INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Ms. Barajas Subject: U.S. History Grade: 11th

Common Core State Standards:

HS.SP1.2 Analyze change and continuity in historical eras.

HS.H4.1 Examine how historically marginalized groups have affected change on political and social institutions.

Objective (Explicit):
 Students will be able to choose one of the listed social/political movements they are interested in and
form a group to start building their work
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 students will be set in their groups and would already have shared their own thoughts and ideas. They will have acknowledged what their
teammates have brought to the table and consider how it may help in answering the driving questions. They will have an rough outline on what they
will be focused on during this activity.
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?

I will be mentioning the impact that social/political movements had in historical change. This also includes listing several of the movements including
a very quick overview of their cause. Using background knowledge skills students have from previous teaching as well as what they have seen, heard,
or even experienced can be helpful in understanding the content that will be discussed. All my students will be able to connect to this objective because
they have all been affected by this subject, whether they are aware of it from the start or if it takes time to make the connection that social/political
movements has influence on them and other citizens.

Key vocabulary: 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:
I will show the students a video in which these movements are displayed, Students will watch the video as it is a form of entertainment for them
and the video content can give them a feel of what that cause meant and and they will start taking notice in some words or sceneries they may
maybe even relate it to today’s date with any similar issues. Once it is done, have heard or seen before and start making connections. Once the
I will start asking students about the video and the overall topic of video is over, they will have enough questions or prior knowledge they
movements. Such as “Do you have any kind of knowledge of this time in have resurfaced to participate in the follow up class discussion. Once
history? Could you list social/political movements from the video or that you I start asking questions to spark that connection between the video and
know about? What stood out to you from the video? Can you make any what they already know, they will start answering and creating a
connections to it in todays date?” This class discussion will lead to the main discussion that gives simple answer to the driving questions. Once I
driving question which is “How have social/political movements of the have asked the driving question, they will have even more prior or
60s/70s help in shape modern America? Compare and contrast with any current knowledge they have received to get ready to work on the
current events. “ proper answer for 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:
Following that class discussion, I will give the students a list of 7
social/political movements that took place in history. I will ask them to choose
3 of the movements that stand out and interest them the most to them. Then
I will ask them to discuss with their shoulder partner the 3 they chose ad why
they made this chose. This discussion with their partner will help them take
the lead in answering the driving question by talking about the topic they
chose, and they will start relating it to the question. Once they have that talk
with their partner for about 5min I will bring it back to the class and ask
students to share their thoughts to the class. Then I will set them into groups
based on their common topic. Once they are in their groups I will give them
more time to discuss the movement they have chosen and ask them to try
answer the surface of the driving question with their prior knowledge or basic
information they may be able to look up online or in their books.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
Students Will:
The student will choose which movement interest them the most and
this will most likely been done by picking one that relates most to them,
they have more knowledge on, or they just find interesting. For this
reason, they will discuss it with their partners to get those thoughts and
ideas behind the topic going, thus encouraging them to explore. Then
they will share with the whole class and this will help the students find
those that share the common ideas about the movement and look
forward to teaming up. This class discussion might even help spark an
interest in one of the movements that students hadn’t considered.
Once they have discussed as a whole and I have set them up in groups
they could continue the class discussions in their groups by bringing
up something they agreed with or they may want to add. By putting
them in teams the students will be bringing their thoughts together and
support each other in looking at resources to find more information on
their chosen topic of interest.

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:
As I’ve mentioned the students will have opportunities to share their very first Since the student’s discussion will be led by the sub-objectives and
thoughts with the class entry event. Once I set up a more direct topic, they the questions that were set during the Engage section, they will
will have to time reflect and then share with their partners on their ideas. I will discuss their own ideas about the content, but they will be using those
then create time for them to share those thoughts amongst the whole class terms and explanations because that is what sparked their thoughts.
then I will be setting them into groups where they will have more space to Basically, the first day the students will be reflecting on what they
share their thoughts with their peers on what each of them have discovered. already know and getting into teams and collaborating their knowledge
to critically think about their answer to the questions that were set.
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:

I will guide the students in creating a rough outline of the topic they have
chosen and how it answers the driving question. By doing this I will also
encourage to them to ask What If questions that concern their outline. Such
as “what if the movement caused more damage than help to American
society?” and/or other questions that spark different ways of thinking about
their topic
As a group the students will create a rough outline of the ideas, they
have about their team activity. They will be encouraged to ask
questions that are related to their topic but may give them a different
perspective then they may already have or one that is overall different
then the ideas they make have about their answer.

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?
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:
I will let the students share what they have discovered online in the
discussion board I will have set up for them. In these discussion boards I
will have certain questions they will have to answer such as, what were
you’re initials thoughts about the opening of class and also about the
thoughts they had of the topic they chose. I will also create a section
where they can write about what they came up with as a team and allow
them to share any information they may have had difficulties with.
Students Will:
The students will go on to their online class discussion board and share
their personal or initiating findings about the topic and then bring up what
was talked about once they reached their groups and some of the ideas
that were shared about the driving question since they were asked to
scratch the surface of the question by putting all their ideas together and
looking up some information in the quickest resource available which
would be their computers or the class textbook.