University of West Alabama

5E Lesson Plan Template

Teacher: Raynada Moss

Date: February 12, 2019

Subject area/course/grade level: Reading/Language Arts 4th Grade

Materials: Chart paper, idiom dictionary, Promethean Board, index cards, computers/ tech devices with
internet access

Standards (State and ISTE Standards for Students):

AL State Standard
 L.4.5b Recognize and explain the meaning of common idioms, adages, and proverbs.
ISTE Standard
6. Creative Communicator- Students communicate clearly and express themselves creatively for a variety
of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
Students:
 choose the appropriate platforms and tools for meeting the desired objectives of their creation or
communication.
 create original works or responsibly repurpose or remix digital resources into new creations.
 publish or present content that customizes the message and medium for their intended audiences.

Objectives: 1.Students will be able demonstrate understanding of idioms by sharing drawings and
sentences, and having small group discussions. 2. Students will create a personal idiom dictionary.

Differentiation Strategies: Students with reading and writing difficulties will benefit from the collaborative
portions of the lesson. English Language Learners will be paired with students during all portions of the
lesson. The lesson includes a variety of activities to address the diverse learning styles of the students in
the classroom.

ENGAGEMENT:
Read the following sentences aloud :
1. Barking up the wrong tree 2. Cat got your tongue 3. Cry over spilt milk 4. Drive me up the wall 5. On
pins and needles
2. Have students give a thumbs up if they have heard the statement before. Call on students to share
what they think the statements mean. Have students give the signal (used from number talks) to
show their agreement. Do not provide students with the answers. (Allow them to explore their
interpretation of the statements in the Explore Section.)

Assessment
EXPLORATION:

1. Before the lesson create number and letter cards.

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 Number Cards: Create four sets of five cards, number the cards in each set 1–5, and put them
in your hat.
Letter Cards: Create five sets of four cards and letter the cards in each set A–D.

2. Students study the statement that coincides with the number they picked from the hat.
3. Students will draw an exact representation of the statement on the blank paper they received at the
start of class. For example, students who picked #4 would have to draw a person driving up the wall
or something similar.
4. Once all pictures are complete, have students form groups based on the number they picked from
the hat. (There should be five groups of four students, one group for each statement on the board.)
In these groups, students must perform two tasks:
 Share their art with each other
 From consensus, form a definition that goes with their idiom. (Students may also use the Scholastic
Dictionary of Idioms as a final step to check their answers.)

Assessment
Anecdotal notes will be used to assess students’ cooperation with the group and participation in
meaningful conversation about the idioms. Students will receive participation points for this portion of the
lesson.

EXPLANATION:
1. Present the Idiom, Adages and Proverbs Power Point.
2. Discuss the different idioms with students.
3. After the presentation, have students look at the letter card you gave them.
4. Students will find their new idiom on the chart beside their assigned letter. On a clean sheet of
paper, students will :
 Define their idiom.
 Create at least four sentences using their assigned idiom
 Illustrate one of their sentences on the back of their art
5. (There should now be five groups of four people.) Give each group a clean sheet of notebook
paper. In this group, several things need to take place:
 Each student should share their idiom’s photo, definition, and sentences
 After each student shares their information, the group must vote which sentence
represents the idiom best
 Each winning sentence should be written on the chart paper.
Assessment

Students individual illustrations and sentences will be used to assess their current level of mastery of
idioms. Future lessons and interventions will be planned based on these activities.

ELABORATION:
Students will create a Digital Idiom Dictionary.

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 Digital Idiom Dictionary Project Requirements

 Your dictionary must include at least 7 pages (or slides.)

 The first slide should be a Title Slide that includes the title of your project, your name, date, and the
standard (L.4.5b and ISTE 6).
 Your second page should be an introduction slide that defines idioms and why idioms are used.
 Each of the other pages should include the idiom, a drawing or picture of what the idiom sounds
like, and the literal meaning of the idiom.
 Be creative in creating your slides. Slides may include clip art or pictures drawn using art tools. Do
not use pre-designed pictures for your illustrations.

Assessment
EVALUATION:
Digital Idiom Dictionary Project

Teacher Name: Ms. Moss

Student Name: ________________________________________

CATEGORY 4 3 2 1
Originality Presentation shows Presentation shows Presentation shows Presentation is a
considerable some originality and an attempt at rehash of other
originality and inventiveness. The originality and people\'s ideas
inventiveness. The content and ideas inventiveness on 1-2 and/or graphics and
content and ideas are presented in an cards. shows very little
are presented in a interesting way. attempt at original
unique and thought.
interesting way.
Effectiveness Project includes all Project includes Project is missing Project is lacking
material needed to most material more than two key several key
gain a comfortable needed to gain a elements. It would elements and has
understanding of the comfortable make an incomplete inaccuracies that
topic. It is a highly understanding of the study guide. make it a poor study
effective study guide. material but is guide.
lacking one or two
key elements. It is an
adequate study
guide.
Spelling and Presentation has no Presentation has 1-2 Presentation has 1-2 Presentation has
Grammar misspellings or misspellings, but no grammatical errors more than 2
grammatical errors. grammatical errors. but no misspellings. grammatical and/or
spelling errors.

Content - All content Most of the content The content is The content is
Accuracy throughout the is accurate but there generally accurate, generally accurate,
presentation is is one piece of but 2-3 piece of but more than 3
accurate. There are information that is information are pieces of information
no factual errors. inaccurate. inaccurate. are inaccurate.

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Use of Graphics All graphics are A few graphics are All graphics are Several graphics are
attractive (size and not attractive but all attractive but a few unattractive AND
colors) and support support the do not seem to detract from the
the theme/content of theme/content of the support the content of the
the presentation. presentation. theme/content of the presentation.
presentation.

Remember, assessment is part of each stage of the 5E lesson planning 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. Create a checklist or rubric to grade the student created technology product,
paying close attention to the objectives of the lesson.

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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