UbD Lesson Plan Template



|UbD Unit Lesson Plan |

|Teacher’s Name: Brittany Debolt |Subject/Course: Social Studies |

|Lesson Title: Citizenship |Grade Level: 3rd grade |

|Approximate Time Frame: 3 weeks |

|Essential Vocabulary: citizen, rights, citizenship, responsible, rules, communities, friendly, honest, polite, considerate, cooperate, and apologize |

Stage 1 – Desired Results

|Competency/Objectives: Student will learn how to be a good citizen. |

Established Goals:

|Understandings |Treating others how we want to be treated makes us good citizens. |

|Students will understand |Students understand concept of responsibility in a community. |

|that... |Students will understand the importance of being a good citizen. |

| |Students will understand what it is like to be a responsible citizen. |

|Essential Questions: |How we treat others affects how they treat us. |

| |What roles do citizens play in our community? |

|Students will know… |The meanings of the terms from the story that mold them into being good citizens (considerate, honest, apologize,|

| |cooperate). |

| |How to fill someone’s bucket. |

|Students will be able to… |recite the “golden rule” |

| |explain why the traits are important |

| |explain what makes a good citizen |

| |list characteristics of a responsible citizen |

| |Discuss their rights |

| |Discuss how they know they are a citizen |

Brief Summary of the Unit:

| During this lesson students will be able to learn why it is important to be a good citizen. In the end the students will be able to act and |

|participate as good citizens in all the communities they may be a part of. Students will also know what rights and responsibilities they have. |

Stage 2 – Assessment Evidence

|Performance Task: |Students will work through selected lessons and online tutorials using the NEFE High School Financial Planning Program. |

|Performance Task Statement: Students will work independently and collaboratively to complete a financial planning portfolio. |

|Students will understand… |the importance of good credit and managing debt. |

|Students will be able to do… |a budget, analyze credit reports and complete a financial plan. |

|G.R.A.S.P.S. |

|Here is where you will develop a scenario for the activity/project. |

|This section is for you to develop a guide for the students on what to do. |

|Goal(s): |Journal entries |

|(Scenario for |Vocabulary check |

|Assignment/Project) |Ticket out the door |

| |Discussions |

|Role: |as an effective team member and individual to complete a task |

|(Student’s role) | |

|Audience: |teacher |

|(Who will see this |other students |

|information? It can be the | |

|teacher only.) | |

|Situation: |individually |

|(How – individually, partners,|desk partners |

|groups – the goal will be | |

|accomplished.) | |

|Performance: |Students will complete a journal prompt. |

|(What will the student do?) |Students will discuss in partners and whole group. |

| |Students will be able to recite vocabulary words and meanings. |

|Standards: |Filling someone else’s bucket, journal entry, illustrating/writing activity with rubric |

|(The criteria for success and |group participation-group discussions, on task behavior, helping others and listening |

|how it will be assessed.) | |

|Key criteria to reflect Performance Tasks: |rubric |

|Examples: Rubric, Checklist, etc. |bucket slips |

| |participation |

|Other Evidence Summarized |work samples |

|(tests, essays, work sample(s), etc. |self evaluation |

Stage 3: Learning Plan, Experiences, and Instruction:

|UbD Lesson Plan |

|TEACHER: Brittany Debolt |DATE: 9/11/13 |

|CLASS: Social Studies |UNIT: 1 |

|LESSON TITLE: Do Unto Otters |

Information from Stage 1: Desired Results

|Unit & Competency | Select strategies to use in handling credit and managing debt |

|Enduring Understanding(s): | Students will understand that by treating others the way we want to be treated makes us good citizens. |

| |Students will understand that good citizens make up a good community. |

|Essential Question(s): |How does the way we treat others influence how they treat us? |

| |How does the way we treat one another influence our community? |

Learning Activities: Consider the WHERETO elements

|The Teacher will… |The Student will… |

|W |lead a discussion on the components of being a good |learn the components of being a good citizen and how to |

|Where are we going? What is |citizen. |display those features. |

|expected? | | |

|H |use a book to demonstrate and introduce the vocabulary. |Listen to the book and participate as questions come up. |

|How will we hook (Introduce this | | |

|to) the students? | | |

|E |use book, discussion and previous knowledge from their |gain a better understanding of what being a good citizen |

|How will we equip students for |Social Studies book. |means. |

|expected performances? | | |

|R |Review journal entries and do a vocabulary check. |Write down what they have learned and how they can use |

|How will we rethink or revise? | |it. |

|E |The journal entries, vocabulary check, and bucket slips. |complete their journal, participate, and write their |

|How will students self-evaluate | |bucket slips. |

|and reflect their learning? | | |

|T |use the book, group discussion, and activities. |Get support as needed. |

|How will we tailor learning to | | |

|varied needs, interests, and | | |

|learning styles? | | |

|O |Use the book as an opening activity, then follow-up by |complete the desired steps of the teacher’s activities. |

|How will we organize the sequence|introducing the objective for the day and complete writing| |

|of learning? |piece. | |

Information from Stage 2: Other Evidence

Sufficient and Revealing Evidence of Understanding: Briefly explain if and how it will be used.

|Informal Check: |question/answer session |

| |monitor progress while doing group work |

|Observation/Dialogue: |group work observation checklist |

|Quiz/Test: | |

|Academic Prompt: |group discussion about book and components of the book |

|Performance Task/Project: |complete journal entry |

|Other: | |

Special Needs:

|Modifications: |Accommodations: |

|IEP as needed |work with students at different skill levels |

Plans for after this lesson/competency is complete:

|Work samples |

Resources Used: Websites, books, film clips, etc.

|Type of Resource(s): |Name of Resource(s): |

|Book |Do Unto Otters by Laurie Keller |

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