INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Kikkert Subject: English Grade: 9th/10th

Common Core State Standards:

 (9-10.SL.1): b. Work with peers to set rules for collegial discussions and decision-making, clear goals and
deadlines, and individual roles as needed.
 (9-10.SL. 1): c. Propel conversations by posing and responding to questions that relate the current discussion
to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions
 (9-10.SL.1): d. Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding and make new
connections based on the evidence and reasoning presented.
 (9-10.W.2): a. Organize complex ideas, concepts, and information to make important connections and
distinctions.
 (Anchor): 1. 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.
 (ISTE): 6. Students communicate clearly and express themselves creatively for a variety of purposes using the
platforms, tools, styles, formats, and digital media appropriate to their goals.
Objective (Explicit):
 SW be able to communicate clearly, express their views, and organize ideas within their group with
justifications.
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
At the end of the lesson, TW ask students to list one thing they knew about the topic, one thing they learned about the
topic, and one thing they need to know about the topic on an exit slip. This requires students to recall information they
discussed with their peers during class. Also on the exit slip, TW ask student to express why they need to know what
they listed as needing to know about the topic.
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?

SW critically think about a real-world concept.

SW critically think about a real-world concept by collaborating with their peers.
SW critically think about a real-world concept by collaborating and communicating with their peers.
SW critically think about a real-world concept by collaborating and communicating with their peers by expressing
their creativity and innovative ideas.

Key vocabulary: Special education, administrators, Materials: writing utensils, giant sticky poster board
create, environment
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: I will show students a video clip on YouTube of Students Will: Students will watch the video I provide and
kids being interviewed who are in a special education think about the driving question.
program and how school has been difficult for them. After the
video I will then introduce the driving question “How will we
as school administrators create an inclusive learning
environment for students of all learning needs/abilities?”
https://www.youtube.com/watch?v=WQ1BjgI55YE&feature=
youtu.be
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: I will ask the students to get in groups of 3 or 4 Students Will: Students will complete a “know, need to
and construct a “know, need to know, and next steps” chart. I know, and next steps” chart off the driving question and
will be circling the room. While the students complete it with collaborate with their peers on ideas.
their groups and ask guiding questions if they have questions
or seem to be struggling.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
The co-teacher will also walk around the room and observe.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
I will provide these students with their own KWL chart to organize their own thoughts before contributing to the
group.
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: Students will share their ideas within their
I will assign half of the number of groups to stay where they bigger groups and support their reason.
are and pair the other half with the remaining groups. They
will share their findings via round-robin within the paired
groups and switch 3 times. I will emphasize that this is a
“round-robin” for 5 minutes each round as they share their
ideas within the now bigger group. I will also tell them that
each person must share one idea and justify it. I will circle the
room to make sure students are staying on task.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
The co-teacher will also circle the room to make sure students are staying on task.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
I will provide these students with a language of justification sentence starter chart and/or a spider wep/map.
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: Once students have completed sharing their
chart, I will start to ask students “What if we didn’t provide
special education to students who needed it?” “What if we
didn’t differentiate students who needed extra help from
others?” “What if we were all treated the same in the
classroom and never recognized when we worked hard?” I’m
hoping the last question will illicit responses such as “That
would be so unfair!” so I can expand on how students who
Students Will: Students will think critically about the “what
if” questions I provide them and answer them via raising
their hand. Students will tap into their personal
thoughts/opinions and share them with the class if they’d
like to.
need special education/extra help would never be recognized
for their achievements if they are in a normal classroom
setting. Emphasizing that students should be recognized for
their hard work, no matter what the situation.

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:

I will provide students with an exit slip in the few minutes of
class remaining. It will say “3 things I learned today, 2
things I found interesting, and 1 question I still have.”
Hopefully students will provide me with thoughtful
questions that I can clarify in the next or future classroom
period.
Students will answer the prompts on the exit slip I provide
for them. Students will access their learned knowledge of
today and some prior knowledge to complete it. Students
may have to think of a thoughtful question that can be
simply answered or a larger concept question.