5E Lesson Plan

Teacher: Becky Lantz
Date:7/14/2016
Subject / grade level: 3rd
Materials:
Book Harold and the Purple Crayon, 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 stimulatechildren’s imaginations and help them to write descriptive sentences.
Differentiation strategies to meet diverse learner needs:
The drawing solution to this exercise is open-ended and therefore adapts to each student’s ability level.
A handout with sentence starters can be used with struggling writers.
ENGAGEMENT
  • Describe how the teacher will capture students’ interest.
The teacher will read Harold and the Purple Crayon pausing to ask prediction questions throughout the reading.
  • What kind of questions should the students ask themselves after the engagement?
Why did Harold draw what he did?
What would I draw?
How would I describe it?
Adjectives are words used to describe things.
EXPLORATION
  • Describe what hands-on/minds-on activities students will be doing. (Lesson based on a handout from CTA)
After reading Harold and the Purple Crayon the teacher will hand out the worksheet.
The teacher will instruct the students to first think about the lines on the sheet and what they could be.
The students will then complete the drawing using their imaginations.
Once completed the student will need to use describing words (adjectives) to write complete sentences describing what they drew.
  • List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration
Students need to be able to think with flexibility and use their imaginations to construct something out of separate parts. They also need to be able to describe what they drew using adjectives.
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 do these lines remind you of?
Could they be of more than one thing?
How many ways can you find a solution?
How would you describe what you drew in words?
  • List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations.
How did you choose what to draw?
What shape made you think of something first?
Now that you have an object, do you see anything else it could have been?
What story could go along with the picture you just drew?
ELABORATION
  • Describe how students will develop a more sophisticated understanding of the concept.
Once students have practiced a few of these type of drawings, they will become comfortable with the concept and more creative with their solutions.
  • What vocabulary will be introduced and how will it connect to students’ observations?
What is an adjective? It is a word used to describe something.
  • How is this knowledge applied in our daily lives?
An activeimagination is essential to creative thinking, writing, and problem solving.
EVALUATION
  • How will students demonstrate that they have achieved the lesson objective?
There are many chances to do multiple challenges with this activity. This activity can be continued as additional lessons or during free time.

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