Inquiry (5E) Lesson Plan Template (PBL, Day One) Brett Migliore

Teachers: Brett Migliore. Subject: World History, 10th grade.

Common Core State Standards:

 SP1. Chronological reasoning requires understanding processes of change and continuity over
 time, which means assessing similarities and differences between historical periods and
 between the past and present.
 H1. The development of civilizations, societies, cultures, and innovations have influenced history
and continue to impact the modern world.
 H2. Cycles of conflict and cooperation have shaped relations among people, places, and
environments.
 H3. Economic, political, and religious ideas and institutions have influenced history and continue
to shape the modern world.
ISTE Standards:
 3a. Students plan and employ effective research strategies to locate information and other resources for their
intellectual or creative pursuits.
 6a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or
communication.
 7c. Students contribute constructively to project teams, assuming various roles and responsibilities to work
effectively toward a common goal.
Objective (Explicit):
 Students will identify their rank-choice preferred nation and will collaborate, organize, and record key statistics
about their nation on Pedlet.com which will include: Population, form of government, Gross Domestic Product
(GDP), national symbols/flag, dominant religion(s), current leader(s) (i.e. Prime Ministers, Royals, Presidents,
etc.) by the end of class period.
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.
Student pairs will share their Pedlet.com organizer hyperlink with the teacher five minutes before class
ends to ensure completion of objective. Email: brett.migliore@aguafria.org

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?
-Past learning regarding forms of government, world religions will be accessed when recording
information about a chosen nation.
-Skills needed: Collaboration skills, scholarly research skills, citation skills.
-Content needed: Citations of scholarly articles and of CIA World Factbook.
-The objective is relevant in that students want to see the world.

Key vocabulary: Gross Domestic Product (GDP) Materials: Chromebook, Internet Access,
Pedlet.com (Basic / Free) Account, CIA World
Factbook
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?

-Student interest will activate when given free reign to select a nation of their choosing.
-Hook: “As a class we have all assumed the position of being a travel agent, it is our job to provide a travel brochure and presentation
for potential clients. These brochures will showcase a destination country, it’s culture, significant places, history, and identify at least
one tourist hot-spot.”
-“What key statistics should we know about this nation for a future Prezi presentation to coincide with the brochure?”

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Teacher Will:
 Log into Pedlet.com before class starts and begin
screen casting the Map Organizer onto the
overhead projector,
 Assign students into pairs or teams of three,
 Allow students to pick their nation upon being call
on. Country choice is first come-first serve basis, no
single country can be chosen by multiple groups,
 Circulate around the classroom and help facilitate
student’s group research utilizing CIA World
Factbook,
 Access student productivity 5 to 10 minutes before
class period ends by having students send their
Pedlet Organizers to the teacher’s email address.
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:
 Model expectations by showcasing a student
example:
https://padlet.com/migliore_oliver/c2qkri5lhmqj
 Remind students of classroom procedures and
consequences for being off task.
 Questions to ask students:
- “Was [student’s nation] ever colonized?”
- “When did [student’s country] declare
independence?”
- “How old is [student’s county] monarchy?”
- “What event(s) led up to [student’s
country]’s Civil War?”
- “What is [student’s country]’s largest
export good or service?”
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
Student Will:
 Accept assigned pairs/groups,
 Collaborate on a country of choice with two
back-up choices if their preferred country is
taken,
 Create a Pedlet.com account,
 Create a new Pedlet using the “shelf” format.
(Example: Bhutan.
https://padlet.com/migliore_oliver/c2qkri5lhmqj )
 Identify and record the nation’s cultural
practices, dominant faith(s), significant historical
events, leaders, GDP, and
population/demographics.
 Send a hyperlink of recorded information to
teacher’s email address 5-10 minutes before
class period ends.
Student Will:
 Students will take the lead in recording and
organizing their Pedlet.com page.
 Students are expected to follow classroom
procedures (remaining on task, no side
conversations, NO CELL PHONES) or else
students in question will face consequences
listed in the classroom syllabus.
 Utilize Google Scholar among other
credible sources. Do not cite
information from any website other than
from an .edu, .gov, .org website
(questions? Ask the teacher) and no
citing Wikipedia!

N/A

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

N/A

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:
 Inform that students will have an opportunity to  Prepare a Prezi presentation in the following
share on the 10th day of PBL instruction, lesson using information gathered on Pedlet.
approximately one month away from this lesson
plan.
 Guide students to credible sources via Google
Scholar.
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  Students will articulate their knowledge of key
statistics about the chosen nation on the Pedlet
account.

Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

N/A

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

N/A

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:
 Guide student’s thought process by asking  Utilize information gathered from explore and
leading questions. explain to later address the nation’s new
 Monitor student recognition of key statistics and circumstances or current events in next week’s
ensure student’s understand the correlation of PBL lesson plan.
such statistics to a wider world context.
 Recognize key statistics from credible sources,
and understand key statistics in relation to
economy, history, and demographics. Students
will have the opportunity to demonstrate other
levels of higher order thinking in following
lessons.
 Articulate their understanding when submitting
their Pedlet.com organizers to the teacher.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

N/A

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

N/A

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:
 Provide email address for student groups to  Submit all work 5-10 minutes before the class
submit their Pedlet.com graphic organizers. period ends.
 Write feedback on information and statistics
gathered by students before the next PBL
instruction day.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

N/A

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

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