5E Lesson Plan Template

Your name or Tiffany Fox

Cooperating
teacher name
(if needed)

Date(s) taught November 16-17, 2023

Subject Grade 3
Grade Level ELA (Reading)

Materials SmartBoard, document camera, Harlem Renaissance photographs, Literature

Anthology textbook, pencil, research document pages, student computers,
project rubrics,

Standards ALSDE content standards:

(State and 19. Determine the explicit or implied main idea and supporting details of a text. a.
ISTE Explain how supporting details contribute to the main idea, using textual evidence.
Standards for b. Recount or summarize the key ideas from the text.
Students)
20. Establish a purpose before reading literary and informational texts to enhance
comprehension, including identifying background knowledge and generating
questions about the topic or characters. Examples: reading for pleasure,
application, or information; to identify a theme or an author’s purpose

ISTE Standards for Students:

6. Creative Communicator Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools, styles, formats and
digital media appropriate to their goals.
Students:
a. choose the appropriate platforms and tools for meeting the desired objectives of
their creation or communication.
b. create original works or responsibly repurpose or remix digital resources into
new creations.
c. communicate complex ideas clearly and effectively by creating or using a variety
of digital objects such as visualizations, models or simulations.
d. publish or present content that customizes the message and medium for their
intended audiences.

Objectives • Review the selection vocabulary words

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 • Establish a purpose (author’s purpose)
• Learn and apply comprehension strategies: asking and
answering questions, visualizing, and determine main idea
• Read selection while digging deeper into the text and build
fluency
• Choose appropriate tools and create a graffiti wall describing the
selected page(s) from the text

Differentiation Students will read the story orally with the teacher as a class, stopping to
Strategies summarize each page as it is read. To help my visual learners, will complete a
picture walk, examining each page and discussing what they think the story will
be about while taking notes on their discussions. To help my kinesthetic and
exceptional education learners, we will have several turn-and-talks, moving
around the classroom to different locations throughout the story.

The 5 Es

E Description

Engagement The teacher asks students, “Why would people want to feel like they are part of a
community?” and “Is there anything about your community that makes you feel
proud?”. After some thinking time, students share their answers with classmates.
Students then watch the Harlem Renaissance BrainPop video.

https://youtu.be/QBKE--xu_NM

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 E Description

Engagement Students will complete the BrainPop quick assessment on the video material.
Assessment

Next, students will complete Unit 3, eActivity from lesson 2, Reading and
Responding Tic-Tac-Toe and eGame.

Exploration Students will complete a picture walk of the story “The Harlem Renaissance”
from their literature anthology books. As they preview the text, students will
make notes about what they think the story will be about, making sure to add
questions to their KWL chart if they have any new ones. The teacher will mention
the vocabulary words for the week and give definitions. Next, the teacher and
students will read the story orally using the online reader from the smartboard,
stopping after each page to summarize the reading. The students and teacher
will also determine the main idea of each section. The teacher and students will
look at Harlem photos from the 1920s to help visualize the text. Throughout the
reading/summarizing process, students will rotate to new groups and turn-talk
about the events on that page.

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 E Description

Exploration
Assessment

For the written responses above, students will complete by typing their answers
into the Google documents and submitting them to the teacher digitally.

Explanation Vocabulary words for the week will be reviewed again during this time. The
exploration questions will be reviewed for accuracy. The teacher will model
correct restating and sentence justification for each answer using the document
camera.

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 E Description

Explanation
Assessment

For the written responses above, students will complete by typing their answers
into the Google documents and submitting them to the teacher digitally.

Elaboration Students will review digital citizenship PowerPoint, correct grammar usage, and
how technology will be used in class. The teacher explains to students the steps
in the activity, sharing a sample of a finished product with them. The teacher will
review the grading rubric with them.

Each student will draw a personal from the Harlem Renaissance era that we
read about. Students will create a poster on that specific person using the Canva
app.
Each poster must include the following information:
• Name of the person
• Picture of the person
• What the person was known for
• How the person helped make that time better for others
• When was the Harlem Renaissance
• What was happening during this time
Students will have 2 class periods to complete this assignment. Students should
submit to the teacher when complete.

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 E Description

Evaluation

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