5E Lesson Plan Template

Teacher

Date 11/3/20

Subject Kindergarten English Language Arts

area/course/grad
e level

Materials Room on the Broom book, retelling pictures from the story, iPad
State Standards:
Standards (State
and ISTE
With prompting and support, retell familiar stories, including key details.
Standards for
[RL.K.2]
Students)
With prompting and support, describe the relationship between illustrations
and the story in which they appear (e.g., what moment in a story an
illustration depicts). [RL.K.7]

With prompting and support, name the author and illustrator of a story and
define the role of each in telling the story. [RL.K.6]

ISTE Standard:

6a. Students choose the appropriate platforms and tools for meeting the
desired objectives of their creation or communication.

Objectives Students will be able to retell a familiar story and sequence.

Students will be able to choose an appropriate technology tool to create
their product.

Differentiation Students who need support can work with a peer tutor. The teacher can
Strategies (How also scaffold and provide support for these students by showing an
will the lesson example of the product to be created. These students will also receive
address the more time to complete their activity if needed.
various learning
styles of the
students and the
needs of those
with special
needs?)

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The 5 Es

E Description

Engagem (Students are at carpet for whole group.) To grab students’ attention, teacher will
ent ask students to explain what retelling is to a partner. Then, teacher will ask one
friend to share their answer with the group. When student is finished, the teacher
will ask if the group had the same idea. The teacher will then ask the students to
think about the school day yesterday. Teacher will ask students to close their eyes
and think about the first thing they do when they come to school, then the next,
and so on. After a few minutes, teacher will ask students what they do first when
they come to school. The teacher will choose one student to answer. Then, the
teacher will ask what follows until they come to the last thing of the day.

Engagem Teacher and Student Conversation at Whole Group

ent
Assessme
nt

Exploratio The teacher will provide retelling cards of the events that happen during the
n school day. The teacher will ask students to get in their groups and retell the
events that happened yesterday. They will use the cards for visual representation.
The students will take turns retelling the events from yesterday. The students
should use key details and use words like first, then, next, and last. Students
should include parts of the day like arrival, morning work, math, P.E., music, lunch,
circle time, small group and centers, writing, snack and recess, social studies, and
dismissal. They should say things like “Arrival is when we walk to our classroom
and hang our backpacks up on our hooks.” They could also say, “Music is when
Mrs. Commer comes to our room and lets us play with instruments.”

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E Description

Page 3 of 6
 E Description

Exploratio Teacher Observation: Teacher will walk around as students are retelling the story
n to their peers.
Assessme
nt

Explanati Teacher will show the book, Room on the Broom, and point to the names on the
on cover of the book. Teacher will say, “This name is Julia Donaldson. She is the
author. What does the author do?” Students should answer, “Write the words of
the book.” Teacher will point to the next name and say, “This name is Axel
Scheffler. This is the illustrator. What does the illustrator do?” The students should
answer, “Draw the pictures in the book.” Then, teacher will reread the familiar
story. Teacher will ask questions throughout the story to ensure students are
engaged. When finished reading the book, teacher will remind students of retelling
and what it should include.

Explanati Teacher and student communication by asking and answering questions about the
on book.
Assessme
nt

Elaboratio Teacher will discuss ways in which they could show or tell about the events that
n happened in the book. Students might suggest ways they have used in previous
lessons (illustrations, iPad presentation, or video of the retelling event.) If students
do not suggest these, the teacher will suggest them. Teacher will explain that each
student will retell the story to a partner, but they will create a technology product on
their own.
Teacher will provide pictures from the story for students to use as they retell the
familiar story. Students are paired and will retell the story to their partner. Students
can also use the book if needed. One student will take the pictures and place them
one by one as they retell the story. This should include key details from the story.
When the first student is finished, they will go back through the book to ensure they
retold the story in the correct order. Then, they second student will have the
opportunity to retell the story using the pictures and the book.
This is a great way for students to work on their communication and presentation
skills. This also provides an opportunity for great conversation and vocabulary to
be used.
When students complete the retelling activity, they will begin their technology
product. One student created a presentation for her product. She searched and
inserted pictures that went along with the story. Then, she recorded herself placing
each character on the broom in the order from the book.

Page 4 of 6
E Description

This is an example of a technology product:

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 E Description

Evaluatio
n

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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