Rebecca Fant

UbD Lesson Plan

Lesson 1, Day 1

Resources Needed:

• Pearson Georgia Studies Textbook Online Resources (Subscription based Power Points to be used as a
guide, I make my own presentations)
• CTLS Assess H3 Test Questions (Previous year tests as archived in the CTLS county system)

Standard/Objective:

• SS8H3 Analyze the role of Georgia in the American Revolutionary Era.

o Explain the causes of the American Revolution as they impacted Georgia; include the French
and Indian War, Proclamation of 1763, and the Stamp Act.

EQ: What were the main causes of the American Revolution and how did each contribute to the decision to
declare independence?

Means of collecting data: I will mark who is correctly answering warm-up questions, both online and in person.
During the lesson, we will periodically pause to answer some topic-related test prep questions. Students will
vote on the right answer, giving an overall percentage of who is mastering the information.

Means of providing individualized feedback: At the end of class, students will have to come up with one
question they still have and one thing they want to know more about. They can share in the chat or in
person so that I can give individual feedback on their questions and concerns about the lesson.

Lesson plan with labels and time stamps:

• (10 min) Bellringer/Warm-Up: While students arrive in class, attendance is being taken, and students
are being let into online Zoom class, three warm-up questions will be posted on the board for
students to complete. These questions will review the previous day’s lesson. Students have a
Bellringer sheet to record answers that will be collected after 10 days of answers. The Unit
Vocabulary Sheet will also be distributed, to be collected at the end of the unit.
• (30 min) Causes of the American Revolution Presentation: I will present a Power Point Presentation
while students follow along on a printed Guided Notes Sheet. Topics will cover the layout of Georgia
before the Revolution, the French and Indian War, The Proclamation of 1763, and the Stamp Act,
among others. Each section will feature a test prep question afterwards for students to answer as a
class. This allows students to familiarize themselves with the manner of questions that mig ht be
asked on the Unit test or Milestone.
• (10 min) Wrap Up/Ticket Out the Door: Students are asked to jot down, ask in the chat, or ask out
loud a question they still have about the lesson. I will address these questions to the group, or more
individual answers privately while students clean up their area and return any materials to their
proper place.
• Homework: Study notes and work on Vocabulary words from first section of book to be prepared for
the next day’s activity.
Lesson 1, Day 2

Resources Needed:

• Pearson Georgia Studies Textbook (For Student Use)

• Colored Paper
• Staplers
• Colored Pencils/Crayons
• CTLS Assess H3 Test Questions (Previous year tests as archived in the CTLS county system)

Standard/Objective:

• SS8H3 Analyze the role of Georgia in the American Revolutionary Era.

o Explain the causes of the American Revolution as they impacted Georgia; include the French
and Indian War, Proclamation of 1763, and the Stamp Act.

EQ: What were the main causes of the American Revolution and how did each contribute to the decision to
declare independence?

Means of collecting data: I will mark who is correctly answering warm-up questions, both online and in person.
Student will be assessed on the accuracy of their finished flip chart.

Means of providing individualized feedback: I will walk around the room to individual assess progress and
give meaningful feedback to ensure students are completing the task accurately. Students will also receive
feedback after they submit their chart and get a grade.

Lesson plan with labels and time stamps:

• (5 min) Bellringer/Warm-Up: While students arrive in class, attendance is being taken, and students
are being let into online Zoom class, three warm-up questions will be posted on the board for
students to complete. These questions will review the previous day’s lesson. Students have a
Bellringer sheet to record answers that will be collected after 10 days of answers.
• (40 min) Causes of the American Revolution Flip Chart Activity: I will present directions for the day’s
activity- A Flipchart explaining the British acts that led to the American Revolution. We will begin
with verbal and written directions. I will then demonstrate how to create the chart with paper.
Students will then be allowed to use their notes and textbook to create their own charts with given
paper and art supplies. The chart features a flip book style where students write a title, a
description, and draw a picture. After grading, they will be returned to students to be used as a
study tool for the Unit exam.
• (5 min) Wrap Up: Students will finish up their project, return materials, and be allowed to ask any
remaining questions. Finished charts will be turned in to the appropriate period bin. Unfinished
projects will be finished for homework.
• Homework: Finish your flipchart if you did not in class to be turned in at the beginning of class the
next day. Continue progress on Unit Vocabulary Sheet.