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Inquiry (5E) Lesson Plan Template

Teachers: Subject:
Timothy McBride Constitution 2019 Opening Event
Common Core State Standards:
• 8.C3.2 Examine the origins and purpose of constitutions, laws, treaties, and international agreements.
• ISTE 3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or
other resources.
• RH6-8.2: Determine the central ideas or information of a primary or secondary source, provide an accurate
summary pf the source distinct from prior knowledge of opinions.
• Workplace 1b: Communicates effectively in the workplace environment
Objective (Explicit):
• By the end of the day students will be able to answer what the goal of the “Constitution 2019” project is by
filling out an exit ticket with a one paragraph response.
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 show a basic understanding in written form of what the end goal of the Constitution 2019 project is in one
to two paragraph response.
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?
Lesson will tie back into previous material by requiring response that use past learning.
Students will need to take notes, use previous knowledge, and participate in group discussion to master the objective.
Relevance to student lives is obtained by giving a tie in to local government participation and a deeper understanding
of political process.
Key vocabulary: Constitution, Law, Natural Rights, Social Materials:
Contract Theory
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?
Teacher Will: Student Will:
Open with an introduction that the students imagine Observe, take notes in provided composition books.
themselves settlers in a new land tasked with establishing
a constitutional government.
This opening will be a combination of a video and
presentation.
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: Ask guided questions such as: Student Will:
What things are important to them? Will they be an Take notes and respond to questions using information
equitable society? A dictatorship? A free or restricted from previous lessons such as founding philosophies, and
society? classical forms of government lectures.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
 Teacher’s aide will facilitate discussion by playing “The devil’s advocate” when students present an idea firmly to
one side or the other of the Authoritive/Freedom scale.

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Provide a written list of questions and possible responses for students who have difficulty taking notes.

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:
Explain the basic format of how the 2019 Constitutional Take notes, and ask clarifying questions. Notes will be
Convention will be run, roles students can take, and what taken in the composition books provided.
is expected for the formal end of the project.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
Teacher’s aide will take notes of any student questions

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
A handout will be made available, along with a short video for parents of students with specific learning disabilities
describing the accommodations taken for students with special educational needs.

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:
Divide the students into several groups. Rights, Laws, and Brainstorm within their specific group using Padlet, an
Procedures. Students will be allowed to pick the group of online collaboration page. This page will be pre-created
their choice as long as groups are even. for each group and shared with the specific students.
Instructor will circulate answering specific questions of Students will use this as their brainstorm and notes
the various groups. collaboration.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
Teacher’s aide will assist with answering group specific

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Students with learning disabilities that prevent full use of Padlet will be assigned a buddy to help with posting of
their ideas.

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:
Ask students to write one to two paragraphs summarizing Write one to two paragraphs summarizing the end goal,
what they feel is the end goal of the project. in their own words, of the project and what they hope to
achieve at the end of the project.
Answers will be used to formulate additional instruction
to help facilitate the projects
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?
Students with writing learning disability will be allowed to verbally answer the question to the teacher or aide.