University of West Alabama

5E Lesson Plan Template

Teacher: Breanna Swords

Date: December 2nd

Subject area/course/grade level: 2nd grade, Language Arts

Materials: iPad, paper, pencil

Standards (State and ISTE Standards for Students): Describe characters, settings, and major events in a story, using key
details. [RL.1.3
2b. engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when
using networked devices

Objectives: Students will describe major events using characters and setting in a story while engaging in
safe and legal behavior when using technology.

Differentiation Strategies: Students will be provided a work buddy to assist with the project. Students who
need one-on-one assistance will have the opportunity to come to the back table for my help. There are
different activities throughout the lesson that will be motivating to all types of learners.

ENGAGEMENT:

The teacher will hold up the book that we will be reading for the lesson. The story for this lesson will be
Pete the Cat: Rocking in my School Shoes. The teacher will ask the students to get out a sheet of paper
and draw a KWL chart. Individually the students will write the things they might already know about the
story. This information will be from looking at the front cover of the book and from prior knowledge if the
students have heard the story before. The students will then write things they want to know about the story.
This section will be all the questions that the students have about what might happen in the story.

Assessment: The teacher will take up the charts and quickly look through the “want to know” portion and
make sure that all the questions the students have will be answered throughout the book. This will be an
informal assessment.
EXPLORATION:

The teacher will read the book Pete the Cat: Rocking in my School Shoes. The teacher will ask questions
throughout the book making sure that the students are staying focused. Once the teacher has completed
the book, she will then let the audio reading read the book to the class again. https://binged.it/2swWSDQ
Once the audiobook has been read, the students will get the KWL chart back. This is the time that the
students will write the things that they learned in the book. Once the students have completed the KWL
chart, the students will turn in it. The students will then be split into groups of three to discuss the book.
The students will be instructed to discuss the characters and the setting of the book. The students will then
discuss the major events that occurred throughout the story. The students will be given an iPad so that
they can use the audiobook to reread the story to them if needed. The students will then use Prezi to
create a presentation that shows the major events from the story using characters and setting to describe
what is happening in each major event. The students will use clip art or google images to add photos of the
characters they use to retell the story.

The teacher will walk around throughout the entirety of the activity making sure that students are using
safe and legal behavior while using technology.

Assessment: Prezi Rubric

1 2 3

Student does not work with Student works with the Student works well with
the group to create a group but tends to lose group to complete the
presentation. focus and does not give presentation.
enough input for the
presentation.

Student does not complete Student completes one slide Student completes slide
atleast one slide but needs help from peers independently and helps
independently with the because he/she was not others with the information
information being discussed focused. for their slides.
by the whole group.
 Student does not copy link, Student copies link and Student copies link for the
post, or send to teacher. posts but fails to send to presentation, posts, and sends
teacher. to teacher for a grade.

EXPLANATION:

The students will present the presentations in this phase. The students listening will each get a copy of the
rubric to grade their peers. The students will take notes about the events that the other groups thought
were major events. These notes will be used later on in the lesson for another activity. The students will
compare the other presentations to what they created. Anything that was not put into their presentation will
need to be taken down as a note. Throughout the presentation the teacher will ask the students to describe
the characters for each event, The teacher will also ask the students to discuss the setting of the major
event. These questions allows the teacher to know if the students really understood the story and chose
the correct major events with the correct setting and characters.

Assessment: Informal assessment with questions and answers.

ELABORATION:

The students will use the notes from the presentations to create a Kahoot!. The students will use any
information about the characters, settings, and major events to create a game that will help them fully
understand the book. The students will work together with the group they were with for the presentation.
Each student will need to come up with two questions to be added to the Kahoot!. The group as a whole
will need to come up with four questions to put into the game. This should be a total of 10 questions for
each group. Once the game has been made, the students will submit the link to the teacher so that the
class can play the game later on.

The teacher will walk around throughout the entirety of the activity making sure that students are using
safe and legal behavior while using technology.

Assessment Kahoot! Rubric

1 2 3
 Student does not work with Student works with the group Student works well with the
the group to create the but does not stay focused and group and stays on task
Kahoot!. wanders periodically. throughout the whole
activity.

Student does not create two Students only creates one Student creates both
questions on their own for the question on their own for the questions on their own for the
activity. activity. game.

Student does not help group
complete the rest of the
activity and does not submit
the link.
Student did not use safe
behavior when using
technology.
Student helps complete the
rest of the activity but does
not submit the link.
Student used safe behavior
when using technology but
still goofed off throughout
the activity.
Student helps the group
complete the activity and
submits the link.
Student used safe and legal
behavior throughout the
whole activity.

EVALUATION:

The teacher will go through the links submitted for both assignments. The teacher will use the rubrics from
the prior phases of the lesson to make sure that the students did their part for the activity. The teacher will
then use the overall checklist to determine if the students met the standards and objectives for the lesson
as a whole. The teacher will write any comments or requests under each item on the checklist to give
students with feedback.
Major events, Characters, Setting Checklist
 ___Student described the setting for each of the major events in the story

 ___Student used the correct characters in each major event

  ___Student used pictures of each character in the presentation

 ___Student was able to answer questions about the major event when asked

 ___Student included all the major events in the presentation

 ___Student was able to describe the characters from each major event

 ___ Student used safe and legal behavior while using technology

*Teacher will give the student a 1,2, or 3 for each of the checklist items to determine if the student is below the
understanding of the standards, still in need of assistance to master the standard, or at mastery of the standard.

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.