University of West Alabama

5E Lesson Plan Template

Teacher: Amber Knight

Date: May 17, 2019

Subject area/course/grade level: ESL/Language Development/fifth grade

Materials: Chromebooks, recording sheets, food picture cards,

Standards (State and ISTE Standards for Students):

Objectives:
 Students will demonstrate knowledge of topic by completing a menu using Padlet.
 Students will build their vocabulary pertaining to food.
 Students will become confident in using different technology tools in order to express their
knowledge of the topic.
 Students will be able to use their knowledge about the topic to communicate with others.
 Students will be able to recognize environmental print and sort items accordingly.

Differentiation Strategies (How will the lesson address the various learning styles of the students and the
needs of those with special needs?):
 Accommodations will be made based on the student’s language proficiency.
 Students will be allowed to work at their own pace.
 Students will be offered alternative seating.
 Students will be able to choose which items to include in their project.
 Students will be able to use photo cards as needed to complete the assignment.

ENGAGEMENT:
1. As students get settled, direct their attention to the screen.
2. Begin slide show. Click on the screen to remove a square to reveal restaurant logos.
3. Students call out what restaurant they think may be revealed.
4. As each picture is revealed, discuss what foods are available at each location.

Approved January, 2013

EXPLORATION:
1. Before the lesson, hang food cards around the room. (cards contain a picture and name of the
food.)
2. Students will walk around the room and record the correct food under the restaurant. Some foods
may be available at more than one place.
3. Upon completion, students will compare their answers with their peers at their table. Students will be
encouraged to share why they put each item under each category. They will also discuss their
favorite food from the page.
4. The recording sheet will be collected as a formative assessment in order to determine student’s
knowledge of the topic.

EXPLANATION:
1. Look at restaurant menus. Students will discuss what they see. Students will be instructed to speak
in complete sentences and use vocabulary introduced earlier in the lesson.
 What food do the y notice?
 What are the prices? What all do you get for the price?
 Discuss the differences in the breakfast and lunch menu.
 How is the menu organized?

Approved January, 2013

 2. As students point out what they notice, I will make a list on the board to reflect on.
3. Introduce Padlet to the class.
4. Show sample menus. Point out details such as combos, pricing, and single items. Look back on the
list from our discussion to guide students in thinking about their menu.
ELABORATION:
1. Lesson will be assigned in the google classroom
2. Students will create a menu using padlet.
3. Students must include at least 8 items with pricing and a photo.
4. Students will share their padlet with the teacher to be printed for the final step.
5. Students will deliver their menus to 2 teachers of their choice for our final evaluation.

Evaluation

1. Teachers will receive a menu from their students along with instructions on how to participate.
2. Teachers will call the ESL classroom and ask for their assigned student.
3. Using the student menu, the teacher will place an order over the phone.
4. Students must display their knowledge by speaking to their teacher, asking the appropriate
questions, marking the order on their menu, and delivering their order (in paper form).

Approved January, 2013

 Restaurant Checklist

All technical requirements present Max. Score Comments

8-10 images present 5

Each item is assigned a price 5

Student showed knowledge of vocabulary 15

Student communicated with teacher with confidence. 15

Students used assigned technology confidently without assistance 10

Student understood assignment and completed it in a timely manner. 5

Vocabulary was spelled correctly 10

Layout of product was organized and easy to read. 10

Total points 75

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.

Approved January, 2013