LESSON PLAN NUMBER _7___

Teacher Education Candidate Supervising Teacher UWG Supervisor

___Sara Manning______Mrs. Rambo______Sarah Jones______

School _Ithica Elementary School______Date of Implemented Lesson Plan _April 11, 2011______

Block No. _2_____ Subject: __Social Studies______Grade Level: _Third______

Teaching Skills Focus for This Lesson: Optimizing time, Instructional clarity
Stage 1 The Desired Results
Standards / SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy
Specific Learning Objective(s) / Students will have an understanding and background information on Thurgood Marshall.
Stage 2 Assessment Evidence
Assessment Instrument
(Ex. Test, Poster, Presentation, Picture, etc.) / Students will complete Thurgood Marshall timeline and worksheet.
Evaluation (Grading) Instrument
(Ex. Point System, Rubric, Checklist, etc.) / Teacher will complete Thurgood Marshall timeline with students.
Stage 3 Learning Plans
Materials / Note cards, clothespins, string
Glogster: http://sara312.edu.glogster.com/thurgood-marshall/
Timeline worksheet
Sequence of Teacher Actions
*Attention-Getter/Motivator
*Tie to Previous Learning
*Significant Actions to Introduce and Guide Lesson / Teacher will get the students attention by showing them the Glog about Thurgood Marshall and have them try and guess who it is based on the information and the pictures shown.
After going over the Glog, the teacher will hand out copies of a short biography to read aloud.
After reading, the teacher will hand out dates that belong on the timeline to each of the students. They will have to read aloud what date they have and try to place all the events in order, sharing them with the entire group as they place it along the timeline.
After completing the timeline, the student will be given a worksheet to complete. On the worksheet students have to use the timeline to match the correct date and event.
Sequence of Student Actions
*Explain How Students Are Engaged During Lesson
* Explain How Students Discuss or Present Results of What They Did During the Lesson / Students will have to try and figure out what important historical figure the Glog is about.
After discussing the Glog, students will help to read a short biography about Thurgood Marshall.
After reading, each student will have to communicate with one another to put the dates in the correct order. (This will be lead by teacher).
After the time line students will complete their own matching timeline worksheet.
Teacher’s Lesson Closure/Wrap-Up/Transition / To wrap up the activity, we will go over the worksheet together before moving on to the next lesson.
Adaptations for Exceptional Students (Anyone who requires modifications for their needs) / When completing the model timeline students can communicate with one another to figure out what order the dates belong in.
Students could complete the worksheet in groups or in pairs if they are unable to use the model timeline as a guide.
Related Activities/Extensions
(What can students do who need more than is in the lesson? Should be related to lesson.) / As an extension, students could complete a drawing that illustrates what they may have learned about Thurgood Marshall. For example drawing him in a court room because he was a lawyer and supreme court judge.
Connections to Other Disciplines / Math, ordering numbers, visual arts

Candidate’s Reflection After the Lesson:

Submit Lesson Plan Agenda with this Lesson Plan

EQ: Why is Thurgood Marshall an important Historical figure?

· Who am I?

· Biography Reading

· Timeline Activity