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2013 2014 SY [UNIT PLAN TEMPLATE]

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STUDENT LEARNING OBJECTIVE UNDERSTANDING BY DESIGN (SLO UBD)
STUDENT TEACHER UNIT PLAN TEMPLATE

Student Teacher: Susannah Reel School: August Ahrens Elementary Cooperating Teacher: Shelea Boyd
Grade: 5 Content Area: ELA & Social Studies University Supervisor: Kalea Silva Dates: March 31
st
to
May 2nd

Student Population:
Total Number of Students 25 Males 13 Females 12 SPED Inclusion 0 SPED Pullout 1 ELL 4
GT 0 Any Other _____________ _____ _____________ _____ ______________ _____
Additional Information:

SLO
Com
pone
nts
For a complete description of SLO components and guiding questions, use the Student
Learning Objective Planning Document attachment.
Learni
ng
Goal
STAGE
1

Learning Goal:
Established Goal(s):
What habits of mind and cross-disciplinary goal(s) for example 21
st
Century skills, core competencies will this unit
address?
Students will understand the major events and key figures of the Revolutionary war.
Students will understand that historical events of the past play an important part of our
past, present, and future.

Big idea:
What are the big picture concepts, conceptual anchors, and connections?
A series of events caused the deterioration of relations between Britain and her
thirteen North American colonies, leading to war (HCPS III)
The conflict between Britain and her North American colonies was based on differing
viewpoints of the ideas and ideals articulated in the Declaration of Independence
(HCPS III).

Transfer:
Students will be able to independently use their learning to:
What kinds of long-term independent accomplishments are desired?
Students will apply their knowledge of the Revolutionary War to how our society
functions today.
Students will be able to use their informative writing skills in a variety of contexts
throughout their education.

Meaning:
Understanding:
Students will understand
The American Revolution has greatly impacted the American society today.
There were many factors that contributed to the start of the American Revolution as well
as many factors that contributed to the way it played out and the way it ended.
2013 2014 SY [UNIT PLAN TEMPLATE]

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The American Revolution was once a current event for those that lived through the
events.
There are concrete facts and information about the events that occurred throughout the
American Revolution and there are also a variety of opinions about the causes and
effects of the war.
People seek to change their government and society.

Essential Questions:
Students will keep considering
What were the events leading up to the American Revolution?
What is the meaning of Revolution?
Who formed the North American colonies? Why?
What was the relationship like between Britain and the North American colonies?
Who were the other key groups involved in the American Revolution? (Native Americans,
slaves, etc.)
What was the purpose of imposing taxes? Who imposed the taxes and on who were they
imposed?
How did the Revolutionary war cause the movement of people? Who was involved?
Why was the Declaration of Independence written? What was its purpose?
How did the Revolution impact how we live our life today?

Acquisition:
Students will know:
The reasons behind the conflict between loyalists and patriots (Uemura).
The major battles and their outcome (Uemura).
The political, economic, and social changes that resulted from the American Revolution
(Uemura).
How the United States were founded (Dinneen).
How people lived during the time of the Revolutionary War (Dinneen).

Students will be skilled:
Write informative essays that clearly develop a topic using transitions, illustrations,
quotations, and facts.
Integrate information from a variety of sources to form a knowledgeable essay.
Explain the relationship between the people, events, and ideas of Britain and the North
American colonies.
Define the major ideas from the Declaration of Independence.
Describe the key events and key figures from the Revolutionary war. Students will be able
to create an accurate timeline depicting the important events throughout the war.
Explain how the revolution caused the movement of people.
Relate the events to their everyday lives and how our country operates today.

Standards/Benchmarks:
Common Core Standards:
http://www.corestandards.org/assets/CCSSI_Math
Standards.pdf/http://www.corestandards.org/assets/CCSSI_ELA Standards.pdf


2013 2014 SY [UNIT PLAN TEMPLATE]

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English Language Arts
- CCSS.ELA-Literacy.W.5.2 Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
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.
o CCSS.ELA-Literacy.W.5.2b Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to the topic.
o CCSS.ELA-Literacy.W.5.2c Link ideas within and across categories of information
using words, phrases, and clauses (e.g., in contrast, especially).
o CCSS.ELA-Literacy.W.5.2d Use precise language and domain-specific vocabulary to
inform about or explain the topic.
o CCSS.ELA-Literacy.W.5.2e Provide a concluding statement or section related to the
information or explanation presented.

- CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or technical text based on
specific information in the text.

- CCSS.ELA-Literacy.RI.5.9 Integrate information from several texts on the same topic in order
to write or speak about the subject knowledgeably.

Hawaii Content Performance Standards (HCPS III)
http://165.248.30.40/hcpsv3/search_results.jsp?contentarea=Social+Studies&gradecourse=5&
strand=&showbenchmark=benchmark&showspa=spa&showrubric=rubric&Go%21=Submit

Social Studies
- Standard 3: History: Early American History Understand important historical events through
the Revolution.
o Benchmark SS.5.3.10 Colonial American Society Explain how conflict between
the English government and the English colonies led to the outbreak of the
American 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.
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.

Rationale:

Interval of instruction necessary to address goal: Solo Period (4 consecutive weeks)




2013 2014 SY [UNIT PLAN TEMPLATE]

4

Assess
ments,
Scorin
g and
Criteri
a
STAGE
2
Planned assessments and criteria used to determine levels of performance:
Results:
Are all desired results being appropriately addressed?
Desired results are for the students to understand the important events and key figures
throughout the Revolutionary War. Students will be able to demonstrates basic
understanding as well as a deeper understanding and application to todays society.
Students will be able to link events to other events in the past, present and future.
Desired results are for students to be able to construct informative texts with clear
information that conveys meaning and understanding about a topic.

Evaluative Criteria: *(This is where you start to develop your formative assessments)
What criteria will be used in each assessment to evaluate attainment of the desired results? Regardless of the
format of the assessment, what qualities are most important?
Content Knowledge: Students will demonstrate basic/rote knowledge of the key
concepts, topics, events, and figures.
Understanding: Students will convey a deeper understanding of the American
Revolution as they connect key ideas to past, present, and future topics. Students will
describe an understanding of the causes and effects, the movement of people, and
the other implications of the Revolutionary war.
Grammar: Students will demonstrate proper use of grammar, punctuation, and the
other criteria for proficient informative/explanatory writing (transitions, vocabulary,
facts, definitions, quotations, conclusions, and clear writing).
Organization: Students will show organization through their group poster board that all
information is clearly visible. Organization will also be demonstrated throughout group
collaboration. Students will construct explanatory essays that include coherent
organization for clarity.
Presentation: Students will be required to present their research topic to the class. Each
student will be required to speak and present parts of his or her topic to the class.
Participation: Students will be evaluated on efforts put forth within their group
membership throughout the research period. Students will be evaluated on a daily
basis by the teacher and also by their team members for fair evaluation.
Reflection: Students will have frequent reflections to self-assess their learning and
understanding. Students will provide reflections about the topics they are learning in
order to apply to their own lives.
Performance Task:
Students will show that they really understand by evidence of
How will students demonstrate their understanding through complex performance?
Group Work
Students will work in groups of 4 to research one key event and one key figure from the
American Revolution. They will be required to create a poster board with prompted
information about the topic and person.
Students will present their topic to the class

Essay
Students will write an informative essay about their topic and key figure. Students will
be required to meet certain criteria for this essay that demonstrates proficiency in the
common core writing standards.
Students will peer edit and revise writing, going through the steps of the writing process
2013 2014 SY [UNIT PLAN TEMPLATE]

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Other Evidence:
Students will show they have achieved Stage 1 goals by
Selected response assessment
o Cumulative assessment
o Weekly quizzes
Short essay assessments
Informal checks for understanding (thumbs up/thumbs down, KWL, etc)
I plan on giving brief lessons each day about a new events and figure from the
American Revolution in order for students to be equally exposed to the key concepts.
Homework assignments explanatory writing practice, Revolutionary War responses,
etc.
Weekly reflections on topics journal prompts will be provided for students to dig deep
into the topics and assess their own learning.

Expect
ed
Targets
STAGE
3
Goals:
What is
the
goal
for (or
type
of)
each
learnin
g
event?
Starting point for student performance groups
*Pre-Assessment:
What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?
o Students will take a pre-assessment exam at the start of the unit. Students will be
assessed with selected response and short answer questions in regards to the
American Revolution. This will allow the teacher to accurately understand student
knowledge of the topic. This same exam will be used and revised for the post-
assessment to recognize student progress toward the learning goals.
How will you monitor students progress toward acquisition, meaning, and transfer? How will students get the
feedback that they need?
o Students will be monitored on their progress through daily participation of classroom
assignments. Students will mostly demonstrate understanding through written response
reflections as well as weekly quizzes (formative assessments). The written responses will
demonstrate meaning and transfer. Through these various assignments, students will
gain feedback in the grading process. Students will also receive teacher led instruction
that is geared toward student acquisition.

Expected target for each student performance group:

ME Students performing above proficiency 3 Students
MP Students performing at a mostly-proficient level 12 Students
DP Students developing proficiency 9 Students
WB Students performing well-below proficiency 0 Students










2013 2014 SY [UNIT PLAN TEMPLATE]

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Score Tracker for Unit Assessments

Student Pre-Assess Weekly Weekly Weekly Post-Assess
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.


Rationale for expected targets:
Does the learning plan reflect principles of learning and best practice? Will the plan be effective and engaging for
students?
I have rationalized the expected targets based on student performance in the classroom and
on testing. Mostly based on their HSA Reading scores and their ELA performance scores in the
classroom. Writing skills will be critical throughout the unit as we analyze, discuss, and reflect
on important events from the American Revolution. I expect all of my students to be
developing proficiency by the end of this unit as we work on writing skills and content
knowledge. The students placed in the highest performance group have been grouped
based on consistent work that is above 5
th
grade proficiency levels. All other students will at
least meet the basic skills for 5
th
grade writing and social studies standards focused on
throughout this unit.

The learning plan is geared towards teacher-led discussions as well as hands-on learning
activities for students. Students will gain a balance of discussion, listening, reading, and
reflection on topics to promote student knowledge acquisition.

2013 2014 SY [UNIT PLAN TEMPLATE]

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Instructi
onal
Strategi
es
STAGE
3
(CT
and US
will
determ
ine
how
many
lesson
plans
you will
need
to
submit
for your
unit)
Instructional strategies for each level of performance:
Learning Events:
Student success at transfer, meaning, and acquisition depends upon
-Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?
-Does the learning plan reflect principles of learning and best practices?
-Is there tight alignment with Stages 1 & 2?
Is the plan likely to be engaging and effective for all students?
*The days for the learning plan are not consecutive. The lessons will be implemented based
on the school schedule. Some days will include a 2 hour block of ELA and Social Studies.
Please see below for calendar of events (SEE ATTACHED).
Day 1
- Pre-Assessment
- Unit Goals
- Discussion of the Causes of the Revolutionary War
Day 2
- Battle of Lexington and Concord lesson
- Writing
Day 3
- Writing
- Weekly Quiz/Reflection
Day 4
- Independence Day lesson
- Writing
Day 5
- Introduce Group Project and Essay
- Writing
Day 6
- Weekly Quiz/Reflection
- Group work, research topic
Day 7
- Treaty of Alliance lesson
- Writing (Essay)
Day 8
- Group work, research
- Weekly Quiz/Reflection
Day 9
- Treaty of Paris
- Writing (Essay)
Day 10
- Group work, research
- Essay Revisions, peer editing
Day 11
- Group work, final touches
- Final draft of essay
Day 12
- Presentation
Day 13
- Presentation
- Post-Assessment
2013 2014 SY [UNIT PLAN TEMPLATE]

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Progress Monitoring *(Formative Assessment x 3):
-How will you monitor students progress toward acquisition, meaning, and transfer, during lesson events?
-What are potential rough spots and student misunderstandings?
-How will students get the feedback they need?
o Students will be assessed on a weekly basis (4x) through a formative assessment in
which students will complete a short quiz focused on the weeks topic and a reflective
short answer. This will allow the teachers to check for understanding as well as progress
toward acquisition, meaning, and transfer. The quizzes will be designed to recognize
common misconceptions that may occur. These will be quick, simple, and effective.

To assess and assist with the Student Learning Objective, use the Rubric for Rating the Quality of
Student Learning Objectives attachment


SLO Rating Scale
Student teacher should attach the pre-assessment, three formative assessments, and the post assessment with
rubrics, data, and analysis (Pre-assessment: Student Generated; Formative assessment: Formative Assessment
Analysis Form; Post-Assessment: Final Unit Reflection).

Rating rubric for teachers with a class of 5 or more students.
Highly Effective Effective Developing Ineffective

At least 90-100% of
students met or
exceeded expected
target.



At least 75-89% of
students met or
exceeded expected
target.



At least 60-74% of
students met or
exceeded expected
target.


Fewer than 60% of
students met or
exceeded expected
target.
Rating rubric for teachers with a class of 4 or fewer students.
Highly Effective Effective Developing Ineffective

Based on individual
growth outcomes, all
students met expected
targets and some
exceeded the targets.


Based on individual
growth outcomes, all
students met expected
targets.


Based on individual
growth outcomes, some
students met or
exceeded expected
targets.


Based on individual
growth outcomes, no
students met expected
targets.




Results
*Post-Assessment
o The Post-Assessment will be a revised version of the Pre-Assessment. This will
allow the teacher to accurately gauge student progress from the
beginning of the unit to the end of the unit. The test will only be revised for
quality of questions and errors. Questions may be added that were
covered throughout the unit.

o Students will also be assessed based on their final project presentations
and essays.

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