Inquiry Based Lesson Plan

Teachers: Colon Subject: English

Standard:

- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text. (8.RI.1)

- Use technology, including the Internet, to produce and publish writing and present the relationships
between information and ideas efficiently as well as to interact and collaborate with others. (8.W.6)

- Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound
and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. (8.RI.8)

- Analyze a case in which two or more texts provide conflicting information on the same topic and identify
where the texts disagree on matters of fact or interpretation. (8.RI.9)

- 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. (8.W.8)

- Conduct short research projects to answer a question (including a selfgenerated question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of
exploration. (8.W.7)

- 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 13 up
to and including grade 8.) (8.W.5)

NETS-S

1. Creativity and Innovation

b. Create original works as a means of personal or group expression

2. Communication and Collaboration

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media

d. contribute to project teams to produce original works or solve problems

3. Research and Information Fluency

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
 sources and media

5. Digital Citizenship

a. advocate and practice safe, legal, and responsible use of information and technology

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity

6. Technology Operations and Concepts

a. understand and use technology systems

Objective (Explicit):

To create an informational pamphlet by using technology, including the Internet, to produce

and publish writing and present the relationships between information and ideas efficiently as
well as to interact and collaborate with others.

Evidence of Mastery (Measurable):

Students will have a completed pamphlet that uses multiple quality sources. These sources will need to
be from the internet and interviews from peers and members of the community. The questions of what
and how bullying effects the community will be answered. Pamphlet will be well organized, easy to
follow, and there will be no spelling or grammar errors.

Sub-objectives, SWBAT (Sequenced from basic to complex):

Effectively work in small groups

Evaluate the credibility of an internet source, especially when there is conflicting information
from multiple sources
Strengthen and develop writing skills

Key vocabulary: Materials/Technology Resources to be used:

- Bullying - iTouch for each student

- Credible (Sources)
- Research - Libray print sources and computers
- Publish
- Pamphlet materials (up to students how they
- Interview
- Quote create this)

Engage (Make content and learning relevant to real life and connect to student interest)

This project focuses on bullying which is a real life problem within the student population. They all
have seen or had personal experiences with this topic.
 Teacher Will: Student Will:

I will lead the students in a group discussion Get into their small groups and start a
about bullying, the many ways it happens, discussion about their own or witnessed
and what is done and not done about it. We experiences with bullying. They will form
Explore

will discuss the effects it can have on a any questions they have about the subject
person and the consequences of being bullied and start to consider major questions they
and being the bully. hope to answer with the project.

Co-Teaching Strategy/Differentiation

With the library specialist they can start to look at print and internet sources to see what is
available to them so they can answer these questions

Teacher Will: Student Will:

I will explain to the students the questions I
expect will be answered by this project. We
will discuss and have guidelines for what a
credible source is. I will explain how to
Explain
The students will explain and formulate a
plan and the steps they will take to answer
the questions expected for the project. They
will find credible sources and verify with

conduct a good interview and what makes a myself, or with the library specialist they
good interview question. meet the criteria. They will formulate their
interview questions.

Co-Teaching Strategy/Differentiation

The students will work with the library specialist and myself to use proper research
databases and find print sources for their research on their iTouches and computers.

Teacher Will: Student Will:

Start to check progress of students in regards Will start to summarize their findings and
to their research and interviews. We will decide what important information they
discuss anything that needs clarification. I want to include in their pamphlet. Students
Elaborate

will start to ask questions that require deeper can ask any remaining questions they have.
thinking. They will begin their final writing and layout
for the pamphlet.

Co-Teaching Strategy/Differentiation

Students will use class time to meet with the library specialist and myself to check in on their
writing and editing. They will start to make final revisions.

Evaluate

The completed informational pamphlet from each small group will be used for their evaluation, along
with their oral presentation on how they found information and the steps they took to get the finished
product.