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Lesson Plan: Human Rights Content: Social Studies Topic: Human Rights Grade: 5th Essential Questions o What

is your role in insuring human rights? o How do your actions impact your school and classroom? o How can you bring about change? o What if we did not have human rights (school/classroom rules)? o How would life be affected? Students will be able to o Compare and contrast original text and student text forms of the Universal Declaration of Human Rights (UDHR) using context clues to successfully complete an informal interactive matching activity. o Analyze images that relate to select UDHR articles. They will use context clues to compare the images and text in order to successfully complete an informal interactive matching activity. o Relate their school/classroom rules to images through an informal self-evaluation writing piece. Common Core Reading Information Text, Grade 5 o CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall structure of ideas or information in two or more texts. o CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same topic, noting important similarities and differences in the point of view they represent. o CCSS.ELA-Literacy.RI.5.7 Draw on information from digital sources, demonstrating the ability to locate an answer to a question quickly. Speaking & Listening, Grade 5 o CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. o CCSS.ELA-Literacy.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Writing, Grade 5 o CCSS.ELA-Literacy.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. o CCSS.ELA-Literacy.W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. Materials o SmartBoard o SmartBoard Notebook file o Internet: http://www.quia.com/rr/151544.html Anticipatory Set: Context Clues o Activity: http://www.quia.com/rr/151544.html Context Clue Millionaire Game where students use context clues to match synonyms. Working in small groups, allow students to discuss what the answer maybe before saying the final answer. Have team captain answer. Page: 1

Lesson Plan: Human Rights o Ask: What do you have to do to answer these questions? What are context clues? o Short discussion explaining context clues: using a sentence or a phrase to find the definition of a word. Also, can compare meanings of a reading. o Address students that they will have to use context clues in order to complete the following Main Learning Activity. Main Learning Activity o Erase to Reveal Matching Game on the UDHR (shown on pages 4&5) Directions: Students will have to use the arrow tool in SmartNotebook to connect text-to-text or image-to-text. Once completed, they then can take the eraser to erase over their marks. In doing so, the correct answers will be revealed. The purpose of the text-to-text activity is for students to recognize the differences in each text and realize that each paired text has the same meaning. Students will have to use context clues and their knowledge of the UDHR in order to complete this activity. Also, the purpose of the image-to-text activity is for the students to connect an image to the text. This will allow students to use visual discovery in order to connect an image to a specific text. Students will have to study the images in order to complete this activity. o Text-to-text activity is a student driven activity. In small groups students will work together to compare and contrast (through matching) original text and student text of the Universal Declaration of Human Rights (UDHR). Allow students to think-pair-share during the activity. Have them think about each possibility and discuss as a group the answers before revealing the correct answers. If incorrect, discuss the correct answers and why they thought it was something else. What context clues did you use to connect these two texts? What are the similarities between these two texts? What are the differences between these two texts? o Image-to-text activity is a student driven activity. In small groups students will work together to match an image to a UDHR article. The images may violate, support, or stand up for rights. Allow students to think, pair, and share during the activity. Have them think about each possibility and discuss as a group the answers before revealing the correct answers. If incorrect, discuss the correct answers and why they thought it was something else. From this images how are human rights being insured or violate? In these images how are people bringing about change? What are they standing for? How are people can to bring about change? How can you? Blooms Taxonomy: Analysis & Evaluation Visual Discovery Differentiation possibilities: o Print out each SmartBoard activity for each student to either work on individually before completing the activity, on the SmartBoard as a group, or to use for reference during the activity and future use. o Allow students to work individually instead of a group activity. You could begin by having students complete the matching activity on a print out and then as a group use the most popular answers to mark on the SmartBoard. If any answers are wrong the students who had the correct answer, but it was not the popular answer they can explain how they came to that conclusion. Page: 2

Lesson Plan: Human Rights o Have a designated reader and scribe to read all possible answers and marks on the SmartBoard. That way any students who have difficulty reading understand what is written on the SmartBoard and then there is only one person written on the SmartBoard. Closing Discussion/Assigned Assignment Activity o Have each student research and find an image that represents each of the school/classroom rules. Then have each student write or discuss the images they found in a short explanation of why they chose each image and what UDHR article they think the image may relate to. Blooms Taxonomy: Synthesis Visual Discovery Assessment: o Informal: Comprehension Matching Activities o Using previous knowledge and critical thinking skills to complete each activity. o Think-Pair-Share allows students to reflect on their answers and state why they chose their answers. It also meets the needs of students who like to think about their answer before sharing. Checking for understanding can occur during the share component where student share their answers and partners answers or any questions the two of them have. o Use response cards (where students raise to check for understanding such as green good, yellow confused, red lost) or have students do a show or hands to see if everyone is on the same page and in agreement with the answers. o Informal: Closing Activity o Checking for understanding having students make a personal connection to their classroom/school rules. Assess students on whether they completed the activity and have an image that correlates with each school/classroom rule. Also, whether or not they included a reason why they chose each image. If students struggle with writing have them present to the class why they chose each image.

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Lesson Plan: Human Rights Text-to-text Activity: Article # 1 o Original text (OT) - All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood. o Student text (ST) - When children are born, they are free and each should be treated in the same way. They have reason and conscience and should act towards one another in a friendly manner. Article # 2 o OT - Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, color, sex, language, religion, political or other opinion, national or social origin, property, birth or other status o ST Everyone can claim the following rights, despite, sex, skin color, speaking a different language, think different things, believing in another social group, coming from another country Article # 3 o OT - Everyone has the right to life, liberty and security of person. o ST - You have the right to live, and to live in freedom and safety. Article # 4 o OT - No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms. o ST - Nobody has the right to treat you as his or her slave and you should not make anyone your slave. Article # 5 o OT - No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. o ST - Nobody has the right to torture you. Article # 6 o OT - Everyone has the right to recognition everywhere as a person before the law. o ST - You should be legally protected in the same way everywhere, and like everyone else. Article # 7 o OT - All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination. o ST - The law is the same for everyone; it should be applied in the same way to all.

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Lesson Plan: Human Rights Image-to-text Activity:

Matches to UDHR Articles Image 1 Article # 2: Everyone should have all the rights and freedoms in this statement, no matter what race, sex, or color he or she may be. Image 2 Article # 19: You have the right to tell people how you feel about things without being told that you have to keep quiet. Image 3 Article # 4: No one should be held in slavery for any reason. The buying and selling of human beings should be prevented at all times. Image 4 Article # 21: You have the right to take part in your countrys political affairsYou should get a vote and all votes should be equal. Image 5 Article # 26: Everyone has the right to an education. Image 6 Article # 23: You have the right to work and to choose your job. You have the right to form or be part of a union that will serve and protect your interests.

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