SHAKERAG ELEMENTARY DIFFERENTIATED LESSON PLANNING TEMPLATE

Stage 1: Desired Results (Use Georgia Performance Standards)

Teacher: Johnson
Grade/Subject: 5/Social Studies
Time Period: 45 min
Strategy: Circle of Knowledge
Differentiation: Product by interest
Flexible Grouping Rationale: Heterogeneous readiness levels
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

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
Students can deliver their presentation in a way that
interests him/her (letter, poster, ppt slide, poem, etc)

Process

Readiness

Product

Differential product by interest

Learning
Style

Essential Question(s):
What were some of the amendments to the Constitution during the Reconstruction years? Were they effective?
Knowledge and Skills (Objectives):
The student will be able to identify and explain the effects of the 13th, 14th, and 15th Amendments.

Stage 2: Assessment Evidence

Questions/Prompts:
What was the 13th Amendment? Did it work?
What was the 14th Amendment? Did it work?
What was the 15th Amendment? Did it work?
The ____th Amendment was important because
Formative Assessment:)
Questions/Prompts
Ticket out the door: If you were to fill a grocery cart with key concepts from todays lesson, what would it contain?

Summarizing Strategy: Each student must come up with a presentation for the President of the United States that explains which
Amendment must be ratified.

Stage 3: Lesson Plan What learning experiences and instruction will enable students to achieve the objectives?
Sparking Question
Materials/Resources

Materials (preparation,
distribution and collection
procedures)

Instruction Components

Anticipatory Set/
Motivator- connection to
prior experience

Procedure-Strategy and
differentiation

Studying the 13th, 14th, and 15th Amendments Handout 1

Comparing Amendments Handout 2
Ticket out the door
Expectations and rubric for grading product

Have students recall the first 10 Amendments to the Constitution possibly show the Bill
of Rights Brainpop video

Provide students with the sparking question What were the Amendments to the
Constitution during the Reconstruction years?
Place students in heterogeneous ability groups and assign each group one of the three
Amendments to discuss and fill out Handout 1(each group member shares what makes
this amendment important)
Students walk around the room to fill out Handout 2 Comparing Amendments (they will
write another students name, his/her Amendment and 1 reason why it was important)
Introduce the rubric for the product - students will choose which Amendment they believe
is most important. They will choose how they would like to present information to the
President of the United States telling him which Amendment he must ratify (must choose
either 13,14, or 15)

Closure (studentcentered, selfassessment/reflection,

metacognition)

Students will fill out the grocery cart ticket out the door