INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Subject: Grade:

Kayleigh McGill English 8th
Common Core State Standards:
● 8.RI.6: Determine an author's point of view, perspective and purpose in a text and analyze how the
author acknowledges and responds to conflicting evidence or viewpoints.
● 8. RI.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or
events (e.g., through comparisons, analogies, or categories)
Objective (Explicit):
● SWBAT determine context of a novel based on the author
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 complete a worksheet of context questions relating to the author of their novel with
80% accuracy.
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 determine the validity of online resources (prior knowledge)
Students will be able to problem solve in a team
Key vocabulary: Materials:
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:
-Explain the rules of The Silent Game (students must remain still and -Participate in The Silent Game.
silent for five minutes. If they move or make noise, they are out. -Reflect on how it felt to have to be still and silent
Students are allowed to take a couple minutes to get comfortable -Connect this game to the Frank family
before the start of the game. -Brainstorm/map answers to the direct question
-Referee The Silent Game and point out those students who move or
are heard.
-Connect The Silent Game to the life of Anne Frank and how she spent
two years in an attic in the same manner during the Holocaust.
(Students will be introduced to the Holocaust in social studies class)
-Pose the question: How do we keep bullies out of power?
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:
-Divide the class into 4 groups of 5 students and assign each group a -Get into groups
different book (The Boy in the Striped Pajamas, Anne Frank: The Diary -Read the summary of their assigned book
of a Young Girl, Night, Black Radishes) -Complete "know, neet to know, next steps" chart
-Provide template for a "know, need to know, next steps" chart

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:
-Have students use the computers to look up the writers of their -Historical Context worksheet completion
individual novels -Decide who will take each role of the first literature circles.
-Explain literature circles and how they will be conducted via Evernote

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:

-Give a brief overview of the Holocaust -Compare overview with their author's context worksheet

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:

-Provide exit ticket paper, author's biography and group roles. -Fill out exit ticket