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Using the Five E Lesson Plan Template
NAME: Veronica L. Estrada
DATE: July 17, 2009
th
GRADE: 10 grade English
TARGETED TEKS OBJECTIVE(S): ELAReading, English II, TEKS b (9)
Reading/Comprehension of Informational Text/Expository Text. Students will analyze, make
inferences, and draw conclusions about expository text and provide evidence from text to support
their understanding.
TAKS CONTENT OBJECTIVE (IF APPLICABLE): Reading Comprehension
LITERACY OBJECTIVE: Comprehension (Metacognitive Thinking)
LITERACY STRATEGY: Question the Author StrategyQTA
LESSON TITLE: (CLEVER AND CATCHY!) What makes teens tick? Are your brains fully
developed?
LEARNING GOAL: Write a brief description of the activity and include a key question. For
example, “How can I build a tower out of foam that is 12 inches high?” or “What is the difference
between making an inference and drawing a conclusion?”
“How can I engage readers to learn text that is difficulty and not friendly to the reader?”
RESOURCES: List any materials, resources, websites, technology, or advanced preparation
necessary to carry out this lesson.
1. Textbooks or other reading material
2. Document Camera
3. Highlighter or Ink pen
Adapted from 5 E’s model, July 17, 2009, VLEstrada
• You will be graded for the lesson planning, the actual presentation of your literacy strategy
ENGAGE: Describe in detail how you will capture your students’ interests. Describe exciting
ways to establish a need to know for students. You are required to tap into the
students’ prior knowledge with a captivating strategy here.
1. Begin with asking questions about bad decisions….
“Have any of you made any bad decisions? Lately? Anyone willing to share a bad decision they
made lately?”—Well not that I’m condoning your bad decision ,but what if I told you that making
bad decisions may not be entirely your fault?”
2. Introduce article, “What makes teens tick?”
3. Read aloud first two paragraphs as students read along.
4. Introduce steps of the QTA strategy— and provide a copy of the steps.
5. Reinforce that this strategy will help them to think about their thinking, thus improving
their metacognitive skills. By questioning the author, students will become aware that they
should always engage actively with the author as they read any text. This is critical
EXPLORE: Describe in detail the exploration experience in this lesson. Explorations will
vary depending on the type of lesson (inquiry, challenge, or guided). The key for
this E is what the students are DOING. The exploration should be hands on and
with the teacher serving as a facilitator. This step is also called guided practice.
This is an inquiry and guided lesson. Students will be engaging first as a whole group in
the QTA activity—then they will be instructed to continue this activity with a peer, and
then “on their own” with post it notes for homework.
Adapted from 5 E’s model, July 17, 2009, VLEstrada
EXPLAIN: Describe how students communicate results of their explorations. Will you use a class
[
chart, data table, journal entries, or whole class discussions? How will STUDENTS explain their
results?
In the QTA activity, students will explain their explorations aloud in whole class discussion
facilitated by the teacher and then again in buddy groupings.
ELABORATE: In this part of your lesson plan, discuss extensions to other curriculum areas
(ART, MUSIC, PE, etc…). The idea here is that students use their new knowledge and apply it to
a new situation. For example, in science, students might prepare a PowerPoint presentation for a
younger audience describing their foam experimental results, or they could write a story about
their foam towers.
The next day, students will share their sticky notes with their peer partners and then share
insights with the whole class. Students will engage in a brainstorm activity and write ways they
can extend their new knowledge to Health and/or PE classes.
Adapted from 5 E’s model, July 17, 2009, VLEstrada
EVALUATE: Explain how your students will demonstrate their new understandings and skills.
What is the learning product for this lesson? Is it the experimental conclusion, a picture, a
Power Point presentation, a story, a solved problem? Be explicit here. Then, prepare a rubric to
evaluate student learning. Be sure your assessment measures exactly what the target TEKS says
it should measure. [YOU MAY SKIP THE RUBRIC AND EVALUATION FOR THE
MICROTEACH IN THE SUMMER SESSION COURSE ONLY)
Students will be asked to choose among the following activities:
1. Write a letter to the author noting things that they agree with and/or disagree with in the
article providing specific examples and facts to support their arguments. Read aloud to
the class.
2. Create a PowerPoint based on the article with a few slides delineating their new
knowledge in their own words. Present to the class, or if possible, a Health or PE class at
8th or 9th grade level.
Adapted from 5 E’s model, July 17, 2009, VLEstrada