INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Megan Subject: English Grade: 8

Common Core State Standards:

 8.W.1 – Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim, acknowledge and distinguish the claim from alternate or opposing claims, and
organize the reasons and evidence logically
b. Support claim with logical reasoning and relevant evidence, using accurate, credible sources and
demonstrating an understanding of topic or text
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim,
counterclaims, reasons, and evidence
d. Establish and maintain a formal style
e. Provide a concluding statement or section that follow from and supports the argument
presented.
 8.SL.1 - Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and
teacher‐led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
a. Come to discussions prepared having read or researched material under study; explicitly draw on
that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas
under discussion.
b. Follow rules for collegial discussions and decision‐making, track progress toward specific goals
and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others' questions and
comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their
own views based on the evidence presented.
 8.Sl.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well‐ chosen details; use appropriate eye contact,
adequate volume, and clear pronunciation.

Objective (Explicit):
 Students will be answering the following question: “How can we create programs that make a
difference in our school?” in order to create their own programs they would like to implemented onto
campus.

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 create and write down a program idea they want to explore and implement at our school for their final project and pass it in at the end of
class or the following morning for approval by the teacher.

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 answer the question “How can we create programs that make a difference in our school?” By participating in a group discussion and
writing ideas on the board. Questions will be asked on what they already know about their school and what do they need to find out. This lesson will
positively affect their school, because program ideas will be presented to administration for approval and actual implementation of winning projects.

Key vocabulary: Materials: Poster paper, markers, pencils,

Smartboard, google chrome books
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: Write “How can we create programs that make a Students Will:
difference in our school? “on the board. Teacher will break bigger Pair up with their neighbor to start brainstorming answers to the
question into smaller questions – “What do we know about our teacher’s questions. On the board a concept map will be started
school?”, “What do we need to know?”, “What are our next steps?” By and students will come up to fill in the blanks - What do I know,
the end of the day students should have an idea they want to move what do I want to know, how do I find out?
forward with to improve and make a difference in our school – one that
will help future students at Tonalea.

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: Provide google chrome books, so that they can utilize Students Will: Break into small groups of 4 with their chrome
them for research and then post their questions and answers to Padlet. books to answer the questions they have decided they “need to
know.” Once they gather information they will post answers and
further questions to Padlet.
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 the
Engage before moving on?
Teacher Will: Utilizing the Padlet answers the teacher will guide Students Will: Be kind and generous to their classmates.
discussions among the groups to answer questions or probe for further Providing feedback and explanation to questions or ideas that
details. Once the key questions are answered, ideas on programs they they have written on the poster paper. Students will talk amongst
think will make a difference in our school will start being posted on themselves and then form a whole group discussion giving
poster paper around the room, so that students can compare. Students positive feedback or asking questions about individual projects.
will walk around the room and add their – questions, clarifications, or
comments on the new programs. Once every student has gone around,
the whole class will sit in a circle and the teacher will walk around the
room showcasing ideas and having students discuss the reasons,
questions, details of the programs they are interested in pursuing and
implementing at our school.

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: Teacher will ask how their ideas would make a difference
in our school? What effects will it have on the student body or for future
students?
Students Will: discuss how their program ideas address the
question “How do we make a difference in our school?” How do
the two correlates, who will it affect and how? Students will be
handed worksheets, where they will answer these questions as
best as they can with the knowledge they 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?
 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: Collect student handouts and review them, to use for
the following days lesson to answer any further questions they
might have and to find out if students each have an individual plan
or if multiple students want to work on the same program. This will
be the deciding factor on if the students will work independently or
in small groups for the final project.
Students Will: Fill out handout that maps the major questions – their
program idea – how will it make a difference – who it will affect and
how it will affect them. These ideas and answers will be used to help
them expand and research for their projects over the course of unit.