5E Lesson Plan Template

Name Shelley Mason

Date(s) taught 11/9/202

Subject ELA / Kindergarten

Grade level

Materials ViewSonic
Chromebooks

Standards ELA 9. Demonstrate early phonological awareness to basic phonemic

(State and awareness skills in spoken words. C. Recognize and produce pairs of
ISTE rhyming words and distinguish them from non-rhyming pairs using
Standards for pictures and/or spoken words.
Students)

ISTE

1. Empowered Learner Students leverage technology to take an active role

in choosing, achieving and demonstrating competency in their learning
goals, informed by the learning sciences. Students: c. use technology to
seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.

2. Digital Citizen Students recognize the rights, responsibilities and

opportunities of living, learning and working in an interconnected digital
world, and they act and model in ways that are safe, legal and ethical.
Students: a. cultivate and manage their digital identity and reputation
and are aware of the permanence of their actions in the digital world. b.
engage in positive, safe, legal and ethical behavior when using
technology, including social interactions online or when using networked
devices. c. demonstrate an understanding of and respect for the rights
and obligations of using and sharing intellectual property. d. manage
their personal data to maintain digital privacy and security and are
aware of data-collection technology used to track their navigation online.

Objectives With prompting and support students will recognize and produce rhyming words
while using technology with help and support.

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Differentiation This lesson will include an auditory portion, it will include a rhyming song from
Strategies youtube, a portion will be focused on iReady for the learners who are hands-on
learners, as well as a portion of the lesson will be in picture form for the visual
learners to produce rhyming words.

The 5 Es

E Description

Engagement 1. Quickly review rhyming words. Discuss that rhymes are the end of the
word, in order to create a rhyming word you change the beginning sound.
2. Show YouTube video: https://www.youtube.com/watch?v=5T52TCrQ2M4
This video will get the students engaged and rhyming.

Engagement 1. Display two pictures on the ViewSonic and say,

Assessment
“If you think these two words rhyme give me a thumbs up, if they do not rhyme
give me a thumbs down.”

Exploration 1. https://wow.boomlearning.com/play/ygEAgq8nmEhtEH7Rr/teacher
2. As a class students will each get the chance to match the boom cards on
the ViewSonic board. This activity produces one picture and the students
have to independently decide from a group of four other pictures, which
one rhymes with the picture given.

Exploration The teacher will assess the students on how well they were able to identify
Assessment rhyming words during the whole group boom card activity.

Explanation The teacher will discuss that rhyming words all have the same ending sounds.
In order to make a word rhyme you change the beginning sounds.
Students will orally have a chance to produce a few rhyming words.
The teacher will close this portion of the lesson with this video,
https://www.youtube.com/watch?v=4PW3_LErVZk

Explanation This assessment will be done on iReady. The teacher will assign a rhyming
Assessment activity.

Elaboration With support and guidance from the teacher, the kindergarten class will create a
padlet. The teacher will already have the pictures in padlet. The students will
produce the rhyming words for the pictures. Each student will get to produce two

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 E Description

words.

Evaluation Students in Kindergarten are assessed based on Satisfactory, Needs

Improvement, or Unsatisfactory.

Rhyming Checklist

Satisfactory
 Produces 2 or more rhyming words independently.

Needs Improvement

 Produces 1 or more rhyming words with prompting and support.

Unsatisfactory
 Could not produce rhyming words even with prompting and support.

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 E Description

Technology Checklist

Satisfactory
 Followed instructions.

 Was able to navigate on their own.

Needs Improvement

 Needed support to navigate technology.

Unsatisfactory
 Could not navigate even with support.

 Did not follow instructions.

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.

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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.

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