University of West Alabama

COE

5E Group Lesson Plan

Teacher: Justen Crumpton

Date: 12/01/2023
Subject
Area /
ELA Grade 2
Course /
Grade
Level:

Materials: Take A Mouse to School read aloud, Scavenger Hunt checklist, writing
prompt, Canva

Standards: AAS.ELA15.2.32
Tell a story or report on a topic or a personal experience.
ELA21.2.1
Participate in conversations and discussions with groups and peers
utilizing agreed-upon rules.

Objectives: The student will be able to retell the story.

Students will be able to discuss the story with peers.

Differentiat The student will have picture symbols.

ion
The student will have tracing worksheets to guide writing.
Strategies:
The teacher will ask questions to active students prior knowledge.

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.
The class will discuss what we do each day and the places we visit around the school each day.
We will then discuss and make inferences about what we think would happen if we brought
our pet to school. The whole group will watch the story If You Take a Mouse to School via a
read aloud on the board.

Assessment :Formative-The teacher will be listening to discussion around the room to check for
understanding of the materials and thought process of each 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.

The class will take a scavenger hunt around the school to visit the places the mouse went. We
will come back to the classroom and make a book to order the events of the story.

Assessment: Formative-The class will have discussion among themselves. The teacher will use
a checklist while observing students putting the book together. This will allow the teacher to
see if students understand how to order and recall items in the story.

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.

The class will read their books together. We will rewatch the read aloud together. We will
discuss how our inferences about what we thought the mouse would do and what he did
were the same and different. We will cover our vocabulary word “want” and discuss what the
mouse “wanted.”

Did you like the story? Why or why not?

Did the mouse do what you thought he would do?
Did the mouse do different things than you thought he would do?
How was the story the same or different than the class antcipated?

Assessment: Formative-Continuing through discussion within the whole group the teacher will
assess if students can converse among themselves and retell the story.

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.

Students will draw pictures of different activities the mouse did and places the mouse visited
during the day. Students will practice writing and tracing sentences using the vocabulary word
“want.” Students will use Canva to create a bookmark showing Mouses day at school.
 Assessment: Summative- Student will be able to retell the mouses day at school using the
vocabulary word “want” by writing a sentence and drawing a picture. Students will use Canva
to create a bookmark about the mouses day at school.

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.

Expectations Expectations Approaching Expectations

Not Met- 0 Expectations- 5 Mastered- 10

Student will be able Student did not Student could recall Student could
to retell the story recall events of at least 1-2 event of recall 3 or more
and events in the the story. the story. events of the
correct order. story.

Student will be able Student did not Student asked or Student asked or
to communicate and share or shared 1 time during shared 2 or more
discuss among participate in whole group and/or times during
themselves about whole group small group whole group
the story and retell and/or small discussion. and/or small
events of the story. group discussion.
discussion.

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.
 University of West Alabama

COE

5E Individual Lesson Plan

Teacher: Justen Crumpton

Date: 12/1/2023
Subject
Area /
ELA Grade 2
Course /
Grade
Level:

Materials: Take a Mouse to School read aloud, Canva

Standards: AAS.ELA15.2.32
Tell a story or report on a topic or a personal experience.
ELA21.2.R4
Use digital and electronic tools appropriately, safely, and ethically
for research and writing, both individually and collaboratively.
 ELA21.2.2c
Ask and answer questions to seek help, clarify meaning, or get
information.

Objectives: Student will be able to tell a story by making a story board using Canva
on Chromebook.
Student will be able to use the Chromebook responsibly and ethically
while working independently.
Student will be able to ask questions and seek help when working on
Chromebook and Canva.

Differentiat Student will be given verbal prompts and picture symbols as needed.
ion
Teacher will give examples to give visual aide to student of expectations.
Strategies:
Teacher will use guided questions to aide student in ideas.

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.

The class will discuss what we do each day and the places we visit around the school each day.
We will then discuss and make inferences about what we think would happen if we brought
our pet to school. The whole group will watch the story If You Take a Mouse to School via a
read aloud on the board.

Assessment: Formative- The teacher will ask questions to engage the students and observe
student discussion.

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.

After watching the read aloud, the students will discuss their favorite parts of the story.
Students will talk about how the story was the same or different than what they thought may
happen. Students will then work in Canva on their Chromebook to make a poster representing
what their mouse or pet would do at school.
Assessment: Formative- The teacher will be observing conversation from students checking in
to see that students can recall the story and ask questions to encourage conversation. The
teacher will check on students to answers questions students have when working in Canva.

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.

While students work in Canva they will ask questions when they need help. The students will
create a poster telling a story of what they would do with their pet at school. To guide student
ideas they can use these questions to help expand their story board.

Did you enjoy the story?

What was your favorite thing mouse did?
Did mouse do something the same or different than what you thought he would do at school?
What is your favorite thing to do at school?

Assessment: Formative- The teacher will use a checklist to see that students are asking
questions, able to tell a story, and that each student used their Chromebook and Canva
appropriately.

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.

Students will present their story boards to friends in small groups. The students will tell their
story. The students will ask questions about the stories as they share.

Assessment: Summative: The teacher will view each storyboard and use a checklist to assure
each student participated in conversation.

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.

Expectations Expectations Not Approaching Mastered

Met- 0 Expectations-5 Expectations- 10
Student will ask and Student did not Student asked OR Student asked AND
answer questions to participate in small answered 1 question answered 1 question
receive help or group sharing. during small group during small group.
information. sharing.

Student will use Student did not log Student did not log Student logged
Chromebook themself into their themself into their themself into
appropriately. Chromebook AND Chromebook OR Chromebook AND
could not follow could not follow followed steps on
steps on Canva to steps on Canva to Canva to create a
 create a storyboard. create a storyboard. storyboard.
Student will tell a Student did not Student’s story board Student’s story board
story using Canva create a storyboard. has at least 2 items has 3 or more items
creating a to tell a story. to help tell a story.
storyboard.

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.