4/25/2019 INQUIRY (5E) LESSON PLAN TEMPLATE - Google Docs

INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Subject: Grade:

William W. Carey II Political Science - Civics JHS - 8th Grade
Common Core State Standards:
Anchor Standards
● Civic virtues and democratic principles are key components of the American political system
o 8.C1.2 Demonstrate civic virtues that contribute to the common good and democratic
principles within a variety of deliberative processes and settings
o 8.C1.3 Analyze the influence of personal interests and perspectives when people address
issues and problems in government and civil society.
o 8.C1.4 Engage in projects to help or inform others such as community service and
service-learning projects
ISTE - Educator
● Citizen
○ 3a Create experiences for learners to make positive, socially responsible contributions and
exhibit empathetic behavior online that build relationships and community.
● Facilitator
○ 6a Foster a culture where students take ownership of their learning goals and outcomes in
both independent and group settings.
○ 6c Create learning opportunities that challenge students to use a design process and
computational thinking to innovate and solve problems.
ISTE - Student
● Knowledge Constructor
○ 3d Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions.
● Innovative Designer
○ 4a Students know and use a deliberate design process for generating ideas, testing theories,
creating innovative artifacts or solving authentic problems.
● Global Collaborator
○ 7c Students contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal.

Introduction of Driving Question:

How does Civic Virtue effect communities?
Objective (Explicit):
● Students will be able to identify and/or speculate the roots of different behavior patterns of
students

◻◻
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
Proficient - Identify 5 of the following 6 [parents & internal motivation & external lessons & connection to community
& personal values & family interactions] as roots of behavior

Approaching - Identify 3 or more of the following 6 [parents & internal motivation & external lessons & connection to
community & personal values & family interactions] as roots of behavior

Unsatisfactory - Identify 1 or unable to identify any of the following 6 [parents & internal motivation & external
lessons & connection to community & personal values & family interactions] as roots of behavior

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4/25/2019 INQUIRY (5E) LESSON PLAN TEMPLATE - Google Docs

◻
jectives, 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?

Key vocabulary: Materials:

1 behavior 2 internal ● YouTube Video - Lean on Me (5 minutes)
3 motivation 4 speculate ● YouTube Video - Mr. Hollands Opus (5 minutes)
5 compare 6 potential ● Dry Erase Boards or Large Paper
○ (w markers)

◻◻
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:
1. Show video clip (Lean on Me / Mr. Holland Opus) 1. Watch Video
2. Ask to model behavior from Lean on Me 2. Act crazy / intentionally rowdy
3. Ask Students to model behavior from Mr. Holland Opus 3. Act disciplined / well behaved
4. Ask Students to describe the differences in behavior 4. Provide thoughtful initial responses of differences
a. Explicitly ask how can these differences impact based on direct observation
communities outside of academic settings
5. Enforce parameters of behavior even if forced or unnatural

◻
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:
1. Q&A entire class on the 2 video clips Ask students to 1. Provide thought provoking answers
SPECULATE each group a. honest response
a. experience with the law (in & out of school) b. justify their answers with
b. future income potential (jobs career employment) i. speculation
c. future education ii. personal connections
i. graduate or continue to college iii. logic
ii. high school dropout potential c. use imagination to compose a common
d. what jobs do their parents have narrative for each group

◻
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?
Know students - ask those in need of accommodation (or those not participating) to elaborate on responses from
other students
Using sentence stems such as
● What resonated with you about what “Studnet A” just said
● Do you agree or disagree with “Student A” and why

◻◻
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:
1. Conduct a premade survey on one character from each 1. Use imagination, speculation, and observation to
video that creates a narrative/dossier using the speculation complete a 2 premade survey that is a
of narrative/dossier
a. interactions with 2. Justify their survey answers by sharing verbally with
i. parents the class in a student lead discussion

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4/25/2019 INQUIRY (5E) LESSON PLAN TEMPLATE - Google Docs

ii. siblings
iii. activities after school
b. personal values
i. who taught them
ii. how they were learned

◻
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?

◻◻ What
Differentiation Strategy
accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?

● Pre and Post writing peer-driven support and peer-driven review

○ Shared Google Documents for collaboration (premade survey housed in Google Sites)
■ Small groups of 2-3 students
● Provide (ONLY) students in need with writing prompts
● How do you believe interactions with
● How do you think interactions with
● Describe in your own words how

◻
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:

1. conduct a round-robin focused on questions what if: 1. submit color coded answers through Linoit
a. all students switched that provides
i. physical location a. thought
ii. families b. self-reflection
b. only half the students switched c. speculation
c. only an individual d. honesty
2. Use Linoit to collect student answers for the following e. logic based evaluation
**students will answer each question using color-coded
sticky notes on all of the criteria of the writing assignment
a. (Green)pros and cons of switching (based on
1-a,b,c) 2. Submit color coded answers through Linoit with
b. (Blue)other than switching does each group wan a. one word or phrase that describes each of
what the other has the following:
i. how do they get it i. each group
ii. would they want it 1. similarity
c. (Red)Do you want what each group has 2. differences
i. what group do you self identify with ii. why they are different
ii. do you want all some most or none of the iii. how they got to where they are
group you don't identify with
d. (Orange)How would your life be different

◻
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?

ask those in need of accommodation (or those not participating) to elaborate on responses from other
students using sentence stems
What do you think about this answer in Red
allow students to submit pictures, illustrations or cartoons depicting key points
allow students to share self-reflections in groups of 3 or 4

https://docs.google.com/document/d/1UwOvqfVLjgH-X5leQMOf17-qrETSCZzs7f5_8YCKJDc/edit# 3/4
4/25/2019 INQUIRY (5E) LESSON PLAN TEMPLATE - Google Docs

◻◻
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:

1. Hold a vote & ranking results from Chalk walk
2. Pair Students in groups of 3 to verbally peer share
essays
a. record essays - upload into Google Sites with
unrestricted access
3. Instruct students to conduct a self-reflection of what they
don’t have but feel they need
1. Vote on & rank results from chalk walk
2. Read to the class there two essays
3. Share (verbally) self reflections - w/ entire class
a. upload essays to Google Sites and ensure
unrestricted access for sharing
4. Upload & Archive essay (or differentiation method i.e.
pictures) into a dedicated section of Google Sites

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