Understanding by Design (UbD) Lesson Plan Template

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

th
grade

Date Lesson Will Be Taught: Week 3 April 14th 1:00-2:00 Lesson Subject Area: English Language Arts (SS integrated)

Lesson Topic: American Revolution Declaration of Independence Preservice Teacher: Susannah Reel

Stage 1- Desired Results
Established Goals/Big Ideas (Include):
What are the big picture concepts, conceptual anchors, and connections?
The conflict between Britain and North American colonies was based on differing viewpoints of the ideas and ideals articulated
in the Declaration of Independence (HCPS III).
The Declaration of Independence serves many purposes and many of the meanings in todays American society have
changed since the day it was signed in 1776.

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.5.2.B - Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
o CCSS.ELA-LITERACY.W.5.4 - Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience.

Hawaii Content Performance Standards III:
Standard 3: History: Early American History Understand important historical events through the Revolution
o Benchmark SS.5.3.11 Revolutionary War Define the major ideas (I.e. natural rights, government by the consent of
the governed, and all men are created equal) stated in the Declaration of independence and explain why they
were included.


Understandings:
Students will understand that..
o There are multiple interpretations of the Declaration of
Independence
o The meaning of the Declaration has evolved since the
time of being signed in 1776
Essential Questions:
What questions highlight the big ideas?
Why was the Declaration of Independence written?
What was its purpose?
What are the important parts of the Declaration?
What do the various phrases in the Declaration mean?

What did the mean when they were written and how has
the meaning changed over the years?

Content Acquisition (Objectives):
Student will know.
o The purpose of the phrases in the Declaration of
Independence (Natural Rights, Government by the
Consent of the Governed, All Men are Created Equal)
Skill Acquisition (Objectives):
Student will be able to
o Students will be able to define the meaning of various
phrases found in the Declaration
o Students will be able to apply their own personal meaning
to the ideas in the Declaration
Stage 2- Assessment Evidence
Performance Tasks:
What tasks will students be able to do to demonstrate
understanding?
o Students will write an essay that is both informative and
personally reflective describing important phrases in the
Declaration as well as their own personal beliefs

Other Evidence:
What other things can students do to show what they know?
o Students may also demonstrate knowledge through
discussion and participation

Self-Assessments:
What ways can students check understandings to set future
goals?
o Students will write a reflective/informative essay that may
be used to assess student-writing abilities. Students may
use this as a guide for future projects.

Reflections:
What did you identify during self-evaluation?
o It is important to include writing reflection within complex
lessons that involve new material. By doing so, students will
be able to apply the information to their own life and
understanding of the topic. This lesson will encourage
student to think about the informative aspect as well as
applying a personal aspect to the information.
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. Students will work in groups to identify the meaning of each phrase
o Natural Rights (What are Natural Rights? Why were they important?)
o Government by the Consent of the Governed (What does this mean? Why was it important?)
o All Men are Created Equal (Who is included in this statement? How has it changed? Why is this important)
2. For each phrase, students will work in groups to discuss and individual write a short paragraph about each. This will be turned in

for evaluation and returned as a student resource.
3. Next, students will begin an individual writing assignment.
4. The prompt will be What does Independence mean to you? What does equality mean to you? In what ways might you
exercise your right to Life, Liberty, and the Pursuit of Happiness?
5. This will be a 5-paragraph essay.
6. Students will use a Graphic Organizer web to brainstorm ideas for each topic http://www.dailyteachingtools.com/free-graphic-
organizers-w.html (See Below)

7. Students will write a draft in their writing tablet
8. Students will peer edit and seek teacher approval
9. Students will finalize draft and copy onto final paper for display
10. If time permits, students may share ideas aloud to peers
11. Student work will be displayed












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