5E Lesson Plan Template

Your name Alexis Prescott

or
Cooperating
teacher
name (if
needed)

Date(s) 11/3/23-11/9/23
taught

Subject Reading
Grade level 1st Grade

Materials ViewSonic Board, YouTube (https://www.youtube.com/watch?

v=NK8_Tvu6bJk), chart paper, diagraph sound spelling cards, Kahoot-
identifying diagraphs
(https://create.kahoot.it/share/sh-th-wh-ch/1284e274-46b1-45d7-8786-
f16e87366a06), student laptops- Chrome books 1-one-1, Canva,
Nearpod lesson (https://app.nearpod.com/?
pin=F678894828782FE2E9A9EDA69976BEC1-1&&utm_source=link),
Google Slideshow (https://docs.google.com/presentation/d/1AvP6g-
SZ4HyVD3LtmuqUr6XHfYYsK9JIqZmWr4O-Gs4/edit?usp=sharing),
Digraph explanation assessment, sticky notes with assigned diagraphs

Standards ELA21.1.7c Decode words with digraphs, trigraphs, and combinations, including
(State and digraphs ck, sh, th, ch, wh, ph, ng, trigraphs tch and dge, and combination qu.
ISTE
Standards for
Students) ELA21.1.31d Encode words with consonant digraphs using knowledge that one
sound may be spelled with two letters.

ELA21.1.R4 Use digital and electronic tools appropriately, safely

Digital Citizen
Students recognize the rights, responsibilities and opportunities of living, learning
and working in an interconnected digital world, and they act and model in ways
that are safe, legal and ethical. Students:
a. cultivate and manage their digital identity and reputation and are aware of the
permanence of their actions in the digital world.

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 b. engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.
c. demonstrate an understanding of and respect for the rights and obligations of
using and sharing intellectual property.
d. manage their personal data to maintain digital privacy and security and are
aware of data-collection technology used to track their navigation online.

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. Students:
a. articulate and set personal learning goals, develop strategies leveraging
technology to achieve them and reflect on the learning process itself to improve
learning outcomes.
b. build networks and customize their learning environments in ways that support
the learning process.
c. use technology to seek feedback that informs and improves their practice and
to demonstrate their learning in a variety of ways.
d. 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  The students will model safe and appropriate use of technology
 The students will decode digraphs ch, wh, th, sh
 The students will encode digraphs ch, wh, th, sh
 The students will identify words with digraphs
 The students will demonstrate their learning on digraphs with the use of
technology

Differentiatio ELL Students will receive one-on-one support in vocabulary knowledge when
n Strategies identifying pictures that contain a digraph. ELL students will receive strategic
directions in participating in Canva while being paired with a more
knowledgeable other for additional support. Visual learners will thrive during the
activity where students brainstorm words that have beginning digraphs. The
teacher will sort the words that students brainstorm on chart paper while drawing
a picture to match the word. Special needs learners will receive support in
brainstorming words with diagraphs. The teacher will give the special needs
learner three words and the student will identify which word contains a digraph.
Auditory learners and kinesthetic learners will receive instruction tailored to their
learning style when listening to the digraph song. The song engages all learners
by moving their bodies while engaging in content about digraphs. The lesson will

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 be differentiated for all learners because the teacher will be an active participant
in observing student participation while assisting students who need support
throughout the lesson. The lesson contains many parts that activate all my
learner's needs.

The 5 Es

E Description

Engageme
nt
 The teacher will show the sound spelling cards for each digraph
 The teacher will active student engagement by asking students the
beginning sound of the following words: cheese, wheel, thumb, shark
 When the students identify the beginning sound TTW write the digraph that
makes the sound on the board.
 The teacher will show a video where students will hear the diagraphs in a
song.(https://www.youtube.com/watch?v=NK8_Tvu6bJk)
 The students will turn and talk to list words with each digraph.
 The teacher will record students’ digraph on chart paper to create an anchor
chart.

Engageme  Student engagement will be assessed through Kahoot. Kahoot is a game

nt where students score points by selecting the correct digraph for the picture.
Assessme The students will use their chrome books to become complete the activity.
nt Students rise on the scoreboard when they select the correct answer and
select the answers quickly. This feature of the game gives the teacher
insight into which students are actively engaged in the activity. TSW use a
code given by the teacher to sign into a game of Kahoot. The game will
consist of 10 questions where students identify the beginning digraph for the
picture.
https://create.kahoot.it/share/sh-th-wh-ch/1284e274-46b1-45d7-8786-
f16e87366a06

Exploration  TTW review digital safety and direct students to their devices.
 TSW explore digraphs by completing a drag and drop Nearpod on
diagraphs. The Nearpod will take place on students’ chrome books.The
Nearpod will contain all four digraphs that are being taught: ch, wh, sh, th.
Students will work to match the diagraphs with the pictures and words.

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 E Description

 Students will collaborate after the lesson by turning and talking to discuss

pictures and digraphs that were seen in the activity.

Exploration  The Nearpod will collect the students’ answers on the drag and drop activity.
Assessme The data from the Nearpod will show the students’ names, answers correct,
nt and answers that are incorrect. The data will guide the teacher’s small group
instruction to target student’s specific needs.

Explanatio  The teacher will teach each individual diagraph by explaining the individual
n sounds that they make.
 The teacher will explain that diagraph are made when two consonants come
together to make one sound.
 The teacher will show each diagraph in a GoogleSlide with illustrations that
display the specific digraphs being taught.
https://docs.google.com/presentation/d/1AvP6g-
SZ4HyVD3LtmuqUr6XHfYYsK9JIqZmWr4O-Gs4/edit?usp=sharing
 The students will blend each diagraph that is presented on the slide.

Explanatio  The students will complete the assessment on diagraphs.

n
Assessme
nt

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 E Description

Elaboratio Students will be paired with a partner to create a digital poster for an assigned
n diagraph. The poster will be created with the use of Canva. The teacher will present
an example poster before students begin with the use of the View Sonic projector.
The students poster must include five images on the assigned digraph. Students will
use technology to complete the poster. The groups will share their posters with the
teacher. The teacher will display the posters on the View Sonic and allow time for
each group to share their posters.

Evaluation

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.

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