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INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Jeffery Hartley Subject: Social Studies Grade: 6th

Common Core State Standards:


6.C4.2 Describe and apply civic virtues including deliberative processes that contribute to the common good and
democratic principles in school, community, and government.
▪ Key concepts include but are not limited to civility, respect for the rights of others, individual responsibility, respect for
law, open mindedness, critical examination of issues, negotiation and compromise, civic mindedness, compassion,
patriotism, conciliation, and consensus building
ISTE 3b Knowledge Constructor- Students evaluate the accuracy, perspective, credibility and relevance of information,
media, data or other resources.
Objective (Explicit):
 Students will be able to recite the Pledge of Allegiance and explain the significance of that pledge to
them.
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response
Students will write on an index card or other study tool, what the pledge means to them and why. They will also
write down two questions they have for future research.

Sub-Objectives, SWBAT (Sequenced from basic to complex)


 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relative to students, their lives, and/or the real world?

Students will be able to apply their definition of allegiance to one aspect of their life and show an example of
who, what or where a current allegiance of theirs lies today.

Key vocabulary: Allegiance, Republic, Nation, Liberty, Materials:


Justice.
Engage
 How will you activate prior knowledge?
 How will you hook student attention?
 What question will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Have the students recite the pledge. Begin to Students Will: Recite the pledge, begin to think
questions students understanding. critically about their understanding of what they just
What did you just say, and why did you say it. What does said.
it mean to you?
Explore
 How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to
model expected behavior or required procedures.)
 How will students take the lead and actively use materials to discover information that will help them answer the question posed in the
Engage?
 What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Allow students to research the pledge of Students Will: Use laptops and textbooks to research
allegiance for a short amount of time. general information about the pledge of allegiance.

Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students? Research partners will be assigned to those who need help.
 How will you anticipate students that need an additional challenge? Students who need an additional challenge will be placed in charge of
future research groups.
Explain
 How will all students have an opportunity to share what they discovered?
 How will you connect student discoveries to correct content terms/explanations?
 How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the
Engage before moving on?
Teacher Will: Students Will:
Provide index cards or other tools such as thinking Record new information they did not initially have
maps, circle maps, or charts where students can write on the pledge of allegiance and questions they still
down their findings. have.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students? Students who struggle to keep up will work directly with the
research leaders.
 How will you anticipate students that need an additional challenge? Multiple study tools will be filled out for students who are
unchallenged.
Elaborate
 How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this
learning at a deep level?
 How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If? Question)?
 How will all students articulate how their understanding has changed or been solidified?

Teacher Will: Students Will:


Pose the question, what if a country is undeserving of Write down on an index card circumstances that
allegiance? would be considered “undeserving” of allegiance.
These could be circumstances they make up or
something that has happened already in history.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students? Students needing help will be given examples in history to
examine rather than having to find one themselves.
 How will you anticipate students that need an additional challenge? Students who need an additional challenge will find an example from
history and also create a potential example situation.
Evaluate
 How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)?
 How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

Teacher Will: Students Will:


Ask the students to create a new summarization or collaborate with one another to share their findings
thesis statement of the pledge. and create a general impression and statement that
they feel the pledge means. They will also generate
questions for future research.