Inquiry 5e Lesson Plan Betaylor
Inquiry 5e Lesson Plan Betaylor
Inquiry 5e Lesson Plan Betaylor
ISTE-S
Empowered Learner 1.d
Knowledge Constructor 3.c and 3.d
Innovative Designer 4.a, 4.b, 4.d
Creative Communicator 6.a, 6.b, 6.c, 6.d
Digital Collaborator 7.b, 7.c, 7.d
Objective (Explicit):
SWBAT brainstorm ideas that can be shown to the 6th graders at the feeder schools
SW decide the best most important ideas
TW facilitate group assignments
SW outline the group objective using K-W-L
SW brainstorm different ways this introduction to Taylor can be conveyed to the 6th Grades, such as using PP, Padlet, Pear Deck, Weebly, Google
and VoiceThread.
Students will need to be familiar with these platforms and be comfortable using them. Students can review their prior work with these programs.
Writing and communication skills are a prevalent skill in many occupations including journalism and video productions. Companies, school atc. Who
make any kind of video instructions, training or welcome posters video’s or manuals will use these skills?
Key vocabulary: Materials:
New Journalism Taylor Video (link below)
Photojournalism K-W-L graphic organizer
Video Journalism Laptops
Investigative Journalism Google template of journalism standards and
requirements
Project calendar
Padlet code for discussion
Pencil
Project notebook
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
-introduce journalism styles -discuss different journalism styles they are aware of and discuss
-Show clip of https://www.youtube.com/watch?v=OCfsTxCGyjc new styles
-Discuss if this video meets the need of the students, or incoming -watch video
students and families? -discuss the needs of the incoming students and families.
-Do incoming students need/want more direction and guidance? -brainstorm answers to the question.
Can we as a class make a better Welcome product, not just a video?
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:
-Link journalism styles to this project. Explain the requirements of a -get in groups
diverse product and the must haves for each style. (work sheet) -create a group collaboration document in Google
-group students for group work on the project -review project calendar and requirements for the applicable
-Give a rough calendar outline of project and facilitate groups planning journalism style the group will be using.
session and work sheet of must haves.
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
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:
Preview the project with the styles of journalism Discuss examples or experiences with different styles of
New, Photo, video, and investigative Journalism, take notes on the new terms
Discuss and Provide examples of different styles Each student to make a suggestion for how to answer the
question using Padlet
Differentiation Strategy
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?
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Some students may need to work individually. They may be their own group and work on a smaller scale project./
Several students may need to work on the overall product organization and coordination. Some may need to work more with the tech specific side of
the project. Some may
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)?
break
20 Group planning
-Set up group roles
-Groups create Google collaboration doc for project. Use template from Google
classroom
-Review calendar of project
10 Ask questions and begin group and individual brainstorm session – hand out K-W-L