INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Chalsey Slaughterbeck Subject: English Grade: 11

Common Core State Standards: 11-12.W.7- Conduct short as well as more sustained research projects to
answer a question (including a self‐generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.
Objective (Explicit): Students will be able to describe effective characterization, explain each element
of direct characterization, and provide an example.
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 demonstrate mastery of the objective by being able to explain what characterization
elements they were provided with (the case files) and what information they needed in order to solve
who committed the crime (direct characterization vs indirect characterization).
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?

To review past learning, the student will start with an entry activity. This activity will ask students to
review case files created on different characters (the villain, the hero, and the bystander). This will
allow me to see what they already know about characterization based on what they are able to tell
me about each character without any context.
Key vocabulary:
Engage
Entry Activity: “The Case Files”- Students will act as detectives trying to solve a crime. They will be
provided with three profiles on potential suspects. With a partner, they will have to work together to
solve the murder using the profiles on the suspects and a police report filed at the scene of the
crime. They will then have to present their findings to the class and come to a conclusion about
who committed the crime. A reflection will be completed after everyone has presented. This
engages students because it is a real-world scenario where characterization is extremely
important.
Teacher Will: Students Will:
 Provide case files on the student’s desk on  Analyze case files provided by the
each of the following types of characters: teacher
the hero, the villain, and the bystander.  Pick out key characteristics about each
The students won’t know which is which, character
as they will only be given a basic profile  Work with a partner to figure out who
with a random name. committed the crime
 Ask the students to read each case file and  Write a profile on each of the characters
tell me what they can tell from each  Present to the class who they think
character committed the crime and provide
evidence as to why
  Introduce a crime that has been committed  Have a class discussion where they can
by one of the characters. share what information they were
 Instruct the students that they will be provided and what information they
acting like detectives trying to figure out needed to be able to solve the crime
who committed the crime and be able to  Write a reflection about what they learned
provide evidence. today and how this relates to
 Lead a discussion with the whole class characterization
about who they think committed the crime,
and what information they needed to be
able to solve the crime
 Introduce the “Great Gatsby
Characterization Project”

Explore
The students will have the opportunity to explore during the entry activity by analyzing the case
files with a partner. Together, they will be exploring what characterization means in a real-world
context.
Teacher Will: Students Will:
 Act as the facilitator. They will provide the  Work with a partner and analyze the case
materials and let the students figure out files
the problem for themselves.  Pick out key characteristics about each of
 Ask guiding questions to lead the student the characters in the profile
in the right direction  Ask questions to get to the right answer

Explain
In this section, the students will have to write a profile for all the characters in the case file. They
will have the chance to explain their initial findings by sharing the key characteristics with a partner
then coming up with a profile together.
Teacher Will: Students Will:
 Provide the materials  Pick out key characteristics from each
 Act as the facilitator character
 Ask guiding questions to lead the student  Share with a partner
in the right direction  Work as a team to create profiles that they
both agree on
Elaborate
The students will elaborate further with their findings in this section by giving a briefing to the rest
of the department. Students will use the evidence they’ve collected to come up with a person of
interest that is supported by evidence they’ve collected in their profiles.
Teacher Will: Students Will:
 Act as the department head that will  Write a speech
oversee the investigation  Collaborate with a partner
 Provide the materials  Provide evidence
 Ask guiding questions to lead the student  Practice public speaking
in the right direction
Evaluate
The students will be evaluated in this section by the teacher. They will be graded based on their
ability to build a case and provide evidence. They will also be graded on their ability to justify their
answers.
Teacher Will: Students Will:
 Grade the student  Present their findings to the class
 Act as the department head that will  Provide evidence when asked
oversee the investigation  Practice public speaking
 Ask questions after the presentation  Answer questions from their coworkers
and by the department head