University of West Alabama

COE
5E Lesson Plan Individual

Teacher: _Haley Renfrow

Date: ___11/11/22________________
Subject area/course/grade level: __Social Studies ,5th grade. __________________________________
Materials: _Computer and Video______________
Standards: 7 ) Determine causes and events leading to the American Revolution, including the French and Indian War, the
Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party.
Objectives: _The objective is for the student to be able to describe the Boston Tea Party with online
tools.____________________________________________________________________________________________
Differentiation Strategies: _The differentiation I am using is the lesson is the inclusion of visual representations of content. I
will also use visual representations of speech as a tool.

ENGAGEMENT:
Here is your chance to catch the student’s attention. You must pose questions or design an activity to help the students
build on what they already know in preparation for learning something new.
To start the lesson, I will first ask the student two questions. “Have you ever heard of the Boston Tea Party?”, and “Do you
know what a blog is?”. After each question we will discuss the student’s prior knowledge of the two topics.
Assessment
The assessment I use will be observation as I ask and discuss questions with the student.
EXPLORATION:
This is it, the heart of learning. Hands-on experiences are mandatory and should include chances for the students to
collaborate and experiment and be able to discuss their learning with others.
To continue with the above topics the student will watch two videos. The first video will focus on what a blog is and it is used
to express emotion. After watching this video, we will discuss its contexts. Then the student will watch another video about
The Boston Tea Party. After completing that video, we will discuss its contexts as well.
Assessment
I will observe the student during the video and the discussion.
EXPLANATION:
This stage of the lesson is your part. You will cover vocabulary, concepts, ideas – whatever is necessary – to help the
students understand the lesson. Include higher order thinking questions to help the students connect and comprehend the
point of the lesson.
Once we have watched and discussed the videos I will go into depth about The Boston Tea Party. I will build off the discussion
had in the last two areas. I will write down 6 questions on the board.
Who was involved in the Boston Tea Party?
What was the Boston Tea Party?
When was the Boston Tea Party?
Where did this take place?
Why did they throw it in the river?
Why was this event important?
After I will pass out an outline graphic organizer.

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We will then go through each question together. I will provided pictures for each topic that supports the discussion. As we go
through each discussion, we will make a small summary together that I will write on the board and that the student can then
put into their graphic organizer. This will be a valuable tool for the student to reflect on during the activity.
After this part of the lesson, I will ask 5 questions about blogs. These will be shorter and direct.
What is a blog?
Who uses blogs?
When do we use a blog?
What are examples of blogs?
We will discuss each topic together and I will provide pictures to support each question. As we answer the question, we will
create small summaries to input into the graphic organizer.
Assessment
I will assess by observing the students’ discussions.
ELABORATION:
This is your chance to plan activities for the students to apply what they learned in the lesson to their lives and new
situations. You will need to be creative and allow your students to do the same.
The activity of this lesson will require the student create 5 blog post as someone who was at the Harbor the day the Boston
Tea Party occurred.
I will show the student a model of one that I have already completed. I will point out that mine is from a different event.
The student will be able to use all the notes discussed and the videos previously watched as references. Once the student has
five, she will the explain her reasoning behind the post.
Assessment
I will evaluate the student from the presentation at the end and the blog post themselves.
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.

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Expectations Expectations Were Not Met Expectations Were Met Exceeding Expectations 10
0 5
Participation in Student did not participate Student provided a general The student provided in
Discussions: during discussions of discussion into the two depth discussions into the
content covered in lesson. topics covered. two topics covered.
Completion of The student did not The student completed half The student completed the
Activity: complete the activity. of the activity. activity.
Knowledge of Student was unable to Student was able to Student provided detailed
Event: identify key points of the provide a general accounts of the event.
event. information of the event.
Student choose Student was unable to Student was able to Student was able to provide
the appropriate identify appropriate provide some information detailed information about
platforms and platforms and tools for about appropriate appropriate platforms and
tools for meeting meeting the desired platforms and tools for tools for meeting the
the desired objectives of their creation meeting the desired desired objectives of their
objectives of or communication. objectives of their creation creation or communication.
their creation or or communication.
communication.
Following Student did not follow Student was able to follow Student was able to
Directions: directions given. the directions given with complete the assignment
minimum questions about without having to ask the
the assignment. teacher for reassurance of
ideas.

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.

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