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Inquiry (5E) Lesson Plan

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Teachers: Armani Richard Subject: Social Studies

Common Core State Standards:

• 8.SP1.1: Analyze connections among events and developments in broader historical contexts.
• 8.SP1.3: Evaluate the significance of past events and their effect on students’ lives and society.
• 8.SP3.5: Gather relevant information from multiple sources while using the origin, authority, structure,
context, and corroborative value of the source to guide the selection to support claims and counterclaims.
• 8.SP4.2: Evaluate the influence of various causes of events and developments in the past.
• 8.H3.4: Investigate a significant historical topic from United States History that has significance to an issue
or topic today.
• ITSE-S.3a: Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits
• ITSE-S.3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media,
data or other resources.
• APS.3.A: Defines a problem in the workplace.
• APS.3.B: Practices inquiry and reflection (I/R) to take action in the workplace.

Objective (Explicit):
• By the end of class, students will have researched, and selected a U.S. President from the time of 1969 to
2016 and will write the name of that President and their failing on an exit ticket. Students will also create
LiveBinders accounts and share their share key in the classroom GoogleDoc.
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 turn in an exit ticket with the name of a U.S. President and their failing, from the time of 1969 to
2016.

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 relevant to students, their lives, and/or the real world?
• SWBAT, utilize Popplet as a digital graphic organizer while conducting research on their perspective President.
• SWBAT, implement JSTOR into their research process therefore learning what a true scholarly source is.
Key vocabulary: Tertiary, “economic sanctions,” “police Materials: Computer, project introductory video,
actions,” “tax deferment,” Watergate, “paper tiger,” markers, projector, pens
recession, depression
Engage
¨ How will you activate student interest?
¨ How will you hook student attention?
¨ What questions will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Student Will:
• Show video titled “Presidential Failures” located • Watch the presented video.
in Project Based Learning and play the video. • Listen to teacher’s example.
• Explain how the failure policy, action, inaction, • Ask questions during the discussion time.
has had personal and societal ramifications of • Reflect internally what they may be interested in
America. that relates to the project.
• EXAMPLE: Bill Clinton signing the repeal of the
Glass-Steagall Legislation resulted in:
o 2008 financial crisis (economic).
o Created a culture where
homeownership stopped being
prioritized and changing what the
American Dream really is (social).
o Due to it happening in 2008, an election
year, the nation had a backlash against
the Republican Party resulting in
massive Democrat Party victories in the
House, Senate, and Americas first
black President (political).
• Allow time for students to ask the teacher
questions and have a discussion with them.

Explore
¨ How will 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 Engage?
¨ What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Student Will:
• Emphasize the importance of looking at these • Create LiveBinders accounts and share the
issues in an in-depth manner, and really try and access code to the classroom GoogleDoc.
see all the connections and ramifications of a • Students will the internet in general and JSTOR
Presidents polices, inaction, or action, etc. specifically to look up potential ideas for the
• Inform students that at least one source must project.
come from JSTOR. • Students will use Popplet as a graphic
• Assist students as necessary. organizer.
• Checking the classroom GoogleDoc to ensure
students are sharing their LiveBinders access
code.
• Questions for students:
o How do you know this is a reliable
source?
o Why are you choosing this President?
o Why are you choosing this particular
failure?
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?
¨ How will you anticipate students that need an additional challenge?
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 Engage before moving on?

Teacher Will: Student Will:


• Inform students that they will be pairing up into • Discuss within their group, what they are doing
groups of 4 and discussing their ideas for the for their project
project with each other.
• Tell students to make sure everyone has a • Assist their groupmate(s) if there are members
chance to speak and respect each other’s who are struggling to come up with a project
decisions. idea.
• Tell students that it is okay if they haven’t • Be respectful of other ideas.
thought of an idea for their project and that’s
why we are doing this grouping: To generate
more ideas.
• Pair students into groups of 4.
• Walk around classroom listening to groups
discussions and challenging ideas to increase
further inquiry on the student’s part.
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?
¨ How will you anticipate students that need an additional challenge?
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: Student Will:
• Allow students to continue researching their • Work individually or as a group for
topic. brainstorming purposes on researching and
• Allow students to stay in their groups if they so organizing their thoughts concerning their topic.
choose. • Write down their President and choice of failure
on a sheet loose-leaf paper in preparation for
turning in the exit ticket.
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?
¨ How will you anticipate students that need an additional challenge?
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: Student Will:
• Conduct a student led recap on what PBL is. • Lead a recap of what PBL is.
• Collect exit tickets. • Turn in their exit tickets.
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?
¨ How will you anticipate students that need an additional challenge?

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