INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Subject: Grade:

Justin Rygiel, William Shropshire Social Studies 8th
Common Core State Standards:
 8.c2.1, 8.c4.2
Objective (Explicit):
 Students will comprehend the rules and laws in the U.S., as a way of solving public problems by a
Socratic Discussion.
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

1. A rubric will be used to measure the students’ knowledge and comprehension of the rules
and laws in the United States, in order to solve problems.
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?

1. The SDR was a review of the previous days lesson.

Key vocabulary: Socratic Discussion, Rules, Laws, Law Materials:
Enforcement, Public Problems, Justice, Vigilantism Chromebook, Smartboard, Open ended inquiry
question posted on board, pencils, note cards
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:
1. Showed a 5 min news clip 1. Watched the news clip.
2. Asked opened ended inquiry question to 2. Students pondered the inquiry question
engage students and promote creative, and used collaborative thinking to
cognitive and collaborative thinking. develop their responses.
3. Where is the line between citizenship and
vigilantism?
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:
1. Assign the students roles in the fishbowl 1. Students will get into their roles in
Socratic activity (students were already preparation for fishbowl activity.
familiar with the fishbowl activity). 2. Students responded to the questions
2. Modeled rubric on the smartboard. with their opinion and backed their
3. I had developed questions to help facilitate statement with the knowledge they have
the Socratic discussion. learned.
3. Students interacted with their peers in
the Socratic discussion, which sparked
 ideologies in various students who
would then participate.
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?
1. When the students began to get off topic or needed additional guidance, I would ask an inquiry question to re-focus the students in the
discussion.
 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:
1. Every student will participate in the
1. Lead the Socratic Discussion. Socratic discussion.
2. Asked strategic inquiry questions to make 2. Students will compare their
sure students have mastered the objective comprehension and understanding of
3. Engage students in Socratic discussion the objective.
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?
 Students who have anxiety presenting their ideas in front of the class, were only required to write there ideologies and turn them into me
at the end of class
 How will you anticipate students that need an additional challenge?
 IEP’s and 504’s
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:

1. Students will bounce ideas off of one
1. engaged students and promoted creative, another
cognitive and collaborative thinking. 2. Students cognitively thought about the
2. Used a “what if” question: What if the justice
“what if” question individually for 30
system cannot punish the person due to seconds and then voluntarily
some technicality, is it wrong for you to do responded.
so? 3. Every student participated in the
3. Evaluated students’ responses in the discussion, one way or another.
Socratic discussion
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?
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:

1. I graded the students’ responses during 1. Answered summative question on a

the discussion according to the rubric. notecard and turned it in to me before the
2. Asked the students a closing and bell rang.
summative question: Does the popularity
of vigilante justice say something wrong
about our country? What?
3. Had students write their answer on a note
notecard.