INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Subject: Grade:

History 8th
Common Core State Standards:
 8.C4.2 Assess specific rules and laws (both actual and proposed) as means of addressing public
problems
 8.C4.4 Identify, research, analyze, discuss, and defend a position on a national, state, or local public
policy issue including an action plan to address or inform others about the issue.
 ISTE Knowledge constructor 3a Students plan and employ effective research strategies to
locate information and other resources for their intellectual or creative pursuits.
 Anchor-Comprehension and Collaboration Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on others' ideas and expressing their
own clearly and persuasively.
Objective (Explicit):
Students will be able to analyze the laws and policies of the school system by identifying 3 laws or policies
that directly affect their role
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

 Exit slip
 Know, need to know, and next steps
 Thumbs up, thumbs middle, thumbs down
 Socratic circle
 Reflective journal
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 create a plan to research information and resources for their point of view.
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:
Introduce driving question Answer the questions posed in their journal for
“How can members of the school community make the them to share
school better? Thumbs up/middle/down on things they
Assign students as roles such as teachers, principals, agree/disagree/middle ground
superintendents, board members
Pose questions about education reform, policies, etc.
Use thumbs to establish the topics the class feels most
passionate about.
Ask students about how they think the school system
works and how changes could be possibly made
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:
Provide the students with school, district, and state Analyze the documents
policies on education Highlight policies they disagree with and would
Task students to highlight policies they disagree with like to revise

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:
Facilitate a socratic circle for students to share their Share their journal entry and or what policies they
ideas disagree with in the school system
Pose questions to the group Build upon other students answers or debate their
Expand on a student’s answer point
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:

Assign the student roles and have students engage with
the other members in their role
Pose to students what would they change if they could
in this particular role
Facilitate students questioning
Facilitate students engaging with opposite roles to see
how each of them would resolve or revise
Explore how they could make a change in the role
they are in
Engage with other students if different roles as to
how to address these problems
Research further on the policies of the school
system and the possible fixes
Gather resources supporting their role and policies

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:

Introduce know, need to know, and next steps to
students
Task students to write down 3 laws or policies that
directly affect their role on an exit ticket
Analyze the laws and policies of the school system by
identifying 3 laws or policies that directly affect their
role in an exit ticket
Complete a know/need to know/ next steps for the
next day