses I will prompt with comments like “What else do
you know”, “Can you tell me a little more about what that means, “Where might
we find that?”. These questions are looking for students to dive deeper in their
responses. As students are asked to dive deeper in their thinking, I will then
open the discussion to the section “Want to Know”. This section of discussion
will be a great section to see what questions still have about story elements. I
think students will be on the lookout to see if we can answer any of the
questions we have written on the KWL chart. Then, as we go through the book,
I will stop and ask questions. I have pre planned the places where we stop to
draw student’s attention to specific examples. After the read aloud, the class
will have a follow up discussion to converse about what we found out about the
questions we had before reading.
Next, I will use a Google slides presentation where the “Elements of a Story”
are explained. We will watch it as a class. We will finish the discussion with
what we learned. We will identify characters, setting, main events and other
elements explicitly. Students will transition to their seats.
Elements of a Story Google Slide

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 When students are at their seats with their Chromebook, I will then go over the
instructions for the remaining part of the lesson. Students will then have the
ability to watch the presentation on their Chromebook if they would like. I have
created a Screencastify that will be used for the audio that corresponds with the
slides. I will show students where this is located on their computers. Students
will be participating in whole groups, small groups, and partner discussions. It is
important to me that they have access to this resource and know how to access
it because they can use it when they do the Flip assignment. This google Slides
also will be a resource for students to reference throughout the school year.
Explanation of Access to Assignment and Directions #1
Explanation of Access to Assignment and Directions #2
Explanation of Access to Assignment and Directions #3
Explanation of Access to Assignment and Directions #4
Explanation of Access to Assignment and Directions #5
After we go over the resources the students have access to support them in this
assignment, I will show them how to get to Flip. They will be active participants
of their own learning and asked to apply it in an online platform, Flip following
the whole class discussion. I will model what an appropriate response looks
like. I will have this in the discussion part of Flip. Students will then do their Flip
independently at their desk. They will also finish their assignment by watching
others and responding when they have completed their portion.
Flip website, Flip Assignment video
While students are working, I will monitor students to see who needs additional
support or has remaining questions.
Students working on the assignment video
*add the link to google slides, Flip website with code, online audio book (you
can find on YouTube)
Elements of a Story Google Slide, Flip website, Peanut Butter and Cupcake
Read Aloud

Engagement To begin this lesson, I will gather responses from students and we will have a
Assessment working idea of these elements that will be solidified at the conclusion of the
read aloud and a follow up discussion. While I read the book, I am going to ask
students to stop and think about different parts of the books. I will have pre
planned these spots to guide students in their thinking about story elements.
When stopping, I am giving students a chance to re-engage in the purpose of
our lesson, identifying key elements in a story. I will ask questions to see what
they know and keep them on task.
Videos of Book Reading

Exploration After I finish reading the story to the students and the whole class discussion, I
will ask them to stand up and do a short “brain break.” I want students to keep
their level of engagement high as they go back to their seats. Once the “brain

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 break” is over, I will advise the students to walk quietly back to their desks and
take out their Chromebook. I will advise them to log in to Google Classroom
and click on Mrs. Isaminger’s class. Once everyone is here they will then go to
the lesson entitled “Peanut Butter and Cupcake”. This will open up a Google
Slide that compiles a video reviewing the elements of a story as well as a link to
the question that they are supposed to answer and what to do once they
complete the Flip assignment.
Once they click on the Google Slide, I will advise them that they will need to
click on the Flip activity. When they click on the link, I have created a short
video using Screencastify, discussing the book and prompting them to generate
a response using Flip. Students have the choice to go back over the elements
or story they might need. Students are exploring these elements independently
as they return to their computers. Students will then create a short video
responding to the question, “choose a character from the story and describe
them.” If students have any questions, or need to be reminded as to what the
elements of a story are, I have also included the link to the google slides video
that the class previously viewed. Students are applying the knowledge they
have gained from the reading aloud and discussion. They then are to respond
to one of their peers. They not only are responding but engaging in
conversation with one another. By using Flip, students are working to build a
collaborative group of learners within their classroom.
*add the link to google slides, Flip website with code, online audio book (you
can find on YouTube)
Elements of a Story Google Slide, Flip website, Peanut Butter and Cupcake
Read Aloud

Explanation of Access to Assignment and Directions #1

Explanation of Access to Assignment and Directions #2
Explanation of Access to Assignment and Directions #3
Explanation of Access to Assignment and Directions #4
Explanation of Access to Assignment and Directions #5

Exploration At the conclusion of the lesson when we have finished our KWL and discussion,
Assessment I will ask students questions like: “Will someone remind me of what a character
is?” “What is important to identify with characters in our stories?” “What might
you include in a story retell?” I will write down anecdotal notes of student
responses. If there are any misconceptions, I will make sure to go back over a
topic. This information gathered will give me the opportunity to see who might
need to be in a small collaborative group at my table for additional support
during the assignment.

Explanation I have created a slide presentation using Google slides that includes the
various elements of a story and I used Screen Casetify to record my voice,
explaining the slides and giving specific examples from the book.
*Include all definitions that are in your Google Slides.

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 Elements of a Story Google Slide, Elements of a Story Review video

Explanation I will go over the definitions before students return to their seats by asking if
Assessment they understand. Students will give a thumbs up or thumbs down. Once I know
if students understand, I will let them go back to their seats.

Elaboration Create a sample technology product for your students to use as an example
when creating their own.
Students will be asked to create a short video using Flip to answer the
question “Choose one of the characters in the book Peanut butter and
Cupcake and describe what they are like not only on the outside, but also
on the inside.” Once students complete their videos, they will have an
opportunity to watch their classmates’ videos and respond to them.
Student Video #1
Student Video #2
Student Video #3

Evaluation The following rubric will be what I use to asses student understanding from their
response and response to a fellow classmate.

1 2 3

Characters Student did not Student included Student included

include one internal or both an internal
characteristics of external and an external
character in their characteristic but characteristic of
response. not both. one character
from the story.

Story retell Student did not Student Student included

include a story responded with all aspects of
retell with story limited story elements
elements in their information with examples in
response. supporting their their re tell in their
understanding of response.
story elements
from the story in
their response.

Response to Student did not Student Student provided

classroom respond to a responded to a a response on
classmate using classmate off Flip to another
Flip. topic but not classmate that
about what the was
response was on appropriate/on
Flip. topic.

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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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