INQUIRY (5E) LESSON PLAN TEMPLATE

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Teachers: Subject: Grade:
Ryann Campbell Social Studies 8th grade
English Department
Music Department
Common Core State Standards:
• 8.C1.1 8.C1.4 8.SP3.4 8.SP4.4

Objective (Explicit):
• Engage in a project to inform others.

Evidence of Mastery (Measurable):

At the end of the lesson, students will be asked to fill out a survey of 2-3 things they
are most looking forward to doing in this project, & 2-3 concerns or fears they have
about the project.

Sub-Objectives:

The song selected to be performed in the skit will be from the time period that was
covered in the last unit taught (American Revolution and Early Republic). Students will
need to know the historical context of the song/skit. This object that the teachers are
showing is the same objective they will be mastering by the end of the project,
engaging in a concert and presentation to inform their community.
Key vocabulary: Materials:
credible sources, historian, fact checker, pencils, scrap paper, speaker, skit props
reliable information (microphone, historian outfit, small
pieces borrowed from the theatre
teacher)
Engage:

Teacher Will: Students Will:

Present a skit where the music teacher
sings a Hamilton song that is about the unit
the social studies class just completed.
English teacher will interrupt abruptly at the
first incorrect piece of information
screaming “FAKE NEWS”. Social Studies
teacher will intervene as the historian & give
the proper information.
What the skit as their teachers make
fools of themselves. They will be
viewing the first example of what their
project will be, interjecting & correcting
like the english and social studies
teachers after the music department
performs like the music teacher was.
 Explore:

Teacher Will: Students Will:

Display a model of what the students will be Take note of the model provided by the
doing for the remainder of the project, fact teachers. They will be given the chance
checking historical media. After the skit I will to ask questions about the project & an
explain the details of the PBL where student explanation of the whole project is
questions will be welcomed and given.
encouraged.
Differentiation Strategies:

At this point in the exploring process, no differentiation strategy is required.

Explain:

Teacher Will: Students Will:

Since this is my entry event, I will not be Students will be given the opportunity to
teaching any information that would allow ask questions to all the departments &
for content discoveries. So in place of this, I have discussions with the teachers &
will hold an open discuss for all students to peers about the project.
ask all 3 departments any & all questions
they have regarding the project.
Differentiation Strategies:

This discussion will allow specific students who might need accommodations to gain
more clarification on the parts of the project & it will allow specific students to
challenge different parts & lead a thoughtful discussion in class.
Elaborate:
 Teacher Will: Students Will:
I will then break the students up into Students will be able to get with their
preassigned groups. There will be 7 groups group & work out which role they should
of 4 and they will have been decided in all take on. This will also be a time given
advanced by me after observing throughout to them to begin feeling out the dynamic
the year which students can collaborate of their group.
best together. Once divided, I will ask
students to self assigned the 4 roles of
captain, scribe, researcher, & creative lead.
I will pass out a brief description of the roles
with a disclaimer that all groups members
must contribute in all areas, but these are
the “experts” of the field chosen.

Differentiation Strategies:

In order to accommodate students with specific learning abilities, I will group them with
students who are on the same level or slightly higher. I will then assign them the songs
which I have deemed to be less of a challenge to analyze.

In order to challenge some of my other students, I will group them together & assign
them the songs I have deemed to be more of a challenge.

The roles that each group must assign all members to is another form of
differentiation, where students can decide their strength & weakness.

*songs will not be assigned today*

Evaluate:

Teacher Will: Students Will:

Pose the question:
“Write down 2-3 aspects of the project that
you are most looking forward to. Now
write down 2-3 aspects of the project that
you are confused or concerned about.”
Students will provide feedback to display
their understanding of the project and to
give me a starting point for the next day in
order to try and answer as many of their
questions and concerns at the very
beginning as possible.