5E Lesson Plan TemplateTeacher

Date October 7, 2019

Subject area/course/grade level

Language ArtsKindergarten

Materials

The book. “My Lucky Day,” by Keiko Kasza, reading journals, desktop computer

Standards (State and ISTE Standards for Students)

CCSS.ELA-LITERACY.RL.K.3With prompting and support, identify characters, settings, and major events in a story.

ISTE Standard6. c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

Objectives The students will identify the characters of the story, vocabulary words from the story,

Differentiation Strategies (How will the lesson address the various learning styles of the students and the needs of those with special needs?)

The lesson will consist of ongoing assessments, group work, problem solving strategies, and choice. The students will be involved in activities that include hands-on, visual, and listening skills. Students who need special assistance will be pulled one on one instruction and remediation.

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The 5 Es

E Description Assessment

Engagement Ask children to describe what they think it means to be lucky. Use a word to describe what it means to be lucky. Have students listen to the audio of a dinosaur having a lucky day. “It’s My Lucky Day from Morris Goes to School.” After the video, have the students explain and discuss why the dinosaur had a lucky day. Why did the dinosaur have a lucky day?How did the dinosaur react to having a lucky day?What would you have done if you had the same experience?Open the hyperlink of the video of the dinosaur having a lucky.https://www.youtube.com/watch?v=aKb_wuCtZso

Exploration Pose this question to the students. Have you ever had a lucky day? The students will share these lucky experiences by writing in their reading journals. Once they finish their journal entry, they will share their experiences with their classmates. The teacher will script, as needed, their lucky day in their journals.

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E Description Assessment

Journal Entry

Explanation Introduce the story, “My Lucky Day.” As the students are looking at the cover, ask them what do they think will happen. Then have a picture walk. This is the part of the lesson where the students will look at the pictures as the teacher turns the paper. After the picture walk, the students will identify the characters in the story. Remind them who the characters are in a story. The people or animals in the story. These people or animals can be real or animated. Before reading introduce the vocabulary words piglet, for, lucky, filthy, cook, scrubber. These words will be discussed throughout the week. Sing the song, It’s My Lucky Day with the students. Tell them to pay close attention to the vocabulary words while singing the song. Read the story, “My Lucky Day.”

Elaboration Ask these questions. Give students the opportunity to discuss these questions and ask questions of their own. I wonder whose lucky day it is. I wonder if it is the fox or the pig that is lucky. I wonder why the piglet keeps helping the fox. I

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E Description Assessment

wonder why the pig looks so happy if he is just going to be eaten. I wonder why the fox looks so angry while he is preparing his pig roast.  I wonder if the piglet will trick the bear like he tricked the fox. Have students answer/reflect their questions. The students will choose their favorite character in the story. Ask the students a series of questions. Why did you choose the character? What would you have done if they played the pig/fox? What would you have done differently? The students will create a brochure describing the character that they chose. In the brochure, the students must provide a picture of and describe 2 facts about the animal. Give 2 facts from the story pertaining to the animal that they chose. Open the hyperlink below to check out brochure.My Lucky Day.docx

Evaluation Teacher observation.The rubric below will be used to assess their brochures.

Rubrics

Individual Project Making A Brochure: “My Lucky Day”

Teacher Name: Toshia Clausell

Student Name:     ________________________________________

CATEGORY 3 2 1 0

Writing - Organization

The brochure has all components. Two facts about the animal they chose, two facts from the story.

The brochure has some components. 1 fact about the animal they chose and one fact from the story.

The brochure has one component. One fact about the animal they chose or one fact from the story.

The brochure does not have the correct components.

Attractiveness & Organization

The brochure has exceptionally

The brochure has attractive formatting and

The brochure has well-organized

The brochure’s formatting and organization of

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E Description Assessment

attractive formatting and well-organized information.

well-organized information.

information. material are confusing to the reader.

Graphics/Pictures Graphics go well with the text and there is a good mix of text and graphics.

Graphics go well with the text, but there are so many that they distract from the text.

Graphics go well with the text, but there are too few and the brochure seems "text-heavy".

Graphics do not go with the accompanying text or appear to be randomly chosen.

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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