Stage 3- Learning Plan

 Question on the letters on the student’s names – comprehension on the letter and sounds. Asking if they know the meaning of their names.
Pre-assessment- due ___22nd_____

(What pre-assessments will you use to check students’ prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each Learning Events Progress Monitoring
learning event build?)
Student success at transfer, meaning, and acquisition depends upon their participation in  I will create a letter center that asks the
Acquisition these learning events… students to write their names and write
all the letters that make their names,
Meaning
 Also, the students have to do the same
Transfer Initiating or Introductory Phase
activity with a peer’s names to identify if
they understand the letter in an
unfamiliar name.

(How will you monitor students’

progress toward acquisition, meaning,
Developmental Phase and transfer during lesson events?)
(Formative Assessment)

 The students will name to write

their peer’s names and through
those activities, the students can feel
Culminating Phase
the achievement of knowing more
letter and the ability to write their
peer’s name

(How will students monitor their

own progress toward acquisition,
meaning, and transfer?)
(Assessment as learning)(rubric?)
 (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
plan?)  Names are still an abstract subject, due to
 (Does the learning plan reflect principles of learning and best practices?) the young ages of students, it will be
difficult to portray diversities in the
 (Is there tight alignment with Stages 1 and 2?)
means of names; the students might not
be able to understand the concept.

(What are potential rough spots and

student misunderstandings?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum