University of West Alabama

COE
5E Lesson Plan

Teacher: Riley Weems__________________________________________________________________________________

Date: ___9/4/21______________________________________________________________________________________
Subject area/course/grade level: ___Special Education Transition_______________________________________________
Materials: Computer access, paper for brainstorming, whiteboard or smartboard for writing.________________________
Standards: ___TS.OC10.3.A______________________________________________________________________
Objectives: _Have the students be able to identify at least 5 skills and traits that they would need to be successful in a future
job____________________________________________________________________________________________
Differentiation Strategies: _These students are in a special education self-contained unit, so IEP accommodations and
modifications will be implemented. __________________________________________________________________

ENGAGEMENT:
Give the students two groups of options of traits and skills (5 in one that are desirable traits and 5 that are undesirable). Walk
them through each traits and ask the group as a whole which group they think would lead to someone being successful in a new
job.
Assessment Look for participation from each member of the group
EXPLORATION:
Have the students use the internet to search for desirable traits in employees. Each student must find one web page that they can
use as a source. They will write down the traits that they found on a piece of paper that is shared by the group. Each student
should contribute 2 traits or skills to the assignment.

Assessment: Look for participation between each group member, ensuring that there is cohesive teamwork taking place.
EXPLANATION:
Have the students call out the skills and traits that they have discovered. Have a class discussion about how those skills and traits
could be applied in the workplace. Ensure that when discussing, keep the examples brief so as not to lead to confusion. Allow
students to ask questions and give examples from personal experience if any.
Assessment: Look for group participation and active listening during the discussion.
ELABORATION:
Have the students create a single word document that lists at least 5 skills and traits that are desirable in employees. They should
make it creative, add clipart or pictures, and color. Give them able time to brainstorm and figure out their group dynamic as they
begin to create.

Assessment: Look for equal participation by each group member.

EVALUATION:
Remember, assessment is part of each stage of the 5E lesson plan process. You will need to assess each student on their
participation and understanding and evaluate how close they have come to meeting the objectives of the lesson.

Approved January, 2013

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.

Approved January, 2013