# 5E Lesson Plan Template

Document Sample

```					Guidelines for your
Thematic Units
TLPI—Secondary Math/Science
April 2, 2007
Purpose of this PowerPoint
   To give you a clear idea of what is
required to be in your thematic unit

   To provide guidelines and expectations for
each element in the unit

   To allow you to progress independently on
your unit . . . which is due on 4/30 (no late
units will be accepted)
Required Elements
   Cover Page
   Introduction/Background
   Unit Goals
   Unit Calendar (optional)
   3 x 5-step lesson plans
   3 x Into, Through, Beyond lesson plans
   Important Notes:
   1) Three of these lessons must have cross-curricular integration
   2) One of these lessons must incorporate a children’s book from
the Stone Library—FUN!
   3) One of either type can be replaced with a 5E lesson plan
   Culminating Project/Assessment
   Culminating Project or Unit Rubric
   Unit Vocabulary/Glossary
Cover Page
   Can be as simple or complex as you
choose

   With and without graphics

   Must include unit title, your name, course
name, date
Introduction/Background
   Give the rationale for the unit
   Discuss the essential question and its relevance to the
curriculum

   Give the context for the unit
   Provide the math or science background needed to understand
why this unit is meaningful

   Describe the students to whom the unit is being taught

   List and discuss standards addressed
   Math, Science, English, History, Art, etc.
   Give the number and word description of each standard

   Craft as 1 – 1½ page narrative
Unit Goals
   State the goals for the unit as measurable
performance objectives:

   ―The   student   develops a . . .‖
   ―The   student   demonstrates . . .‖
   ―The   student   builds . . . ―
   ―The   student   can state . . .‖
   ―The   student   identifies . . .‖
   ―The   student   utilizes . . .‖
   ―The   student   researches . . .‖

   This is essentially a list of each day’s objectives
Unit Calendar (optional)
   This element is not required, but it shows your
ability to do long-term planning for 2-3 weeks

   Suggested format for each week:

Monday, 4/2          Give a brief summary of
Tuesday, 4/3         the lesson for each day
Wednesday, 4/4        and list the standards
Friday, 4/6                    lesson
3 x 5-Step Lesson Plans
   Create 3 x 5-step plans

   Should demonstrate your best lesson planning skills

   Should be consistent in format (i.e., bold or underline
headings, number and write out TPEs and standards)

   Remember, some lessons may extend over a couple of days

   Include any handouts, worksheets, data tables needed for
each lesson/homework
3 x Into, Through, Beyond Lesson Plans
   Use the template on p. 53 in the class reader
   Same format as 5-step through the materials section, then
pp.53-54 in bulleted narrative form, describing what you will
do:

   Into
   Introduces
   Stimulates interest
   Activates prior knowledge
   Through
   Teaching
   Modeling
   Guided and independent practice
   Beyond
   Closure
   Extension
1 x 5E Lesson Plan (optional)

   You may substitute either a 5-step lesson
plan or an Into, Through, Beyond lesson
plan with a 5E lesson plan

   Remember the 5E lesson plan is a
constructivist strategy, not a direct
instructional strategy

   Use the 5E template emailed to you
Culminating Project/Assessment
   Can be an individual or group project
(create rubric accordingly)

   Can be a test, lab exercise, poster, PP,
oral presentation, portfolio, etc.

   Should have its own rubric or be part of a
unit rubric
Culminating Project or Unit Rubric
   Culminating project rubric
   Should give the performance categories, levels of
achievement, and criteria for each aspect of the final
project/assessment

OR

   Unit rubric should include all assessment pieces
for the unit
   If you have homework, activities, quizzes, as well as the
culminating assessment, count toward the unit grade,
they should all appear and be described on the unit
rubric
Unit Vocabulary/Glossary
   Why is this important?

   Correct mathematical and scientific vocabulary
helps students move beyond their
misconceptions and/or naïve conceptions

   Helpful to ELL (and all) students

   Can create either vocabulary list or glossary
Accordingly to the rubric for the thematic
units on p. 69 in the class reader . . .
   Theme and essential question must be well developed

   Activities in the lessons must correspond to the California
Content Standards
   Available: http://www.cde.ca.gov/be/st/

   Lesson objectives must be clearly stated and written in
appropriate language/form

   Assessments must be linked to objectives

   There must be continuity within the frame of the unit and
the lessons—it hangs together well
Due for next week, 4/9 . . .
   A good draft of your introduction/background
   Word processed, double spaced
   To be critiqued by peers

   1 x 5-step lesson plan
   1 x Into, Through, Beyond lesson plan
   Both word-processed drafts
   To be critiqued by peers

   A strong enough idea for your culminating
assessment or an in-unit assessment to allow you
to craft a rubric draft in class
   Come prepared so class time will be productive for you

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Description: 5E Lesson Plan Template document sample