SHAKERAG ELEMENTARY DIFFERENTIATED LESSON PLANNING TEMPLATE

Stage 1: Desired Results (Use Georgia Performance Standards)

Teacher: Johnson
Grade/Subject: 5/Social Studies
Time Period: 45 minutes
Strategy: Compare/Contrast
Differentiation: Content by Learning Style
Flexible Grouping Rationale: Learning Style
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
Vary according to learning style

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

Provide information in different forms (video clips,

books, stories on tape, websites, primary resources,
photographs)

Essential Question(s):
Were some of the Civil Rights Movements effective in achieving their goal?

Knowledge and Skills (Objectives):

The student will be able to describe nonviolent movements of the Civil Rights (bus boycott and sit-ins) and determine their
effectiveness.

Stage 2: Assessment Evidence

Questions/Prompts:
What was the Montgomery Bus Boycott?
What happened during the Greensboro, NC Sit-In?
What were some immediate effects of the Bus Boycotts?
What were some immediate effects of the Greensboro, NC Sit-In?
How did African Americans get from place to place during the bus boycott?
I think the bus boycotts were/were not effective because
I think the sit-ins were/were not effective because
Formative Assessment:
Ticket Out the Door Newspaper Headline: If todays lesson was in the news, what would its headline be?
Questions/Prompts
Answer the essential question in their interactive notebooks

Summarizing Strategy:
A journal entry reflecting on their experience as a participant in a bus boycott or sit in for the day.

Stage 3: Lesson Plan What learning experiences and instruction will enable students to achieve the objectives?
A wide variety of texts fiction and non-fiction media center books, appropriate list of
Materials/Resources

Materials (preparation,
distribution and collection
procedures)

websites, assigned Brainpop and Discovery Education video clips, photographs

Criteria organizer
Similarities and differences chart
Social Studies interactive notebooks
Ticket out the door
Journal paper

Instruction Components

Anticipatory Set/
Motivator- connection to
prior experience

In small groups based on learning style, have them discuss the following: Think back to
our Civil War unit and slavery. What kind of struggles did slaves face? What were some
ways they fought for their freedom? Were they all effective?

Procedure-Strategy and
differentiation

Depending on the learning style of that group, they are presented with two
articles/movies/ebooks one on the Montgomery Bus Boycott, one on the North Carolina
Sit-Ins

Closure (studentcentered, selfassessment/reflection,

metacognition)

As a group they read/watch/listen to the content of both resources and then discuss and
fill out the criteria organizer

Using their completed criteria organizer, they will complete a similarities and differences
chart

As a closure, students will reflect on what they have learned by writing a journal entry as
if they participated in one of the protests for a day. They will describe what exactly their
role was as well as some of their feelings, questions, challenges and reactions of the
people surrounding them during the protest. They will also write their opinion on whether
or not they thought their participation was effective.