UbD Lesson Plan Template

Client Organization:
Kapolei Elementary School
Grand Canyon University: TSL 560
Main Contact:
_________________Michael A. DePolis________________________________
Email Address:

Fax:

Date: May 15, 2013

VITAL INFORMATION
Author
*Subject(s)
Topic or Unit of
Study
*Grade/Level

*Summary

Michael A. DePolis
Social Studies- History
Early American History, Key Figures through the Revolutionary War
5, Sheltered/Self-Contained
The students will perform a Wax Museum. Partners will choose a key figure to research
(e.g. Benjamin Franklin, Patrick Henry, Thomas Jefferson, etc.). They will then synthesize
the character and his contribution to Early American Government in a five paragraph
narrative. The students will dress as the character and act as wax figures in the museum.
Other classes, parents, administrators, and teachers will be invited to the wax museum
exhibit. As the start button is pushed, students will begin their speech (narrative) and
continue to the end each time start is pushed.

STANDARDS

*Standards

Standard 3: History: EARLY AMERICAN HISTORY: Understand important

historical events through the Revolution, Benchmark SS.5.3.12 Describe the
major events of the Revolutionary War, including key battles, key alliances,
and the roles played by key figures
Standard 6: Oral Communications: CONVENTIONS AND SKILLS: Apply
knowledge of verbal and nonverbal language to communicate effectively in
various situations: interpersonal, group, and public: for a variety of purposes,
Benchmark LA.5.6.2 Give informal presentations or reports to inform
AZ ELL Stage III: Grades 3-5 Writing HI-4
AZ ELL Stage III: Grades 4-5 Listening and Speaking HI-8 (Arizona Department
of Education, 2013).

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS

REQUIRED:
Established Goals

1. The students will be able to use resources and research skills to gain insight into
key Revolutionary War figures and synthesize contributions.
2. Students will listen and speak to diverse audiences based on essential
understandings gained. Students will gain understandings from their peers within
the Wax Museum display.

Understandings
Overarching
Understanding
Related
Misconceptions

Essential
Questions

Knowledge

Skills

1. Individuals throughout history to present have, and continue to have, important

ideas regarding human rights, liberty, values, etc.
2. Ordinary students can effectively communicate important ideas and ideals.
3. Research skills provide students with the ability to find out important ideas of
historical figures.
Misconception: Only important historical figures have great ideas of value.
Overarching:
1. What were the ideas and values of key figures in early American government?
Topical:
1. How can students communicate the thoughts, feelings, and values of key
American figures to a diverse audience?
2. What research skills do students need to know in order to find out important
ideas from the past?
1. Students will synthesize in their own words thoughts, feelings, ideals, and actions
of key historical figures through the American Revolution in a written research
report.
2. Students will listen and speak within the context of a Wax Museum
1. Students will apply research skills (text, biography, encyclopedia, internet, etc.)
and report writing, including bibliography.
2. Students will apply speaking standards (eye contact, projection, note cards,
rehearsal) in Wax Museum presentation.

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS

REQUIRED:

Performance Task Description:

What authentic performance tasks will students demonstrate the desired understandings?
By what criteria will performances be judged?
Through what evidence (e.g. quizzes, tests, academic prompts, observations, homework, and journals)
will students demonstrate achievement of the desired results?
How will students reflect upon and self assess their learning:
1. Research of chosen key figure with partner, following scaffolded outline, three
sources, and final written report.
Goal
2. Speaking to diverse audience as ideas is synthesized. Listening and questioning of
other reports within the Wax Museum context.
Role Writer, speaker, and listener.
Audience Teacher, peers, parents, and administrators.
Situation Classroom and walkway where Wax Museum is set up.
1. Research report to be scored against a rubric.
Product/Performance
2. Wax Museum listening and speaking to be scored against a rubric.
Standards See above.

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS

REQUIRED:
What learning experiences and instruction will enable students to
achieve the desired results? How will the design:
Where are your students headed?
Where have they been?
How will you make sure the students know where they are
going?

How will you hook students at the beginning of the unit?

What events will help students experience and explore the big
idea and questions in the unit?
How will you equip them with needed skills and knowledge?

How will you cause students to reflect and rethink? How will
you guide them in rehearsing, revising, and refining their
work?

How will you help students to exhibit and self-evaluate their

growing skills, knowledge, and understanding throughout the
unit?
How will you tailor and otherwise personalize the learning
plan to optimize the engagement and effectiveness of ALL
students, without compromising the goals of the unit?

-The students have built background of Native

Americans, migrations, cultures, exploration, early
colonization, thirteen colonies, and the seeds of
revolution.
-Building upon this background, key American figures
will be examined and researched.
1. Students will examine student liberties and
freedoms. Fairness and students rights will
provide motivation.
2. Revolution stories and Discovery Ed. Videos will
provide hook and background.
The students will experience the roles, ideas, and
values of key figures as they relate to students daily
lives.
Explicit supports will be provided and scaffolded for
student research.
Explicit speaking practice and support will be provided.
ELL student will be supported with a strong native
English speaker. Partners will rehearse, edit, revise and
practice together. Two sets of partners will come
together into foursomes for further audience review and
rehearsal.
Students will complete ongoing, short answer
scaffolding self-evaluation.
Differentiation will be provided by selection of
partners and foursomes. The Student Oral Language
Observation Matrix (SOLOM) will be administered daily
with my ELL (Intermediate/Early Advanced).

References
Arizona Department of Education (2013). Retrieved May 15, 2013, from www.azed.gov.