LESSON PLAN
Teacher Education Candidate: Amber Bozeman Supervising Teacher Michelle Sanders
UWG Supervisor Susan Pierce
School Garden Lakes Elementary
Block No. II
Date of Implemented Lesson Plan February 22, 2012
Subject: Social Studies
Grade Level: 3rd
Teaching Skills Focus for This Lesson: Providing Feedback & Reinforcement
Standards
Specific Learning Objective(s)
Assessment Instrument
(Ex. Test, Poster, Presentation,
Picture, etc.)
Evaluation (Grading) Instrument
(Ex. Point System, Rubric,
Checklist, etc.)
Materials
Sequence of Teacher Actions
*Attention-Getter/Motivator
*Tie to Previous Learning
*Significant Actions to Introduce
and Guide Lesson
Stage 1 The Desired Results
SS3H2 The student will discuss the lives of Americans who expanded people’s
rights and freedoms in a democracy.
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B.
Anthony (women’s rights), Mary McLeod Bethune (education), Franklin
D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United
Nations and human rights), Thurgood Marshall (civil rights), Lyndon B.
Johnson (Great Society and voting rights), and César Chávez (workers’
rights).
National: Read historical narratives imaginatively, taking into account what the
narrative reveals of the humanity of the individuals and groups involved--their
probable values, outlook, motives, hopes, fears, strengths, and weaknesses.
Be able to give 6 facts about president Franklin D. Roosevelt and
the New Deal and 6 facts about president Lyndon B. Johnson. and
the Great Society.
Stage 2 Assessment Evidence
Flip Book with facts about presidents and their historical important to people’s
right and freedom.
Rubric
Stage 3 Learning Plans
Blank map of Texas, blank map of New York, research books over Lyndon B.
Johnson and Franklin D. Roosevelt, artifact back
 The teacher will: Use artifact bag with pictures from the presidents lives
to introduce the lesson and see if the students can figure out who the
lesson will be about.
 Put two pictures side by side of the presidents on the smart board and ask
the students to identify them.
 ask students to recall what they have learned the previous day about the
two presidents
 pass out the books about the presidents to the students and put them in
pairs to work together and then ask the students to find information on
the early life, struggles, and accomplishments of each president and raise
their hand when they find something to share with the class
 call out some facts about each president and then have the students tell
me whether that was something from early life, struggles, or
accomplishments

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
Teacher’s Lesson Closure/WrapUp/Transition
explain to the students that they are going to stay in their pairs and will
be assigned a president and then they will must take the handouts the
teacher will give them, which will based upon which president they
receive, and on each page they will give different facts about the
president
 then write the information on the board so the students know what they
are supposed to do, 1st page presidents name and dates, 2nd page 2facts
about their early life, 3rd page 2facts about their struggles, 3rd page 2 facts
about their accomplishments
 tell the students after they have finished writing their books they can then
cut them out and decorate them
 as students are working on books walk around and supervise and assist
any groups that may need help
 The students will: Look at artifact bag and make guesses about who the
lesson is over.

Identify the presidents on the smart board and recall the previous
information they have learned about them
 Use books to find more information over the presidents and share that
information with the class
 Listen to teacher call out facts over the different presidents and identify if
those facts are early life, struggles, or accomplishments
 Listen to teacher directions about working in groups and creating their
books
 Then space out around the room and begin research on assigned president
and being putting book together
 After book is complete with all the facts they will then cut out book and
decorate it
 Turn book into teacher when complete
After all books are complete teacher will close the lesson by comparing the two
presidents and recapping their lives and ask the students to join in and share the
new information they have learned during their research.
Adaptations for Exceptional
Students (Anyone who requires
modifications for their needs)
Related Activities/Extensions
(What can students do who need
more than is in the lesson? Should
be related to lesson.)
Special Ed. Student will be paired with a higher level student and the sped student
will only have to find 1 fact per subject area instead of 2
Connections to Other Disciplines
Visual Arts & Writing
Students that finish early will use encyclopedias and internet to research more
information on presidents and write the information on a notecard.
Candidate’s Reflection After the Lesson:
Submit Lesson Plan Agenda with this Lesson Plan
Agenda:
Put pictures of presidents on smart board
Ask students to recall information over presidents
Pass out books over presidents
Ask for information over presidents
Tell information I found over presidents
Give students their project details
Split students into groups and supervise work
Close lesson