5E Lesson Plan Template
Teacher Shundrele Lawson
Date April 23, 2021
Subject English Language Arts
area/course/grad
e level
Materials I pad, Alphabet Cards, Cones, Finger Paint, and Shaving Cream
Standards (State State Standards:
and ISTE
AL. R.2. Demonstrate letter-sound association, including matching letters
Standards for
to corresponding spoken sounds and blending letter sounds into one-
Students)
syllable words, using printed materials.
AL. R.3. Identify upper- and lower-case letters.
AL. WL.9. Print upper- and lower-case letters using proper formation,
spacing, and letter-line placement.
AL. WL.9.1. Using correct hand position when holding writing instrument
ISTE Standards:
1a. articulate and set personal learning goals, develop strategies
leveraging technology to achieve them and reflect on the learning process
itself to improve learning outcomes.
1c. use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.
3b. evaluate the accuracy, perspective, credibility and relevance of
information, media, data, or other resources.
7a: use digital tools to connect with learners from a variety of backgrounds
and cultures, engaging with them in ways that broaden mutual
understanding and learning.
Objectives Students will demonstrate basic knowledge of upper- and lower-case
letters, letter-sound recognition, and preferred grasp while holding a writing
tool
Differentiation While each student has a different learning style, this lesson will be
Strategies (How designed to assist each student individually while empowering students
will the lesson with special needs through inclusion. Technology allows instructors to alter
address the activities and meet each child where they are developmentally. This lesson
various learning is designed to help students with letter recognition (upper and lower case),
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styles of the letter-sound recognition, preferred grasp while holding a writing tool. The
students and the difficulty of this lesson can be adjusted to suit each student’s learning style.
needs of those
with special
needs?)
The 5 Es
E Description
Engagement Who is ready to race? Today, we are going to have an alphabet relay race! We
will have two team captains, and each captain will pick their players. Once the
teams have been chosen, the race will begin. The rules are as follows: you will
be told to find a letter, you are to race down, locate that letter, and run back to
your team. The player whom choses the correct letter, and races back to the
finish line wins. The team who scores the correct quantity of letters will win a
popsicle party after recess. Have fun and may the best team win!
Engagement In this phase, I will monitor and document the student’s progress. I will monitor
Assessment my student’s proficiency in teamwork, choosing the correct letter, and letter
recognition. The difficulty of the game can be altered to upper- and lower-case
letters, and letter sounds.
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E Description
Exploration Throughout the exploration phase, students will work individually on letter
recognition, and their preferred grasp. Students will be provided with shaving
cream, finger paint, and writing tools to work on the objective. Students will
practice the letters in their name in addition to reviewing letters that we have
discussed as a class. Shaving cream and finger paint are two of our class
favorites, the students not only get to work on their letter recognition, but they
also have a chance to have fun!
Exploration Documentation is key! While students work independently on letter recognition,
Assessment I will be able to assess strengths, weaknesses, and knowledge of letters.
Students who need assistance may be paired with other students or a teacher
who will work one on one on letter recognition.
Explanation Letter Recognition.pdf
Explanation I will observe my students and document my students progress following my
Assessment presentation. Students are provided with questions post the presentation that
will allow collaboration, questions, and review if needed. My goal is for students
to recognize some of the letters, and to ask questions of unknown letters. We
would discuss the letter, sound, and form.
Elaboration My students will be given an I pad where they can individually work on their
letter recognition. Students will have access to the application Paint on the I
pad. Students will be provided with 2-3 letters to practice drawing/writing. They
are to use paint to decorate their background, while drawing/producing their
letters. Students will be given 10-15 mins each to work on their product. Sample
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E Description
is attached below.
Evaluation Listed Below
Letter Recognition
Name:
Date:
UPPER CASE LETTERS LOWER CASE LETTERS
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DOMINANT HAND NOTES
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.
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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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