Inquiry (5E) Lesson Plan Template

INQUIRY (5E) LESSON PLAN TEMPLATE
Teachers: BeBe Blanco Subject: Social Studies Grade: 10
Common Core State Standards:

 HS.SP1.2: Evaluate the significance of past events as they relate to their own lives and the world
Objective (Explicit):
 Students will be able to evaluate the importance of past events regarding diversity and compare it to
their lives at school.
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 turn in exit ticket of how they would like to see change within our school comparing how past events
in history this has also been done.
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?
 Ask students what we have learned about so far in class about major events in history that have created change
for people (Rosa Parks, Brown V. Board of Education etc..)
 Ability to remember past information from lectures and great note taking skills are needed, ability to compare
and contrast
 Relative to students as it shows examples in the past of how change has been made and how they would be
able to create change within the school in the present day.
Key vocabulary: Prejudice, Discrimination, diversity 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:
To engage the students teacher will play a compilation  Students will be watching the video and taking notes on
video of Brown v Board of Education, Rosa Parks, and what the events were, what happened, what was the
outcome and how they got there. They can also start to
Montgomery Bus Boycott and the success each event gather their ideas to see where we are in today’s world
had in order to create a more diverse environment for within our community and school.
diverse people.
Ask the students: how can this be compared to where we
are present day?
Introduce the driving question
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”?
Ask questions as to if the students think our community and our school is Think with their partner or groups on how our school is accepting
accepting of diversity? Where we are accepting and where we are not. of diversity. Write down the areas the school is as well as where
Let the students know of group expectations when talking about discussions the school/people are not.
and who to group with Students could go to administration and ask about the
Ask students why they think our school is not and why they think it is demographics of our school (percentage of students in each race
accepting of diversity for the answers they put. etc)
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?
Share my personal thoughts and write down a list that students can
share into two sections where they feel the school is accepting of Gather with different groups to see their thoughts and discuss
diversity and where it is not. We can compare answers and see where further about the accepting of diversity within the school. They
students agreed and disagreed. can write down on a piece of paper the thoughts from other
Ask the students: Where do you think most of your groups agreed on? groups they listened to.
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 ask students: If you were a different race/ethnicity would Think of their answer and respectfully debate on their answers with the
your answer be different? And why? 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)?
Tell students to turn in their exit ticket about the video we watched Students will be able to discuss with their groups the ideas they
at the beginning of class and to turn in their notes with their group would like to write down for their exit ticket with all the activities and
or individual name about the discussion and sharing of thoughts discussions we have done during class time.
between groups.
Tell students what we will be doing for the next day

Inquiry (5E) Lesson Plan Template

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INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: BeBe Blanco Subject: Social Studies Grade: 10

Common Core State Standards:

Teacher Will: Students Will:

Teacher Will: Students Will:

Tell students what we will be doing for the next day

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