Karla Hernandez

EDFS 5205

UbD Stage 1

Stage 1 – Desired Results

ESTABLISHED GOALS Transfer
Students will be able to independently use their learning to…
Examine workable pay plans to include hourly
T1 Determine which pay plan works best for their needs.
wage, salary, piece-work, commission, and
T2 Anticipate wage range and type when applying for jobs.
bonuses. (BMA-HRP-8: 8.1)
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that… Students will keep considering…

U1 The pay plan of their job needs to provide
wages that are equal to or higher than the
cost of living.
U2 Human Resources personnel consider
skill, fairness, competitiveness, and
equitability when determining wages.
U3 At least one contributing factor has to be
significantly advanced when negotiating a
wage increase.
Q1 What is a living wage and which jobs will
provide that wage for my needs?
Q2 How is the wage scale calculated to
maintain a workable pay plan?
Q3 What makes a workable pay plan flexible
enough for negotiation?

Acquisition
Students will know… Students will be skilled at…

K1 The difference between minimum wage S1 Calculating living wage/cost of living.

and a living wage. S2 Negotiating wages.
K2 The factors contributing to a workable pay S3 Conducting a wage analysis.
plan. S4 Determining which jobs to apply to.
K3 Types of jobs which pay using hourly
wage, salary, piece-work, or commission.
K4 When bonuses are necessary and
equitable.

UbD Stage 2
Code Evaluative Criteria
Transfer goals  Match needs to
appropriate pay plan
 Match jobs to type of pay
plan
 Estimate wages for each
job
Meaning  Use critical thinking to
goals make sure wage is
sustainable
 Able to compare pay
plans to determine
fairness
 Advocate for fair wage
Skill goals Confidence in speaking to
an authoritative figure
Correct responses to inquiry
Accurate calculations and
analyses
Karla Hernandez
EDFS 5205
Stage 2 – Evidence
PERFORMANCE TASKS:
Task ideas for students that will allow exhibition of understanding . . .
Ability to transfer all learning into simulated wage analysis and career choice situations.
1. Calculate cost of living of simulated life choice and determine which career types will
sustain that cost.
2. Conduct a wage analysis comparing wages to similar jobs at competitor companies
and within the same company to determine if wages are fair and equitable.
3. Make a list of attributes that would qualify an employee for a wage increase.
Conceptual understanding of how to professionally advocate for a wage increase.
1. Create a checklist of necessary objectives that must be satisfied for an
employer to accept a wage increase.
2. Successfully negotiate a raise through a mock peer-to-peer negotiation.
OTHER EVIDENCE:
 Show basic knowledge of differences between hourly wage, salary, piece-work,
commission, and bonuses.
 Look at 4 different jobs within varying industries and be able to tell which pay plan
that job most likely has.
 Karla Hernandez
EDFS 5205

UbD Stage 3

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

The aim of the unit is for students to know and understand the differences between the pay plans, and to match pay plans to living situations
for future real-life application.

 Pre-assessment: Use Carousel Brainstorm for students to self-assess their prior learning of wages and pay plans, and to
provide insight into how in-depth the instruction of each concept needs to be.
 Transfer goals will be achieved using whole class instruction. Students will read an article on a company changing pay plans
to meet expansion and employee needs. Using teacher led discussion, students will be made aware of the essential
questions that will be answered throughout the unit.
 A quote from a famous person in history who the students are familiar with will help hook the students. They will be able
to make a personal connection with business topics, and reflect on that connection.
 Using a video and slides, instruction will be teacher-led for students to make sense of the understandings and further
develop their responses to the essential questions.
 For students to transfer meaning and gain the knowledge to defend or challenge the concepts, they will conduct a wage
analysis for a job title of their choosing, and use that analysis to describe the characteristics and behavior of a person who
is likely to receive a pay raise after a wage negotiation.
 Students will determine cost of living in their current community and use their wage analysis to determine whether that
wage is enough for their personal sustainability. Conduct a simulated negotiation for higher pay to assess acquisition of
new knowledge.
 In groups, students will be divided according to performance on formative assessment. Three stations will be set up to
include a vocabulary and graphic organizer activity for remediation of the material, a company research and wage
calculation activity for basic understanding, and a summative review game for mastery of the content. As concepts are
acquired, students will move to the next stations, with the goal of all students reaching the third station.
 Results of assessments and performance on wage analysis will guide level of instruction for the remainder of the unit.
Direct feedback will be provided from open discussion and evaluation of mock negotiations.
 Karla Hernandez
EDFS 5205

Submission Feedback

Like the variety in your choice of strategies. Love the several activities that students can
personally relate to and incorporate community-based resources. 

Score
10 / 10 - 100 %