INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Dean Smith Subject: History Grade: 6

Common Core State Standards:6.SP3.4

Objective (Explicit): Use information about a historical source including the author, date, place of origin,
intended audience, and purpose to judge the extent to which the source is useful for studying a topic and
evaluate the credibility of the source.
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 reflect in their journals about what they learned regarding the credibility of a source regarding the information surrounding it and the author. Students
will also look at several different sources and analyzing their information, will be able to determine the credibility of the source.

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 identify the author(s) of the source. Students will be able to identify the date of the source. Students will be able to identify the place of
origin of the source. Students will be able to identify the intended audience for the source. Students will be able to identify the reason for the source. Students will
be able to identify the credibility of a source. Students will be able to distinguish between credible and non-credible sources.
Key vocabulary: Intended Audience, Place of origin, Materials: Journals. writing utensil, various
Author, Date, Author’s Intent, Bias historical documents
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: Introduce the standard to the class and then will hold a Students Will: Think-Pair-Share what they know about what
classroom discussion. The teacher will ask students what makes a makes a source trustworthy as well as what makes some
source trustworthy? As well as what makes some sources better sources better than others. Students will then participate in a
options than others. Before the discussion, students will have the classroom discussion.
opportunity to Think-Pair-Share.
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: Do an example of locating the necessary information Students Will: Follow the class example of locating all of the
(date, author, place of origin, intended audience, and purpose) necessary information regarding the source. Students will then
within a source with the class. After the class example, students will work alone or in pairs to work through the various sources and
be able to work with a partner or by themselves to work through the identify which sources are trustworthy and which sources are
various sources and identify which sources are trustworthy and not.
credible and which sources are not.
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
I will use parallel teaching that way the ratio of students to staff is cut in half and students can receive more help if needed.
Differentiation Strategy
What accommodations/modifications will you provide for specific
students? How will you anticipate students that need an additional
challenge?
If students need documents in another language that can be arranged or they can use a translation app or whatever helps them the best. The
documents will vary in difficulty of how easy it is to find all of the key information about the source.
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: Go around the classroom offering assistance as Students Will: Work on the various readings identifying the
needed. At the end of the work time the teacher will call on different information surrounding the source and after the work time
students to share one document that they deemed not credible or students will have the chance to share one source they
creditable and their reasoning. deemed credible or not credible and why.

Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
Team Teaching since both teachers can go around assisting students and both teachers can take turns calling on students to share.

Differentiation Strategy
What accommodations/modifications will you provide for specific
students? How will you anticipate students that need an additional
challenge?
I plan to use the think-pair-share strategy. This allows for students to teach up other students who are still grasping the concepts and
once they have a partner in common, they can then share what they learned or talked about with the class.
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: Answer any questions or address any sources that Students Will: Have the opportunity to ask any clarifying
were more tricky than the other sources. After, the teacher will questions and then will have time to journal and reflect how
provide students time to journal and reflect on what they learned identifying sources will help them identify what a credible
and how they can apply their ability in the future. source looks like as well as any bias in the source.

Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
Team teaching. Both teachers will be able to go around the room offering any assistance a student might need.
Differentiation Strategy
What accommodations/modifications will you provide for specific
students? How will you anticipate students that need an additional
challenge?
Students will be able to journal and reflect what they learned. They can do this in a way that is best for them. If drawing a picture related to what
makes a source credible is best they can do that. If bullet points work that is fine too. As long as students are being thoughtful in their reflection
that is all that matters.
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: Check on students to see if they’re correctly Students Will: Share the information they found about the source,
identifying the correct information and the credibility. If a student but might not be able to correctly determine the credibility.
incorrectly answered then the teacher can follow up with that Students will then think-pair-share with a partner to make sure
student and ask them what made them think that, so the teacher they are correct.
can try to understand the student’s thought process.