PART 1: UNDERSTANDING BY DESIGN UNIT
Stage 1 Desired Results
ESTABLISHED GOALS
What content standards will this
unit address?
CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words
and phrases as they are used in a
text, including vocabulary specific
to domains related to history/social
studies.
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g.,
in charts, graphs, photographs,
videos, or maps) with other
information in print and digital
texts.
CCSS.ELA-LITERACY.RI.7.3
Analyze the interactions between
individuals, events, and ideas in a
text (e.g., how ideas influence
individuals or events, or how
individuals influence ideas or
events).
CCSS.ELA-LITERACY.RI.7.7
Compare and contrast a text to an
audio, video, or multimedia version
of the text, analyzing each
medium's portrayal of the subject
(e.g., how the delivery of a speech
affects the impact of the words).
CCSS.ELA-LITERACY.W.7.1.D
Establish and maintain a formal
style.
CCSS.ELA-LITERACY.W.7.2
Write informative/explanatory texts
to examine a topic and convey
ideas, concepts, and information
through the selection, organization,
and analysis of relevant content.
CCSS.ELA-LITERACY.W.7.3
Write narratives to develop real or
imagined experiences or events
using effective technique, relevant
descriptive details, and well-
structured event sequences.
Transfer
Students will be able to independently use their learning to
What kinds of long-term independent accomplishments are
desired?
The kind of long-term independent accomplishments that are
desired are for students to understand how fortunate they are to
live the life that they have. They should walk out the class
taking this unit to heart because focusing on a lesson like this
allows them to recognize the opportunity they have. They will
be able to think more critically about current events in our word
and understand how and why people get displaced from their
country of origin. They will able to take what they learned and
put that information into a discussion with their parents or their
peers. When students are having a discussion with others, this
will allow them to teach others about a powerful topic and get
other aware of what is going on around the world.
Meaning
UNDERSTANDING ESSENTIAL
QUESTIONS
Students will understand that
What specifically do you want What thought-
students to understand? What provoking questions
inferences should they make? will foster inquiry,
meaning-making, and
Students will understand what it is
transfer?
like to live in a third world country.
This will allow them to get outside of What is the physical,
their comfort zone. By understand the mental, and emotional
life of a refugee in a third world experience of a
country, students will be able to refugee?
research in order to better understand
the causes of migration/refugee. What could you do to
Doing this research will allow the help refugee families?
students to look at how countries are
CCSS.ELA-LITERACY.W.7.3.B
Use narrative techniques, such as
dialogue, pacing, and description,
to develop experiences, events,
and/or characters.
CCSS.ELA-LITERACY.W.7.3.E
Provide a conclusion that follows
from and reflects on the narrated
experiences or events.
CCSS.ELA-LITERACY.W.7.7
Conduct short research projects to
answer a question, drawing on
several sources and generating
additional related, focused
questions for further research and
investigation.
What deeper learning competencies
will this unit address?
Academic content because the
students are comparing their lives
to those who live in third world
countries and this will allow them
to think about how the world is
their oyster with all the things they
can do, while others dont have as
much opportunity as we do.
today versus how they were back
then. For example, researching
present day Syria, the war and
conflict that is caused in a third world
country, and how people are being
taken from their home due to violence
and sexual misconduct.
Acquisition
Students will know Students will be skilled
at
What facts and basic concepts should
students know and be able to recall? What discrete skills
and processes should
Students will learn about 2-3 students be able to
countries who have refugees and the use?
events that cause people to become
displaces in their life and home. Students will be able to
walk 2 miles to get
What is a typical day like for a their own food or
refugee. water.
Students will be able to
describe what it is like
to live in a third world
country.
Students will learn
how to research
articles and videos.
They will write
narratives based off of
prompts given to them
and stories that they

Evaluative Criteria
What criteria will be used in each
assessment to evaluate attainment
of the desired results?
Are the students able to get in touch
with their feelings when discussing
the life of refugees in small groups.
I will know what they discuss
because they will fill out questions
as they are talking about their
feelings about learning about
refugees.
have read written by
refugees.
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
Students will show that they really understand by evidence of
How will students demonstrate their understanding (meaning-
making and transfer) through complex performance? What will
they make or do?
Students will demonstrate their understanding through a final
project.
The project can either be presented through a video or through a
PowerPoint or Prezi presentation. Their final projects will
include their experience of living a day in the life of a refugee.
They will address the question what is your life like at home?
and compare that to how their experience was living like a
Students will be assessed by refugee. They will choose an article to analyze throughout this
completing the questions in their project and will be required to talk about the article they read in
adventure map. their final project?

I will assess their final projects
based off a rubric that we will
create as a class prior to them
presenting.
Questions for the students to consider putting into their final
project:
Which refugees come to San Diego?
o Why San Diego?
What is a refugee?
Why do you think refugees choose to go to the places
they go?
What kind of emotions did you get out of doing this
project and learning about third world countries?
What deeper learning did you get from the article you
read?
o How did the article expand your learning on
this topic?
Why did you choose the article you chose?
What is something valuable you are walking away with
from this unit?

Stage 3 - Learning Plan

Outline the major learning activities of your unit:

Walk from the border back to campus

Live the day and life of a refugee and their family
Read stories and watch videos about refugees who are the same age as the students.
Final project reflecting on their experience 10-week experience
Writing Prompts relevant to the everyday life of a refugee
Thinking Mapsto better understand what a third world country is like and to learn about
refugees.
A week in this lesson would look like this:
o Day 1: Thinking Map: Answer a variety of questions based off of refugees that are
broken into separate sections.

o Day 2: Talking about Emotion: Answering a variety of questions based on how

students express and experience their emotions

o Day 3: Thinking Map: Complete the remaining questions in the sections provided.

o Day 4: Express Yourself: Students will be able to choose from various prompts that
pertain to what a refugee's life is like. (i.e. If you had to pack a backpack sized bag full
of items from your home, what would you bring?
 o Day 5: Table Conversations: Students will get into small groups to discuss their
thinking maps and the prompt that they chose to write about during the Express
Yourself class time.

__________________________________________________________
Parts 2 + 3: UDL Lesson and IEP Goal
Universal Design for Learning (UDL) Lesson

IEP GOAL ALIGNMENT LEARNING OBJECTIVES

This UDL Lesson will support Selma Student in
making progress on the following IEP Goal:
Present Level of Performance (Baseline): When provided
with maximum supports and verbal and visual prompts,
the students has an initial understanding of authors
purpose and point of view with 50% accuracy.
Goal: By June 2017, when a text is read and
discussed, the student is provided with verbal and
visual prompts. The student will explain how the
author uses reasons and evidence to support points in
a text, identify which reasons and evidence support
what point(s), using targeted vocabulary and
grammar structures on 4/5 trials with 80% accuracy.
The above goal is aligned to the following Common Core
Standards: CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are
used in a text, including vocabulary specific to domains
related to history/social studies.
Some: Will walk away with some
meaningful insight. Some will research
three or more topics such as what
countries have refugees?, what is the
typical age range for refugees and what
is a typical day for a refugee?
Most: Most will research five or more
topics such as what countries have
refugees?
All: The learning objective for all the
students is to live a day in the life of a
refugee and walk away with meaningful
insight. All will understand how political
conflict and war leads to displacement of
people.
ESSENTIAL QUESTION FOR THIS LESSON:
What is it like to experience and step into the
shoes of someone in the developing world for one
day?
WHAT CONTENT STANDARDS
DOES THIS LESSON ADDRESS?
CCSS.ELA-LITERACY.W.7.7
Conduct short research projects to answer
a question, drawing on several sources
and generating additional related, focused
questions for further research and
investigation.

Multiple means of representation

I would represent the information to the students through
Their weekly adventure maps, which will include stories about refugees or recent stories about
refugees in a certain country.
Videos and pictures about what a third world country looks like
Lecture about what a refugee and third world country are

Multiple means of action and expression

They will show what they know, by making a video of what they learned when spending the day in the
shoes of a refugee. This video will also explain what they have learned throughout the entire unit.
If students are uncomfortable speaking in front of others, they can do a PowerPoint or Prezi
presentation.
The students have a choice on how they want to express their feelings and express their learning.

Multiple means of engagement

Students will be motivated to engage in learning through this unit to see what it would be like to live
without their smartphone, walk to the store to get groceries, eat a single egg among their family for
breakfast, or even walk barefoot on the dirt.

Plan for Assessment/Checking for Understanding

The students will demonstrate what they learned by making a final video or doing a presentation based
of off what they learned and what they got out of the experience.
Lesson Sequence (your step by step plan use any format you like)
A lesson that I would focus on would be table conversations.

1. Students will get into small groups to discuss their thinking maps and the prompt that they
chose to write about during the Express Yourself class time.
2. Each student will have a minute to share their thinking maps with their groupmates.
3. Students will have the opportunity to respond to their peers after each peer shares their map.
4. As a group, they will answer questions that will be provided to them, to further expand their
discussion.
5. After group conversation, the class will come back together to talk about what their group
discussed, what answers they came up with to the questions, and see if anyone feels
comfortable sharing what they wrote.

Questions for Discussion:

Why did you choose the prompt you chose?

What did you learn from your peers work?
Did any questions arise when you were talking to your group? If so, what were they?
What are your thoughts on refugees and third world countries?
What were your thoughts prior to starting this unit on refugees and third world countries?
What would you do to help third world countries?