Inquiry (5E) Lesson Plan Template

Teachers: Alan Molina Subject: World History

Common Core State Standards:

 CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social, or economic aspects of history/social science.

Objective (Explicit):
 By the end of the lesson students will be able to identify three similarities and three differences between their
own culture vs the culture of another country.
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.
10pts – Students presentation was between 5-7 min. (-2 pts for every min. over or under)

30pts – Students provide 3 detailed examples of how their culture is similar to that of the chosen country (-5 pts for
lack of detail per example, and -10 pts per example missing)

30pts – Students provide 3 detailed examples of how their culture is different to that of the chosen country (-5 pts
for lack of detail per example, and -10 pts per example missing)

10pts – Everyone on the team spoke an equal amount of time during the presentation. (-2 pts per person who does
not speak, -1 point is someone spoke less than the others)

10pts – A picture/graphic was provided in every slide (-1 pts per missing picture/graphic)

10pts – Overall work shows effort in trying to answer the guided question (basically free 10pts)

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?
I will remind the students of what is a good source and what is a bad source. Reminding them the difference
between fact and opinion.
The students need to be able to do group research, be able to work in a team, and be able to express their
discoveries to the rest of the class.
This activity will show how the students are similar to other people in the world, as well as provide them with an in-
depth study of other cultures. This information will thus help them understand other people better in life.
Key vocabulary: culture, customs, Materials: Paper, Writing utensil, Laptops, Google
Slides, and Internet access
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: I will ask the class if they “have ever Student Will: Answer the question as bell work. Writing
thought if other countries customs were weird?” their responses down on a piece of paper.

Then I will ask “what do you think other countries might
find weird about your own customs?”
The question will then be “Based on your answers, how
might your culture be similar to the culture of the
country you listed? How might they be different?
Students will again answer the question, writing down
what they think other might find weird about their
customs.
Student should now be engaged and interested in the
lesson.

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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: I will remind the students that they are to Student Will: Use the internet to discover more about
use their time in class (and on the laptops) for research. their chosen culture. Finding out key things that define
They may talk to other students but it must be related to the culture and how those things might be similar and
the work in class different to that of their own culture.

For prompts, I will ask the students what cultures seem Bouncing off idea from their fellow students, sharing
to be the most different from their own? How does it good website or information with one-another. Picking a
differ? What are the values of said culture? Does the culture to explore further.
culture discourage anything?

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?
I will provide extra time to complete the research.

 How will you anticipate students that need an additional challenge?

For students who need an additional challenge, they may compare more then just two cultures (as I never stated that you
may only do two)
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: Once everyone has presented, I will then Student Will: Use GoogleSlides to share with their
ask the student id they think if their have ever been team.
conflicts because of different culture?
At the end of the lesson, they will share their
In Engage, we will share our answers before moving on discoveries with the entire class in a short 5-7 min
to the next part of the lesson. presentation.

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?
I will provide them with extra time.

 How will you anticipate students that need an additional challenge?

I will ask them if they can find anything more or if they think more detail is needed.
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: By guiding the students thought-out the Student Will:. While Exploring the students will be
prosses and proposing question, the teacher is able to comparing and contrasting their culture to that of
steer students in the right direction but it is ultimately another country, by letting them choose what they will
the students who will decide what they will be learning. be learning, a greater number of them will more
interested. Once the move to the Explain part, they will
The teacher is meant to be a supporter of the students be analyzing the differences and similarities of their
own discoveries, monitoring their progress and making culture, along with teaching other what they have
sure they are on task. discovered. With both interest and peer teaching
involved, the students should retain up to 90% of the
information they teach to the rest of the class.

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 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?
More time

 How will you anticipate students that need an additional challenge?

As stated above
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 be grading the students on their Student Will: Students will present their findings to the
presentation based on the rubric above. class in a short 5-7 minute presentation. Using
GoogleSlides to show what they have learned.
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?
More time.

 How will you anticipate students that need an additional challenge?

As stated above.

Briefly describe the way in which you integrated technology into your lesson plan.
For this lesson plan the students will be using Google Slides in order to create a presentation
for the class. Using the laptops provided by the school, the students will have several days in class to
complete this assignment. Using the internet to look up reliable source and then using those sources
to complete and fill out their presentation. Without the use laptops (or another computer), Google
Slides, or the internet, this lesson would not be possible. The entire lesson revolves around the use of
technology.
Explain how the technology added value to the lesson plan.
Google Slides is the best option for this less because it allows for multiple people to be working
on a presentation in real time. Not only that, but Google Slides also provides students with a way to
communicate outside of the classroom. Google Slides also allows the teacher to easily monitor and
check on the progress of each group. This isn’t even including the creative things you can do with
Google Slides if the students so choose to.
As for the internet, although a library is a good resource, it is limited to what it can provide. The
internet allows for more exploration and, in the event that two groups choose the same subject, it
allows for a wide possibility of what information gets shared.
What ISTE-S standards are aligned?
Student: 3a - Students plan and employ effective research strategies to locate information and
other resources for their intellectual or creative pursuits.
Teacher: 2b - Develop technology-enriched learning environments that enable all students to
pursue their individual curiosities and become active participants in setting their own educational
goals, managing their own learning, and assessing their own progress