INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Leae Brown Subject: ELA Grade: 7th

Common Core State Standards:

Common Core State Standards:

 Text Types and Purposes, Students may choose either 7.W.2 or 7.W.3,
7.W.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies
such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain‐specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation
presented.
7.W.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well‐structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or
characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame
or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and
convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

 Production and Distribution of Writing 7.W.4, 7.W.5 and 7.W.6

7.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above).
7.W.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been
addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including
grade 7.)
7.W.6
Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with
others.
  Research and build knowledge 7.W.7 and 7.W.8
7.W.7
Conduct short research projects to answer a question, drawing on several sources and generating additional
related, focused questions for further research and investigation.
7.W.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.

 Speaking and Listening Standards

Comprehension and listening 7.SL.1, 7.SL.2, 7.SL.3,
7.SL.1
Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse
partners on grade 7 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 referri
on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as neede
c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas
discussion back on topic as needed.
d. Acknowledge new information expressed by others and, when warranted, modify their own views.
7.SL.2
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally
how the ideas clarify a topic, text, or issue under study.
7.SL.3
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficien
evidence.

 Presentation of Knowledge and Ideas 7.SL.4, 7.SL.5, 7.SL.6

7.SL.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions,
appropriate vocabulary, facts, details, and examples; use appropriate eye contact, adequate volume, and clear
pronunciation.
7.SL.5
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize
salient points.
7.SL.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)

 Conventions of English 7.L.1, 7.L.2

7.L.1
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in general and their function in specific sentences.
b. Choose among simple, compound, complex, and compound‐complex sentences to signal differing
relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
7.L.2
 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives.
b. Use correct spelling.

 Knowledge of Language 7.L.3

7.L.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and
redundancy.

ISTE-S
Empowered Learner 1.d
Knowledge Constructor 3.c and 3.d
Innovative Designer 4.a, 4.b, 4.d
Creative Communicator 6.a, 6.b, 6.c, 6.d
Digital Collaborator 7.b, 7.c, 7.d
Objective (Explicit):

 Explain Journalism styles

 Introduce the Welcome to Taylor project
 Brainstorm answers to the question: How can we as a class create a Welcome to Taylor informative
experience?

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

SWBAT brainstorm ideas that can be shown to the 6th graders at the feeder schools
SW decide the best most important ideas
TW facilitate group assignments
SW outline the group objective using K-W-L

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?

SW brainstorm different ways this introduction to Taylor can be conveyed to the 6th Grades, such as using PP, Padlet, Pear Deck, Weebly, Google
and VoiceThread.
Students will need to be familiar with these platforms and be comfortable using them. Students can review their prior work with these programs.
Writing and communication skills are a prevalent skill in many occupations including journalism and video productions. Companies, school atc. Who
make any kind of video instructions, training or welcome posters video’s or manuals will use these skills?
Key vocabulary: Materials:
New Journalism Taylor Video (link below)
Photojournalism K-W-L graphic organizer
Video Journalism Laptops
Investigative Journalism Google template of journalism standards and
requirements
Project calendar
Padlet code for discussion
Pencil
Project notebook
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
-introduce journalism styles -discuss different journalism styles they are aware of and discuss
-Show clip of https://www.youtube.com/watch?v=OCfsTxCGyjc new styles
-Discuss if this video meets the need of the students, or incoming -watch video
students and families? -discuss the needs of the incoming students and families.
-Do incoming students need/want more direction and guidance? -brainstorm answers to the question.
Can we as a class make a better Welcome product, not just a video?

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:
-Link journalism styles to this project. Explain the requirements of a -get in groups
diverse product and the must haves for each style. (work sheet) -create a group collaboration document in Google
-group students for group work on the project -review project calendar and requirements for the applicable
-Give a rough calendar outline of project and facilitate groups planning journalism style the group will be using.
session and work sheet of must haves.
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: Students Will:
Preview the project with the styles of journalism Discuss examples or experiences with different styles of
New, Photo, video, and investigative Journalism, take notes on the new terms
Discuss and Provide examples of different styles Each student to make a suggestion for how to answer the
question using Padlet
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: Students Will:

-Assist small group questions -small groups will generate questions and preliminary ideas and
plans.

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Some students may need to work individually. They may be their own group and work on a smaller scale project./
Several students may need to work on the overall product organization and coordination. Some may need to work more with the tech specific side of
the project. Some may

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:

Collect K-W-L to adjust next LP Each:
Take notes on the Journalism concepts
Take notes of their own ideas, questions and concerns
Fill out a K-W-L
90 minute class divided into 45 minute sections
5 minute bell work
10 intro to Journalism styles
5 Show video
10 discuss essential question
5 Assign groups
10 review journalism standards calendar requirements

break

20 Group planning
-Set up group roles
-Groups create Google collaboration doc for project. Use template from Google
classroom
-Review calendar of project

15 Review individual and group requirements of project

10 Ask questions and begin group and individual brainstorm session – hand out K-W-L