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INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Rachel Pasholk Subject: Social Studies Grade: 7th


Common Core State Standards:
7.SP2.1 Analyze multiple factors that influence the perspectives of people during different historical eras.
7.SP2.2 Explain how and why perspectives of people have changed over time.
7.SP3.1 Create compelling questions and supporting questions that reflect enduring issues about the world, past and present.
7.H1.1 Analyze the rise and decline, interactions between, and blending of cultures and societies.
7.H4.1 Evaluate how the diversity of a society impacts its social and political norms.
Objective (Explicit):
SWBAT interact with the idea of cultural appropriation by forming a class definition of the phrase based on discussion and come
up with possible appropriated groups/cultures..
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 revisit the bell work question at the end and write about how learning one possible definition has impacted what they think cultural
appropriation means.
● Students will start thinking about groups of people that they think may be appropriated within society and make known what ones they may o explore in
more depth.
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?

SWBAT apply the idea of cultural appropriation to events they have seen in their own life.
SWBAT explain what cultural appropriation means to them.
SWBAT think about what groups/ cultures may be appropriated and begin brainstorming reasons why this may happen.
Key vocabulary: Materials:
Cultural Appropriation Handout
Cultural Appreciation Video
Stereotypes
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:
● Pose a question to the students through the bell work to get them thinking ● Answer the bell work question to the best of their ability, putting
about the problem, that of cultural appropriation. as much detail as they can, based on what they may know about
○ What do you think cultural appropriation is? Is it a positive or cultural appropriation.
a negative thing? ● Take notes during the video so they can then take part in a group
● Show a video that explains what cultural appropriation may be and why discussion concerning the subject matter.
it potentially poses a problem to society. ● Listen to the driving question and begin thinking of ways that they
● Present students with the driving question. could answer it.
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:
● Lead the discussion of the bell work and help guide the students through ● Contribute to the class discussion concerning cultural
the process of creating an initial group definition. appropriation, sharing what they wrote about.
○ Leading will be done by restating the question and ● Be respectful to what others have to say.
encouraging students to answer. ● Use their own experiences and things they have seen about the
● Encourage students to be in charge of the discussion. world to guide the discussion.
● Write student responses on the board/ word document to collect the ● Consider the guiding questions provided by the teacher to begin
thinking going on. thinking deeper about the content and how it may relate to the
● Provide guiding questions to keep the conversation going as they think driving question.
out loud if they get stuck.
Co-Teaching Strategy
◻ What co-teaching approach will you use to maximize student achievement?

● If I had another teacher in the room, I would have them assist in the discussion, such as by calling on students while I took down their responses.
Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ How will you anticipate students that need an additional challenge?

● By writing what the students say down, I am providing a visual that they will be able to come back to throughout the unit, in case they cannot keep up
with the pace of the discussion.
● Push the more advanced students to think deeper about forming a definition as well as finding ways it may relate to the driving question.
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:
● Allow students to work in groups once the class has a working definition ● Participate in small group discussions where they will work with
to come up with more detailed examples of what they think cultural the definition and make sure all understand it.
appropriation is. ● Brainstorm what the difference between appropriation and
● Have groups share out and apply explanations when needed so that all appreciation are, and why one might be better than the other.
students understand the argument being made. ● Share with the class their thoughts and any examples the
● Ask students to begin thinking about the difference between discussion made them think of.
appropriation and appreciation as it relates to the driving question.
Co-Teaching Strategy
◻ What co-teaching approach will you use to maximize student achievement?

● Peer-to-Peer: as they are in groups, the students will be able to help teach each other on the topic.
Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ How will you anticipate students that need an additional challenge?

● As it is group work, I may try to direct students that are a little more quiet to join a group with a more outspoken student. This may work to encourage
them to share out.
● If someone really doesn’t want to share out, they will be allowed to write down the discussions in their groups as well as their own ideas, but all
students will have to be engaged in the group process.
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:


● Have students, within their groups, beginning thinking more deeply ● Have a small group discussion about what it would look like to
about what it means to appropriate a culture appropriate a culture
● What if someone appropriated your culture? ○ They may create lists of activities/ groups/ events that
● Check in with students to see how their conversations are going. may be guilty of cultural appropriation
● Ask students to begin providing examples of groups/ cultures they think ● Begin thinking about groups/ cultures that may be appropriated
may be historically or presently appropriated based on the discussions they have had throughout class.
● What are some reasons why people may appropriate others? Are there
any times when it might be okay?
Co-Teaching Strategy
◻ What co-teaching approach will you use to maximize student achievement?

● Peer-to-peer: Again, the students will be running discussions, so in their groups/class they will be taking on the role of teacher to better formulate their
ideas.
Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ How will you anticipate students that need an additional challenge?

● Students will have the option to choose the groups they want as long as they are willing to talk out.
● I will challenge all students to think deeply about the issue and get creative with their examples, to help with the students who may completely
understand what I am asking.
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:
● Provide a handout at the beginning of class where students will be ● Actively engage in class by working through the handout and writing
writing all the information covered throughout the day, including the all the required information down.
group discussions. ● Answer an exit ticket question that asks them to write one or two
● On the handout they will have their bell work, as well as an exit ticket groups/ cultures they think are appropriated and that the student
question. would have an interest in exploring more deeply.
● Students will answer the exit ticket question so that I can assess
whether they understood the conversation and material presented to
them.
○ What does appropriation mean to you after class today?
What are some groups/cultures that you think may be
appropriated?

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