LBJ All

***Reminder: All fields must be completed prior to submission.
Name: Grade: 3
Joi A. Raushan
Lesson Famous People: Lyndon B. Johnson Date: 03/13/17
Title:
CCGPS or GPS Standard(s):
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).
b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and
describe how they overcame them.
Classroom/Lesson Context (please check the following that apply):
__x__ Whole Group _____ Small Group _____ One-on-One __x___ Students with IEPs/504s _____ ELL
Students
____ Other (Please specify:

_______________________________________________________________________)
Please specify the number of students:
_____ Girls _____Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:
Learning - Focus Strategies

Essential
Question(s) I can talk about Lyndon B. Johnson and how he helped Americans.
1-3 BIG ideas! How
can these questions
be used to guide
your instruction?
Central
Focus/Lesson Lyndon B. Johnson: Great Society, fighting crime
Objective(s)
Objectives are
measurable and
aligned with the
standard.
Academic Language Functions (Identify the purpose for which the language is being used, with
Language attention to goal and audience- the one verb from the standard; ex. demonstrate.)
What is the key
language demand? Discuss
What academic
language will you Language Vocabulary (Identify key, content specific words for this lesson: examples
teach or develop? of vocabulary words- drama, prose, structural elements, verse, rhythm, meter,
What are the key characters, settings, descriptions, dialogue, stage directions. Additionally, include words
vocabulary words within a text necessary for students’ comprehension.)
and/or symbols?
Assassination, legislation, poverty, minorities, conserve, technique, Medicare,
Medicaid, Social Security
Academic Language Demand (Identify one of the following: reading, writing,

listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students throughout the lesson.)
The students will be listening while I teach, and I will use the Teach-Okay method,
where they will then have to tell a partner what they just learned. The students will also
discuss other ways of preventing crime.
Materials PowerPoint
What resources can
be used to engage
students?
Introduction to
Lesson/ I will start the lesson off by teaching the Teach-Okay method and the Class-Yes
Activating method.
Thinking -I will explain that when I say “class,” I am trying to get their attention, then their
What is the ‘hook’ response will be “yes.”
for the lesson to tap -Then I will explain Teach-Okay. When I say “teach,” the class will say, “okay,” and
into prior knowledge go on explaining to their partner what they learned.
and develop When introducing Lyndon B. Johnson, I will first ask the class if they know anything or
students’ interests? if they can guess anything about him.
This should tie Then I will go over what we will talk about for the week: Great Society and Johnson’s
directly into the greatest obstacle (Vietnam War).
lesson’s objective
and standard and
should promote
higher level thinking. Language Syntax (set of conventions for organizing symbols, words, phrases into
How will you structures, sentences):
introduce the content
specific vocabulary Language Discourse (structures of written or oral language; how participants of the
words? content area speak, write, and participate): I will use the Class-Yes and Teach-Okay
***Use knowledge methods and have a trial run with the class. While introducing the lesson, I will use
of students’ Teach-Okay method to have the students tell their partners what we’ll be talking about
academic, social, for the week.
and cultural
characteristics.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with

IEPs and/or 504s in addition to students below and/or above grade level- cognitive
and/or affective):
Management Plan: Class-yes
Body of Lesson/
Teaching Strategies I will introduce the Great Society by talking about its goals and different elements.
What will you have -Teach-Okay will be used to learn vocabulary words and review what the Great
the students do after Society is about.
you introduce the When we get to the “Fight Crime” slide, I will ask a student to read the quote and have
lesson to learn the another student identify the quotation marks and tell me what they mean.
standards? What -Teach-Okay will be used to talk about the ways Johnson wanted to prevent crime.
questions will you -Then I will ask if the class can think of some ways to prevent crime.
ask to promote Discuss the Acts that helped to prevent poverty and what they help do.
higher level -Teach-Okay will be used to talk about the ways poverty was attempted to be
thinking? prevented.
What opportunities Language Syntax (set of conventions for organizing symbols, words, phrases into
will you provide for structures, sentences):
students to practice
content language/ Language Discourse (structures of written or oral language; how participants of the
vocabulary? What content area speak, write, and participate): I will define the vocabulary words while I’m
language supports talking, and then use Teach-Okay method to have the students tell their partners the
will you offer? definition of the words.

and/or affective):
Closure/
Summarizing I will close by reviewing the content of what we just learned and say that we will be
Strategies: learning about poverty, voting rights, and improving education.
How will the
students summarize
and/or share what
they have learned to Language Syntax (set of conventions for organizing symbols, words, phrases into
prove they know and structures, sentences):
understand the
standard(s) and its Language Discourse (structures of written or oral language; how participants of the
vocabulary? Will content area speak, write, and participate): I will ask the class review questions and they
you provide will respond after I call on them with raised hands.
opportunities for
students to apply
new knowledge Modification(s)/Accommodation(s) specific to this lesson (Consider students with
while making IEPs and/or 504s in addition to students below and/or above grade level- cognitive
connections to prior and/or affective):
learning?
Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be
above must be written as such; remember to identify both formative & summative assessments
assessed and throughout the lesson):
included. Questions
to consider while
planning: To assess, I will make sure that everyone is talking during Teach-okay.
How will students
exhibit an
understanding of the Assessment Plan for Learning Objectives (This is a plan and should be written as
lesson’s objectives? such; remember to identify both formative & summative assessments throughout the
How will you lesson):
provide feedback?
What evidence will To assess, I will make sure that everyone is talking during Teach-okay.
you collect to
demonstrate
students’
understanding/maste
ry of the lesson’s
objective(s)
including their usage
of vocabulary?
Reflection/Analyzin
g Teaching
Effectiveness
Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by
evidence on how
well the objectives
were achieved.
Specific examples to
improve future
lessons are provided.
***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning
and Equity (SCALE), and Columbus State University.
Name: Grade: 3
Joi A. Raushan
Title:
democracy.
__X__ Whole Group _____ Small Group _____ One-on-One __X___ Students with IEPs/504s _____ ELL
Students

_______________________________________________________________________)

Essential
1-3 BIG ideas! How
can these questions
be used to guide
your instruction?
Central
Focus/Lesson Lyndon B. Johnson: Great Society, voting rights
Objective(s)
Objectives are
measurable and
aligned with the
standard.
What is the key
language demand? Discuss
What academic
and/or symbols?
Segregation, discrimination, literacy test

where they will then have to tell a partner what they just learned.
Materials PowerPoint https://www.brainpop.com/socialstudies/africanamericanhistory/civilrights/,

What resources can literacy test example
be used to engage
students?
Introduction to I will start the lesson off reviewing what we learned Monday and ask the students if
Lesson/ they have any questions about the content so far. I will also pass out the notetaking
Activating guide for them to keep and study from.
Thinking
What is the ‘hook’
for the lesson to tap Language Syntax (set of conventions for organizing symbols, words, phrases into
into prior knowledge structures, sentences):
and develop
students’ interests? Language Discourse (structures of written or oral language; how participants of the
This should tie content area speak, write, and participate): I will use the Class-Yes method to gain
directly into the attention, and the students and I will discuss the content from the previous day.
and standard and
should promote
higher level thinking. Modification(s)/Accommodation(s) specific to this lesson (Consider students with
How will you IEPs and/or 504s in addition to students below and/or above grade level- cognitive
introduce the content and/or affective):
specific vocabulary
words?
***Use knowledge Management Plan: Class-Yes
of students’
academic, social,
and cultural
characteristics.
Body of Lesson/ Tuesday:

Teaching Strategies We will begin to discuss the bills that were passed to make the Great Society; voting
What will you have rights, and improving education.
the students do after -Before talking about the Acts, I will show a brainpop video about the Civil Rights
you introduce the movement https://www.brainpop.com/socialstudies/africanamericanhistory/civilrights/
lesson to learn the -Teach-Okay will be used to learn vocabulary words and talk about the different bills
standards? What that were passed and how they helped people.
questions will you -When we get to the voting rights section, I will pass out a literacy test sample to
ask to promote show what it was like trying to vote back then.
higher level
thinking?
vocabulary? What content area speak, write, and participate): I will define the vocabulary words while I’m
language supports talking, and then use Teach-Okay method to have the students tell their partners the
will you offer? definition of the words and what each act is about.

and/or affective):
Management Plan: Class-Yes, raise hands
Closure/
Summarizing The closure for each day will be to review what we learned, and I will also tell them to
Strategies: go home and review what they have learned so we can be ready to move on for the
How will the following day. I will also mention how we will play a review game on Friday so they
students summarize need to know the material, the winners of the game get a special prize, and we will have
and/or share what a test on Monday.
they have learned to
prove they know and
understand the Language Syntax (set of conventions for organizing symbols, words, phrases into
standard(s) and its structures, sentences):
vocabulary? Will
you provide Language Discourse (structures of written or oral language; how participants of the
opportunities for content area speak, write, and participate): I will ask the class review questions and they
students to apply will respond after I call on them with raised hands.
new knowledge
while making
connections to prior Modification(s)/Accommodation(s) specific to this lesson (Consider students with
learning? IEPs and/or 504s in addition to students below and/or above grade level- cognitive
and/or affective):

Evaluation
included. Questions
to consider while
planning:
How will students
exhibit an Assessment Plan for Learning Objectives (This is a plan and should be written as
understanding of the such; remember to identify both formative & summative assessments throughout the
lesson’s objectives? lesson):
How will you
provide feedback?
What evidence will I will assess by observing how much the students talk to their partners during Teach-
you collect to Okay.
demonstrate
students’
understanding/maste
objective(s)
of vocabulary?
Reflection/Analyzin
g Teaching
Effectiveness
Reflection includes
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by
evidence on how
well the objectives
were achieved.
improve future
Name: Grade: 3
Joi A. Raushan
Title:
democracy.
c. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights),
d. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and
E S3L2. Students will recognize the effects of pollution and humans on the environment.
a. Explain the effects of pollution (such as littering) to the habitats of plants and animals.
b. Identify ways to protect the environment.
 Conservation of resources
 Recycling of materials
Students

_______________________________________________________________________)

Essential
1-3 BIG ideas! How I can recall how pollution effects the environment and what we can do to help.
can these questions
be used to guide
your instruction?
Central
Objective(s) The environment: How changes affect it and what we can do to help
Objectives are
measurable and
aligned with the
standard.
What is the key
language demand? Discuss, recognize
What academic
and/or symbols?
N/A

demonstrate/perform what they have found in their small groups on endangered species.
Materials PowerPoint, laptops/iPads, https://youtu.be/7k8CcAU2Lt0

What resources can
be used to engage
students?
Introduction to I will start the lesson off reviewing what we learned the previous days and ask the
Lesson/ students if they have any questions about the content so far.
Activating
Thinking
What is the ‘hook’ Language Syntax (set of conventions for organizing symbols, words, phrases into
for the lesson to tap structures, sentences):
into prior knowledge
and develop Language Discourse (structures of written or oral language; how participants of the
students’ interests? content area speak, write, and participate): I will use the Class-Yes method to gain
This should tie attention, and the students and I will discuss the content from the previous day.
directly into the
and standard and
should promote
higher level thinking.
How will you Modification(s)/Accommodation(s) specific to this lesson (Consider students with
introduce the content IEPs and/or 504s in addition to students below and/or above grade level- cognitive
specific vocabulary and/or affective):
words?
***Use knowledge
of students’ Management Plan: Class-Yes
academic, social,
and cultural
characteristics.
Body of Lesson/ Wednesday:

Teaching Strategies
What will you have We’ll discuss more bills that were passed to make the Great Society; conserving the
the students do after environment.
you introduce the -Teach-Okay will be used to learn vocabulary words and talk about the different bills
lesson to learn the that were passed and how they helped the environment.
standards? What -I will show a video about endangered species
questions will you -We will discuss how things that humans do may cause damage to the
ask to promote environment; littering/pollution, deforestation, construction
higher level -We will have an activity where the students will get into small groups and find an
thinking? endangered animal online and present as a group the name of the animal, where it lives,
what it eats, why it is endangered, and something interesting about the animal.
What opportunities
will you provide for
students to practice Language Syntax (set of conventions for organizing symbols, words, phrases into
content language/ structures, sentences):
vocabulary? What
language supports Language Discourse (structures of written or oral language; how participants of the
will you offer? content area speak, write, and participate): I will define the vocabulary words while I’m
talking, and then use Teach-Okay method to have the students tell their partners the
about the different Acts.

and/or affective):
Closure/
prove they know and
understand the
standard(s) and its Language Syntax (set of conventions for organizing symbols, words, phrases into
vocabulary? Will structures, sentences):
you provide
opportunities for Language Discourse (structures of written or oral language; how participants of the
students to apply content area speak, write, and participate): I will ask the class review questions and they
new knowledge will respond after I call on them with raised hands.
while making
connections to prior
learning? Modification(s)/Accommodation(s) specific to this lesson (Consider students with
and/or affective):

Evaluation
included. Questions
to consider while
planning:
How will students
How will you
provide feedback?
you collect to Okay and how they present the chosen endangered animal.
demonstrate
students’
understanding/maste
objective(s)
of vocabulary?
Reflection/Analyzin
g Teaching
Effectiveness
Reflection includes
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by
evidence on how
well the objectives
were achieved.
improve future
Name: Grade: 3
Joi A. Raushan
Lesson Famous People: Lyndon B. Johnson Date: March 16
Title:
democracy.
e. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights),
f. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and
VA3MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning.
a. Generates different viewpoints for making and interpreting a visual image.
b. Develops open-ended themes/topics in unique and innovative ways (e.g., modifying
or combining visual images).
c. Observes how visual relationship of objects and ideas (e.g., contrast, proportion,
placement) affects appearance and how arrangements may affect meaning and/or significance.
Students

_______________________________________________________________________)

Essential
1-3 BIG ideas! How I can create a poster that expresses my views.
can these questions
be used to guide
your instruction?
Central
Objective(s) Create a poster that shows one’s views.
Objectives are
measurable and
aligned with the
standard.
What is the key
language demand? Discuss, communicate
What academic
and/or symbols?
Communism, protest

where they will then have to tell a partner what they just learned. Some students will
also demonstrate/perform when they present their poster to the class.
Materials PowerPoint, poster board

What resources can
be used to engage
students?
Introduction to I will start the lesson off reviewing what we learned Monday and ask the students if
Lesson/ they have any questions about the content so far.
Activating
Thinking
This should tie attention, and the students and I will discuss the content from the previous days.
directly into the
and standard and
should promote Modification(s)/Accommodation(s) specific to this lesson (Consider students with
higher level thinking. IEPs and/or 504s in addition to students below and/or above grade level- cognitive
How will you and/or affective):
specific vocabulary
words? Management Plan: Class-Yes
***Use knowledge
of students’
academic, social,
and cultural
characteristics.
Body of Lesson/ Thursday:

Teaching Strategies -Talk about different obstacles and how they affect people.
What will you have -Watch Brainpop video about the Vietnam War
the students do after -The war started while JFK was in office.
you introduce the -People thought that the war would be easy to fight, so Johnson sent more troops.
lesson to learn the -Americans protested for and against the war.
standards? What -Introduce poster activity
questions will you -Students can decide for themselves if they want to make a poster for or against the
ask to promote war.
higher level -Students may present their posters when finished
thinking?
vocabulary? What content area speak, write, and participate): I talk about the war and how it made people
language supports feel, and I will ask the students’ thoughts. Then I’ll use the Teach-Okay method to have
will you offer? the students tell their partners what they think the war was about and the instructions of
the project.

and/or affective):
Closure/
prove they know and
understand the Language Syntax (set of conventions for organizing symbols, words, phrases into
standard(s) and its structures, sentences):
vocabulary? Will
you provide Language Discourse (structures of written or oral language; how participants of the
opportunities for content area speak, write, and participate): I will ask the class review questions and they
students to apply will respond after I call on them with raised hands.
new knowledge
while making
connections to prior Modification(s)/Accommodation(s) specific to this lesson (Consider students with
learning? IEPs and/or 504s in addition to students below and/or above grade level- cognitive
and/or affective):

Evaluation
included. Questions
to consider while
planning:
How will students
How will you
provide feedback?
you collect to Okay and on the content/quality of their poster.
demonstrate
students’
understanding/maste
objective(s)
of vocabulary?
Reflection/Analyzin
g Teaching
Effectiveness
Reflection includes
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by
evidence on how
well the objectives
were achieved.
improve future
Name: Grade: 3
Joi A. Raushan
Lesson Famous People: Lyndon B. Johnson Date: March 13-17
Title:
democracy.
Students

_______________________________________________________________________)

Essential
1-3 BIG ideas! How
can these questions
be used to guide
your instruction?
Central
Objective(s)
Objectives are
measurable and
aligned with the
standard.
What is the key
language demand? Discuss, recognize, communicate
What academic
and/or symbols?
Legislation, poverty, minorities, conserve, technique, Medicare, Medicaid, Social
Security, segregation, discrimination, literacy test

demonstrate/perform what they have found in their small groups on endangered species.
Materials PowerPoint, Kahoot

What resources can
be used to engage
students?
Introduction to I will start the lesson off reviewing what we learned the previous days and ask the
Lesson/ students if they have any questions about the content so far.
Activating
Thinking
This should tie attention, and the students and I will discuss the content from the previous day.
directly into the
and standard and
should promote Modification(s)/Accommodation(s) specific to this lesson (Consider students with
higher level thinking. IEPs and/or 504s in addition to students below and/or above grade level- cognitive
How will you and/or affective):
specific vocabulary
words? Management Plan: Class-Yes
***Use knowledge
of students’
academic, social,
and cultural
characteristics.
Body of Lesson/ Friday:

Teaching Strategies -Review what we learned the previous days.
What will you have -Kahoot review game
the students do after -Play game in groups
you introduce the -Discuss the answers of each question
lesson to learn the -Winners get a prize. (Everyone gets a prize.)
standards? What
questions will you Language Syntax (set of conventions for organizing symbols, words, phrases into
ask to promote structures, sentences):
higher level
thinking? Language Discourse (structures of written or oral language; how participants of the
content area speak, write, and participate): After each question, I’ll ask why the answer
What opportunities is correct and why the other options are incorrect.
will you provide for
content language/ Modification(s)/Accommodation(s) specific to this lesson (Consider students with
vocabulary? What IEPs and/or 504s in addition to students below and/or above grade level- cognitive
language supports and/or affective):
will you offer?
Closure/
Summarizing I will close by reminding the students of the test on Monday and to study their note
Strategies: taking guide.
How will the
students summarize
and/or share what Language Syntax (set of conventions for organizing symbols, words, phrases into
they have learned to structures, sentences):
prove they know and
understand the Language Discourse (structures of written or oral language; how participants of the
standard(s) and its content area speak, write, and participate): I will ask the class if they have any
vocabulary? Will questions.
you provide
opportunities for
students to apply Modification(s)/Accommodation(s) specific to this lesson (Consider students with
new knowledge IEPs and/or 504s in addition to students below and/or above grade level- cognitive
while making and/or affective):
connections to prior
learning? Management Plan: Class-Yes, raise hands
Evaluation
included. Questions
to consider while
planning:
How will students
How will you
provide feedback?
What evidence will I will assess by giving a written test on Monday.
you collect to
demonstrate
students’
understanding/maste
objective(s)
of vocabulary?
Reflection/Analyzin
g Teaching
Effectiveness
Reflection includes
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by
evidence on how
well the objectives
were achieved.
improve future

LBJ All

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***Reminder: All fields must be completed prior to submission.

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify:

Please specify the number of students:

_____ Girls _____Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Academic Language Demand (Identify one of the following: reading, writing,

Modification(s)/Accommodation(s) specific to this lesson (Consider students with

Management Plan: Class-yes

Modification(s)/Accommodation(s) specific to this lesson (Consider students with

Management Plan: Class-yes

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify:

Please specify the number of students:

_____ Girls _____Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Academic Language Demand (Identify one of the following: reading, writing,

Materials PowerPoint https://www.brainpop.com/socialstudies/africanamericanhistory/civilrights/,

Body of Lesson/ Tuesday:

Modification(s)/Accommodation(s) specific to this lesson (Consider students with

Management Plan: Class-Yes, raise hands

Management Plan: Class-Yes, raise hands

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify:

Please specify the number of students:

_____ Girls _____Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Academic Language Demand (Identify one of the following: reading, writing,

Materials PowerPoint, laptops/iPads, https://youtu.be/7k8CcAU2Lt0

Body of Lesson/ Wednesday:

Modification(s)/Accommodation(s) specific to this lesson (Consider students with

Management Plan: Class-Yes, raise hands

Management Plan: Class-Yes, raise hands

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify:

Please specify the number of students:

_____ Girls _____Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Academic Language Demand (Identify one of the following: reading, writing,

Materials PowerPoint, poster board

Body of Lesson/ Thursday:

Modification(s)/Accommodation(s) specific to this lesson (Consider students with

Management Plan: Class-Yes, raise hands

Management Plan: Class-Yes, raise hands

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify:

Please specify the number of students:

_____ Girls _____Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Academic Language Demand (Identify one of the following: reading, writing,

Materials PowerPoint, Kahoot

Body of Lesson/ Friday:

Management Plan: Class-Yes, raise hands

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