Education Studies

Learning Cycle (5 Es) Lesson Plan Form

Name ______________________________________
Grade Level _____ Quarter __________

Section

School ______________________

Central Concept:
Essential Question:

Identify at least TWO developmental characteristics

of your Age Group from PIESM (Physical,
Intellectual, Emotional, Social, and Moral
Development):

Date _________________

I: Big Picture Planning

Identify at least TWO components of diversity
within your classroom (MI, gender, SES) Explain
the component (no one word answers)
1.

1.
2.
2.
How will these be addressed in your lesson plan?
How will these be addressed in your lesson plan?

Resources used (Instructional resources and materials)

Academic language development (Identify vocabulary, syntax and/or discourse central to the outcomes of the
learning segment that may pose a challenge for students)

Instructional Objectives: Write one objective for the lesson.

Look at the Blooms Taxonomy verb sheet. The students will

Common Core or Wisconsin Model Academic Standard (WMAS) Connection:

List one (or two) at most.

Section II: Lesson Planning

Include time estimates.
Engage: Include
1. What happened yesterday.
2. What they will be doing in class today.
3. How it ties to future learning.
4. Catch the students interest by posing a question, showing something, doing something funny, or reading a
quote. Do anything that gets their attention and allows you to focus on the goals of the lesson.
5. Make a connection to the students lives (ie. Compelling Why).

Explore: Students interact with each other through discussion and/or materials in small groups. They explore
a limited area of inquiry requiring them to categorize, classify, or answer questions.
How will you assess that students are exploring?

Explain: Concepts under exploration are expressed through a book, teaching of vocabulary, short lecture,
video, etc. Students then share what they said/discovered in the exploration stage and connect it to this new
info. Differing views are shared.

How will you assess students explanations?

Elaborate or extend: Students apply information to a new situation.

How will you assess students ability to apply information?

Evaluate: Assess students knowledge and/or skills. What evidence will you use to prove that students have
changed their thinking or behavior? Is it aligned with both your central focus and with student
standards/objectives?