Inquiry Based Lesson Plan

Teachers: Jasmine Fernandez Subject: 10th Grade ELA

Standard:

● Initiate and participate effectively in a range of collaborative discussions (one‐on‐ one, in groups,

and teacher‐led) with diverse partners on grades 9–10 topics, texts, and issues, building on others'

ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared having read and researched material under study; explicitly draw on

that preparation by referring to evidence from texts and other research on the topic or issue to

stimulate a thoughtful, well‐ reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision‐making (e.g., informal

consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines,

and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to

broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or

challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement,

and, when warranted, qualify or justify their own views and understanding and make new

connections in light of the evidence and reasoning presented. (9‐10.SL.1)

Objective (Explicit):

● SWBAT discuss their YA Lit books in order to identify common themes in young adulthood that

transcend race, gender, socioeconomic, and other cultural barriers. Commented [1]: Good objective.

Evidence of Mastery (Measurable):

● Students will identify at least three major themes for every YA Lit book presented in their small lit
circles, and they will write down five or more points of interest pertaining to each book presented on.
● Students will explain how various themes in YA Lit are portrayed by collaboratively creating a
visual (i.e. physical/online mind maps, posters, etc.) that includes brief explanations as to how each
story connects to a certain theme.
 ● Students will use the insight gained from their YA Lit books and discussions to complete an open-
ended, four-question quiz. Commented [2]: Good mastery. These points are
measurable and clear.
Sub-objectives, SWBAT (Sequenced from basic to complex):

● SWBAT interpret the context, style, themes, events, and other ideas in a YA Lit book of their choice

in order to increase their understanding of diverse lifestyles and culture.

● SWBAT connect their own personal experiences, mindsets, and lifestyles to those of the characters

in their YA Lit books in order to increase their sense of empathy.

Key vocabulary: Materials/Technology Resources to be used:

● Theme - a central idea in a piece of writing or ● YA Montage Video

other work of art ● YA Lit Books
● Empathy - the ability to understand and share the ● Literature Circle Handouts
feelings of another ● Technology (laptops/tablets)
● Culture - the beliefs, customs, arts, etc., of a ● Paper
particular society, group, place, or time ● Writing Utensils
● Identity - condition or character as to who a ● Prezi on Theme Guidelines
person or what a thing is; the qualities, beliefs, ● Projector
etc., that distinguish or identify a person or thing ● Whiteboard
● Literature Circle – a small group of students who
are gathered together to discuss literature in depth
Engage (Make content and learning relevant to real life and connect to student interest)

● I will play a short montage video that pertains to young adulthood; it will cover some of the various
highlights and hardships of young adulthood and be made up of video clips on real young adults and
those in movies, TV shows, etc. The video will engage students by not only drawing on pop culture,
but by giving them insight into how other people their age view the world and live their lives. After
watching the video, I will ask students to talk with their tablemates for no more than three minutes
about: a) some of the highlights/hardships expressed in the video (i.e. bullying, depression,
friendships, accomplishments), and b) how they can identify with some of what they have seen. I
will then segue into the day’s lesson by introducing the objectives and assignment. Students should
have their YA Lit books finished upon coming to class this day. Commented [3]: Creative engagement section.

Expl Teacher Will:
ore
● Provide guides/hints as to what kinds of
themes in YA Lit students can explore
via Prezi.
o Present three words (setting,
relationships, gender) and three
pictures (people of different skin
colors (race), a museum
(history/culture), and a school
(education/school life)).
o Inform students to interpret the
words/images however they feel
is appropriate.
Student Will: Commented [4]: This exploration section is strong.
The details included in the Teacher Will section make it
● Examine the projected words/images clear.
and interpret the meaning of each in
connection to their YA Lit books and
young adulthood, in general.
● Collaborate and discuss with peers in
literature circles on themes in YA Lit
books.
o Identify at least three major
themes per book.
o Take notes on points of interest.
Write down at least five.
 ● Ask students to share what they think
each word/image means in connection
to YA Lit and young adulthood, in
general. Give feedback on responses.
● Divide students into groups to do
literature circles.
o Instruct students to identify at
least three major themes per
book and write at least five
points of interest in their notes.
o Facilitate.
Co-Teaching Strategy/Differentiation

Students who struggle with note-taking by hand will be allowed to use dictation applications on their
technological devices for assistance. Commented [5]: Good differentiation.

Expl Teacher Will: Student Will: Commented [6]: Good explanation.

ain
● Have groups create a visual of their
choice with the technology available to
them that reflects findings on common
important themes concerning young
adulthood.
o Facilitate.
o Have each group present when
finished.
● Define key vocabulary and allow
students to discuss meanings.
Co-Teaching Strategy/Differentiation
● In groups, create a visual of their choice
with the technology available to them
that reflects findings on common
important themes concerning young
adulthood.
o Present visual to class.
● Take notes on key vocabulary and
discuss meanings.

Task cards will be provided to groups that have students who tend to dominate group work, as well as those
who do not participate at all, so that all students will have an understanding of what they are accountable
for during their work time. Commented [7]: This is a creative differentiation idea.

Elab Teacher Will: Student Will: Commented [8]: This is a creative idea for elaboration.
orate The questions in the Teacher Will section provide clear
● Facilitate discussion. ● Make connections to the real-world details.
● Ask: As young adults, how do you about the common themes in young
shape your identity? How do you view adulthood that transcend race, gender,
culture?
socioeconomic, and other cultural
● Ask: Do you feel that differences in
others’ race, gender, socioeconomic barriers.
status, etc. play a big role in determining
how much you can empathize with
someone else?
● Ask: What kinds of experiences are
universal?
o These questions will be written
on the board.
 Co-Teaching Strategy/Differentiation

Complementary Co-Teaching - One teacher facilitates discussion while the other can take notes and create
diagrams that relate to the discussion topics using technology (i.e. laptop and projector).

Differentiation - Students who struggle with discussion may use Google Docs to type their responses. They
must write at least one paragraph when responding to each discussion question on the board. Some
evidence from the whole-class verbal discussion should be cited in each response to demonstrate the
student’s ability to listen to and consider other points of view (i.e. agreeing/disagreeing with a point
brought up by a classmate/teacher, elaborating on/interpreting an idea mentioned). The doc with student
responses must be shared with the teacher by the end of the class period.

Evaluate

Students will take a quiz that corresponds to the YA Lit book they read. There will be four open-ended
questions:
1) In what ways has reading (insert title here) changed your mindset about young adulthood?
2) How might (insert title here) teach others about respecting diversity?
3) Why is it important to build empathy and cultural awareness?
4) How does gaining insight into the lives of characters close in age to you inform your understanding
of yourself and other young adults around you? Commented [9]: Good evaluation. The lesson
sequenced nicely into this.