Inquiry (5E) Lesson Plan Template

Teachers: Anissa Borgens Subject: History

Common Core State Standards: HS.H4.1 – Examine how historically marginalized groups have affected change on political
and social institutions.

Objective (Explicit): By the end of the lesson, students will be able to explain the importance of diversity
during WWII by creating a portfolio and a presentation with the technology provided.

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 an online portfolio through Evernote filled with assignments and notes completed
in class as well as their final presentation.

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 relevant to students, their lives, and/or the real world?
Students would be able to reflect on their own learning by completing the research needed to present on
their character from WWII History. Students will need researching skills in order to complete the
assignment. Additionally, students will master the content of their chosen character so they can teach the
rest of the class. This lesson is relevant to students because they will be learning about the
accomplishments of someone who is most likely very different than them that is often underrepresented in
WWII history.
Key vocabulary: Biography Materials: Laptops, costume for entry, short WWII
entry video
Engage
 How will you activate student interest?
 How will you hook student attention?
 What questions will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Student Will:
Dress up as a character from History and present Students will remain engaged with the lesson and
the lesson plan. Encourage students to dress up for begin thinking about their own presentation.
their presentation as well. Student’s attention will Additionally, students will prepare any initials
be hooked as they will enjoy the silliness of my questions they may have and be prepared to answer
costume and the excitement of a group project. the posed question. Students will also take notes on
Students will seek to answer what makes a the assigned note template.
historical figure so important. Additionally, students
will watch a short video that introduces the time
period of WWII and take notes on the online note
template.
-What did diversity look like during the time period
of WWII?
Explore
 How will 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 Engage?
 What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Student Will:
By coming to the class dressed in character, I will Students will begin researching the figure they will
demonstrate how I want the students to present present on the provided laptops. Students should
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their presentation. Students may ask any questions ask any questions they have about the presentation
about the project during this time. and overall project. Additionally, students will begin
to learn more about diversity during the time period
with in class activities.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

A co-teacher may walk around the classroom asking students if they have questions and making
sure students are on task for the assignments.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?

Students needing accommodations may receive a note taking sheet that is already filled out and may
receive a summary of the in-class video rather than having to watch the real video. Students needing an
additional challenge will be assigned a short two paragraph essay detailing one thing they found
interesting and what they’d like to know more about after viewing the video.
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 Engage before moving on?
Teacher Will: Student Will:
Teacher will be ready to answer any additional During this time, students will continue to research
questions and help keep students on track for their for the presentation. In class, they will be meeting in
presentation. Teacher will also divide students into groups of 4 where each member has role they must
groups and assign their roles. complete. In these roles, students will fill out a
worksheet together based on what they have
already learned. Students will also fill out a journal
entry as though they were the person from history
explaining the war from their point of view.
Additionally, they will spend time learning about
individual people and sharing this information with
their classmates. By this point, students will be able
to begin answer the question from Engage.
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?

Students needing accommodations can share a role in groups with someone else. Students needing a
challenge will complete additional journal entries.
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: Student Will:
Remain available for questions and evaluate the Now students will be applying what they have
first stages of students’ presentations. Provide researched and learned to create a presentation for
assistance or helpful redirection if needed. the class. Students will use higher thinking to draw
conclusions and create a presentation that is
understandable and creative. Students will display
their understanding with their presentations.
Students will continue answer thought provoking
questions related to diversity and WWII. Students
will apply their learning by creating a character
profile for the class timeline.

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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?
Students needing accommodations can write a smaller profile or find one online instead of
creating one themselves. Students needing a challenge may complete multiple profiles rather than
just one.
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: Student Will:
Evaluate the presentations by students and collect Display mastery by teaching the rest of the class
online portfolios. what they have learned and studied. Students can
summarize big concepts with their presentations
and answer classmate questions that follow as well
as fill out their presentation self-evaluation.
Additionally, students will submit an online portfolio
filled with all assignments collected over the course
of the project.
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?
Students needing accommodations can present to the teacher rather than the whole class.
Additionally, these student may receive extra help with their online portfolio if needed.