5E Lesson Plan Ideas

Section 1
Subject area /
Reading/ Third Grade
course / grade level

Standards (State
State Standard-(ELA) RL.4. Determine the meaning of words and
and ISTE Standards
for Students) phrases as they are used in a text, distinguishing literal from
nonliteral language. (MS) [RL.3.4]

Anchor Standard 6-W.3.27. With guidance and support from

adults, use technology to produce and publish writing (using
keyboarding skills) as well as to interact and collaborate with
others. [W.3.6]

ISTE Standards

1 c. Use technology to seek feedback that informs and improves

their practice and to demonstrate their learning in a variety of
ways.
2 b. Engage in positive, safe, legal, and ethical behavior when using
technology, including social interactions online or when using
networked devices.
6 a. Choose the appropriate platforms and tools for meeting the
desired objectives of their creation or communication.

Objectives
Objective 1- TSW (I can) differentiate between literal and
nonliteral language.

Objective 2- TSW (I can) use context clues to help unlock the

meaning of unknown words/phrases.

Differentiation
This lesson will address many learning styles. Students will complete
Strategies: How will
the lesson address some activities individually as well as participate in group work. They
the various learning will be paired in flexible grouping assistance from peers in learning
styles of the stations. They will also receive different sets of reading comprehension
students and the activities to determine the meaning of literal and non-literal language.
needs of those with
special needs?

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 Students will watch videos, have whole class and small group
conversations about the text that they read. They will collaborate
through exploration in their breakout sessions by reading phrases and
passages to determine the literal meaning of nonliteral phrases in
leveled groups. Students will be assessed throughout the lessons to
exhibit learning. There are formative and informative assessments such
as online interactive games, reading passages, and poems (with the
immersive reader) to support EL students, struggling readers, and those
who need text-to-speech accommodations. Students will also create an
illustration to represent literal and nonliteral language. I will work one-
on-one with students with special needs by using accommodations
according to their IRPs and IEPs to meet their needs.

The 5Es: Engagement

Description

To grasp students’ attention, I will start the lesson by reviewing class netiquette on the Aquos
board. Since we must have anchor charts of the standards we are covering, I will turn their
attention to the anchor chart to see if they can figure out what the nonliteral (figurative)
sentences and pictures are portraying. After a brief discussion, students will turn their attention to
the online collaboration board to answer the following prompt, “Tell something that you know or
want to know about literal/nonliteral (figurative) language. Type your answer in a complete
sentence.” Students will type their answers on an online sticky note and post them so others in
the class can see them. After posting and sharing responses, students will watch a brief video
entitled “Figurative Language” to give them more insight into literal and nonliteral language.
https://youtu.be/TRQAH7uNZuY Students will turn and talk to their partner to tell what they
saw in the video and share an example of a nonliteral and literal phrase of their own.

***Link to Nearpod lesson activities***

This link displays the activities students engaged in throughout the lesson.

Click here. https://app.nearpod.com/?pin=04FC9AF9EC0142BEA3D452E352FFA52C-1

Assessment

After viewing the video on figurative language and having a discussion with their partner,
students will answer the teacher-made question to check for understanding.

Students will participate in “Time to Climb” race where they will answer questions pertaining to
literal/non-literal language.

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The 5Es: Exploration
Description

The first hands-on activity that students will engage in to explore literal/nonliteral language and
context clues is by logging on to www.educationgalaxy.com. They will read passages and
poems and try to answer questions correctly. They may use the study mode or game mode.
However, if they choose the game mode, they will not be able to play the game unless they get
the answer correct the first time. If they get the answer wrong, they will create a T-chart and
write the nonliteral phrase and literal meaning in their notes. This activity gives students a
chance to be independent learners and provides immediate feedback if students choose the
incorrect answer the first time. After working independently, students will share some questions
they did correctly and incorrectly in small groups. They will take turns and tell why they missed
the questions and what clues will help them get the correct answer the next time. After students
share in their small groups, they will return to the whole group to have a class discussion.

*Differentiation: Students will be able to click on the immersive reader if they need to hear the
text being read to them.

Education Galaxy Screenshot

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The second activity where students will collaborate on activity through Nearpod where they will
read sentences and use the text and draw tools to circle if the sentence uses literal or nonliteral
language. If the sentence uses nonliteral language, they will type what the phrase actually
means.

Assessment

I will assess students by having them share their literal/non-literal identification activity and t-
chart of literal/non-literal language and picture/clipart to connect to the sentences/phrases.

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The 5Es: Explanation
Description

For this part of the lesson, the students and I will work together so that I can explain any
misconceptions that they may have by continuing to use the Nearpod activities (view lesson by
clicking the link above) and text placed in their digital class notebooks (One Note) to project and
have whole class and small group discussions. In my presentation, I will address the
vocabulary, examples of literal and nonliteral phrases by using context clues. Some higher order
questions are displayed in their digital class notebook. I will also include the following higher-
order thinking questions like the ones below.

 What conclusions can you make based on the clues you see in the non-literal picture?
 What illustration would you draw for the literal/ non-literal phrase?
 What text evidence can you find to prove you chose the best answer?
 Suppose you were the character in the story or poem. What would be a non-literal
phrase you would use? How would it change the story or poem?

Pages placed in students Digital Class Notebook for differentiated flexible grouping.

RL.3.4 Literal-Nonliteral- everyone.pdf (Courtesy of 3rd Grade Ready instructional book

The 5Es: Elaboration

Description

The individual project that students will complete is using www.visme.com to create a
webpage slide using visuals and sentences to display an understanding of literal and nonliteral
language.

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To create the webpage slide, students must complete the following:

 Select a webpage slide design.

 Brainstorm sentences they have practiced on that show nonliteral language or create
their own to type on the slide.
 Upload pictures or clipart to match sentences.
 Students may create more than one slide for each figurative language example.

For the group project, students will decide what type of display they would like to use from
Story bird or Visme. They will work together to create their own story or poem using a picture
they select. They will orally present their final project to the class. The may also choose to
record themselves and create a video to present their project. (Refer to the rubric for more
specific criteria.)

One students have completed this project, they will use the 3-2-1 strategy where they will write
and share 3 take aways, 2- questions they may still have, and 1- thing they enjoyed with lesson.

Example technology product

https://my.visme.co/view/g7yx8o78-showcase-of-literal-and-nonliteral-language

Individual Product/Webpage slide

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Group Project

The 5Es: Evaluation

Description
The resource I will use as a formative assessment for the engagement and exploration phases
is Time to Climb with Nearpod. Student will have a certain amount of time to read and select

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their answers to check for comprehension and understanding by using context clues for
literal/non-literal language.

Here is a sample of the question on the formative assessment.

Rubric for Individual Project

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Rubric for Group Project

Assessment

I used Rubistar to create rubrics for the individual and group projects. The Elaboration section
will be assessed by the performances of the students from these two projects. Their individual
assessment will be the visuals and figurative language sentence slide for a webpage. This is
where they will display understanding of literal and nonliteral language. Furthermore, students
will be assessed on their group project where they must share the responsibility of creating a
story, poem, or sentences (differentiation) that match their chosen background design. Through
these activities, I will be able to assess students’ learning to see if they have mastered these
objective. Students will also complete a written assessment to further show mastery of literal and
nonliteral language through Microsoft Form.

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Link to the Digital Microsoft Form for End of the Lesson Assessment

https://forms.office.com/Pages/ShareFormPage.aspx?id=_OJdDbaRiUiu76vWfjp-qS-
yLmmf_xVHulWuX9cSdXRUMExTRjEzUkszVEtHSjkwN1RBUlFOV1BWWC4u&sharet
oken=7QgHomMhYPuLiAFd3z3F

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.

Section 2
Name the file with your last name and first initial (example: smithE) and submit by attaching in
Blackboard assignment for 5E Lesson Plan Ideas and Assessment.

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