5e lesson plan template · web viewthe book. “my lucky day,” by keiko kasza, dry erase board,...
TRANSCRIPT
5E Lesson Plan TemplateTeacher
Date October 14, 2019
Subject area/course/grade level
Language ArtsKindergarten
Materials
The book. “My Lucky Day,” by Keiko Kasza, dry erase board, dry erase markers, iPads, Phonics and Rhymes Chart 20
Standards (State and ISTE Standards for Students)
CCSS.ELA-LITERACY.RL.K.9With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
CCSS.ELA-LITERACY.RL.K.10Actively engage in group reading activities with purpose and understanding. ISTE Standard
6.b. create original works or responsibly repurpose or remix digital resources into new creations.
ISTE Standard6.d. publish or present content that customizes the message and medium for their intended audiences.
Objectives The students will identify the letter Ll, the /l/ sound, and initial /l/.
Differentiation Strategies (How will the lesson
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
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address the various learning styles of the students and the needs of those with special needs?)
listening skills. Students who need special assistance will be pulled one on one instruction and remediation.
The 5 Es
E Description Assessment
Engagement
Show students the letter Ll/. Make the sound of the letter Ll/ The students will sing the letter l song. Tell the students that you are going to say 2 words. If the word begins with the /l/ sound, clap your hands. leaf, list, moon, lap, socks, ten, sun, log, teeth, lap Have the students sing the letter Ll song. Open hyperlink to watch the video.https://youtu.be/T4YvWb0WMRQ
Exploration
Review initial sounds. Read these words and have the students give the initial sound of each word. Call on students to answer. fog, mat, nap, leg, pick, hike, lamp, duck, rock, tip, ball. Read the story, “My Lucky Day.” Give students the opportunity to point out l words as the story is being read. Give each student a cut out of the letter L. Have them draw a picture of an object that begins with the letter Ll.
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E Description Assessment
Explanation
The teacher will reintroduce the letter Ll. The students will identify the letter Ll and its sound. Gives students examples of objects that begin with the /l/ sound. The students will write the letter Ll, capital and lowercase using their dry erase
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E Description Assessment
boards. As they are writing the letter, they will say the sound. Read chart 20 “Lucy Leopard Loves Her Lunch.”
Lucy Leopard Loves Her Lunch
Lucy Leopard loves her lunch
Lettuce and limes to crunch and munch.
She licks up the lemonade.
She likes it best when it’s homemade.
Lucy Leopard loves her lunch
Lettuce and limes to crunch and munch.
The students will identify words with the /l/ sound and circle all the Lls that are found in the rhyme. The students will complete the following worksheet.
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E Description Assessment
Elaboration
The teacher will display a plethora of objects. There will be objects with the /l/ sound and the /m/, /t/, and /s/ sounds. These are sounds that have been taught previously. The students will use the ChatterPix app on their iPads. They will take a picture of the object. This app will allow them to manipulate the object to talk. They will also add designs to their object. Click on the image to listen to the ChatterPix.
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E Description Assessment
Evaluation Teacher Observation will be an evaluation.
The students will be assessed on the /l/ sound by identifying the capital L and lowercase l in this video using the SmartBoard. Open hyperlink to view.
https://youtu.be/eWU7PpKjmd8.They will also take the Kahoot quiz below.L is for lollipop. #kindergarten https://create.kahoot.it/details/8ae2441e-0347-4791-b599-b3f0a9c47f17
Individual Project
ChatterPix Video
Identifying the letter Ll and Its Sound.
Teacher Name: Toshia Clausell
Student Name: ________________________________________
CATEGORY 4 3 2 1
Interest and Purpose
Video has a clear and interesting
Video is interesting but purpose is
Video is not very interesting
Video is not interesting
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E Description Assessment
purpose. somewhat unclear.
and purpose is somewhat unclear.
and has no discernable purpose.
Videography -Clarity
Voice was clear, understandable, and the correct tone and volume.
Voice was a little clear, understandable, and the correct tone and volume.
Voice was mostly unclear, hard to understand.
Voice was unclear and difficult to understand.
Length of Video
Video was 30 seconds long.
Video was 20 seconds long.
Video was 10 seconds long.
Video was less than 10 seconds long.
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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