UBD Lesson Plan #1

Name: Jamie Yu
Date: 11.16.15
School: Alton Middle School
Part 1: Learning Plan
Subject: America History
Grade Level: 7th Grade
Topic: Revolutionary War
State/Common Core Standard:
CCSS.ELA-LITERACY.RH. 6-8.2
Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or
opinions.
CCSS.ELA-LITERACY.RH. 6-8.5
Describe how a text presents information (e.g., sequentially, comparatively,
causally).
CCSS.ELA-LITERACY.RH. 6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
Lesson Learning Targets:
Knowledge targets: Student will recall the history events of Revolutionary
War.
Skill targets: Student will be able to compare two sources and develop an
unbiased picture of historical events.
Understanding targets: Students will understand the importance of
reading a story from both sides.
Assessment Plan:
Students will write down, on sticky notes, the new or different things they
learned about the Revolutionary War from reading a new book George Vs George.
Also, the students will be working on the same worksheet (See attachment) at the
beginning and at the end of the class. So they can compare their answers. I will
make sure students stay on the reading task by walking around the classroom and
asking questions, and allow them to share with with the class. At end of the
reflective discussion, I will be able to assess how well they meet the understanding
targets. Both sticky notes and worksheets are the summative assessments to
assess knowledge and skill targets I listed above.
Part 2: Instructional Planning

Introduction
o Clearly state learning goals and agenda
o Give instructions about the jigsaw reading workshop
o Ask them to fill out the worksheet to activate background knowledge on
Revolutionary War

Modeling (not telling)

o Ask students to imagine what British childrens history book on American
Revolutionary War will look like. If its different, why?
o Ask students, "Who are King George and George Washington? Who is the
bad guy and the good guy in this war?"

Guided Practice
o Classroom is set up as a timeline of big events during the Revolutionary
War. Students will first read the stories on their own desk. Then they will
write down things they didnt know and do think-pair-share with
classmates next to them.
o During the jigsaw reading activity, the class will get together to have a
tea party in the middle of the classroom and share with classmates
about their learning.

Independent Practice
o Students will get a sticker from me every time they finish reading one
story. They will take his/her worksheet and move to the next empty chair
and continue the reading.

Closure
o Students will work on the same worksheet again and compare how their
views on King George and the Revolutionary War have changed after
reading this book.
o Consider the question, why is it important to read stories from both sides?
How can we apply that to our daily life?

Materials/Learning resources needed

o Two different photo copies of the book, George Vs George, worksheet,
sticky notes, sticker, name for each reading session and pencil

Differentiate instruction to meet different learning needs regular, special ed,

cultural
o Hands-on reading activity, worksheet, walking around and helping
individual students needs

I will engage all students to be thinking and processing important ideas

o I will cold call on students and make sure they are all thinking about the
questions in their head

Effective questioning and direction giving that activates thinking and

engagement
o Students know they will be working on the same worksheet at the end of
the class. So they will think about those questions while reading.

Transitions and management strategies

o Checking with students when they ask for stickers.
o Collecting stickers is an effective way to motive students to move around
and read.

Summary Reflection

American history was a totally new subject to me. I didnt know who John
Adams was the first day of the internship. It actually turned out to be an advantage.
Since I didnt have any previous knowledge, I could easily start looking at this part
of the history with fresh and unbiased eyes. When I was doing my own study, I
noticed how some opinions students got from their textbook and movies were not
exactly based on facts, I thought I could teach a lesson to show them how to look at
history from two sides.
I did not have enough time to prepare the lesson (at all). I changed the whole
plan at the last minute because I wasnt familiar with the content. I was afraid that I
made the activity too complicated (which is probably true) and was not sure if
students were able to accomplish it within one hour.
I found this picture book George Vs George was easy to read and did a great
job at telling a story from two sides. I decided to use that as my textbook." Instead
of reading the book in a traditional way, I photocopied and divided the book into
chapters. The classroom was set up in a way that students could move to different
desks. I found it was effective to have students walk around after reading each
chapter. The stickers reward made the activity more like a game. Each block looked
very differently in this activity. For strong readers, it was easy to almost finish the
book (13 chapters). On the other hand, a few challenged readers were easily
distracted and only accomplished two or three chapters. I adopted Nikkis
suggestions and gathered them up in the middle during readings. I thought it was a
very effective differentiated instruction. For those challenged readers, they could
still learn something when everyone was sharing.
From the sticky notes they wrote on the desk, I could directly tell what they
learned. I saw many notes that I didnt expect, such as Parliament is not a person.
I also witnessed the shift of thoughts happening at the end of the class. When I
asked the same questions, Who is King George? and Who is the bad guy and
good guy now? students were able to give me some thoughtful answers based on

the facts they learned from the book. I could definitely tell the majority of students
changed what they thought of King George from looking at their worksheets. I am
not sure if everyone took away the idea fully, because we did not have enough time
to dive deeper into how learning about history from both sides matters.
The biggest thing I need to improve is time management. I was not able to
finish up the lesson as well as I planned because of the time. If I could do it again, I
would spend more time selecting the reading materials and make it shorter, so we
would have more time discussing, reflecting and making the connection on how can
we apply this skill to our daily life. Hopefully one idea that they took away is that
telling a story from both sides builds understanding about any conflicts happening
around us and around the world.