INQUIRY (5E) LESSON PLAN

Research and Write Essay using scholarly, journalistic and popular sources to
support the driving question:
“How do I create a model of what I think the future will be like based on factual
research?”

Teachers: Adrienne Noyes Subject: Language Arts Grade: 6th

Common Core State Standards:

State of Arizona Common Core Standards
(source: https://cms.azed.gov/home/GetDocumentFile?id=585aa928aadebe12481b8447

Key Ideas and Details

 6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
 6.RI.2 Determine a central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.

Craft and Structure

 6.RI.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
 6.RI.6 Determine an author’s point of view or purpose in a text and explain how it is
conveyed in the text.

Integration of Knowledge and Ideas

 6.RI.7 Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic or
issue.
 6.RI.8 Trace and evaluate the argument and specific claims in a text, distinguishing
claims that are supported by reasons and evidence from claims that are not.

Research to Build and Present Knowledge

 6.W.7 Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate.
 6.W.8 Gather relevant information from multiple print and digital sources; assess the
credibility of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and providing basic bibliographic information for
sources.
 6.W.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
  6.W.10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline‐specific tasks, purposes, and audiences.

ISTE Student Standards:

(source: https://www.iste.org/standards/for-students )

In this initial Entry Event/Kick-off for the Problem-Based Learning Project, students will
exhibit 6 of the 7 ISTE Student Standards (overview standards listed, not full text of each
standard and sub-standard). Later in the PBL process, they will exhibit standard 7 Global
Collaborator. Full text of all standards included as an addendum to this document.

1 Empowered Learner
Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences.
Includes sub-standards 1a, 1b, 1c and 1d.
Students build networks and customize their learning environments in ways that support the
learning process.
++++++++++++++++++++++++++++++++++++++

2 Digital Citizen
Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act and model in ways that are safe, legal
and ethical. Includes sub-standards 2a, 2b, 2c and 2d.
++++++++++++++++++++++++++++++++++++++

3 Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge,
produce creative artifacts and make meaningful learning experiences for themselves and
others. Includes sub-standards 3a, 3b, 3c and 3d.
++++++++++++++++++++++++++++++++++++++

4 Innovative Designer
Students use a variety of technologies within a design process to identify and solve problems
by creating new, useful or imaginative solutions. Includes sub-standards 4a, 4b, 4c and 4d.
++++++++++++++++++++++++++++++++++++++

5 Computational Thinker
Students develop and employ strategies for understanding and solving problems in ways
that leverage the power of technological methods to develop and test solutions. Includes
sub-standards 5a, 5b, 5c and 5d.
+++++++++++++++++++++++++++++++++++++++
6 Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes
using the platforms, tools, styles, formats and digital media appropriate to their goals.
Includes sub-standards 6a, 6b, 6c and 6d.

Anchor Standards:
Source:http://www.corestandards.org/ELA-Literacy/CCRA/W/#CCSS.ELA-Literacy.CCRA.W.6

CCSS.ELA-LITERACY.CCRA.W.3
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details and well-structured event sequences.

CCSS.ELA-LITERACY.CCRA.W.7
Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.

CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-LITERACY.CCRA.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.

Objective (Explicit):
 Students will identify and use a variety of sources to gather, document and cite
factual research as the foundation of their PBL project of “How do I create a model of
what I think the future will be like based on factual research?”
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
I have attached a grading rubric with 4 measurements and 5 levels from exceeds
measurement to does not comply with measurement with a total possible score of
120 – 0. The grading rubric is included as an addendum at the end of this document.
 Provide exemplar student responses with the level of detail you expect to see.
A sample of a correctly formatted citation is included with my rubric and may be used
as a guide by students.
 Assign value to each portion of the response
Each measurement in my rubric has a point value assigned to it.

Sub-Objectives, SWBAT (Sequenced from basic to complex)

Source: https://www.aeseducation.com/career-readiness/what-are-21st-century-skills
SUB-OBJECTIVE: Students will demonstrate these components of the 21st Century Skill Set
for this initial Entry Event/Kick-off:

(1) – Critical thinking

(2) – Creativity
(4) – Information Literacy
(5) – Media Literacy
(6) – Technology Literacy
(10) – Initiative
(11) -- Productivity

 How will you review past learning and make connections to previous lessons?

I will review past learning and make connections to previous lessons by first explaining
the scope of the entire project and then the specifics of this Entry Event/Kick-off step
of the PBL and reminding students of prior research work they have done in my class
(and if appropriate, in other 6th grade classes such as science and social studies as I
have confirmed with my team teachers). I will show examples of cited sources from
those prior assignments along with some samples students may want to use for this
assignment. I will ask students to share ideas on sources they have used in prior work.

 What skills and content are needed to ultimately master this lesson objective?

The skills and content needed to ultimately master this lesson objective are:
1-understand lesson objective
2-formulate idea/strategy to research
3-use appropriate research cites (library, online library, trade/popular publications)
4-find appropriate articles (scholarly, journal, trade)
5-understand APA citation format (and use citation maker)
6-correct paper format (name, class, date, title, header/footer)

 How is this objective relative to students, their lives, and/or the real world?

This objective is relevant to students, their lives and/or the real world as 6 th graders
because the will need to use these skills in their middle and high school classes, in
college classes and depending on their career choice, possibly for research and
writing in their careers. Additionally, regardless of their career choice, with these
skills, students will be able to evaluate the type of source of material they read such
as scholarly, journalistic, trade and popular, and make assessment of content based
on the type and source of material.

Key vocabulary: Materials:

Future 1-Links to online library resources
Envision 2-Access to print material (school library)
Model 3-Handout with assignment, objectives and
Research rubric
Scholarly 4-Paper/pen/pencil
Professional Journal 5-Access to computer with word
Trade Journal processing software
Popular Media
APA
Citation
Engage -- I will provide the Entry Event/Kick-off information by delivering the driving question
to students along with the lesson goal and ask them what questions they have about the
driving question and goal of the overall project and this initial Entry Event/Kick-off portion.
 How will you activate prior knowledge?
I will activate prior knowledge by sharing the research assignments and projects the
students have done in 6th grade for their language arts, science and history classes,
reminding them of what they had to do, why, and how they achieved the goals of
those assignments; I will then relate that to the Entry Event/Kick-off for this PBL.
 How will you hook student attention?

I will hook student attention by opening the day’s activities with music playing
(perhaps a montage of sci-fi music) in the background and a screen shot of a
futuristic city projected on the white board. I would then share that the future is in
their hands and this is their chance to design and impact their future.
 What question will you pose, based on your objective, that students will seek to answer in Explore?

I will pose this question: How do I create a model of what I think the future will be
like based on factual research?

Teacher Will: Students Will:

Ask driving question. Take notes.

Provide an example of one thing that might be Think/Pair/Share with another student.
in the future. Share ideas with class.
Ask students to share ideas in think/pair/share. Confirm understanding of assignment
Ask students to share ideas with classroom. through use of idea sharing and
Write ideas on whiteboard. verbal/physical confirmation when asked if
Explain use of online and print research sites. they understand the scope of the entire
Share example of research site. project and specifically of this initial Entry
Explain APA format. Event / Kick-off portion.
Share example of APA format.
Provide instructions and rubric.
Provide deadline for this initial Entry Event/
Kick-off
Explore: Responses to this section are below in the “Teacher Will” and “Students Will”
Sections
 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:
- Show students how to access the online - Log on to school’s library and
library resources from our school’s bookmark the online library and
library/website research tools (using classroom
- Review the rubric and how to maximize laptops) and write the website url to
score access at home
- Share an APA citation - List types of research publications in
- Share the link/website for the Chegg APA which they could find factual
Citation Maker information
- Questions to prompt student - List types of publications in which
exploration: they could find trade information
- 1-Will they think of the future in terms of - List types of publications in which
the next 10, 20, 50, 100 or more years? they could find popular information
- 2-What part of the future will they focus - Think/Pair/Share ideas about a
on? (If students are not sure, provide particular area of focus or timeframe
examples such as technology, energy, - Brainstorm as a class
medicine, social issues, government, - Use graphic organizers, outlines or
travel/transportation) other tools to capture ideas and
information to help guide and
capture their research articles
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?
 How will you anticipate students that need an additional challenge?

For differentiation, I will first have made personal notation of my ELLs, IEPs, 504 and other
students identified during the semester as having a requirement or need for
accommodation, modification or simply just some extra attention. The processes and
strategies used are effective with all students, but I will double check with my students who
require extra assistance/accommodation by getting verbal confirmation of their
understanding using the following techniques:
-- share examples that are useful for these students as well as for all student such as
graphic organizers, outlining, and will provide an example for students to follow (see
sample citation in rubric that will be handed out to students);
-- make use of repeating vocabulary to help ascertain student understanding of the PBL
and this Entry Event/Kick-off assignment;
-- ask probing questions (not yes/no questions) to confirm student understanding;
-- sit with students at their desks and help them use the classroom computers to find and
use the online library resources;
-- schedule time during a class period to go to the library to use the library computers and
hard-copy resources and offer additional assistance during a free period and before/after
school on specified dates;
-- review draft of assignment at two check points before the due date and provide guidance
through question and answer about the student’s work.

For students who need an additional challenge, I will:

- Ask them to identify their specific areas of interest for their vision of the future and in
addition to the 6 sources, ask them to add one or two other sources
- Ask them to include a short write-up (sentence or bullet points) recapping the
information for each article
- Ask them to share their ideas and information with classmates (it is not a group
project but students may partner to help identify sources and brainstorm).
Explain: Responses to this Explain Section are noted below in the “Teacher Will” and
“Student Will sections:
 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:
- Have students submit a draft list of - Submit a draft list of their selected articles
articles to review for factual vs. popular
- Answer probing questions about how or
- Confirm student knows correct APA why their selected articles help them
format (preferably uses citation maker) envision the future

- Ask probing questions about how or why - Write a short 1-3 sentence summary or list
the article will help the student envision of relevant bullet points from each article
the future
-Write a preview of their focus for their
vision of the future (not for grading)

Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement? N/A
Differentiation Strategy – See Above – same strategies applied for each section
 What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
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?

Please see my response to ELABORATE in the “Teacher Will” and “Student Will” sections
below.
Teacher Will: Students Will:
-Expand on probing questions from “Explain” -Think about what they need to do to
section to ask students about what part of the successfully complete this Entry Event /
future they may focus on and why? Kick-off portion of the PBL as a stepping
-Ask students to think about, but not answer at stone for the entire PBL.
this time, “what if” type questions such as the
questions below to get them thinking about - Answer my probing questions to get
where they want to focus their search for them thinking about how to
research articles: approach their vision of the future.
-- what if we no longer have gasoline, how will - Identify resources for research.
we power transportation? - Read and confirm understanding of
-- what if we find a cure for cancer, what will all the rubric
of the doctors, nurses and health care
practitioners do?
-- what will housing look like?
-- what will schools look like?

-Ask students to confirm what type of articles

are scholarly or professional journal articles
and name sample publications.

-Ask students to confirm what type of articles

are trade or popular articles and name sample
publications.

-Ask students how they can achieve maximum

points on this portion of the assignment?

-Ask students what they are most excited about

for this PBL? Why?

Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement? N/A
Differentiation Strategy - N/A at this time
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Evaluate - Please see my information on EVALUATE in the “Teacher Will” and “Student Will”
sections below
 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:

Students will demonstrate mastery of the Rubric – students will have the rubric at the
lesson objective based on the Rubric I have start of the lesson and will be able to refer to
created and shared with them. Please seen it as they are working through this initial
addendum following the end of this template Entry Event/Kick-off assignment to ensure
for my Rubric including descriptions and they can earn maximum points.
point values. Big Concepts – students will have an
opportunity to summarize the big concepts of
the lesson through the Think/Pair/Share
conversations as well as the whole-class
conversations in which we discuss:
-objective
-use of research tools
-types of articles
-scope of this lesson and overall project
-answer probing questions I ask
-strategize and brainstorm in their
Think/Pair/Share and whole-class
conversations
Addendum to Inquiry-based Lesson Plan Template – Supporting Documents

1-Evidence of Mastery – Rubric and example of citation

For the factual research entry event/kick-off, I will use the following rubric to determine
mastery. The rubric with citation example will be handed out to students and posted on
my classroom website for students to reference.

Mastered: Mastered: Near- Lacks Did not

Exceptional Meets all Mastery Evidence of comply with
requirements Mastery any of
Measurement: requirement
Cites at least 6 More than 6 6 cited with 4 - 5 cited < 4 cited None cited or
Articles with at cited 4 or 5 with 3 - 5 Or < 4 not
least 4 scholarly 6 scholarly, scholarly, Scholarly, scholarly, appropriate
/ academic / academic or academic or academic or academic or type of
research-based research- research-based research- research- research (e.g.,
and up to 2 from based + 1 or plus 1 – 2 based plus 1 based wiki, popular
popular or trade more popular/trade –2 vs. academic)
publications popular/trade publication popular/trade
such as publication publication
Architectural
Digest, Popular
Mechanics, etc.
Citation in 6+ correctly 6 correctly cited 4–5 < 4 correctly Incorrect
correct APA cited correctly cited cited format or no
Format citations
Articles related 6+ relevant 6 relevant 4 – 5 relevant < 4 relevant No articles or
to topic articles articles articles articles not relevant
Paper submitted No errors No errors Some errors < 75% correct Did not submit
with appropriate But 75% or with name,
name, title, more correct title and
spelling and contains <
double spaced 75% correct
spelling
Points per 30 points per 25 points per 18.75 points 15 points per 0 points per
Measurement: measurement measurement per measurement measurement
120 total 100 total measurement 60 total
75 total

Students are encouraged to use an automated APA citation maker such as Citation
Machine, a Chegg service: http://www.citationmachine.net/apa

Sample correctly formatted citation:

Langhout, R. (2012). Reflections On The Creation Of Settings And The Future Societies:

The Roses And Thorns. Journal of Community Psychology, 40(2), 215–218. doi:

10.1002/jcop.20497
References:

Academic Language Function Toolkit, Academic-Language-Functions-toolkit.pdf,

Accessed via link from TEL 311, 2019Fall-T-TEL311-74494-72926-72927Files,

10 Nov 2019

Anchor Standards,

http://www.corestandards.org/ELA-Literacy/CCRA/W/#CCSS.ELA-

Literacy.CCRA.W.6 Accessed 10 Nov 2019

Arizona, State Common Core Standards,

https://cms.azed.gov/home/GetDocumentFile?id=585aa928aadebe12481b8447

Accessed 10 Nov 2019

Citation Machine, http://www.citationmachine.net/apa , Accessed 10 Nov 2019

ISTE Student Standards, https://www.iste.org/standards/for-students Accessed 10 Nov

2019