INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Subject: Grade:

Ashley Westwood English 11(AP)
 Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is
sometimes contested.
b. Resolve issues of complex or contested usage, consulting references as needed.
Objective (Explicit):
 The students will be able to effectively write a journal entry in regards to their previous and current knowledge
of mental illnesses and describe what they want to learn about mental illnesses.
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
The evidence of mastery for the students in the opening activity and opening day will be focused on coherent writing, and organization strategies
within journaling. This will include at least three points about current knowledge of mental illnesses and three questions they will ask our panel of
therapists.

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?

This objective is related to the students because it will be asking them to use their current knowledge to write out what they know in a coherent manner.
Students will also be required to think into the future in regards to what they want to learn about mental illnesses, and what they will ask therapists.

Key vocabulary: Materials:

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: Students Will:
Ask students to paint a picture (supplies provided) about what they see or After creating their cover art for their journal, they will do their first
feel when people bring up mental illness. If they have a mental illness how journal entry of the lesson. Answering the prompt given by the teacher,
do you put it into a picture? If they know someone with a mental illness, how and coming up with their questions.
do they view them. If not, what notions do they have about mental illnesses.
Provide a journal prompt for students to write about, providing prompts for
writing about prior knowledge, as well as how to write the questions they will
be asking.

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: Students Will:
Performance expectations will be given through direction on the board. Engage in the art project, which will become the cover to their journal
Students will be expected to thoroughly respond to the prompts given in one (this will also function as a place for them to take notes throughout the
to two paragraphs, and then bullet their questions. Students will lead this lessons) and answer the prompts given.
activity because there will be little to no teacher direct instruction when it
comes to their art and journal entries. The DQ will be introduced at the end
of the lesson: How do we help those in our communities with mental
illnesses?
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:
I will ask my students who would like to share their art, or responses. By Actively participate, and be engaged with the lesson. Share their work,
engaging with them on what they want to learn, and what they want to know and share what they already know, and what they want to learn.
more about, it will be students driven. There will not be a lot of concrete clear
answers here, because the panel of therapists will be coming in to discuss
their questions, and kick off the mental wellness that goes with the project.

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
To provide differentiation in this area, students will not be required to share. It will be on a volunteer basis, so no students will feel singled out, or feel
like thy have to present in front of the class.
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:

As the teacher I will continue this idea of mental health and illnesses, and Students will carry the theme of mental health throughout the project,
carry through the entire project. The major theme of the project will be getting and use their knowledge, as well as what they are learning to complete
the students to understand what different mental illnesses there are, and how their final project. They will begin asking questions of ‘what if I see a
we can begin recognizing symptoms, especially among teens, and getting friend struggling? What if I know I am struggling? What or who is
this info to people in these teens lives that can help them. available at school to help me or my friends?” This knowledge will be
continuously kept in their journals, as well as shown through a paper,
and through their final project.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
In sections that go beyond the journal, students will have the opportunity to work in groups, as well as have regular meetings with me to discuss
progress and questions. If a student feels like they are falling behind, or having questions they cannot seem to answer, there will be many
opportunities for them to ask for that help.
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:

For the beginning lesson, and first day, students will show they have Thoroughly answer the prompt in a grammatically correct paragraph, as
mastery of the objective by thoroughly, and correctly (grammar wise) well as bullet list their three questions they will be asking our panel.
answer the prompt give (What do you know about mental illness? Do you Students will be able to show their base knowledge of mental illness, while
have any that are diagnosed, or know anyone who has a mental illness? thinking about what they do not know, and what they want to learn. This
What do you think about mental illnesses, and what sort of stigmas do will give them a good jumping off point for our intro to Hamlet which will
you think surround them? What sort of recourses do you know are take place the next day.
available for people who may be struggling? What are three questions
you have about mental illness?) By answering these questions, and
preparing questions that they will be able to ask our panel, students will
demonstrate their mastery on this first day, even though it does not show
mastery of the project as a whole.