Understanding by Design (UbD) Lesson Plan Template

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

th
Grade

Date Lesson Will Be Taught: April 1
st
, 2014 12:00pm 1:00pm Lesson Subject Area: Social Studies

Lesson Topic: American Revolution Shot Heard Round the World Preservice Teacher: Susannah Reel

Stage 1- Desired Results
Established Goals/Big Ideas (Include):
What are the big picture concepts, conceptual anchors, and connections?
The first battle of the American Revolution was in Lexington and Concord in 1771
The Shot Heard Round the World was the beginning to the first battle of the Revolutionary War
Hawaii Content Performance Standards III:
o Benchmark SS.5.3.12 Revolutionary War Describe the major events of the Revolutionary War, including key
battles, key alliances, and the roles played by key figures.

Understandings:
Students will understand that..
Students will understand that it is still unclear who fired the
first shot that started the war. It is still debated to this day.
Students will understand what contributed to the events
on that day.
Essential Questions:
What questions highlight the big ideas?
Why did the war ensue if nobody admitted to the first shot?
What would have happened if the war hadnt begun that
day?
How did this event affect the rest of the war?
Why do we refer to this event as The Shot Heard Round
the World?

Content Acquisition (Objectives):
Student will know.
Vocabulary: Patriot, Minutemen, Militia
Places: Lexington, Concord, Boston Harbor, Bunker Hill
People: Paul Revere, John Hancock, Samuel Adams

Skill Acquisition (Objectives):
Student will be able to
Identify The Battle of Lexington and Concord as the
beginning of the Revolution
Students will be able to describe the significance of the
phrase The Shot Heard Round the World
Students will be able to give a brief summary of what
occurred and the significance of this event
Students will be able to apply prior knowledge as well as

appropriate vocabulary when discussing the event
Stage 2- Assessment Evidence
Performance Tasks:
What tasks will students be able to do to demonstrate
understanding?
- Students will be asked to orally present their research
related to the event with the class.
- Students will produce quality work that demonstrates
through understanding and includes details

Other Evidence:
What other things can students do to show what they know?
- Students will also demonstrate knowledge with a brief quiz
about the battle of Lexington and Concord. Students may
be asked to complete a written response as well.
Self-Assessments:
What ways can students check understandings to set future
goals?
- Students will fill out a What I want to Learn/ What I dont
understand yet sheet for self-assessment and teacher
assessment

Reflections:
What did you identify during self-evaluation?
- This lesson plan will allow students to become engaged in
the historical events that set the stage for the American
Revolution.
- Students will gain a brief understanding of the events
through multiple styles of learning.
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. Introduce Unit Vocabulary
2. Liberty Kids Video (1+2) http://www.youtube.com/watch?v=PxtQXUnOdVA
3. Have each group research different parts of the battle
6 groups of 4 students each
Each group will do a brief research about the Battle of Lexington and Concord
Groups will be assigned WHO, WHAT, WHEN, WHERE, WHY, and one group will be asked to do a brief summary
Students will be encouraged to include pictures or illustrations as well as a detailed description of their
assignment.
4. Each student will be given a 5 Ws worksheet, the group members will only fill out their own W while researching
http://www.teach-nology.com/worksheets/graphic/graporg29.pdf
5. After an appropriate amount of time (20 minutes) Students will share out to the class their findings
6. Students that are listening will fill in the blank Ws on their worksheet after each presentation

7. Students will complete a self-reflection sheet, answering the following:
- What I still want to learn
- What I do not understand yet
8. Students will complete a short assessment (Quiz, Written Response) to conclude the lesson


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