5E Lesson Plan Template
Your name or Ashton Riley
Cooperating
teacher name
(if needed)
Date(s) taught Friday, September 1, 2023
Subject ELA/1st Grade Small Group-4 Students
Grade level
Materials On a Mat Core Decodable 8 by Tameron Dennis
Chatterpix App on Chromebook
Chromebook
“Parts of a Book” video by Jack Hartmann
[Link]
[Link]
content/COMPOUND/50001247/82/55/g1_ocr_cd008/dis
t/[Link]?bookid=g1_ocr_cd008
Whiteboard
Marker
Eraser
Standards
(State and ALSDE First Grade Standards:
ISTE 27. Make predictions using information found within a literary
Standards for [Link] will make predictions using information from the decodable
Students) text On a Mat.
23. Identify and describe the main story elements in a literary text.
Students will identify and describe the characters, settings, and major
events within the text.
a. Describe the characters and settings, using illustrations and textual
evidence from a story.
b. Retell the plot or sequence of major events in chronological order.
ISTE:
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6d: Students publish or present content that customizes the message and
medium for their intended audiences.
Objectives Students will make predictions using information from the decodable text
"On a Mat."
Students will identify and describe the text's characters, settings, and
significant events.
Students publish or present content that customizes the message and
medium for their intended audiences.
Differentiation SPED: The teacher will provide each student with a copy of the core
Strategies decodable On a Mat by Tameron Dennis. The teacher will strategically
group students by assigning peer helpers to students who need extra help
doing the retelling using the five-finger retell strategy. The teacher will also
provide cues when needed.
ELL: The teacher will strategically group students by assigning peer
helpers to students who need extra help doing the retell using the five-finger
retell strategy and allow for visual aids during this.
Gifted: The teacher will allow students to read a story to another class
using the ChatterPix app.
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The 5 Es
E Description
Engagement Prediction Objective:
The teacher will ask students, "What do you think this story will be
about?"
The teacher will conduct a short group discussion about the
answers students give.
Prior Knowledge:
The teacher will ask students if they have ever heard of a mat and
what they think one is used for.
The teacher will ask students, "What does an author do? What does
the illustrator do?"
The teacher will discuss the student's answers and tell the author
and illustrator's names.
The teacher will then show the video "Parts of Book" by Jack
Hartmann.
Story Elements Objective:
The teacher will tell students that they will be listening/reading our
weekly decodable "On a Mat" and describe what is happening in the
story with the five-finger retelling:
1. Characters
2. Setting
3. Problem
4. Next
5. Solution/Last
Engagement The teacher will listen to answers and thoughts provided by students.
Assessment
The teacher will have students first listen to the prerecorded version
Exploration
of the decodable "On a Mat" on the McGraw Hill Platform. (Since the
story only reads to page five, the teacher will pick up from there,
ensuring students follow along in their decodables.
The teacher will ask students questions after hearing the story the
first time:
1. "Who were the characters mentioned in the decodable?"
2. "Where did the story take place?"
3. "What type of mat are they using?"
4. "What was the problem?"
5. "What happened after they fell?"
6. "How did the story end?"
The students will take turns turning and talking about each question
with their partners at the table.
The teacher will tell students they will use the ChatterPix app on
their Chromebooks to retell the decodable using the five-finger
retell strategy.
Then, the teacher will model again what each finger stands for:
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E Description
1. Characters
2. Setting
3. Problem
4. Next
5. Solution/Last
The students will talk with their partners about answers to the five-
finger retell.
The teacher will call each student individually to retell the story
using the five-finger retell on the ChatterPix app.
Exploration The teacher will use what students share with the ChatterPix five-finger
Assessment retell as their assessment.
Explanation Once all students have completed their ChatterPix five-finger retell,
the teacher will allow them to present their videos to the class.
All students will have a turn presenting their findings with the five-
finger retell on ChatterPix.
The teacher will allow students to turn and talk with their classmates
about each student's ChatterPix video, paying specific attention to
whether they agree or disagree with why they feel that way and allow
for any additional comments students may have.
The teacher will then review and discuss the correct answers with the
whole class: characters, setting, problem, next, and solution/last.
Explanation Students will present their ChatterPix to the class and discuss their answers
Assessment as a part of their assessments.
Elaboration Students will retell another story they have read using the five-finger
retell strategy. The students will write this down on their
whiteboards with markers.
1. Who were the characters?
2. Where did the story take place?
3. What was the problem?
4. What happened next?
5. What happened last/was the solution?
Evaluation The teacher will use the ChatterPix video to evaluate students
understanding and retelling of the story.
ChatterPix Grading Rubric 10 points possible
Name: ___________________
Included: 2 points 0 points
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E Description
Character(s) Yes No
Setting Yes No
Problem Yes No
Next Yes No
Last Yes No
Total ____________/10 points
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.
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