Understanding by Design (UbD) Lesson Plan Template

Classroom Teacher: Shelea Boyd Grade (K-12)/Developmental Level: 5

th
grade

Date Lesson Will Be Taught: March 31
st
(SOLO) 12:00-2:00 Lesson Subject Area: Social Studies

Lesson Topic: American Revolution Preservice Teacher: Susannah Reel

Stage 1- Desired Results
Established Goals/Big Ideas (Include):
What are the big picture concepts, conceptual anchors, and connections?
Students will demonstrate knowledge of the key events that led up to the start of the American Revolution.

Hawaii Content Performance Standards III:

Standard 3: History: Early American History Understand important historical events through the Revolution.
Benchmark SS.5.3.10 Colonial American Society Explain how conflict between the English government and the English
colonies led to the outbreak of the American Revolution.
Sample Performance Assessment - The student: Describes how the Stamp Act, Boston Massacre, the Boston
Tea party, and other events led Americans to revolt.

Common Core State Standards
CCSS.ELA-Literacy.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
o CCSS.ELA-Literacy.W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
Understandings:
Students will understand that..
Students will understand that there were specific
events that led to the start of the American
Revolution


Essential Questions:
What questions highlight the big ideas?
How are the events prior to the Revolution related?
What were the main areas of argument? Who was
involved?



Content Acquisition (Objectives):
Student will know.
Students will know how the Stamp Act, Boston
Massacre, the Boston Tea Party, and other events led
to the war.
Students will know the causes (pre-events) and the
effects (start war) of those events.
Skill Acquisition (Objectives):
Student will be able to
Students will be able to identify the events that led up
to the American Revolution.
Students will be able to describe those events and
their relevance/connection to the American revolt


Stage 2- Assessment Evidence
Performance Tasks:
What tasks will students be able to do to demonstrate
understanding?
Students will complete a timeline in which students
work in groups to create a pathway to the beginning
of the Revolutionary War. The Pathway will include
key events that contributed to the beginning of the
war. Students will add drawings and description and
the importance of each event in connection to the
start of the American Revolution.

Other Evidence:
What other things can students do to show what they know?
Students will also demonstrate knowledge through an
oral presentation of their timeline to the class.
Students will take the pre-assessment exam for
teacher SLO records.
Peer evaluations
Self-Assessments:
What ways can students check understandings to set future
goals?
Students will use a KWL chart to acknowledge what
they know, what they want to know, and what they
have learned.

Reflections:
What did you identify during self-evaluation?
I believe that this lesson plan is important to starting a
unit focused on the American Revolution. In order for
students to fully understand what the war was
founded on. Students will refresh their memory on
background knowledge learned from previous lessons.
I believe that this lesson will be engaging and helpful
to students to organize their thoughts and ideas about
the American Revolution. Students will begin thinking
about the effects of those events leading to the war.

Stage 3 Learning Plan
Learning Activities:
What will the students do during the lesson so that they achieve the stated goals? How will you guide the students? What resources
are needed?
1. A brief mini-lesson will be presented by the teacher, describing the importance of various events that led up to the
Revolution
2. Students will be given a KWL chart to think back on prior knowledge that they have acquired from previous lessons.
Students will think about what they want to learn throughout our American Revolution unit. Students will leave the
Learned section blank for future use.
3. Students will use a graphic organizer to organize the ideas/events/details that led up to the American Revolution.
Students will have access to computers and informational texts to brainstorm ideas. Students will complete the
activity in groups of 2-3 students.
4. Students will form a draft for a description of each event that will be used on their Timeline Pathway
5. Students will move onto creating a pathway (suitable from the 1700s/Colonial era). Students will divide the pathway
into enough sections for the amount of events they will provide. Each event will require an edited description,
illustration, and title.
6. The Timeline Pathway will be fully colored, illustrated, and provides full description. A rubric will be provided to
students prior to the start of the activity.
7. Students will join larger sharing groups of 6-9 students in which each smaller group will share their timeline with the
group. Students will evaluate one another based on the rubric provided and peer evaluation guidelines.
8. Students will end the day by completing the Pre-Assessment for the American Revolution Unit.


Acknowledged: ________________________________________ Date: ___________ Grade (if applicable): _________
(Course instructor, university supervisor, and/or cooperating teacher)