5E Lesson Plan Template

Teacher Nick Looney

Date 7/20/2020

Subject 6th Grade Honors ELA

area/course/grad
e level

Materials MacBook

Standards (State Determine a central idea of a text and how it is conveyed through particular
and ISTE details; provide a summary of the text distinct from personal opinions or
Standards for judgments. [RI.6.2]
Students)
Use technology, including the Internet, to produce and publish writing as
well as to interact and collaborate with others; demonstrate sufficient
command of keyboarding skills to type a minimum of three pages in a
single sitting. [W.6.6]
Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate. [W.6.7]
Gather relevant information from multiple print and digital sources; assess
the credibility of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and providing basic
bibliographic information for sources. [W.6.8]
Knowledge Constructor: Students critically curate a variety of resources
using digital tools to construct knowledge, produce creative artifacts and
make meaningful learning experiences for themselves and others.
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.

Objectives Students will synthesize, summarize, and compile information about the
Covid-19 virus learned from nonfiction online texts (articles, videos,
websites).
Students will be able to cite sources for their information.
Students will create a kid-friendly website that reflects what they have
learned.

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Differentiation MacBooks are equipped with a read-aloud extension for students who
Strategies (How need articles or webpages to be read aloud; students will be strategically
will the lesson placed with other students who complement one another’s strengths and
address the offset each other’s struggles; students will have choice in the material they
various learning choose to include on their website; videos are available as a “text” option;
styles of the student groups have relative freedom to discern how to compile their
students and the website.
needs of those
with special
needs?)

The 5 Es

E Description

Engagement To begin this lesson students will be asked to do a 3-minute

quickwrite/quicktype of what they already know or believe about CoVid-19 and
the current global pandemic. The information they write can be related to their
thoughts, beliefs, fears, opinions, questions, or anything else relevant to the
virus and its effects.

Teacher will circulate during this time to help struggling students by asking
probing questions and encouraging students to translate their thoughts to
paper/computer.

Students will be given 5 minutes to discuss their quickwrites with an elbow

partner and add anything they wish to add to their notes.

Engagement During the 5 minutes for elbow partners to discuss, teacher will formatively
Assessment assess students’ current level of knowledge about the virus and pandemic.

Exploration Students will begin by completing this EdPuzzle focused on introducing

Covid19.
Next, students will view this video to learn more about the virus.
Finally for this section, students will access this FlipGrid to share (a) 3 things
they have learned, (b) 2 things they still have questions about or want to learn
more about, and (3) 1 idea they have related to the material.

Students will be required to submit their own video as well as respond to 2

other classmates’ videos with a comment.

Exploration Teacher has access to the FlipGrid and EdPuzzle responses through the back
Assessment end. Formatively, the teacher will assess responses in real time as they are
submitted to ensure learning is on-track.

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Explanation During this section, the teacher will shift gears a bit to cover the necessary
information about reliable sources and citation in preparation for the group
project.
Necessary Vocabulary: credible, trustworthy, objective, bias
Students will view this short YouTube video as a class to get an idea of reliable
sources vs. unreliable sources.
After the video, teacher will do a call-and-response activity where the teacher
recites the name or type of source and students respond with “reliable” or
“unreliable.”
Example…
Teacher: “Wikipedia”/ Class: “Unreliable”
Teacher: “cdc.gov” / Class: “Reliable”

Next, the teacher will point students to the OWL @ Purdue website and go over
basics for citation. The standard requires “basic bibliographic information,” but
no specific format for 6th graders.
Before moving on to the project, the teacher will take this opportunity to
introduce Weebly website generator, a tool that may be new to most 6th
graders. The teacher will show a sample website and give a quick tutorial on
how to manipulate the website generator tools. There is also a tutorial for first-
time users on the site.

Explanation Not necessary other than formatively assessing class responses to source
Assessment reliability.

Elaboration Students will be placed in triad groups. Teacher will explain that now that the
students are somewhat familiar with Covid19, reliable sources, and a new
website tool, they will get to combine all 3 in a group project.
Using the provided directions, students will research a minimum of 3 reliable
sources of information, include multimedia components, summaries, and
citations of information on a kid-friendly website about the virus and pandemic.
Teacher will show this example website to give students an idea of what they
will be producing, though the site can be as elaborate or simple as their
creativity compels them.
This part of the lesson will take multiple class periods and collaboration
outside of class is allowed, if not encouraged for an honors class.

Elaboration The website links will be shared with the teacher at the completion of the first
Assessment full day of work. Sites will be published daily so that the teacher can
continuously keep a check on student progress.

Evaluation Using the provided rubric, teacher will assess each website for the required
components.

Evaluation See provided rubric.

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 Assessment

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.

Note: Content of form approved January 2013.

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