SHAKERAG ELEMENTARY DIFFERENTIATED LESSON PLANNING TEMPLATE

Stage 1: Desired Results (Use Georgia Performance Standards)

Teacher: Courtney Lesman
Grade/Subject: 3rd grade- Social Studies/Famous Americans
Time Period: 40 minutes
Strategy: Compare and Contrast
Differentiation: Content
Flexible Grouping Rationale: Readiness
Type(s) of Differentiation
Identify strategies used and modifications made for gifted learners.
(Must differentiate at least one area- content, process or product.) Be
specific.
Content
I am differentiating the content by providing different reading
passages about Frederick Douglass and Thurgood Marshall.

Method(s) of Differentiation
Identify strategies used and modifications made for gifted learners.
(Must differentiate at least one way- interest, readiness, or learning
style.) Be specific.
Interest

Process

Readiness

Product

Learning
Style

The texts will be leveled by lexiles.

Essential Question(s):
How did these Famous Americans overcome social barriers, obstacles, and restrictions?
How did this person expand human rights and freedoms in a democracy?
How did this person help create/change the democracy we have today?
Knowledge and Skills (Objectives):
SS3H2-The student will discuss the lives of Americans who expanded peoples rights and freedoms in a democracy.
a-Paul Revere (Independence), Frederick Douglass( Civil Rights), Susan B, Anthony (Womans Rights), Mary McLeod Bethune
(Education), Franklin D Roosevelt (New Deal, WW II), Eleanor Roosevelt (United Nations, Human Rights)m Thurgood Marshall (Civil
Rights), Lyndon B. Johnson (Great Society, Voting Rights), Cesar Chavez (Worker Rights)
b-Explain social barrios, restrictions, and obstacles that these historical figures had to overcome and describe how they over came them.
HO/CTS3-The student conducts comparisons using criteria.

Stage 2: Assessment Evidence

Questions/Prompts:

1.) Compare and contrast how Frederick Douglass and Thurgood Marshall expanded peoples rights and
freedoms in a democracy.
2.) Examine how Frederick Douglass and Thurgood Marshall overcame social barriers.
3.) Identify how Frederick Douglass and Thurgood Marshall changed democracy that we have today.
4.) Predict the impact these famous Americans had in history?
5.) What are some things you might do to build these character traits in yourself?
6.) In what ways could you show diligence in your own life?
Formative Assessment:
-Graphic Organizer
-Questioning
-Think Pair Share
Summarizing Strategy:

-Ticket out the door

Stage 3: Lesson Plan What learning experiences and instruction will enable students to achieve the objectives?
Materials/Resources
Handout 1: Criteria organizer
Materials (preparation,
Handout 2: Visual organizer
distribution and collection Handout 3: Ticket out the door
procedures)
Handout 4: Think Tac Toe
Reading Resources:
Frederick Douglass:

Frederick Douglass passage

TeacherShare3rd
GradeAmerican Heros Bundles
and TestsFrederick Douglass
Young Frederick Douglass
Freedom Fighter By: Andrew
Woods
GA Studies Weekly: Week 11
American Character
Mini-book

Thurgood Marshall:

Famous African Americans:

Thurgood Marshall
www.readworks.org
Heroes for Civil Rights lexile
970 www.readingaz.com
Thurgood Marshall: A Photo
Illustrated Biography grd 4.3
Young Thurgood Marshall:
Fighter for Equality lexile 710
www.readingaz.com
Thurgood Marshall: First African
American Supreme Court Justice
lexile 620 www.readingaz.com
Mini-book

Instruction Components

Anticipatory Set/
Motivator- connection to
prior experience

Procedure-Strategy and
differentiation

Closure (studentcentered, selfassessment/reflection,

metacognition)

Hook- (Think Pair Share with a partner) Why is it important to finish your work?
Have you ever worked diligently at something?
Procedure
Teacher Presentation and Guided Practice:
1.) Distribute books and resources on Thurgood Marshall and Frederick Douglass
(based on Lexile levels-- On, adv, acc ) Each student will get one resource to use.
2.) Independently read the resource and fill out the criteria organizer.
3.) Have students partner up with a classmate that has the other famous American.
3.) Together discuss what each learned about their famous American and fill in the
rest of the criteria organizer.
4.) Distribute the visual organizer. Groups of 4 will work together to complete
visual organizer. (2 for each American)
5.) In a class discussion, have each group share something that they learned about
the similarities and differences of their famous Americans.
6.) Closure- Independently complete the ticket out the door which will include a
response to the following question, How did both famous Americans expand
peoples rights and freedoms in America?
7.) Independent Practice- Students will choose 3 Think-Tac-Toe Boxes in a row to
complete. Boxes will be leveled based on Blooms Taxonomy. They must do one
Level 1, one Level 2, and one Level 3.
8.) Extension- Students can complete more boxes from the Think-Tac-Toe.
(Optional-They can aim for a blackout and complete all boxes)