INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Jeanette Auberry Subject: Social Studies Grade: 8

Common Core State Standards:

• 8.E2.1 Explain how economic decisions affect the well-being of individuals, businesses, and society.
• 8.E1.6 Analyze the impact of debt on individuals
• Key Ideas and Details-Reading 1 Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from
the text.
• Integration of Knowledge and Ideas-Reading 8 Delineate and evaluate the argument and specific claims in
a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
• Text Types and Purposes- Writing 1 Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
• Production and Distribution of Writing- Writing 4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
Objective (Explicit):
• Students will be able to identify how economic decisions affect the well-being of individuals, business
and society as well as analyze the impact of debt on individuals by researching the causes of The
Great Depression and its impacts on multiple groups.
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 provide an exit slip before they leave for the day with an answer to the question, “How do you feel
about the level of understanding that you have of the group you are in”?
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 connect current economic standings in their community.

Key vocabulary: N/A Materials: Computers, Poster boards, Primary and
Secondary sources from The Great Depression
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: Students Will:
“Imagine that you are a working member of society in the Students will be assigned groups after they are read the
early 1930s. The Stock Market Crash of 1929 just occurred, prompt. In their groups, they will read introductory
and you and your family are trying to figure out how you will sources about their job within their groups to gain
be affected. With this, you are trying to defend your background knowledge to start their arguments.
occupation as to why they were not the cause of the crash or
of any other problems happening in your time (continued
poverty, inflation, etc.,). Why are you and your fellow workers
not directly at fault for the depression? Why is another
working group?”
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: Students Will:

Students will be given their first set of secondary sources from Read and evaluate the sources given for the day as a
The Great Depression that supports their assigned group to group. Then, decide on relevant evidence that helps
read and evaluate. Students will read the sources together in support their claim as to why their group is not the cause
groups and agree on evidence to argue as to why their group of the depression.
was not the cause of the depression. The initial entry event
will be kept up for students to reference what they are looking
for.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
N/A
Differentiation Strategy
 What accommodations/modifications will you provide for specific students? Students who need extra time or help with reading the
material will be given one on one time if needed.
 How will you anticipate students that need an additional challenge? Provide any extra or more in-depth documents for students to
analyze.
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:
Ask students to put their findings on an online note sheet that is available to Students will begin to place their citations along with their notes on a
be shared among all students. All documents will be placed in a Live Binder shared online document in case of absence. They will also have
resource to be shared to each group in case of absence by a group member. access to all of their documents on a Live Binder. In addition, the
Ask of students to start outlining their presentation with their initial findings. students will begin to outline their final products containing all of their
notes.

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

Differentiation Strategy
 What accommodations/modifications will you provide for specific students? Students who need additional access to documents will
be provided.
 How will you anticipate students that need an additional challenge? Students will be expected to begin their final products.
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:

Go over the 2008 recession in order to make comparisons with the Evaluate the 2008 recession and make comparisons on their notes to
depression and more recent recessions. finalize the class day.

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

Differentiation Strategy
 What accommodations/modifications will you provide for specific students? Students will be given extra time for reading if needed.
 How will you anticipate students that need an additional challenge? N/A
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 students to fill out an exit slip with one piece of evidence they found Fill out exit slip with one piece of evidence found in the documents before
in the documents in order to check and see if finding evidence needs to class is dismissed.
be reviewed.