Inquiry Based Lesson Plan  

Teachers: Jennifer Valencia Subject:

English
Common Core State Standards:
● 8.SL.1:​ Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own
clearly.
b. ​Follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c.​ Pose questions that connect the ideas of several speakers and respond to others' questions and
comments with relevant evidence, observations, and ideas.
d. ​Acknowledge new information expressed by others, and, when warranted, qualify or justify their own
views based on the evidence presented

ISTE Standards:
● Digital citizen:
2a ​Students cultivate and manage their digital identity and reputation and are aware of the permanence
of their actions in the digital world​.
2b ​Students engage in positive, safe, legal and ethical behavior when using technology, including
social interactions online or when using networked devices.

ANCHOR Standards
● Comprehension and Collaboration:
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.
2. ​Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
3. ​Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
● Presentation of Knowledge and Ideas
4. ​Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and audience
6.​ Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal
English when indicated or appropriate.

Workplace Employability Skills/Standards

● 1A: Masters core communication skills for the workplace.
•​ Delivers content accurately
• Uses communication style appropriate to audience and situation
• Listens actively
● 1B: Communicates effectively in a diverse work environment.
• Communicates with diversity in mind
● 2A: Commits to achieving collective goals.
• Contributes personal strengths
• Respects contributions of others
• Contributes to an environment of collaboration

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Objective (Explicit):

● Following the lesson students will be able to define the words, narrative and community, in order to identify at
least three different communities that they belong to and what their role is in each of them. They will also be
able to discuss and prepare a list of their community characteristics that they will present and defend to the
class.

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.

The student’s level of mastery will be based on the development of their communities and their roles within
them. By the end of the lesson students should know what a narrative is and what a community is. They will have to
post the definition in their own words online on padlet, along with the community they belonged to in class. They will
be graded based on how many communities they can identify they belong to; 3 points for naming one, 6 points for
being able to name 2 and they will receive 10 points for being able to name at least three communities they belong
to. Students will also be graded based on Common Core standard 8.SL.1. The same numeric value will be used for
this rubric, 3 points for students who participate a little to nothing. Students who actively engage and contribute to
the group will receive 6 points and to earn full points (10) students will need to participate and engage with other
students as well as make meaningful contributions to the group. Part of their participation grade will also be
professionalism and their ability to stay on task and complete the tasks within the time given. To earn full points
students must not engage in or create any disruptive behaviours. Students must stay on task and follow the rules of
the group and follow the rules of their assigned role for the group. Student learning will come through the creation of
their community ideals and characteristics, which as the PBL continues should develop.

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?

I will review past learning and make connections to previous lessons by going over the vocabulary
students have learned. I will also be reviewing the past narratives that students have read. Using the narratives will
help students understand the concept of narrative and what their own story should look like. The skills needed to
master this lesson are creativity, exemplary speaking skills, presentation skills and collaboration skills. The
objectives in this lesson are relevant because they have to do with collaboration and working towards one common
goal. Students are going to need to know how to work collaboratively and speak in front of groups in their future,
whether it is in their academic career or workplace.

Key vocabulary: Materials:

● narrative
● community
● role
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:
Present the activities of the day to students, as well as
ask review questions. “What is a narrative? What does
community mean?” Once students come up with the
definitions for each of these words, I will have the class
go outside and form a big circle, where I will ask them to
name communities that they belong to.Students will
● chalk
● computers
Student Will:
Watch a video of performed narrative and then come up
with definitions for narrative and community. Students
will go outside and form a circle and one at a time, call
out communities they belong to. As they call out
communities, students will fall out of the big circle and
fall into the circle of the community they belong to.

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need to explore what their role in each of their
community is and what it looks like in each community.

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:

Actively participate in group discussions. In the starter After they are placed in groups based on the community
circle, the teacher will ask the questions and call on they belong to, students will assign roles among each
students. As students speak, the teacher will actively other within the group to help them ensure everyone
listen and acknowledge their ideas as well as pose new stays on task. Students will use a brain map or other
questions based on their responses. Questions teacher organizational strategies in order to organize their ideas.
will ask to spark discussions in groups: What are some They will organize their thoughts and write them down
characteristics of this community? Can anyone else on the sidewalk using chalk.
belong to this community? What other communities can
exist within this one?
Co-Teaching Strategy
◻ What co-teaching approach will you use to maximize student achievement?
Teachers can have another teacher join the circle to help facilitate participation and enforce students being on task.
Alternative teaching can also be used to help students who need more guidance. One teacher can take a smaller
group and facilitate more closely.

Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ How will you anticipate students that need an additional challenge?
Teachers can accommodate by having students with different needs work in smaller groups or if there is another
teacher in the room, one of them can work with a smaller group to give them more help or guidance. If there are
students who will need an additional challenge, teachers can assign them the facilitator role so they are in charge of
managing their group, and coming up with discussion questions for their 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 Engage before moving on?
Teacher Will: Student Will:
Facilitate student participation and ask questions to Once students finish their brain map they will have to
spark discussions within their groups. Teachers will also present them to the class. One group will stay at their
walk around and observe each group to ensure that station while the other groups come together so that they
they are on task and having thoughtful discussions. can observe the group’s presentation of ideas. Aside
from this in class presentation, students will also need to
post their key discussion points online on ​Padlet.​ They
should essentially be recreating their in person
discussion online, so that they will have it as a reference
throughout the rest of their project.
Co-Teaching Strategy
◻ What co-teaching approach will you use to maximize student achievement?
Co-teaching in this case would be more parallel teaching because they would both be walking around to ensure
that all groups are on task and asking further questions if any group gets stuck.

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

Accommodation for students can look like having them present to smaller groups , or if they need further challenge,
then the students could be tasked with ensuring all the peers in their group are participating, as well as coming up
with other questions for their group if the discussion is stinted. They would essentially take on the facilitator role.

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:
Present the rest of the project and what is expected of Develop new ideas about how their roles within the
the students in regards to the questions that they will be different communities can have an effect on the
answering. Students should have a cohesive communities. Students will need to develop the roles
understanding of what their communities are and what further and present a case for each of their role so that
their roles look like in each of those communities. After they have more content from which to expand on when
the presentations, the teacher will reconvene the class they are writing their narratives.Through the
and have a discussion as a whole to talk about development of their roles and community, students will
everything that was presented as well as ask for any begin to be able to answer “How can I impact my
lingering questions from the students. community?”
Co-Teaching Strategy
◻ What co-teaching approach will you use to maximize student achievement?
Parallel teaching could be used in this case, to separate groups, since smaller groups may be easier to work with
and some students may feel more comfortable speaking up in a smaller group. Smaller groups would also be able
to have more elaborate discussions.

Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ How will you anticipate students that need an additional challenge?
An accomodation for this section could be that, if there is another teacher in the room, one of the teachers can take
a smaller group to ensure that the students have gained a solid understanding of the concepts. Or if a student
needs an additional challenge then the teacher could have them lead the entire class discussion, or come up with
the discussion questions for the class .

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:
Make sure that students have different examples of Present their three communities along with their roles in
communities to decide from, so that they can meet the each of them online on padlet. They will also have the
expectation of naming three different ones they belong opportunity to present this to the class during the big
to. The teacher can also help to establish different roles class discussion. Their opportunity to summarize the big
that can be used across multiple communities. concepts will be online where they will be posting their
answers and conclusions that they came up with during
their small group discussions.

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Co-Teaching Strategy
◻ What co-teaching approach will you use to maximize student achievement?
In this section, each teacher can be in charge of facilitation and answering any questions that the students may
have, because at this point, students should be working on their own to wrap up their final thoughts and
conclusions.
Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ How will you anticipate students that need an additional challenge?
Some accommodations or modifications can be offering a worksheet where they would be filling out the same
information that they are presenting online. Again, students can also work in smaller groups with a teacher if they
need more guidance or have any questions.