INQUIRY (5E) LESSON PLAN

Teachers: Keagan Ashen, Gloria Arroyos, Sabrina Ball, Subject: English, Grade: 11
Kaila Boone, & Sarah Quintero History, Math

Common Core State Standards:

Math: A2.MP.1 Make sense of problems and persevere in solving them.
English: 11-12.RL.4 Determine the meaning(s) of words and phrases as they are used in a text, including figurative
and connotative meanings, while analyzing the impact of specific choices on meaning and tone.
History: HS.SP1.3 Evaluate the significance of past events as they relate to their own lives and the world.

Objective (Explicit):
Math:
● Students will be able to estimate the cost of Lincoln’s funeral procession.
English:
● Students will be able to identify the meanings of words and phrases in Walt Whitman’s When Lilacs Last in the
Dooryard Bloom’d and analyze the symbolism of those words and phrases through a graphic organizer.
History:
● Students will evaluate the video “Abraham Lincoln’s Long Goodbye,” and analyze the worksheet questions
pertaining to it.
● Students will assess and discuss the impact Abraham Lincoln’s death had on the general United States
population.

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

In order to demonstrate mastery, students will participate in a Kahoot that consists of questions related to the literary analysis of When
Lilacs Last in the Dooryard Bloom’d by Walt Whitman, the historical context of Abraham Lincoln’s death, and the total cost of the
funeral procession train. Students must score an 80% or higher on the Kahoot in order to show evidence of mastery.

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?

Key vocabulary: Materials:

● Station Teaching ● Abraham Lincoln's long goodbye
● Evaluate ● Questionnaire worksheet for students
● Determine during the video
● Analyze ● Copies of the poem When Lilacs Last in the
● Assess Dooryard Bloom’d by Walt Whitman
● Laptops for students
● Presentation with basic historical
information (related to cost of time period
and the death of Abraham Lincoln)
● Poetry graphic organizer
● Kahoot
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: The teacher will open the lesson with an introduction
to Abraham Lincoln’s death and funeral procession. The teacher will
present an 8 minute video to the class (Abraham Lincoln's
long goodbye). While the video is playing, the teacher will pause
the video after important information and talk to the students about
the significance of that information.
After the video is complete, the teacher will instruct the students to
get into small groups to discuss their most interesting findings of
the video, the impact on the general population, and prior
knowledge they may have had about Abraham Lincoln’s death for 5
minutes.
Students Will: The students will actively watch the video
regarding Abraham Lincoln’s funeral procession. While
watching the video, the students will follow along on their
worksheet to answer questions pertaining to the video. Once
the video is finished, the students will work in small groups to
discuss their most interesting takeaways from the video, the
impact Abraham Lincoln’s death had on the general
population, and any prior knowledge they may have had about
Abraham Lincoln’s death. The students will have five minutes
to discuss in their small groups. Once the time is up, the
teacher will facilitate a whole class discussion and students
will be able to share their takeaways. The discussion will be no
more than three minutes.

Once the 5 minutes are up, the teacher will begin a class discussion
in which each group will share their single most interesting take
away to the entire class, this will be no more than 3 minutes.

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: The teacher will divide the students up into groups of
three. The teacher will instruct the students to assign roles in the
group, with one student focusing on Walt Whitman’s When Lilacs
Last in the Dooryard Bloom’d, another student focusing on the cost
of Abraham Lincoln’s funeral procession, and the last student
focusing on the historical significance Abraham Lincoln’s death had
on society. The teacher will use station learning to help the
students, and instruct them to proceed to their designation stations
based on their roles. The teacher will walk around the classroom
and ask students if they need help, but also ask questions to check
their progress. The teacher will allocate 20 minutes for this section
of the lesson.
Students Will: The students will work in groups of three, and
divide roles of the group amongst themselves. One student
will focus on Walt Whitman’s When Lilacs Last in the Dooryard
Bloom’d, another student will focus on the cost of Abraham
Lincoln’s funeral procession, and the last student will focus on
the historical significance Abraham Lincoln’s death had on
society. The student with the poem will move to the
appropriate station and work with the fellow students at the
station to read and analyze the poem. The student will be
responsible for filling out the graphic organizer that discusses
symbolism in the poem. The student responsible for
determining the cost of the procession will move to the
appropriate station and work with the other students there to
research the cost. The students will use the laptops to collect
information from the time period to calculate an estimated
price of the funeral train procession. The student will gather
the information in their notes, a Google doc, or some other
media source so that they can share it with their peers. The
student responsible for the historical significance will move to
the appropriate station to work with the other students to
research the significance of Lincoln's death in the country. The
student will work to study how Walt Whitman’s poem is
representative of the feelings of America at the time. The
student will store their research in a Google doc, their notes,
or some other form of media. Once the 20 minutes are
finished, the students will reconvene with their group.

Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
-Station Learning (support from teacher or student teacher at each station to assist students in their research)

Differentiation Strategy
What accommodations/modifications will you provide for specific students?
-Students who need less intense work loads will work together, more advanced kids will be grouped together.
-Read aloud accommodations for students who need extra help with reading.
 -For those who struggle with reading there will be a less complex version of the poem

How will you anticipate students that need an additional challenge?

-Those who are more proficient at reading will be given work with stronger vocabulary

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:

The teacher will instruct the students to reconvene in their groups
and have the student who is the oldest out of the group share their
findings with the group. Each student will have 5 minutes to share
their findings. After the oldest person has shared, the second oldest
will share, then followed by the youngest. During the 15 minutes
that the students will discuss, the teacher will walk around the
classroom to ensure proper discussions are happening.
The teacher will check in with each group briefly, and ask clarifying
questions about the stations and what each student learned. The
teacher will announce when each 5 minute interval is up, and
instruct the next student to begin. Additionally, the teacher will give
a one minute warning before the group share is over. Once the
group share is over, the teacher will call on the person with the
longest hair of each group to share with the whole class what they
learned from their other group members.
The students will go back into their groups of three to share
what they have discovered. The oldest student will share first,
then the second oldest, and then the youngest. Each group
member will get 5 minutes to share what they have learned.
Students will have an additional 5 minutes to discuss what
they learned as a whole group once each group member has
shared their ideas. Students will have the option to take notes
while their peers are talking (students will be allowed to use
any notes taken for the end of class Kahoot activity). Once all
the groups are done discussing we will come together as a
class to share any last thoughts.

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

10/4/2019
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
-Option to share what they learned on a dry erase board
-Students who struggle with public speaking could physically write out their answers.
-Optional guided notes provided
-Optional individual work in which they will have the opportunity to learn about all of the three topics and fill out the three graphic
organizers accordingly.
How will you anticipate students that need an additional challenge?
-Extra challenge: filling out graphic organizers for all three topics rather than just the one they participated in, based on what their
peers taught them.

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:

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: Students Will:

The teacher will create a game of Kahoot, including three content
areas (math, English, history). The questions will test the
students knowledge about lesson objectives pertaining to the
literary analysis of When Lilacs Last in the Dooryard Bloom’d by
Walt Whitman, the historical context of Abraham Lincoln’s death,
and the total cost of the funeral procession train. The teacher will
discuss the results of the questions after each round, and will
answer any remaining questions the students may have. The
teacher will facilitate the Kahoot session to ensure students are
actively participating in the game.
The students will demonstrate mastery of the lesson objective by
answering questions in a game of Kahoot. The questions on the
Kahoot will consist of all three content areas, pertaining to the
literary analysis of When Lilacs Last in the Dooryard Bloom’d by
Walt Whitman, the historical context of Abraham Lincoln’s death,
and the total cost of the funeral procession train. The students
will actively participate within the game, either independently or
within a group. Students will show mastery of the lesson
objective by scoring an 80% or higher on the Kahoot.

10/4/2019