Stage 3- Learning Plan
Written quiz on definition of family, family traditions, and a depiction of family through a physical drawing
(What pre-assessments will you use to check students’ prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each
learning event build?)
Acquisition
● Explain varying
characteristics of
different families.
Meaning
● Events in the past
have shaped family
structures and
culture today.
Transfer
● Recognize family
differences and
reflect on their
individuality.
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Learning Events
Student success at transfer, meaning, and acquisition depends upon their participation in
Progress Monitoring
these learning events…
● (How will you monitor students’
progress toward acquisition,
Initiating or Introductory Phase meaning, and transfer during lesson
Written quiz on definition of family, family traditions, and a depiction of family through a events?) (Formative Assessment)
physical drawing
Asking questions that point towards
informed vocabulary and ideas.
Developmental Phase
Listening to, understanding, and connecting “All the Way to America: The Story of a Big Italian
Family and a Little Shovel” to aspects of their own life. ● (How will students monitor their
own progress toward acquisition,
meaning, and transfer?)(Assessment
as learning)(rubric?)
Culminating Phase Reflecting on their own understanding of “All
Students will create a comprehensive story of their own family, present it to the class, and be the Way to America: The Story of a Big Italian
able to discuss differences Family and a Little Shovel” by talking to their
family members and sharing thoughts with
peers
● (Have you included multiple means of representation, multiple means of action and
expression, and multiple means of engagement?)
● (Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning ● (What are potential rough spots and
plan?) student misunderstandings?)
● (Does the learning plan reflect principles of learning and best practices?)
● (Is there tight alignment with Stages 1 and 2?) Students might conclude that all families
exemplify the traditional family structure or
that all families are the same if that is the case
of the majority of their class
● (How will students get the feedback
they need?)
Student and teacher presentation reflections
based on rubric