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Inquiry Based Lesson Plan

Teachers: Kelsie Prengel

Subject: 7/8 th grade English


Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text. (8.RI.1)
Determine a central idea of a text and analyze its development over the course of the
text, including its relationship to supporting ideas; provide an objective summary of
the text. (8.RI.2)
Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text. (8.RL.1)

Objective (Explicit):

SWBAT use a current event article as well as a historical piece of literature in order to write a
5 page essay on racism in the late 1800s early 1900s and today in 2015.
SWBAT begin to think about a way to present how to predict the future of racism with the
information collected.
SWBAT use this information to learn about Americas history and how it has shaped us as
Americans today.

Evidence of Mastery (Measurable): SWBAT demonstrate understanding of the text through written expression

of original thoughts regarding content with 80% accuracy of main ideas.

*This is used in another lesson plan for my other class, they work well for both subjects. Will that be an
issue on tk20?
Sub-objectives, SWBAT (Sequenced from basic to complex):

SWBAT connect previous social issues that may be personal to issues that have happened.
SWBAT use this lesson to connect it to the real world by looking at current events.
SWBAT write an essay based upon their research and readings in the format of 1 intro paragraph,
3 body paragraphs and 1 conclusion paragraph.

Key vocabulary:

Current Events

Materials/Technology Resources to be used:

Online Database

Engage (Make content and learning relevant to real life and connect to student interest)
How does this connect to what is going on now?
Why have things changed so much recently?

Have you experienced racism personally?


If not, have you seen racism occur?

Teacher Will:

Student Will:

Find sample articles and literature for students to

refer to.

Select one article and one literature to write an essay


Co-Teaching Strategy/Differentiation
Co-teaching: Help students find articles by providing nonbiased websites.


Differentiation: Choose the article and literature for students, picking ones that may be shorter and less
Teacher Will: Explain to students that they should
find similarities and differences on racism with the
two different pieces of writing.

Student Will: Show the teacher the articles and

literature they found and explain their relevancy to
the essay I have asked them to do.

Co-Teaching Strategy/Differentiation
Co-teaching: Help students with finding work to refer to.


Differentiation: Lessen the essay length for students to 3 paragraphs.

Teacher Will: Draft up a checklist for students to
follow as they go through the research, reading and

Student Will: Check in daily on progress of essay by

using their checklist as an entrance/exit ticket.

Co-Teaching Strategy/Differentiation
Co-teaching: I need help!
Differentiation: I need help!

At the end of the lesson students should be able to have written an essay comparing and contrasting racism then and
now. They should be able to have an open discussion with the class about their findings in their different works and
how it has gotten better over time and also how it has gotten worse over time.