Lewis Ed508-5e-Lesson-Plan 1

5E Lesson Plan Template
Your name or Michael Lewis

Cooperating Woodland High School, Woodland, Alabama
teacher name [email protected]
(if needed) (678) 449-2680
Date(s) taught November 6-10, 2023
Subject 12th Grade English Language Arts

Grade level
Materials Replace these directions with your work.

Include a list of all materials and equipment needed to complete the activities in
your lesson.
Alabama (2016):
Standards
(State and RL.12.2: Determine two or more themes or central ideas of a text and analyze
ISTE their development over the course of the text, including how they interact and
Standards for build on one another to produce a complex account; provide an objective
Students) summary of the text.
RL.12.3: Analyze the impact of the author’s choices regarding how to develop
and relate elements of a story or drama (e.g., where a story is set, how the action
is ordered, how the characters are introduced and developed).
W.12.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade-
specific expectations for writing types are defined in standards 19-21.)
RL.12.5: Analyze how an author’s choices concerning how to structure specific
parts of a text (e.g., the choice of where to begin or end a story, the choice to
provide a comedic or tragic resolution) contribute to its overall structure and
meaning as well as its aesthetic impact.
Alabama (2021):
CL.EXP.W.11.b: Write explanations and expositions that examine and convey
complex ideas or processes effectively, develop the topic utilizing and citing
credible sources of information or data when relevant, use intentional
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transitions, choose precise vocabulary, and maintain an organized structure and
style.
CL.REC.R.4: Evaluate an author’s use of characterization, figurative language,
literary elements, and point of view to create and convey meaning.
CL.REC.R.5: Evaluate structural and organizational details in texts to determine
the author's purpose, including cases in which the meaning is ironic or satirical
CL.REC.R.6: Analyze a text's explicit and implicit meanings to make inferences
about its theme and determine the author's purpose.
ISTE:
1.1.c: Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.
1.1.d: Students 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.
1.2.b: Students engage in positive, safe, legal and ethical behavior when using
technology, including in social interactions online or when using networked
devices.
1.2.c: Students demonstrate an understanding of and respect for the rights and
obligations of using and sharing intellectual property
1.3.a: Students plan and employ effective research strategies to locate
information and other resources for their intellectual or creative pursuits.
1.3.b: Students evaluate the accuracy, perspective, credibility and relevance of
information, media, data or other resources.
1.3.c: Students curate information from digital resources using a variety
of tools and methods to create collections of artifacts that
demonstrate meaningful connections or conclusions.
Objectives Replace these directions with your work.

Include objectives for both state and ISTE-Standards for Students. State all
objectives using terms that are objective and measurable.
Differentiation Replace these directions with your work.

Strategies Think about the students you will be teaching and their various earning styles.
How will your lesson address visual learners? Auditory learners? Kinesthetic
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learners? Special needs learners? How will you differentiate your lesson to
address all learners’ needs?
The 5 Es
E Description
Engagement Replace these directions with your work.

Catch the students’ attention with the activities in this phase. Pose questions or
design an activity to help the students build on what they already know in
preparation for learning something new. Technology must be used by the
teacher or student, or both. Provide specific details of your engaging activity
and the directions needed for students to complete the activity. Include all
supporting materials such as handouts, presentations, hyperlinks to videos,
websites, resources, and screenshots of mobile applications.
Engagement Replace these directions with your work.

Assessment Provide a detailed explanation of how you will assess whether your students are
engaged. This is a formative assessment. You may question students, have
students complete an online quiz or game, or assess in another way.
Exploration Replace these directions with your work.

This is the heart of learning. Hands-on experiences are mandatory and should
include chances for the students to collaborate and experiment and be able to
discuss their learning with others. Provide specific details on the exploration
activity in which your students will participate. Include hyperlinks or screenshots
to videos, web resources, or mobile applications. Also, include any presentations
or documents used. You must have at least one use of technology for the
exploration phase.
Exploration Assess the students’ knowledge after they complete the exploration activity.
Assessment Include the tool you will use to assess the students in his section.
Explanation Replace this description with your work. This stage of the lesson is your part.
You will cover vocabulary, concepts, ideas – whatever is necessary – to help the
students understand the lesson. Include higher order thinking questions to help
the students connect and comprehend the point of the lesson. Provide specific
details of your explanation phase. Include hyperlinks or screen shots to videos,
web resources, or mobile applications. Also, include any presentations or
documents used. You must use some form of technology for your explanation.
.
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E Description
Explanation Include another formative assessment in this section.

Assessment
Elaboration Replace these directions with your work.

This is your chance to plan activities for the students to apply what they learned
in the lesson to their lives and new situations. Design an assignment that requires
students to create a technology product (webpage, blog, brochure, game, etc.) to
demonstrate their understanding of the content taught. Avoid using PowerPoint.
Include detailed and specific instructions for the students in this section.
Create a sample technology product for your students to use as an example when
creating their own.
Note: Later in the term you will teach the lesson and upload, insert, or
attach two student-created technology products to the Teaching &
Assessment page in your portfolio.
Evaluation Replace these directions with your work.

Design a checklist or rubric to grade the student-created technology products
created during the Elaboration phase. Pay close attention to the lesson’s
objectives and place the most emphasis on subject area content.
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 4 of 4

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5E Lesson Plan Template

Your name or Michael Lewis

Date(s) taught November 6-10, 2023

Subject 12th Grade English Language Arts

Materials Replace these directions with your work.

Objectives Replace these directions with your work.

Differentiation Replace these directions with your work.

Engagement Replace these directions with your work.

Engagement Replace these directions with your work.

Exploration Replace these directions with your work.

Explanation Include another formative assessment in this section.

Elaboration Replace these directions with your work.

Evaluation Replace these directions with your work.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford:

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