Lesson Plan- STAGE 1- DESIRED RESULTS · Web viewInquiry, as described by Jeffrey Wilhelm, is a process of learning and teaching by approaching large, real-world questions in parts

RUNNING HEAD: LITERACY INQUIRY UNIT PLANNING 1

Literacy Inquiry Unit Planning

James W. Seelhoff

Michigan State University

LITERACY INQUIRY UNIT PLANNING 2

I. Introduction

In this paper, I will present a unit plan focused on literacy through inquiry, with example

lessons. With any unit plan, the context in which it will be taught is important to understanding

the plan. This unit was designed to be used at Middle School at Parkside, a school serving

students in grades 6 through 8. The population of the school is largely from low socio-economic

status backgrounds, being identified as a Title I school, with ethnic demographics roughly 37.5%

black and 48% white (National Center for Education Statistics, 2017). The school is an

International Baccalaureate Middle-Years Program school, and as such has developed a schedule

where students attend 7 class a day with 55 minutes per class. The class for which this unit was

prepared is a 7th grade Social Studies classroom. The classroom sees 150 students each day, with

class sizes ranging between 20 and 30 students per class.

The school utilizes a literacy program called Reading Apprenticeship, so strategies

emphasized by this program are included within the unit. “In Reading Apprenticeship

classrooms teachers reframe teaching as an apprenticeship into discipline-based ways of

thinking, talking, reading, and writing…Reading Apprenticeship focuses instructional attention

on building students’ dispositions to struggle with complexity and ambiguity by publicly

acknowledging, sharing, and working through the inevitable challenges to meaning making that

academic texts present to readers” (Litman & Greenleaf, 2014, p. 312). The focus strategies

from this program for the building are Talking-to-the-Text, Golden Lines, and 25 Word

Summaries. Talking-to-the-Text is an annotation strategy wherein students make visible their

thinking as they proceed through a text, marking connections they make, questions they have,

and any other ideas they have during reading. Annotation is especially powerful within the

building, with a large population of struggling readers, as it “helps students prepare for the


discussions they have with their peers and to integrate evidence into their writing” (Fisher &

Frey, 2014, p. 148). Golden Lines is a strategy where students choose a sentence, or part of a

sentence, from within a text that they find particularly meaningful or that summarizes the text as

a whole and then justifies their choice. 25 Word Summary is perhaps the most straightforward

of the strategies, as it simply requires students to write a concise 25-word summary of a text. All

three of these strategies are embedded throughout the unit to assist with student comfort with and

understanding of texts.

The unit has two goals, one for content and one for literacy. The content goal is to fulfill

a specific set of content standards focused on public policy and discourse. In summary, these

standards require students to identify, research, and communicate information about an issue

related to the content studied throughout the year, namely Eastern Hemisphere history and

modern interaction (Michigan Department of Education, 2007). The literacy goal for the unit is

for students to create high quality persuasive writing pieces. This goal fits well with the

standards, as the standards call for students to communicate information about their issue in a

persuasive manner. These goals together also allow for the unit to be constructed utilizing

inquiry. Inquiry, as described by Jeffrey Wilhelm, is a process of learning and teaching by

approaching large, real-world questions in parts and exploring the new lines of questioning the

answers to other questions open (Wilhelm, 2007, p. 10).

II. Curriculum Map

Below is a curriculum map showing the concepts, questions, and goals of the unit. The

unit has been designed through backward design, with the summative assessment for the unit

being a persuasive policy paper on an issue of the student’s choice related to the topics studied in

class. Utilizing inquiry for the unit design, I have also chosen a central “essential question” to


guide the unit: What causes conflict between nations? According to Wilhelm, the use of

essential questions “connects students to real expertise as practiced in the world” (p. 9), and thus

provides impetus for students to apply and transfer their skills and knowledge from academic to

real-world contexts and vice versa. The use of essential questions also fits with the IB

requirement of a “Statement of Inquiry” to serve as the central idea of each unit. The IB

program within the building also requires the use of the “GRASPS” structure for summative

assessment creation, which requires those assessments to be grounded in real-world application,

so the GRASPS structure for the summative assessment has been included here.

Unit 6: International Conflict and Cooperation

Instructional context: Global Interactions Timeline: 4 weeks

Placement context: 7th grade Social Studies

Essential Questions/Overall Goals

Content Skills Learning/Teaching Strategies

Assessment

Essential Question: What causes conflict between nations?

Literacy Goal: Write a persuasive essay on a global issue related to international cooperation or conflict

High-Development Countries

Low-Development Countries

United Nations

European Union

TradeOrganizations

Students will:

Explain how nations make decisions that impact that nation as well as other nations

Explain how nations create policies for

Strategies:

Annotation/Talk-to-the-Text with relevant articles on issues of international conflict/cooperation and international organizations

Summarization exercises with articles including 25-word summaries, “Golden Lines”, and “Found Poetry”

Formative assessments will include:

Summarization exercises

Drafts of essay sections

Exit tickets including short quizzes, PMI charts, and question parking lots


Colonialism

Resources

Public policy

Foreign relations

their own nation that may not be in agreement with other nations

Describe methods nations use to alleviate conflicts between national policies

Develop and carry out a research plan

Use the internet to find and evaluate the quality of different sources of information

Write a plan to combat an area of international concern

Write a persuasive essay to convince others of the viability of the created plan

Class discussion on issues of international concern and international organizations

Partnered and small-group work with information on international issues

Brainstorming strategies to develop a research plan

Research planning graphic organizers to help carry out and reflect on research plan

Instruction on persuasive writing, including introduction, thesis, persuasive body utilizing relevant evidence, and conclusion.

Check-ins on research notes

Peer review of information and research plans

Summative Assessment:

G: The goal is to research a global issue and develop an action plan on how to potentially combat that global issue.R: You are a public policy advisor to the US government tasked with answering a global issue.A: Your audience is the overall publicS: You have been tasked with developing a way to combat a global issue and create a government action planP: You will persuasive essay to show why your solution is an efficient and effective solution to the problem


III. Lesson Plans

To provide context to the unit, these are sample lesson plans from throughout the unit.

These lesson plans included are three that focus more heavily on the literacy goals through

inquiry, with the first lesson plan being the introductory lesson to the unit. The second lesson

shows a method to incorporate learning content and literacy skills together, while the third is

designed to show a way to approach introducing the summative assessment within the unit.

Other lessons within the unit also address the literacy goal of the unit, but in ways that are

more centered on explicit instruction on different topics, such as how to peer edit and how to

conclude a persuasive writing piece. The last included lesson that addresses more explicit

instruction included in order to show an example of how those lessons may be approached.

Following each lesson plan are the resources utilized for that lesson, such as readings,

presentations, and worksheets.

Lesson Plan 1

Lesson Plan- STAGE 1- DESIRED RESULTSUnit Title: “International Conflict and Cooperation”

Lesson Title: Unit Introduction

Duration: 2 Day(s)

Essential Question(s) Addressed:“How do Nations Interact?”

Understandings/ Learning Goals: Students will understand that…

-The interactions between nations are driven by the interpretation of events from different viewpoints

STAGE 2 – ASSESSMENT EVIDENCEFormative Assessment:

-Talk-to-the-Text

-Small group & class discussion

Key Criteria:

- Students participate in discussions on texts, within small groups or whole class


- Completed literacy strategies (T2T)

STAGE 3 – LEARNING PLANSummary of Learning Activities (Include Sequence):

Warm-up (d1, 5 min): Project a list of selected United Nation’s Human Development Index ranks, including the United States, Canada, United Kingdom, Russia, Ghana, Nigeria, Zimbabwe, Pakistan, Vietnam, and India, along with the region of the world those nations are located in.“These are a few nations and their Human Development Index rank. The Human Development Index is a score of how well the people in a country are doing on average, using a variety of criteria such as life expectancy, education information, and economic information. Jot down any questions you have, and anything you notice about the selected countries’ information”

Discussion (10 min): Students will turn-and-talk with a partner for a 2 minute conversation in their group on the warm-up, and then the whole class will discuss their ideas. Key concepts for the teacher to guide the conversation to:“Why are some nations ranked lower than others?”“What do higher ranked nations have in common?/What do lower ranked nations have in common?”“How are some of these nations connected to one another?”Discussion should be guided to discuss the idea that the European/North American nations provided are generally higher HDI than the other nations. The nations from Africa and Asia all were colonies until the mid-20th Century.

“White Man’s Burden” (15 minutes): Teacher will write a definition of “Imperialism” on the board and discuss that for much of the past 500 years, it was one of the main ways nations interacted. Then, the teacher will introduce the Rudyard Kipling poem “White Man’s Burden” as a poem about imperialism, and provide a brief biography of Kipling (born in colonial India, British citizen, wrote “Jungle Book” and won the Nobel Prize for Literature). Students will then read the poem individually, annotating with the Talk-to-the-Text strategy. When they complete reading, they will answer 3 questions to jump start their thinking for a discussion. Teacher will provide students with a list of some troublesome vocabulary from the poem to assist students in understanding.

WMB Discussion (20 minutes): Students will first talk with a small group (3-4 students) about what they thought about the poem for 5 minutes, before transitioning to a whole class discussion about the poem. The main guiding idea the teacher should look for the discussion to address is: “What did Kipling think of imperialism?”

Exit Slip: Turn in WMB poem & discussion prompts.

Day 2:Warm-up, d2 (5 minutes): Have students collect their WMB poem from the previous day and review what they answered for the question prompts.

Review Discussion (5 minutes): Have the class briefly review/finish the discussion on “White Man’s Burden” from the previous day.

“The Weaver Bird” (15 minutes): Teacher will introduce the Kofi Awoonor poem “The Weaver Bird” as a poem about imperialism, and provide a brief biography of Awoonor (born in colonial Gold Coast/Ghana, taught in Ghana, UK, US, arrested for political dissent, killed in Kenya mall shooting terrorist attack). Students will then read the poem individually, annotating with the Talk-to-the-Text strategy. When they complete reading, they will answer 3 questions to jump start their thinking for a discussion. Teacher will assist students with vocabulary if they feel they do not understand any terms.

Weaver Bird Discussion (20 minutes): Students will first talk with a small group (3-4 students) about what they thought about the poem for 5 minutes, before transitioning to a whole class discussion about the poem. The main guiding ideas the teacher should look for the discussion to address is: “What did Awoonor think of imperialism?” and “How do these two poems compare to one another?”

Wrap-up (5 minutes): Have students debrief the discussion by answering “How do you think our interpretation of international events is changed by the points of view we are exposed to?”


Differentiation: For lower level students, have them work with a partner when reading the poems, and provide prompts/entry points to the discussion that allows them to engage in a meaningful way with their ideas and experiences. For higher level students, have them extend their thinking by prompting them to come up with real-world examples to support their ideas in discussion, and ask them to relate the poems not only to modern times, but to the ancient history we have studied previously.



Lesson Plan 2


Lesson Title: What are International Organizations Duration: 2 Days

Essential Question(s) Addressed:“How do nations work together?”


-Different international organizations exists to help resolve conflict and work toward mutually-agreed upon goals

-Multiple different types of international organizations exist, such as political organizations like the United Nations, economic organizations like the Organization of Petroleum Exporting Countries, and humanitarian organizations such as Doctors Without Borders

-The key features of purposes of the UN, EU, OPEC, and Doctors without Borders



-Talk-to-the-Text

-Reciprocal Teaching Poster

-Gallery Walk note sheet

Key Criteria:

- Completed literacy strategies (T2T)- Complete & participate in RN poster- Complete Gallery Walk note sheet &

questions


Warm-up (5 minutes): Teacher will project a picture of an opening ceremony from the Olympics showing athletes of different nations mingling together with their flags. Students will “Write down 3 guesses about what this picture is showing. Once you have written your guesses, turn and talk with a partner to share what you wrote”.

Instructions/Introduction (5 minutes): Teacher will ask for volunteers to share their ideas from the warm-up work, guiding the discussion to be about global organizations (use the connection that the International Olympic Committee is an international organization where nations work together to promote fairness in the games). Then, the teacher will explain that there are many different types of international organizations, such as the UN, IOC, OPEC, EU, etc., and introduce the reading activity that students will complete the compare the different types of organizations, using examples of political organizations (UN and EU), economic organizations (OPEC), and humanitarian organizations (Doctors Without Borders). Students will then be put into groups to complete a reciprocal teaching activity

Reciprocal Teaching (40 minutes): Students will be put into groups of 3-4. Each group will receive an article on one of the example organizations. Each student in the group will read the article and complete a Talk-to-the-Text annotation of the article. Each student will also be responsible for a role within the group. One student will find at least 5 key facts about international organizations from the article, one will find at least 7 key vocabulary terms and find their definitions, one will draw an image related to the article, and one will write at least 3 higher-order thinking questions (in groups of 3, each student is responsible for one of the first 3 roles, and writing 1 question). Students will discuss their findings and role with their groups, and create a poster showing the information they found by the end of the hour.

Day 2:Gallery Walk (35 minutes): Students will receive a gallery walk note sheet when they enter class and will move around the room to examine the posters made by each group the previous day in order to complete their note sheet. When the note sheet is completed, students will complete the questions on the different types of organizations and their roles and connections.

Debrief (15 minutes): Have students discuss their answers to the note sheet questions in small groups, then have each group report out about their discussion. Collect note sheets as an exit slip.

Differentiation: For lower level students, have them work with mixed level groups, and steer them toward the role of “wordsmith” to focus on vocabulary. Higher level students will also work with mixed level groups, but will be steered toward the “questioner” role. Teacher will conference with each group to check in and ensure all students are contributing and are understanding the material. Texts can be adjusted to appropriate levels using Rewordify.com.





Lesson Plan 3


Lesson Title: Policy Papers

Duration: 1 Day

Essential Question(s) Addressed:“How do we communicate ideas?”


-Policy Papers are a tool used by governments and organizations to provide information and make decisions

-Policy Papers are written in specific ways to convey information in a persuasive manner


-Policy Paper reading

Key Criteria:

- Students complete the reading and


accurately answer questions using an example policy paper


Warm-up (7 minutes): “Turn and talk with a partner: How do governments make decisions?” Give students 2 minutes to discuss the question with a partner, then briefly discuss as a class

Policy Paper Introduction (10 minutes): Using the discussion as a springboard, explain that a Policy Paper is a piece of persuasive writing used by government officials to provide information to other government officials and the public about different policies the government is pursuing. Teacher will utilize a short powerpoint presentation to assist with the explanation from https://cmes.arizona.edu/sites/cmes.arizona.edu/files/Effective%20Policy%20Paper%20Writing.pdf, taking key points from the resource

Policy Paper Example (35 minutes): students will then work through reading a policy paper in sections, with guiding questions following each section to help explore the format, structure, and purpose of the policy paper. Policy Paper Sample taken from: http://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/position-papers/sample-position-paper

Differentiation: For lower level students, have them work together as a group to read and answer the guiding questions. Separate lower level students into groups of 3 or 4, and the teacher will work with those groups to help assist them. Have higher level students answer an additional question: “What changes would you make to the policy paper to make it more convincing?” if they complete the work with time left.

Lesson Plan 4

http://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/position-papers/sample-position-paper

http://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/position-papers/sample-position-paper

https://cmes.arizona.edu/sites/cmes.arizona.edu/files/Effective%20Policy%20Paper%20Writing.pdf



Lesson Title: Thesis Statement

Duration: 1 Day

Essential Question(s) Addressed:“How do we communicate ideas?”


-A thesis statement is how an author clearly shows their main argument and ideas within a paper

-The thesis of a paper is a guide when writing the paper

-A thesis is written in a concise manner that explicitly states the main argument of the paper without overly explaining the detail


-Thesis examples exercise

-Paper thesis rough draft

Key Criteria:

- Students are able to correctly identify and restate the thesis of short writing samples

- Students are able to create a rough draft of the thesis for their summative assessment paper


Warm-up (5 min): With a partner, discuss the most interesting idea you have discovered while researching your topic for your final paper.

Thesis introduction (10 minutes): After students complete the warm-up discussion with a partner, the teacher will briefly explain that they will now be using their research to create an argument. The way that argument is communicated in a paper is the thesis of the paper. The teacher will demonstrate finding the thesis with some examples in front of the whole class. Students will then be asked to discuss additional examples together in pairs and as a class before moving on to individual work. Examples for finding the thesis will come from sample student papers from test-prep materials given to 8th

grade ELA teachers (with names redacted)

Thesis practice (35 minutes): Students will be given a few short writing samples and asked to identify the thesis of the sample and explain how they know it is the thesis. When they have completed the samples, the teacher will check their work. When it is correct, students will begin writing a rough draft of the thesis for their own policy paper using a guided process to summarize their notes, develop an argument, and write a thesis statement.

Differentiation: For lower level students, continue working with them in the “guided” portion of gradual release process, assisting with understanding the thesis idea until they are able to work individually. If higher level students complete work early, have them provide assistance to other students in writing thesis statements.

IV. Teaching Tools


With each of the sample lessons above, excluding the fourth, tools being used with the

students have been shared. For the first lesson, the crux of the lesson is focused on two poems:

White Man’s Burden by Rudyard Kipling, and The Weaver Bird by Kofi Awoonor. For the

lesson, it is important that each student receive their own copy of the poems so that they can

annotate the text to better understand it. Interpretation of poetry can provide a challenge to

students in any circumstance, so it is important to guide students through their discussions and

analysis to help them evaluate the issue of imperialism from two separate viewpoints. The

examination and acceptance of these viewpoints is vital to the study of history, so this is a key

concept to revisit in a unit on international relations (Shanahan & Shanahan, 2014, p. 235). It is

also important to remind students that poetry can be a challenge, and to remind them that it’s

acceptable and normal to find the activity difficult, and provide support to students who get

bogged down. As Hall and Comperatore note, “Often, youth with reading difficulties believe

they are alone and that no one understands their situation. However, when they realize that

others share in their difficulties to comprehend, they start to see such struggles as normal as

normal and may begin to increase their participation with reading and discussing texts” (2014, p.

89).

The second lesson involves a version of reciprocal teaching from Reading Apprenticeship

that has groups of students break down different aspects of a text. This provides opportunities

for students to apply their strengths to their learning, so it becomes important to guide students to

appropriate roles (or to assign those roles, should it be necessary). Because we frequently use

this strategy in class, and the featured unit is the last of the year, it is a process the students are

very familiar with. The most challenging aspect for most students is the writing of questions,

meaning that providing support and frequently checking with the students working on that role is


important for the teacher to do. One support is to provide a list of sample verbs that higher-level

questions utilize, such as the one using Bloom’s Taxonomy shown below. Many students find

this resource very useful in the construction of their questions, and without such a resource some

students struggle to elevate questions beyond the level of rote recall.

The third lesson is constructed around the idea of a policy paper. Within this lesson, the

key resource is a sample policy paper written for a Model United Nations meeting. This sample

paper provides students with a sample that was written by other students, which is still a high-

level text, but is accessible for students with guidance. By comparison, a position paper

provided by a governmental or other organization is typically written by an expert in a field, and

is full of technical information and would potentially be too challenging for the class level.


Another resource utilized in the lesson is a presentation constructed by a political consultant Ali

G. Scotten that illustrates the basics of the purpose and design of policy papers. The resource

should not, however, be used in whole—rather portions will be emphasized and others ignored.

This provides the students with the fundamentals from someone who is employed and active

within the field while allowing enough room for the teacher to provide instruction appropriate to

the students’ level.

The final lesson does not have sample resources associated with it in this paper. This is

because of the nature of the resources utilized. Working in conjunction with the English

department in the building, one goal we have been working toward is stronger collaboration

between departments with regard to literacy instruction. Although we have building-wide

policies through Reading Apprenticeship, myself and an English teacher have decided to have

our classes use sample writing from the other’s class when introducing some more difficult

literacy concepts. Because that class is an 8th grade class, they have more formally covered

thesis statements throughout the year, and their different writing for test preparation provides a

large pool of sample theses at a level appropriate to the skills of my students. Using them also

serves two additional purposes, in that they are introduced to the style and quality of writing that

will be expected by the English teachers the following year, and in introducing them to

additional resources that illustrate the nature of writing that is expected on different tests

encountered throughout their academic career (such as state-level exams, or the SAT and ACT).

V. Reflection

In constructing this unit, there was a large amount of work that is already done for the

curriculum that begins down the path of inquiry. As mentioned in the introductory section, the

IB program at the school already requires a “Statement of Inquiry” for each unit of curriculum,


and only minor adjustments were needed to change that statement into an essential question.

Likewise, the IB program also promotes backward design, so building the unit to the assessment

also fit naturally. With the summative assessment, the unit fit well to address a specific standard

and literacy goals hand in hand, and the assessment had already been designed prior to this unit

planning. Building the lessons to that assessment provided ample opportunity to bring in

different literacy strategies addressed throughout the course. For example, the Lesson 2

reciprocal teaching activity allows for students to be put into “expert groups” similar to those

described by Rubinstein-Ávila and Leckie, which “allows teachers to differentiate independent

reading tasks” (2014, p. 31). As noted in the differentiation section of the lesson, each of the

readings can be adjusted to different reading levels either naturally or through resources such as

Rewordify.com.

However, one concern that arose in transitioning to a more inquiry-based model was the

emphasis on discussion to promote inquiry. Discussion is key not only to students building an

understanding of the essential question, but also as a means to unlocking further understandings

(Wilhelm, p. 29). This is not a concern in terms of quality of discussion or the benefit, but rather

a concern of time. With fairly sizable classes, for all students to get involved in a class

discussion could potentially take a very large amount of time. To help mitigate this, I designed

each lesson with a discussion component to first have students talk with one another, work on

questions to prompt their thinking for the discussion, or both. While this perhaps does not open

as many different paths of inquiry as a whole class discussion may, it allows for those whole

class discussions to be more targeted to vital information that progresses the class’

understanding. I attempted to utilize some of the different prompt stems provided by Wilhelm as

methods to promote understanding and discussion at all stages of reading a text (p. 85), but as


with all aspects of learning and teaching, I’m sure there is work still to be done to ensure a more

cohesive unit.

Another concern, and concession made, within the unit was the nature of literacy

strategies being used. The school program, Reading Apprenticeship, has helped students

improve their literacy skills since it was adopted by the school. However, because it has shown

to be successful, and because the school has previously been on the state “Priority School” list as

a failing school, there is little leeway given to strategies outside those promoted by RA. This

means that the literacy strategies I included within these sample lessons are all drawn from RA.

These strategies, such as Talking-to-the-Text and Reciprocal Teaching, are all strong strategies,

but the structure of the building provides little opportunity to safely explore other potentially

high-leverage strategies. To assist with building up student understanding some other strategies

have been included, such as the chunking with the example policy paper and providing a visual

medium for one of the sample warm-up activities. With the emphasis on text within these

lessons, other lessons in the unit work in more multimodal texts, such as images and videos, to

address the content more directly.

Ultimately, I believe students will succeed with this unit and advance their understanding

of both the content and literacy. Although there will always be hurdles to that understanding,

whether they be structural, behavioral, or otherwise, those hurdles can be mitigated by strong

planning and resources. There’s still work to be done, as no unit is perfect, but the inquiry

within the unit fitting so well with the standards should align all interested parties behind the

unit, with teachers, administration, and parents all invested in student success in reaching an

understanding of the question “What causes conflict between nations”.

VI. Resources


Biography.com. (2017, April 27). Rudyard Kipling Biography. Retrieved from

https://www.biography.com/people/rudyard-kipling-9365581

Communication Department of the European Commission. (2018). The EU in Brief. Retrieved

from https://europa.eu/european-union/about-eu/eu-in-brief_en

Danielson, A. L. (2018, March 18). OPEC. In Encyclopaedia Brittanica Online. Retrieved from

https://www.britannica.com/topic/OPEC

Fisher, D., & Frey, N. (2014). Comprehension in Secondary Schools. In In K. A. Hinchman &

H. K. Sheridan-Thomas (Eds.), Best Practices in Adolescent Literacy Instruction (pp.

137-153). New York, NY: The Guilford Press.

Hall, L. A., & Comperatore, A. (2014). Teaching Literacy to Youth Who Struggle with

Academic Literacies. In K. A. Hinchman & H. K. Sheridan-Thomas (Eds.), Best

Practices in Adolescent Literacy Instruction (pp. 80-96). New York, NY: The Guilford

Press.

Litman, C., & Greenleaf, C. (2014). Traveling Together over Difficult Ground. In K. A.

Hinchman & H. K. Sheridan-Thomas (Eds.), Best Practices in Adolescent Literacy

Instruction (pp. 308-329). New York, NY: The Guilford Press.

MSF USA. (n.d.) Founding of MSF. Retrieved from

https://www.doctorswithoutborders.org/founding-msf

Michigan Department of Education (2007). Seventh Grade Social Studies Grade Level Content

Expectations. Retrieved from

https://www.michigan.gov/documents/mde/7thgradeSSGLCE_229672_7.pdf

National Center for Education Statistics. (2017). Common Core of Data: Middle School at

Parkside [Data file]. Retrieved from


https://nces.ed.gov/ccd/schoolsearch/school_detail .asp?

Search=1&InstName=Middle+School+at+Parkside&City=Jackson&State=26&SchoolTy

pe=1&SchoolType=2&SchoolType=3&SchoolType=4&SpecificSchlTypes=all&IncGrad

e=-1&LoGrade=-1&HiGrade=-1&ID=261962005631

Parade of Nations during London 2012 Olympic Games Opening Ceremony.JPG. (n.d.)

Retrieved April 22, 2018 from Wikimedia Commons:

https://commons.wikimedia.org/wiki/File:Parade_of_Nations_during_the_London_2012_

Olympic_Games_Opening_Ceremony.JPG

PoetryFoundation.org. (2018) Kofi Awoonor. Retrieved from

https://www.poetryfoundation.org/poets/kofi-awoonor

Rubinstein-Ávila, E., & Leckie, A. G. (2014). Meaningful Discipline-Specific Language

Instruction for Middle School Students for Whom English Is an Additional Language. In

K. A. Hinchman & H. K. Sheridan-Thomas (Eds.), Best Practices in Adolescent Literacy

Instruction (pp. 20-35). New York, NY: The Guilford Press.

Scotten, A. G. Writing Effective Policy Papers. [PDF Document]. Retrieved from:

https://cmes.arizona.edu/sites/cmes.arizona.edu/files/Effective%20Policy%20Paper

%20Writing.pdf

Shanahan, T., & Shanahan, C. (2014). Teaching History and Literacy. In K. A. Hinchman & H.

K. Sheridan-Thomas (Eds.), Best Practices in Adolescent Literacy Instruction (pp. 232-

248). New York, NY: The Guilford Press.

Washington University in St. Louis Teaching Center. (n. d.) Asking Questions to Improve

Learning. Retrieved from


https://teachingcenter.wustl.edu/resources/teaching-methods/participation/asking-

questions-to-improve-learning/

United Nations Human Development Programme. (2017, March 21). International Human

Development Indicators. Retrieved from http://hdr.undp.org/en/countries

United Nations Association of the United States of America. (2017). Sample Position Paper.

Retrieved from http://www.unausa.org/global-classrooms-model-un/how-to-participate/

model-un-preparation/position-papers/sample-position-paper

USHistory.org. (2017, March 8). The United Nations, Formed for Peace. NewsELA.com.

Retrieved from https://newsela.com/read/lib-ushistory-united-nations/id/27650

Wilhelm, J. D. (2007). Engaging Readers & Writers with Inquiry: Promoting Deep

Understandings in the Language Arts and the Content Areas with Guiding Questions.

New York, NY: Scholastic, Inc.

Documents

Lesson Plan- STAGE 1- DESIRED RESULTS · Web viewInquiry, as described by Jeffrey Wilhelm, is a process of learning and teaching by approaching large, real-world questions in parts