University of West Alabama

COE
5E Lesson Plan
Teacher: Merri Wakefield
Date: May 25, 2016
Subject area/course/grade level: ELA/7 English/
Materials: Overhead projector, class iPads or student devices, topic sentences from previous lesson
Standards:
23. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined
in standards 20-22 above.) [W.7.4]
24. With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well
purpose and audience have been addressed. (Editing for conventions should demonstrate command
of the first three standards in the Language strand in Grades K-7.) [W.7.5]
25. Use technology, including the Internet, to produce and publish writing and link to and cite
sources as well as to interact and collaborate with others, including linking to and citing sources.
[W.7.6]
Objectives: I can compose a paragraph plan containing a topic sentence, three supporting
sentences, and a clincher sentence.
Differentiation Strategies: Partner Talk, Peer Editing, Rubric

ENGAGEMENT:
Here is your chance to catch the students attention. You must pose questions or design an activity to
help the students build on what they already know in preparation for learning something new.
Housekeeping:
Lets go ahead and log in to Google Classroom. (Project the class code on the smartboard: kj0u0y)
Review:
We have been practicing writing good topic sentences. 1s, turn to your partner and tell them what a
good topic sentence must have. 2s, praise or redirect your partners thinking. You may go back and
review your notes to help you. (Pause for partner talk. About 2 minutes)
Assessment
Answer the first question on Google Classroom. What makes a good topic sentence?
Review and comment on responses as they are entered.

EXPLORATION:
This is it, the heart of learning. Hands-on experiences are mandatory and should include chances for
the students to collaborate and experiment and be able to discuss their learning with others.
In your groups, we are now going to expand on your topic sentences. We wrote topic sentences
yesterday to begin this unit on writing effective paragraphs. Lets look at my list. (Project the teacher
created topic sentences generated yesterday.) Which of these subjects shall we expand upon
today? (Allow students to choose one of the three available topic sentences. Copy and paste the
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sentence into a new document. Remember to keep it landscape.)

Now, Im going to set the timer for three minutes. On the paper at your table, I want you to
brainstorm as many specific details as you can in that three minutes. No holds barred. Everything
goes. Go! Walk around the room and monitor discussion. Each group should have at least three
details listed at the end of three minutes.
Assessment

EXPLANATION:
This stage of the lesson is your part. You will cover vocabulary, concepts, ideas whatever is
necessary to help the students understand the lesson. Include higher order thinking questions to
help the students connect and comprehend the point of the lesson.
When writing an effective paragraph. You must take specific details and insert them into your new
paragraph. Look at your list of ideas you drafted on your paper. Lets collaborate to create a new
paragraph. Tell me what your groups generated. Blue group, give me a detail (Begin listing the
details below the topic sentence projected on the board. Use a thumbs up, thumbs down method to
indicate groups who came up with similar details. Try to generate five or more details from their
brainstorming.)
We have a pretty long list of potential details here. Lets narrow it down to three. Lets evaluate
these to determine which details should be included in our paragraph plan. (Allow students to debate
the merits of each detail and narrow the choices down to three.)
Awesome! Now we have some flavor for our paragraph. When we write a paragraph plan, we are
organizing our thoughts to make sure we have everything we need to effectively communicate what
we are thinking. Let me demonstrate how this works. (Take the details the students chose and
compose detailed sentences with each one. Use transitions as needed and talk your way through
each sentence, so they can hear and see your thought process as your type the sentences into your
projected document.)
Assessment
What did you notice about my thinking as I typed these sentences? Answer this question in Google
Classroom.

ELABORATION:
This is your chance to plan activities for the students to apply what they learned in the lesson to their
lives and new situations. You will need to be creative and allow your students to do the same.
Now its your turn. Take one of these other topic sentences and use the same methods we just used
for this one. Create your own paragraph plan in your small groups. The scribes will type these into
Google classroom. Lets see how far you can get in ten minutes. (Monitor each group and answer any
questions as they compose their group paragraph plan.)
Assessment
One student from each group will submit the group paragraph plan into Google Classroom. It is
important to walk around to monitor groups at this point to evaluate that each student is contributing
to the process. Ask individual students about the process as you go.
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EVALUATION:
Remember, assessment is part of each stage of the 5E lesson plan process. You will need to assess
each student on their participation and understanding and evaluate how close they have come to
meeting the objectives of the lesson.
Now, it is your turn. Use one of your topic sentences from yesterday to compose your own paragraph
plan. Submit it into Google Classroom.
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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