INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Kyle Shryock Subject: Social Studies Grade: 7th

Common Core State Standards:

 7.C4.1 Compare historical and contemporary means of changing societies to
promote the common good.
Objective (Explicit):
 Students will be able to establish a tentative calendar for their Civil War baseball
assignment.
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 evidence of a tentative calendar (exit ticket).

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 review main concepts from the “Dividing the Nation” Unit.
 Students will be provided with handouts containing the assignment layout and a
calendar template.
 Students will relate the internal struggles displayed in MCU’s Captain America: Civil
War, school violence, and the American Civil War.
Key vocabulary: Civil War, Union, Confederacy. Materials: PowerPoint on Projector,
Handouts, Writing Utensil
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:
Use PowerPoint to guide review of the “Dividing the Review their knowledge of the “Dividing the Nation”
Nation” Unit. Hook student’s with clip from Captain Unit through guided discussion. Hook students with
America: Civil War. Why do internal conflicts occur? clip from popular film. Why do internal conflicts
occur?
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:
Examples of proficient project components from past Survey the Civil War Baseball Handout. View
students will be presented by the instructor. Students examples of past student’s work. Ask questions
will view the examples to generate their own project concerning the details of project components.
ideas. Offer verbal descriptions of other possible
examples.
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: Students Will:
Explain the details of different project components and Form understanding of the Civil War Baseball
presentation standards. Also explain the relevancy of Project, it’s components, and related presentations.
projects and presentations to content. Explain the Begin to formulate a tentative calendar.
difference between project presentations and project
components.
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: Students Will:

Allow students to create tentative project calendars for Create a tentative calendar for their Civil War
the Civil War Baseball assignment. Determine which of Baseball assignment. Students opting for
the students will be presenting their projects, rather than presentations must tell the instructor which Civil
creating individual components. War battle they will be presenting.

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: Students Will:

Compile list of students who will be presenting. Check Have assignment calendar approved by instructor.
all students’ tentative assignment calendar. Hold open Use final 5-10 minutes of class for open discussion on
discussion for final 5-10 minutes of class. the question: why do internal conflicts occur?