5E Lesson Plan Template

Your name or Joycelyn Henderson-Woods

Cooperating
Blast Academy-University of Alabama
teacher name
(if needed) Ms. Fraser

Date(s) taught July 25, 2023

Subject ELA/Reading
Grade level 4th Grade

Materials -Reading Passages

-Venn Diagram
-Pencil
-Chromebook/iPad
-Quizlet
-Promethean Board

Standards ELA21.4.15 Analyze in depth a character, setting, or event in a story or drama,

(State and drawing on specific details in the text.
ISTE
1c. Students use technology to seek feedback that informs and improves their
Standards for
practice and to demonstrate their learning in a variety of ways.
Students)

Objectives *Students will be able to explain details about a character by using evidence
from the text.
*Students will be able to identify the setting of a story by using evidence from
the text.
*Students will be able to use a computer program to create a diagram to
describe the character and setting in the given text.

Differentiation TSW use technology integration during instruction in case they are not fluent
Strategies writers or verbal responders.
My lesson will include group assignments to incorporate community skills.
TSW also have an opportunity to review information in whole group, and
independently or in pairs.

Page 1 of 3
 TSW allowed time for discourse and collaboration.
There will also be visual elements for the students.

The 5 Es

E Description

Engagement TTW introduce Story Elements.

TSW watch:
https://youtu.be/b--Ndkp9_40
TSW completes a graphic organizer with information from the video telling what
a character, setting, or event is in a story.

Engagement TTW creates/use a quizlet game that identifies the story elements in which the
Assessment students will be engaged in it.
TSW get into a pair of two to work together to complete the quizlet.

Exploration TTW put an anchor chart on the front board that is divided into characters and
settings.
TSW open google drive and read the attached story (one story per pair).
TSW use a sticky note and writes the individuals in the story and tell one thing
about them. They will then do the same thing for the setting.
Each pair will post their notes on the anchor chart on the front board.

Exploration TTW walk around to view each student's response and address problems. 
Assessment
TSW use the classroom parking lot for any final questions or misconceptions
about the lesson.

Explanation TTW review what character, setting, and plot of the students.
TTW also ask students questions like:
-Who was the main character in the story?
-What did the main character look like?
-What did the characters do throughout the story?
-What kinds of things did the character say to other characters in the story?
TTW have them answer them in a Google Doc that will be displayed on the
promethean board.

Explanation TTW use their post-it notes to assess if the lesson was understood before

Page 2 of 3
 E Description

Assessment allowing them to move on.

Elaboration TSW create a flyer (Canva) of a person and design the character as their
character in the story provide.
-Who was the main character in the story?
-What did the main character look like?
-What did the characters do throughout the story?
-What kinds of things did the character say to other characters in the story?
TSW make the background of the design the setting of the story.

Evaluation Brochure Grading Rubric 20 points possible

Character Identify a Character Total

The student didn’t complete
the questions and the flyer
/0
Answered all the questions by
putting the information on the
flyer.
/10

Setting Identify the setting.

The student didn’t complete The background of the flyer
the background on the flyer. matched the setting of the
story.
/0
/10

/20

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.

Page 3 of 3