5E Student Lesson Planning Template s5

5E Lesson Plan

Teacher: Becky Lantz Date: 7/14/2016 Subject / grade level: 3rd Materials: Book This or That, handout, pencil. Essential Standards and Clarifying Objectives Oral Language: 3.1, 3.2 Reading: 3.4, 3.5, 3.6 Writing: 3.9 Lesson objective(s): This lesson will teach children to analyze information and make a decision based on what they know. Differentiation strategies to meet diverse learner needs: The questions in this lesson can be answered in simple terms or further questions can be asked to create higher order thinking skills. The students will be paired with a partner and be able to receive support from them if they need it. ENGAGEMENT  Describe how the teacher will capture students’ interest. The teacher will read the book This or That? (a book that asks which would you choose questions) with expression and pique the students interest with questions about decisions they would make when given two choices.  What kind of questions should the students ask themselves after the engagement? How would I chose? Do I know enough about this to choose? EXPLORATION  Describe what hands-on/minds-on activities students will be doing. (Lesson based on Amanda Dameron’s class and techniques learned from John Strebe at CTA) After explaining how the book reads and modeling the decision making process with the class, the teacher will pose a pre-selected this or that question asked in the book. The teacher will hand out preprinted sheets titled “Which would YOU Choose?” The children will fill out the sheet giving a reason for their choice. The children will pair up with the person sitting next to them and discuss their choice and why they chose it. They will together make notes about what they found out by talking to each other and the evidence they came up with to support it. The class will discuss the choices as a group.

 List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration There are times we need to have all the facts before we can make the best choice. It is good to keep an open mind. EXPLANATION  Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? What would you do if you had to choose between two things? Is it a hard decision? Is it hard to make a decision when you don’t know a lot about it? Is it good to make a decision when you may not know all the facts?

 List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. Analyze which is the best choice. Be able to tell the class why it is the best choice. ELABORATION  Describe how students will develop a more sophisticated understanding of the concept. 1 5E Lesson Plan

The student will make a decision based on what they know. They will have the opportunity to discuss it with a partner and further explore the answer and change their mind or stay with their original assessment. The choices will be discussed as a class for further understanding.

At the teacher’s discretion, they can choose how to pair partners. Advance learners can be paired together for a challenging thought process, or paired with less advanced thinkers to inspire and lead the thought process.

 What vocabulary will be introduced and how will it connect to students’ observations? Terms such as prediction, analyze, facts, compare, and understand will be introduced. These words will be used in making a choice between two options offered in the book.

 How is this knowledge applied in our daily lives? Students need to know how to analyze and compare and contrast to make sound decisions. EVALUATION  How will students demonstrate that they have achieved the lesson objective? There are many chances to compare this or that options in the book. This activity can be continued as additional lessons or during free time

2 5E Lesson Plan

Which Would Our Question: YOU Choose?

My reasoning: My choice:

Evidence: What we found out: