TGC Fellow Unit Template *

Prepared by: Tiffany Badger

School/Location: El Dorado High School, Placentia, California

Subject: Early Advanced English Language Development

Time Needed: Three weeks

Grade: 9-12

Unit Title: Committed to Change

Unit Summary: Stemming from Margaret Meads seminal quote, Never doubt that a small group of thoughtful, committed
citizens can change the world; indeed, its the only thing that ever has, students will explore the foundations and facets of
human rights around the world. Students will first discuss the basic rights of all humans as decreed by the United Nations, and
most recently with the Global Goals for Sustainable Development. Finally, students will work in groups to explore a human
rights issue of their choice, exploring potential causes, solutions, and ways they can help as global citizens committed to
change.

Stage 1 Desired Results

ESTABLISHED GOALS:
California English Language Development
Standards

G.1 Collaboration
A.1 Exchanging information and ideas with
others through oral collaborative discussions
on a range of social and academic topics
A.1 Interacting with others in written English
in various communicative forms (print,
communicative technology and multimedia)
A.4 Adapting language choices to various
contexts (based on task, purpose, audience,
and text type)
G.2 Interpretive
B.6 Reading closely literary and informational
texts and viewing multimedia to determine
how meaning is conveyed explicitly and
implicitly through language
G.3 Productive
C.9 Expressing information and ideas in formal
oral presentations on academic topics
C.10 Writing literary and informational texts
to present, describe, and explain ideas and
information, using appropriate technology
C.12 Selecting and applying varied and precise
vocabulary and other language resources to
effectively convey ideas

Transfer
Students will be able to independently use their learning to(real world purpose)
T1. Investigate the world beyond their immediate environment
T2. Communicate effectively with diverse audiences
T3. Take action to improve conditions
Meaning
UNDERSTANDINGS
Students will understand that

ESSENTIAL QUESTIONS
E1. What basic human rights are people around the
world struggling for today?

U1. Human rights strive to guarantee that

all people, in all countries, are equal and
free regardless of nationality, race, age,
gender, religion or economic status.

E2. Why are individual defenders of human rights

important to building a more equitable and just global
society?

U2. Human rights are intrinsic rather than

granted

E3. Who decides what a human rights violation is?

E4. How can we as individuals supports those who

U3. One individual can be impactful in the suffer from human rights violations?
fight for human rights.
Acquisition

vocabulary and other language resources to

effectively convey ideas

Common Core State Standards

English Language Arts>History Social
Studies>Grades 9-10
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of
a primary or secondary source; provide an
accurate summary of how key events or ideas
develop over the course of the text.
CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events described
in a text; determine whether earlier events
caused later ones or simply preceded them.
CCSS.ELA-LITERACY.RH.9-10.4
Determine the meaning of words and phrases
as they are used in a text, including
vocabulary describing political, social, or
economic aspects of history/social science.

GLOBAL COMPETENCY
Investigate the world
Communicate ideas
Take action
RESOURCES:
The United Nation Global Goals
United Nations Declaration of Human
Rights
The Malala Fund
rock-your-world.org
youthforhumanrights.org
World Press
Newspapers Global
World Book Online
Gale Student Resources in Context
newsela.com

Students will know (Content)

Students will be able to (Skills)

K1. The origin/foundation of human rights

S1. Research informational texts and multimedia

K2. What are human rights

S2. Collaborate with peers

K3. Why human rights of someone from

another country are relevant to young
people today

S3. Express ideas and information, both orally and

written, using appropriate technology
S4. Raise awareness about a global issue of
significance

Stage 2 - Evidence
Assessment

Evaluation Criteria (Learning Target or Student Will Be Able To)

Assessments FOR Learning: (ex: kwl chart, Ability to thoroughly analyze a primary source document, both written and visual
exit ticket, observation, draft, rehearsal)
(photograph, chart, table, infographic)
Use critical reading strategies (ex. marking the text, circling key terms) to determine the
authors main claims
Written document analysis worksheet
Research and present textual evidence using a graphic organizer
Photograph analysis worksheet
Thoughtfully develop, organize, and create a storyboard for a presentation
Close reading of primary source
Collaborate, analyze, research, and create effectively in small groups
document
Summarize findings and post images to Padlet
Evidence graphic organizer
Inform and share research/citation information with classmates via ThingLink
Presentation storyboard
Observation of group work
Padlet
ThingLink
Assessment OF Learning: (ex:
performance task, project, final paper)
Google Slides presentation
Post-unit reflection

Students will use Google Slides to organize an investigation of their chosen human rights
issue, exploring potential causes, solutions, and ways to help.
Research will require the analysis of at least a) three primary source documents, (one of
which must be from a non-Western source, b) one photograph, c) one infographic, d) one
short film/public service announcement.
Students must also find, research, and interview someone from an organization that helps
with their particular human rights issue.
Students will present their research and key findings in a presentation to the class while
their peers take Cornell notes.
Students will reflect on the process of investigating a human rights issue at the end of the
unit.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be
separate)
Week One: Students will begin Week One by analyzing Margaret Meads quote Never doubt that a small group of thoughtful, committed
citizens can change the world; indeed, its the only thing that ever has, as well as the units four essential questions. Students will
complete the first two categories of a KWL chart as well as an anticipation guide to activate prior knowledge, and build curiosity about the
topic. Students will also learn about the United Nations 1948 Declaration of Human rights by analyzing an infographic, as well as the more
recent adoption of the Global Goals for Sustainable Development. Students will use video (Youth for Human Rights, TED Talk) and a web
search of the United Nations Global Goals website to engage more with the topic and determine their area of focus. Students will also
take and post their own selfies on a Padlet board that establishes the Global Goal number (area of focus) they have chosen to research (to
imitate the celebrity photos). Those who are allowed to use social media will be encouraged to post these on Twitter or Instagram. By the
end of Week One, student groups of no more than four students per group will be established to begin research in earnest during Week
Two.
Week Two: Week Two is comprised primarily of research using Chromebooks in class, and developing their shared Google Slides
presentation. The week will begin with a discussion of the quote The second controversy concerns the claim, which I endorse, that our
modern conception of rights, wherever in the world it may be voiced, is predominantly European in origin from The History of Human
Rights to help students consider voice and perspective as they begin research. Guidelines for primary source documents and research will
be established. Research will require the analysis of at least a) three primary source documents, (one of which must be from a nonWestern source, b) one photograph, c) one infographic, d) one short film/public service announcement. Students will also be given a list of
recommended resources from which to research. Since students must interview someone who works close to their human rights issue,
students will be asked to consider interview questions and find a reputable source/organization during the first half of Week Two in order
to conduct the interview in a timely manner. Student groups will also be required to complete one primary source document analysis page
for each source, and follow established critical reading strategies (circling key terms, highlighting the authors main claims, etc.) for each
written primary source document. Students will create a shared ThingLink page to gather and publish citation information from their
research findings from articles, photographs, videos, images, and more. Students will collaborate on shared Google Slides presentations.
Week Three: Students will finish their research and present their findings to the class during Week Three. Students will have one to two
days as needed at the beginning of the week to complete any final research or to finish their presentations. Two days will be set aside for
the actual presentations. Presentations should reflect their investigation of a human rights issue, including the potential causes, solutions,
and ways to help. I will invite any interested administrators and teachers who are free during those periods to watch the presentations.
Students will participate in a day of reflection on the last day of the unit in order to help them process what they have learned and how
they feel after researching/discussing human rights issues.

*adapted from Understanding by Design Model

TGC FELLOWS UBD Lesson Template

Lesson Title: Introducing the Global Goals

Subject: Early Advanced ELD

Prepared by: Tiffany Badger

Materials Needed: Computers, internet access, camera and/or webcam

Global Competency: Investigate the world, Communicate ideas
Where is the lesson going?
(Learning Target or SWBAT)

LT: I can identify the United Nations Global Goals for Sustainable Development.
I can summarize the main ideas and targets of one chosen Global Goal.

Hook:

Tailored Differentiation:

Students will watch the short video We The People for The Global Goals. When they
finish the video, each student will complete the sentence frames, I think, I feel,
and I can They will share their responses with their partners and then with the class.

Provide sentence frames

Direct struggling students to the goals with
fewer targets and/or more charts/graphs/
pictures (such as #7 and #13)

Equip:
Students will break into pairs, each one representing a different Global Goal. Students
will visit their respective goals page at globalgoals.org. Student pairs will create one
ThingLink page for each goal, inserting at least three pictures and summarizing three to
five of the most important targets of the goal using sentence frames.
Rethink and revise:
Students will share their findings by posting their ThingLink pages to a shared Padlet page.
Students will also be asked to write the Global Goal topic and number (#1-17) on a piece
of paper and then take a selfie using either the Chromebook webcams or their own cell
phone cameras, (to imitate the celebrity pictures on the website). Each student will post
his/her selfie with one sentence using the sentence frame I support _____ because ____
on the same Padlet page.
Evaluate:
Students will be assessed on the thoughtfulness and organization of their ThingLink pages,
as well as the completion of the Padlet selfie assignment.

Notes:
Students who are allowed to use social media such as Twitter or Instagram will be
encouraged to post their Padet selfies using the hashtag #globalgoals.

Organization:
Have the video ready to play when students
enter
Post video to Google Classroom for students who
may want to watch the video again
Prepare sentence frames; post them to the
white board and Google Classroom
Prepare shared Padlet page