5E Lesson Plan Template

Teacher

Date 11/17/2020

Subject 6th Grade English Language Arts

area/course/grad
e level

Materials Google Slides, Overhead Projector, Chromebooks

Standards (State Compare and contrast texts in different forms or genres (e.g., stories and
and ISTE poems; historical novels and fantasy stories) in terms of their approaches
Standards for to similar themes and topics. [RL.6.9]
Students)

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 be able to show similarities and differences between different
types of text and other forms of stories.

Differentiation The students with IEPs will also be paired with grade-level students for the
Strategies (How Google Slides group project.This will hopefully encourage the lower level
will the lesson students to learn from the higher-level students.
address the
Students with IEPs may have preferential seating. They may be seated
various learning
closer to the front of the classroom rather than the back of the classroom to
styles of the
ensure optimal opportunity to reduce distractions.
students and the
needs of those
with special
needs?)

The 5 Es

E Description

Engagement Students will watch a video that talks about comparison and contrast to access
that prior knowledge. Video will be paused to make it more interactive.
https://www.youtube.com/watch?v=HtGzwoVCO4E

We will also have a class discussion over different types of genres to access

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 any prior knowledge that the students may have over genres.

Engagement
Assessment

Exploration Students are going to read 2 different passages with the same
topic/theme, but they will be written in different Genres. Then, they
will fill in the graphic organizer/chart to compare and contrast the
stories. This will be done in Google Docs.
Student Example:

Exploration Students will be assessed on how well they are able to compare the two
Assessment different genres.

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Explanation Students will take notes over the different types of genres in literature.
Students will be asked to give examples of each type of genre in a think-pair-
share format. This will give the students an opportunity to bounce ideas off
each other now that we have established what each genre is.

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Explanation Student papers will be checked to make sure they have notes to use later on in
Assessment the lesson.

Elaboration Students will be placed in groups of three and asked to create a newspaper
article using Google Docs. The students will be taking a well known short story,
fable, or fairytale and creating a newspaper article. The students will need to be
able to use their knowledge of genres to take one type and turn it into another.
Students will then take a nonfiction text and turn it into a short story, poem,
historical fiction text, neither should be more than one page long.
Student Example:

Evaluation Students will be evaluated on their ability to take the elements from one type of
genre and transform it into another. They will need to make sure they are able
to keep the theme and plot intact while moving from one genre to another.
Rubric:

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 10/10: One page in length.
2/2: Included a picture and place in an article format.
10/10: Used correct language and flow to make your story sound as if it was an
article.
10/10: Plot was kept intact during the transition from one genre to another.
8/8: Grammar.
7/10: Group work and presentation.

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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