Understanding by Design (UbD) Lesson Plan Template

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

th
grade

Date Lesson Will Be Taught: Tuesday, April 2
nd
, 2014 1:00-2:00 Lesson Subject Area: Language Arts/Writing

Lesson Topic: Informative Writing Shot Heard Round the World (Integrated lesson) 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 be able to introduce the topic of the American Revolution by discussing the events that occurred at the first battle
of Lexington and Concord (Shot Heard Round the World). Students will use their understanding of the facts to write an
informative piece about the event.
Common Core Standards:
http://www.corestandards.org/assets/CCSSI_Math Standards.pdf/http://www.corestandards.org/assets/CCSSI_ELA Standards.pdf
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.

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 the British and the Colonists
do not know who fired the first shot on that day.
Students will understand that description and detail are
important in informative writing.


Essential Questions:
What questions highlight the big ideas?
Why was this event the foundation of the Revolutionary
War?
Why did the war continue if nobody knew who started it?
Why is it important to be able to formulate a well-written
essay describing an event?
Content Acquisition (Objectives):
Student will know.
Students will know that there were two sides to the story of
the Shot Heard Round the World
Skill Acquisition (Objectives):
Student will be able to
Students will be able to demonstrate knowledge and
understanding of the battle of Lexington and Concord by

Students will know how to apply their background
knowledge to include facts and details for an informative
writing piece.
writing a first person informative newspaper article.
Students will include facts and evidence, supporting their
ideas.
Stage 2- Assessment Evidence
Performance Tasks:
What tasks will students be able to do to demonstrate
understanding?
Students will write an informational newspaper article
describing the accounts of the battle

Other Evidence:
What other things can students do to show what they know?
Students will participate in the various steps of the writing
process. Students will peer-edit and provide feedback.
Self-Assessments:
What ways can students check understandings to set future
goals?
Students will use a self-evaluation checklist to identify their
standing on informative writing.
Reflections:
What did you identify during self-evaluation?
I feel as though this lesson will provide students an
opportunity to place themselves in the actual events of
that historical day. Students will be encouraged to show
creativity through their writing.
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. This lesson will follow the Social Studies lesson that focuses on The Shot Heard Round the World. Students will have
fresh ideas about the events.
2. Tell the students that they will be asked write a newspaper article describing the events of the first battl e that began
the American Revolution. Half of the students will take the perspective of the British/Loyalists and the other half of the
students will take the side of the Colonists/Patriots.
3. Students will work with their peers to brainstorm the feelings, reactions, and emotions of each side on that day.
4. Students will use their 5 Ws chart from the prior lesson to formulate a rough draft of their newspaper article on folder
paper (students should leave empty lines when writing rough draft for easier peer edits).
5. After the rough draft has been written, students will partner up for peer editing. Students will use a
revision/proofreading checklist.
6. Students will then check in with the teacher, show peer edits on draft, and get approval to start the final draft.
7. Students will need to include at least one illustration on their newspaper article.
8. If needed, the final revision may be taken home as homework if short on time.

9. The newspaper articles written by the students may be bound together to form a Newspaper for the classroom
reference/display.


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