Inquiry

Teachers: Jasmine Fernandez Subject: ELA 12th grade

Standard:

● 11‐12.RI.7 Integrate and evaluate multiple sources of information presented in

different media or formats (e.g., visually, quantitatively) as well as in print in order
to address a question or solve a problem.
Objective (Explicit):

● SWBAT examine QR codes leading to different resources (e.g. articles, short videos) on youth,
culture, identity, and other relevant themes in order to build anticipation for reading American
Panda.
Evidence of Mastery (Measurable):

(see attached exit ticket; use all keywords) (Mastery=95%)

Sub-objectives, SWBAT (Sequenced from basic to complex):

● SWBAT discuss multiple sources of information in order to connect with American Panda.
● SWBAT evaluate themselves verbally in order to explore the concepts of youth, culture, identity,
and other relevant themes.
Key vocabulary: Materials/Technology Resources to be used:

● QR Code - a machine-readable code consisting of an ● QR codes leading to different resources

array of black and white squares, typically used for (e.g. articles, short videos) on youth,
storing URLs or other information for reading by the culture, identity, and other related themes
camera on a smartphone ● Technology (phones, computer, projector)
● Culture - the way of life of a particular people, esp. as ● Copies of anticipation guide
shown in their ordinary behavior and habits, their ● Writing utensils
attitudes toward each other, and their moral and ● Paper
religious beliefs ● Erasers
● Identity - the distinguishing character or personality of ● Copy of American Panda
an individual : individuality ● Book trailer on American Panda
● Timer

Engage (Make content and learning relevant to real life and connect to student interest)

Ask:

1. Consider your heritage. As an American, how do you think you differ from your non-native family members?
2. How much influence do our parents have over our lives?
3. Do you prioritize pleasing yourself or pleasing others?
4. As a young adult, what things have you struggled with? What things are you still struggling with?
(Share with neighbors)
 Expl Teacher Will:
ore
1. Set up QR codes around the classroom.
2. Divide students into groups of 4-5.
a. Grouping Strategy - Numbered
Heads
3. Set a timer for 4 minutes per station.
Monitor students as they go through each
resource and answer its corresponding
question through group discussion. Have
one group member serve as a scribe to keep
track of ideas.
a. Rotation Direction - Clockwise
Co-Teaching Strategy/Differentiation
Student Will:
1. Assemble in groups of 4-5.
a. Grouping Strategy - Numbered
Heads
2. In groups, go through each resource and
answer its corresponding question through
group discussion. Have one group member
serve as a scribe to keep track of ideas.
a. Rotation Direction - Clockwise

Assign additional roles like conversation leader, researcher, etc. for students who have trouble staying on
task.

Expl Teacher Will: Student Will:

ain
1. Have each group share 1-2
learning/discussion highlights.
2. Have the class use everyone’s input to come
up with a summary of important ideas that
will be covered in American Panda.
3. Explain that students have correctly
identified some important ideas that will be
covered in American Panda by giving an
overview/book talk.
Co-Teaching Strategy/Differentiation
1. With groups, share 1-2 learning/discussion
highlights.
2. Based on everyone’s input, come up with a
summary of important ideas that will be
covered in American Panda.
3. Listen to overview/book talk on American
Panda.

Create a visual web on the board to help learners keep track of ideas.

Elab Teacher Will: Student Will:

orate
1) Play book trailer for American Panda for 1) Watch book trailer for American Panda.
whole class. 2) Complete anticipation guide.
2) Have students complete anticipation guide.
Co-Teaching Strategy/Differentiation

Allow students who have difficulty with hearing and/or speaking to use their own technology (e.g.
earphones, chromebooks) to access video.

Evaluate

Two-Dollar Summary (Exit Ticket): Students write a two-dollar (or more) summary of the lesson. Each word is worth
ten cents. For extra scaffolding, ask students to include specific words in their statement.

Keywords: Culture, Identity, Conflict, Young/Youth