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Name: Dorothy Fannin

Spring 2018

Inquiry Design Model (IDM) Blueprint

Compelling Should you always tell the truth?


Question

VA SOL:
Social Studies
 2.10 The student will explain the responsibilities of a good citizen, with emphasis on e) practicing
honesty and trustworthiness.
English Language Arts
 2.1 The student will demonstrate an understanding of oral language structure. b) Create and
participate in oral dramatic activities.
Standards and  2.12 The student will write stories, letters, and simple explanations. a) Generate ideas before
Practices writing. b) Organize writing to include a beginning, middle, and end for narrative and expository
writing. c) Expand writing to include descriptive detail. d) Revise writing for clarity
Visual Arts
 2.3 The student will depict imaginary experiences in works of art.
C3 Standard:
D2.Civ.7.K-2. Apply civic virtues when participating in school settings.

Staging the Show YouTube video on “10 lies all kids tell.” Have students participate in a Structured Academic
Question Controversy with pros/cons of always telling the truth.

Supporting Supporting
Question 1 Question 2

What is honesty?
What are some real-life consequences of not telling the truth?

Featured Sources Featured Sources

Source: Mock Trial Step-by-Step: Swearing in a Witness

Source: Cherry Tree Myth – Washington Library – Center for The Case of the Vacation Vegetables - Elementary School
Digital History – Digital Encyclopedia Puppet Mock Trial

Honest Abe (1998) by Edith Kunhardt and Malcah Zeldis Source Activity: Watch the Youtube videos of a mock trial
and a swearing in ceremony. Discuss courtroom trials for
Source Activity: Read an excerpt from the Cherry Tree Myth crimes and why you might swear to tell the truth.
about George Washington.
Read the book Honest Abe.
Have a group discussion based on the question and lead the
students to see that the stories about our presidents reflect the
good citizen traits of honesty and trustworthiness.

Formative Formative
Performance Task Performance Task

Have students re-create Washington’s myth of chopping down


Have students participate in a dramatic activity reenacting
the cherry tree in a drawing and share their drawings with the
the court trial which they viewed in the Youtube video.
class.

Students write a fiction story with a beginning, middle, and end about an animal who tells a lie
Argument
and has consequences to show why it is important to tell the truth.
Summative
Performance Task Have students create a PSA to be shown during the morning announcements at school
Extension stressing the importance of telling the truth and the importance of being an honest, informed
citizen.

Understand- Talk about the fact that it is important to be honest and trustworthy to be a good student in
our classroom and United States citizen.
Taking Informed Assess – Discuss some circumstances and times when you might be tempted to lie. Discuss whether you
Action should decide to tell the truth, even though you might have consequences.
Act – Have students compose a letter to the principal asking that a school rule be created that says all
students should tell the truth.

Inquiry Description.
On day one, we will begin with the compelling question, “Should you always tell the
truth?” and watch a YouTube video, “10 lies all kids tell.” After the video we will participate in a
Structured Academic Controversy with teams of four, split into pairs for yes versus no
responses to the question, “Should you always tell the truth?” After each pair comes up with
two reasons/examples for their position, the pairs will switch sides and come up with two
reasons for the opposing side. Students will then come together to see which side they all end
up choosing and to see if they can come to a consensus. Group representatives will share with
the class whether groups came a consensus and why they did or did not.
On day two, after reading an excerpt from “Cherry Tree Myth” and Honest Abe, we will
discuss the supporting question of “What is honesty?” Students will brainstorm words that are
synonyms or antonyms for honesty for five minutes and a T Chart will be created as a class. As
a formative assessment performance task, students will re-create Washington’s myth of
chopping down the cherry tree or a showcase “Honest Abe” in an artwork.
On day three, for the final question, students will view a court hearing and discuss some
real-life consequences for choosing honesty or dishonesty. Students will give examples of
choices by making connections to self, to text, and to world.
Each day will take one thirty minute class session.
Content Background.
Students must be familiar with the difference between honesty and dishonesty. They
must know about United States presidents, including knowing that George Washington and
Abraham Lincoln were US presidents. Students must know that people who break laws
sometimes go before a judge to prove if they are guilty or not guilty and to find out what
punishment they might receive. All components of this knowledge can be scaffolded or
supported during the initial daily discussion phases of the lesson and/or after viewing/reading
the daily sources.
The teacher must have some idea of whether students know the difference between
honesty and dishonesty. The teacher must have read the book beforehand and be prepared to
summarize and discuss. The teacher must have read the article on the website about the
cherry tree and have watched the videos. The teacher must understand how a courtroom trial
takes place and know what is said in the oath that witnesses swear before court.

Reflection.
I found that I prefer using the inquiry arc model over the methods I have previously used
to create a lesson plan. Figuring out what I will specifically do in a later part of the lesson plan
creation seems easier than working out the whole lesson plan in the format I have used
previously. I learned that it will work well to cover each question (compelling, supporting
question 1, and supporting question 2) per day. Using this method allowed me to clearly set
down the schedule of activities from the onset. I also believe using a compelling question and
then supporting questions with sources will allow students to form solid knowledge and
opinions about the material from the lesson. Integrating English and visual arts standards was
also easier using the inquiry arc model. Working in connections to self, to text, and to world
seemed a natural extension of this lesson.
I did find it difficult to integrate C3 standards into this model. However, I will definitely
use the compelling and supporting questions to teach social studies in the future. I will also use
the inquiry arc model to begin my lesson planning instead of creating one lesson or unit plan on
the final template from the beginning. One thing I hope to improve is working on more than
one VA SS SOL at a time or finding a way to cover one part of the SOLs in less time. I believe
using this much time to cover only a portion of one SOL would not be practical in the classroom
that has to meet the required SOLs in a year.

Sources.
Cherry Tree Myth – Washington Library – Center for Digital History – Digital Encyclopedia
https://www.mountvernon.org/library/digitalhistory/digital-encyclopedia/article/cherry-tree-
myth/

Mock Trial Step-by-Step: Swearing in a Witness


https://youtu.be/6-ACWmKL3yc

The Case of the Vacation Vegetables - Elementary School Puppet Mock Trial
https://youtu.be/L-KjwcmYYjg

Honest Abe (1998) by Edith Kunhardt and Malcah Zeldis

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