The UbD Template, Version 2.

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Stage 3 -- Learning Plan Sketch

Code What pre-assessments will you use to check student’s prior knowledge, skill levels, and potential misconceptions?
A2 Real world life problem of a fight in the school cafeteria, students responses for the questions will be recorded
S2 using flipgrid allowing for easier tracking of progress through the unit. This allows me to know and measure
what they students know about biases, primary sources and secondary sources.

What’s the goal for Learning Events Progress Monitoring

each learning event? Student success at transfer, meaning, and acquisition depends upon...
(Which M, T, A, or • Are all three types of goals (acquisition, meaning, and transfer) addressed in the
Standard) learning plan? • Does the learning plan reflect principles of learning and best
practices?
• Is there tight alignment with Stages 1 and 2?
• Is the plan likely to be engaging and effective for all students?
• 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?

S1, 2? LE1 Students will be introduced to specific events of the Civil War in chronological Students will be given a rubric before the debate
A1, 2, 4 order. Using a variety formats that cater to their learning styles. (Youtube videos, occurs so that they know what level of thought and
letters, artifacts being brought in, museum trips). Debate research they will need to do to get a meets.
M1, 2
T1, 2

M2 LE2 Students analyze how people lived during the civil war. Will be randomly Students will receive feedback on the quality of
A2 assigned a role; southern plantation owner, wife of soldier, slave, ect. Students their source before they write their letter, blog,
will be responsible for finding a primary source that describes their life and then diary.
T1 write their own first person account of their life and how they feel about the war. This will measure how good they are at choosing a
S1,2 primary source. May be mixed up with secondary
sources.

A1,2,3,4 LE 3 Students design museum exhibits, with historically accurate information Cite their sources.
M1 gathered from primary and secondary sources. The descriptions the students write of the events
will measure their understanding of the events,
T1,2 understanding of the sources they choose.
S1,2,3 Describe other events that their event led to if any.