Inquiry (5E) Lesson Plan Template 

Teachers: Subject:
Tasmia Alam 7/8 English
Common Core State Standards:
● W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.

● W.7.2.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.

● ISTE Standards:

o 3a: Students plan and employ effective research strategies to locate information and other resources
for their intellectual or creative pursuits.

o 3c: Students curate information from digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions.

o 6d: Students publish or present content that customizes the message and medium for their intended
audiences.

Objective (Explicit):
● Following the lecture, students will be able to define what the terms adolescent psychology and survival guide
are, be able to discuss and identify at least one thing they would change in their middle school years. Students
will get an introduction to their Project Based Learning project, through a presentation using multimedia
resources, in class and group discussions/activities.

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.

Evidence of Mastery will be recorded by an exit ticket, as well as group discussions. In the particular exit ticket,
students will identify what the key vocabulary means (in their own terms), and one thing that they would have done
differently in middle school. Additionally, for homework, they will post and brainstorm on Stormboard, possible
research methods for their survival guides. The mastery will be graded on a 1-2 point scale, basically pass/fail. I am
looking to see if students are trying and actively brainstorming ideas. Students who don’t answer or aren’t as
engaging with their classmates (i.e. did not respond to at least 1 peer) will not get full points, but it will not
necessarily harm their grade. The goal is for them to be talking and discussing.

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
● be able to review how to cite and research different resources as well as how to differentiate credible
resources from uncredible ones
● use organization skills from essay writing to apply to this research project
● use both writing, organizational, research, and technological literacy skills to help construct a survival guide
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 ● apply this knowledge in a point of self reflection of their lives, what they would change, what they would tell
their younger selves. etc.
Key vocabulary: Materials:
● adolescent psychology ● computers
● survival guide ● markers/pens
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:

● Post statements on the board/around the ● will go in small groups and migrate to each
classroom such as “I knew what to expect in statement and mark their answer anonymously
middle school when I first started” or “I knew ● use a marker/pen to mark in whatever column
how to deal with mood swings/ changes in my they decide
mind and body”
● under those statements, there will be a yes
column and a no column
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:

● Gather the poster/information and ask students, ● students will then have a group discussion
“what does the data say about our middle among their tables about the data
school experiences?” ● answer the follow-up class discussion questions
● After the group discussion, gather the students ● reflect as a class as to what improvements could
up into a community circle class discussion have been made to make their middle school
discussing the data. Teacher will ask “what is years easier.
something common amongst the data?”
● Provide some questions regarding middle
school reflections, “what could be improved”
Co-Teaching Strategy
◻ What co-teaching approach will you use to maximize student achievement?

◻ Social studies teacher and/or psychology/science teacher may also facilitate by providing additional
questions to give students a more in depth perspective of their PBL.

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:

● Provide the questions “what do you think we did ● be in the community circle and explain different
this activity?” and “what do you think we are reasons and ideas why
going to do with it”

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 ● provide some examples and videos on middle ● will discuss as a class what they feel about
school psychology and survival guides these videos and begin to think about what they
would do differently
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:

● Ask the driving question:How can I survive ● break into smaller groups and discuss ideas of
middle school without losing myself? how to research and answer the question
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:

● bring the students back to an in class ● discuss ideas and talk about different research
discussion and discuss the elements of this methodologies that can be used.
project ● use the data that they gathered from the
● rubrics, different assignments, sample projects beginning of the class to help think about the big
etc. problems in middle school
● clarify what is expected of them ● ask questions regarding the project.
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?