INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Marina Madrid Subject: History Grade: 7

Common Core State Standards:

 6.C4.1 Explain challenges and opportunities people and groups face when solving local, regional,
and/or global problems.
 6.SP1.2 Analyze connections among events and developments in various geographic and cultural
contexts.
 6.SP3.1 Define and frame compelling and supporting questions about issues and events in the time-
period and region studied.

Objective (Explicit):
 Students will be able to identify 3 characteristics of poverty and develop 3 questions to further their
understanding of the driving question.
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
Below Standard: Student provides 0-1 characteristics of poverty, student does not develop questions that address the driving question
Approaching Standard: Student provides 1-2 characteristics of poverty, students develops 1-2 questions that address the driving question
At Standard: Student provides 3 characteristics of poverty and develops 3 questions that address the driving question.

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?

This objective relates to students and their lives and the real world because they will analyze the community around them. They will research the lives
of people who live in their community.

Some of the skills the students must have include: independent research skills, digital citizen, knowledge constructor, global collaborator
Key vocabulary: Poverty, homelessness, poor, resources, Materials:
disease, income levels, housing costs, food supply, homeless Electronic devices, pencil, paper
shelters, Martha’s Kitchen
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:
Teacher will hook students’ attention by decorating the room in graffiti. Students will explore the classroom and look at the graffiti on the walls.
Teacher will steal all of students’ belongings and create a simulation of an Students will question the environment that reflects poverty.
environment that reflects poverty. Students will form questions about poverty and what it means to live in
Teacher will pose the question, “How can we, as public service poverty.
representatives, spread awareness for those in need in our community?

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:
Teacher will provide resources as an introductory to poverty. Students will take the lead by exploring the resources that answer the
Teacher will provide websites for the students to explore. questions they have.
Students will explore different resources available to those in need.
Students will
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:
Teacher will apply concepts to the research students presents. Students will complete an exit ticket to share what they have
Teacher will apply content that specifically answers students proposed researched and learned.
questions. Students will further their learning by creating 3 questions they want to
explore in more depth.
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:

Teacher will create a scenario story/simulation to allow the students to
imagine what life would be like in poverty. (These students are members of
an elite private school).
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
Students will demonstrate
Students will articulate their understanding through group discussion.
Students will pose “What if” question with their first initial solution to
poverty before the poverty presentation has been given.
Students will then demonstrate how their ideals have changed by
posing a second “what if question after the poverty presentation has
been given.

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:

Teacher will provide the exit ticket prompt for the students. Students will have the opportunity to summarize big concepts with their
Teacher will provide introductory information and concepts of the topic exit ticket.
poverty. Students will describe 3 characteristics of poverty and explain them.