ESC 766 Thematic Curriculum Unit Assignment

Grade 5 ELA Human Rights Curriculum Unit by Cinthia, Guadalupe, Kim and Laura

UNIT INTRODUCTION: Needs Analysis, Standards, Big Ideas, and Modifications.

Grade Level: 5th Grade, ELA

Ability Level: Students’ ability levels vary greatly; Class includes ELLs from level 1 (starting), level 2 (emerging), level 3 (developing), and level 4 (expanding) [Based on the TESOL Pre-K--12 English Level Proficiency Standards Framework] Needs Analysis: Our mini-unit is intended for beginning to intermediate ELLs. We have a smaller, integrated co-teaching class composed of 5 ELLs, 5

students with IEPs, 1 of whom overlaps (IEP/ELLs) and 10 mainstream students. Our ELL population includes recent immigrant students and ELLs born in the U.S. The nationalities represented include students of African,

Bengali, Chinese and Hispanic backgrounds. Our ELLs have varying length of time here. We have a few students who just arrived and some

who have been in the country for 3 months, 2 years or 5 years (Long-term ELL). Furthermore, there are 10 students at grade level, 5 above

grade level and 5 below grade level.

We are creating a thematic unit for Grade 5 ELA on the topic of Human Rights. Our unit is influenced ENGAGE-NY's Grade 5: Module 1:

Unit 2 on Stories of Human Rights. Students will read the United Nations’ Declaration of Human Rights and will study the lives and work of

four influential human rights activists. We believe this content is appropriate for ELLs as they can easily relate to some of the issues being

taught.

Content Standards: Common Core 5th Grade ELA Standards CCSS.ELA-LITERACY.RL.5.1--Quote accurately from a text when explaining what the text says explicitly and when drawing

inferences from the text. CCSS.ELA-LITERACY.RL.5.2--Determine a theme of a story, drama, or poem from details in the text, including how characters

in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CCSS.ELA-LITERACY.RL.5.3--Compare and contrast two or more characters, settings, or events in a story or drama, drawing on

specific details in the text (e.g., how characters interact). CCSS.ELA-LITERACY.RL.5.4--Determine the meaning of words and phrases as they are used in a text, including figurative

language such as metaphors and similes. CCSS.ELA.W.5.10--Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA.W.5.2--Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA.RI.5.2--Determine two or more main ideas of a text and explain how they are supported by key details; summarize

the text. CCSS.ELA.RI.5.3--Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a

historical, scientific, or technical text based on specific information in the text. CCSS.ELA.RI.5.4--Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a

grade 5 topic or subject area CCSS.ELA.L.5.4--Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5

reading and content, choosing flexibly from a range of strategies. CCSS.ELA.RI.5.10--By the end of the year, read and comprehend informational texts, including history/social studies, science,

and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. CCSS.ELA.SL.5.2--Summarize a written text read aloud or information presented in diverse media and formats, including

visually, quantitatively, and orally.

ESL Standards: NYS ESL Learning Standards

STANDARD 1: Students will listen, speak, read, and write in English for information and understanding. STANDARD 2: Students will listen, speak, read, and write in English for literary response, enjoyment, and expression. STANDARD 3: Students will listen, speak, read, and write in English for critical analysis and evaluation. STANDARD 4: Students will listen, speak, read, and write in English for classroom and social interaction. STANDARD 5: Students will demonstrate cross-cultural knowledge and understanding.

Big Ideas

Students will understand that: 1. all human beings have equal and non-negotiable rights and fundamental freedoms. 2. human rights are maintained through understanding, promoting and defending them.

Essential Questions

1. What are Human Rights? 2. Why are Human Rights Important? 3. How can we make sure that our rights are maintained? 4. How can our actions affect our human rights? 5. Why do you think we have the right to live in freedom and Safety? What would happen if we live in Chaos? 6. Why would people strike?

Lesson Topic

Content

Objectives

Language

Objectives Language

Structure Focus

(Grammar,

Morphology, etc.)

Key Vocabulary Procedures, Activities, Scaffolds & Materials Assess’t related to Objectives

Lesson 1:

Human

Rights

CCSS.ELA.

LITERACY.

RL.5.4

CCSS.ELA.RI.5

.4

CCSS.ELA.L.5.4

Students will

be able to

predict what

Human

Rights may

entail.

Using the

KWL chart,

student will be

able to discuss

and write

about Human Rights.

Language structure: Students will review basic sentence

Human Rights

Declaration

law

protect

inalienable

www.humanrights.com

1. Teacher will read the introduction to the

UDHR “Dignity and Justice for all of us”.

2. Students will repeat after the teacher.

3. Teacher will introduce the vocab and pre-

teach terms such as Human Rights using the

frayer model.

4. Teacher shows documentary to build

background

5. After viewing the documentary, students will

write what they learned about individually

1. Teachers can view students

understanding through

writing about what was learned

2. Students’ notebook frayer

model graphic organizers on

key terms.

3. Teacher Language Objective

Checklist for key vocabulary

Lesson 2:

Universal

Declaration

of Human

Rights

(UDHR)

CCSS.ELA.RI.5

.10

S.W.B.A.T.

understand

the

significance

of the

UDHR.

Students will

read and

discuss the

UDHR with group/partner.

Students will

write the

sentences

describing the

picture of a

UDHR article

that their

group has chosen.

Language structure:

Subjects: Everyone, people, individuals

- Nouns:

Human Rights

Declaration

law

protect

inalienable

● Copies of UDHR Plain Language

Version

● UN official website

1. Following discussion of last lesson,

2. Teacher distributes UDHR plain language

version to Ss

3. Teacher will group students to write and

draw about what a give article means to

them (different one for each)

4. Finally, in groups, students will present

their work to the class

5. Teacher will conclude with an explanation

of the role of the U.N., using an online

visual tour from the website and students

prior knowledge of history.

1. Group presentation of their

drawing and written piece

serve as assessment of

understanding and language

uses

2. Teacher Language Objective

Checklist for key vocabulary

Lesson 3:

UDHR Note

Catcher

CCSS.ELA.SL.5.

2

S.W.B.A.T.

paraphrase in

their own

words

specific

articles from

the UDHR

by using

visuals and

Students will

describe and

discuss the

pre-selected

human rights articles

Language structure: Paraphrasing:

Summarize a non-

fiction text using

general present tense

and citation verbs.

Restate a partner’s

response using

salary

legally

applied

profession

primary

● UDHR Note Catcher Worksheet

● Student created Booklets

1. Teacher models note catcher on larger

chart paper.

2. Teacher distributes worksheet of 5 pre-

selected human right articles. The

worksheet chart consist of students

paraphrasing the 4 articles and

1. Assessment is completed

worksheet, shows teachers

understanding.

2. Exit slips:

Why is paraphrasing the

article from the UDHR

important?

What is Article 26 mostly

about? What words are

their own words.

paraphrasing

expressions (e.g. so what you are saying is)

sketching drawings of each human

right being upheld or abused.

3. students work individually to complete

worksheet drawings

4. Student discuss their paraphrasing in

groups.

5. Students volunteer to share their

drawing, and article representation to the whole class.

most important for

understanding this article

and why?

How can we apply these

pre-selected articles to our life?

Lesson 4 :

Civil Right

Leaders

ESL 1.1, 1.3, 1.4

S.W.B.A.T.

identify

activist after

analyzing the UDHR

Student will

compare, and

categorize, to

gain a deeper

understandin

g of

information and objects

S.W.B.A.T.

identify and

use reading

and listening

strategies to

make text

comprehensibl

e and meaningful.

Students will

listen, speak,

read in

English for

critical

analysis and evaluation.

Language structure: Transition words for

comparison; Likewise,

similarly, together

activist

suffrage

segregation

integration

boycott

● Pearson Learning: Civil Rights

Leaders – edited by Hirsch

● Copies of Activist sections

● 6 pre-selected articles that align to

book’s activist

1. Guiding Reading: Teacher will read

aloud with guiding questions

2. In 6 groups, students will focus on an

activist and align him/her to a

corresponding UDHR article

3. In choosing the article most aligned to

their activist, student groups will

discuss why the activist and article are

related

4. Students can create a poster board and

act out a commercial to explain how

their activist defended that article

right.

1. Students produced

advertisement boards

2. Students commercial

acting

3. Teacher Language

Objective Checklist for

key vocabulary

Lesson 5:

MLK

CCSS.ELA.W.5.

2

NYS ESL

Standard 2

Ss will gain a

deeper

understandin

g of the Civil

Rights Movement.

Ss will

recognize the

contribution

Dr. Martin

Luther King

Jr. has made

to our country.

S.W.B.A.T.

explain and

discuss what

equality means.

S.W.B.A.T.

create an

informational

poem about

Dr. Martin

Luther King

Jr. in

groups.

Language structure: Synonyms or phrases

for equality.

equality

Civil Rights

Movement

segregation

Martin Luther

King Jr.

● Brain POP Martin Luther King, Jr.

video

● https://www.youtube.com/watch?v=rJ

TQubbS7VY

● Worksheets: Let’s Brainstorm

About…Equality, Questions 1-3, and

My Poem Dr. Martin Luther King, Jr.

1. Students will brainstorm what equality means to them.

2. Teacher will discuss with the class

their responses.

1. Group presentation of

their poems.

2. Teacher Language

Objective Checklist for

key vocabulary.

3. Following the discussion the class will

view the “BrainPOP Martin Luther

King, Jr” video.

4. After viewing the video students will

separate into groups of three (3) to

answer one question each about the

video using the “Questions 1-3”

worksheet.

5. Teacher and class discussion about their responses.

6. Students will create a poem in their

groups about Martin Luther King, Jr. and present it.

Lesson 6:

MLK

CCSS.ELA-

LITERACY.RL.

5.1

CCSS.ELA-

LITERACY.RL.

5.2

NYS ESL

Standard 3

Ss will

recognize the

contribution

Dr. Martin

Luther King

jr. has made

to our country.

Ss will read

aloud a

passage to

each other in groups.

Ss will read

and discuss

quotes and

write what

they think it

means in their

words.

Language structure: Use the sentence frame

"I think.." to write and discuss quotes

equality

protestors

prejudice

● Worksheets: All about Dr. Martin

Luther king passage and Famous

quotes by Dr. Martin Luther King Jr.

1. Class discussion of activities and

vocabulary previously learned as well

as introduction to new vocabulary and activities.

2. Read aloud of Dr. Martin Luther King Jr passage as a class.

3. Formation of groups to read the

passage that is cut into sentence strips

so each student will be responsible for reading the passage.

4. After reading the passage the class will

rejoin to discuss what they read.

5. Then students will get the famous

quotes of Dr. Martin Luther King Jr

worksheet to work in pairs to read,

discuss and write they mean to each

other.

6. Finally pairs will share a favorite

quote from the sheet and what it means

to them.

1. Pair presentation of

favorite quote and what it

means to them. Response

has to be aligned with the

quote.

2. Teacher Language

Objective Checklist for key vocabulary.

Lesson 7:

Malala--

Education

and Human

Rights

ELA CCSS

RI.5.2

NYS ESL

Standard 3.1.

S.W.B.A.T.

identify two

main ideas

from the

article about

Malala Yousafzai.

Students will

read and be

able to discuss

two main

ideas from an

article and

why Malala is

important to

human rights.

Language structure: Focus on “because” and

its use at the beginning of adverbials.

Ex: “Because the

author talks about it a

lot, I think one of the

main ideas is how

important education is

as a human right.”

OR “I think one of the

main ideas is how

important education is

as a human right

because the author talks

about it a lot.”

activist

conflict

right

Nobel Peace

Prize

to stand up (for

something)

● -Materials: Article from “TIME for

Kids” October 24, 2014, --“A

Powerful Prize”

1. -Teacher will pre-teach vocabulary

2. -Ss will watch brief video about

Malala and her story.

3. -T will ask students why they think an

education is important; if they think

everyone has a right to an education

(think-pair-share)

4. -Teacher will model reading the first

paragraph of the article, the focus

being to identify main ideas (article

will be projected on screen).

5. -In small groups (3-4 students)

students will read the article, taking

turns reading.

6. -After reading, students will identify 2

main ideas from the article and discuss

them with partners, then with groups,

then with the whole class.

7. -Teacher will write the main ideas on

the board.

1. -Exit Slips asking

students to write 2

main points from the

article

2. -Teacher will use a

checklist to see who is

speaking and reaching

the language objective

Lesson 8:

Malala

Education

(continued)

ELA CCSS

W.5.10

S.W.B.A.T.

demonstrate

why Malala

is a

significant

leader in

human rights

Students write

about two

main ideas

from the

TIME Malala

article, as well

as why she is

a significant

human rights leader.

Language structure: Adjectives—focus on

adjectives coming

before nouns. Ex:

“Malala is courageous

girl. She has done great

work for human rights.”

significant

activist

-to stand up (for

something)

courageous

● Materials: Graphic Organizer

● Kids TIME Magazine

1. -Teacher will pre-teach vocabulary

2. -T and Ss will review the main ideas

they identified in the previous lesson

and tell class that we are going to write

a paragraph about these ideas today.

3. -T puts writing prompt on whiteboard

that says, “Why is Malala a significant

leader in fight for human rights?”

4. -On the whiteboard, T will have a

large graphic organizer. At the top of

the graphic organizer will be two main

ideas from the article. Under each

main idea there will be space to write a

detail from the article to support the

main idea. T will model this, then Ss

will work in pairs to do it.

1. -T will collect Ss

writing samples at end

of class.

5. -Ss will then use the information from

the graphic organizer to write their

paragraphs. Sentence starters will be

provided for Ss who need them.

Ex: “The main ideas of this article are ____ and

____. One detail that proves this is ______. This

information shows that Malala is an important

human rights activist because ________.”

Lesson 9:

Chavez and

worker’s

Rights

CCSS.ELA.RI.5.

3

CCSS.ELA-

LITERACY.RL.

5.1

CCSS.ELA.RI.5.

2

NYS ESL 1, 2, 3

S.W.B.A.T.

read about

Cesar Chavez

and

understand

the cause and

effect of

labor

movements.

SWBAT

summarize

Cesar Chavez

and the Union,

using cause &

effect graphic organizer

SWBAT

discuss how

Chavez relates to article 23.

Language structure: Students will practice

using cause & effect subordinators like;

● Because/since

…

● So/ therefore…

Immigration

migrant workers

agriculture

pesticides

workers’ rights

labor union

nonviolent

reform

strike

protest/ march

boycott

5w’s graphic organizer or Cause & Effect

Chart

Harvesting Hope: The Story of Cesar

Chavez Book

Cesar Chavez: Una biografia ilustrada con

fotografias de Lucile Davis

Brainpop: Cesar Chavez video

Brainpop: Cesar Chavez FYI Comic

1. Teacher will facilitate group mind-

mapping on UNION to assess students

prior knowledge.

2. Teacher will pre-teach vocabulary

pronunciation and use a word chart to

refer to during content appearance

throughout lesson

3. To Build background knowledge students

will Watch Brainpop: Cesar Chavez

video and fill out a KWL graphic

organizer.

4. Afterwards, students can choose

Reading Harvesting Hope:

Reading Spanish book - Chavez:

Una biografia ilustrada

Reading Comic Brainpop: Cesar

Chavez FYI Comic between

For different learning styles, students can

fill out the 5w’s or Cause/Effect graphic

organizer in groups or individually.

5. The teacher will reconvene the class, to

fill out the larger cause/effect chart on the

board, sharing the information from

different resources.

1. KWL chart

2. 6w chart

3. Cause/Effect T chart

Lesson 10:

Labor and

Student

Unions

CCSS.ELA.R

I.5.2

CCSS.ELA.R

I.5.4

CCSS.ELA.

W.5.2

NYS ESL 3, 4

SWBAT

create their

own student

union

modeling

Chavez’s efforts.

SWBAT use

persuasive

language to

present their

unions in an

information

session with

their

advertisement poster

Language structure: Modal verbs; will,

would, wouldn’t, shall,

should, shouldn’t, can,

could, couldn’t, may, might and must.

migrant workers

workers’ rights

labor union

nonviolent

reform

strike

protest/ march

boycott

organization

● Poster boards, Markers (for planning)

● chart notes from previous lesson

● UDHR

-----------------------------------------------------------

1. In the area rug, teacher will read

Article 23 and have students discuss

how Chavez’s union exercised that

human right.

2. Union planning activity:

a. In small groups, students

will identify issues in the

class, school or community

that they find unfair

b. Students will then

brainstorm nonviolent

solutions (considering

Chavez’s example) to

improve those conditions

c. Students will list their

focused issues and solutions

on their decorated poster

boards to advertise their

union and present in short

information sessions

d. Advanced student boards’

should also include how

their union uses article 23

1. Students decorated

advertisement poster board

assesses comprehension

2. Students spoken

information session; assess

use of vocabulary and

language structure

Lesson 11:

Helen Keller

CCSS.ELA-

LITERACY.RL.

5.2-

NYS ESL

standard 1

S.W.B.A.T.

analyze and

understand

the life of

activist Helen

Keller by

organizing

her life in

sequence of

events using

activities and

informational texts.

Ss will use a

timeline and

write

sequence of

events of

important

events that

happened in

Helen Keller life.

Language structure: ss will use sequence of

events transitional words:

first, second, then, next, finally

Braille

Sign language

activist

disability

1. Teacher will blindfold half of the

students and the other half have to

guide them to mini obstacle course.

The student without the blindfold has

to direct other students using verbs.

(10 minutes)

2. Teacher will then introduce the

vocabulary words to the students by

showing visuals demonstrations of it.

(5 to 8 minutes)

3. Teacher will explain to students that

we will be seeing a short documentary

of Helen Keller and have the students

1. Sequence of Events

Graphic Organizer

take notes. (15 minutes) Teacher will

put movie twice for the students.

4. Then each group will organize Helen

Keller in the sequence of events

graphic organizer. (10 minutes)

5. Each person need to come up with

three events in order and with specific

dates.

Lesson 12:

Helen Keller

CCSS.ELA.W.5.

10-

CCSS.ELA.W.5.

2--

S.W.B.A.T.

explain in

writing the

character

traits of Helen Keller.

SS will write

a friendly

letter to Helen

Keller

explaining

what character

traits they

admire from

her and why.

In this letter

they will list

three to five

events in her

life that made her admirable.

Language structure: Ss will write in a letter

format using correct

punctuation, spelling

and the five

components of a

friendly letter: heading,

greetings body, closing and signature.

Review of adjective positive character traits.

activist

disability

courageous

strength

1. Teacher will explain to students that

we will be seeing a short documentary

of Helen Keller and have the students

take notes. (15 minutes) Teacher will

play movie twice for the students.

2. After this, teachers will partner each

student together to begin writing in the

character trait graphic organizer. (10

minutes)

3. Students will then write a friendly

letter to Helen Keller after the teacher

explain the components of a friendly

letter. In this letter students will add 5

to 10 different characteristics that they

admire from Helen Keller, how she

impacted their life including as the

article from the UDHR she defended

in her lifetime. They will work

individually for 10 minutes and then

discuss with their partners. (20

minutes)

1. Character trait graphic

organizer

2. Friendly letter to Helen

Keller

Lesson 13 :

Compare and

Contrast

Activists

ELA CCSS

RI.5.3

NYS ESL

Standard 3.1 &

3.2

SWBAT

compare and

contrast the

contributions

and

characteristic

s of each of

the human

rights

activists we

have learned

about based

SWBAT write

down and

discuss the

similarities

and

differences

between 2

human rights activists.

Language structure: Focus on comparison

and contrast words such

as:

-similar (similarity)

-different

(contrastingly)

-like

similarities

differences

compare

contrast

● -Materials: Large Venn diagram

posters for the walls

1. -T will model filling out the Venn

diagram on the smartboard.

2. -T will break the class into groups of 4

and assign each group 2 different

human rights activists.

3. -Ss will use a Venn diagram to

compare and contrast 2 activists we

have learned about. Ss will first fill out

the Venn diagrams in their notebooks

(Ss wil draw it themselves), then on a

1. Checklist/rubric

2. Venn Diagram

3. -Exit slips answering

question: “What is one

similarity and one

difference between the two

human rights leaders you

studied today?”

on the texts we have read.

large sheet of paper hanging on the

wall.

4. -T will go around to each group and

assess their comparisons

5. -After each group fills out their wall

Venn diagram, they will share their

findings with another group who is

comparing a different set of human

rights activists

Lesson 14:

Comparison

and Contrast

(continued)

ELA CCSS

W.5.2

S.W.B.A.T.

compare and

contrast two

of the human

rights leaders

we have

studied.

S.W.B.A.T.

write in detail

and discuss

the main

similarities

and

differences

between two

human rights leaders.

Language structure: Focus on structure:

Unlike/like (person) +

COMMA + (other person) was not/was…

Ex: “Unlike Malala,

MLK was not a Muslim girl from Pakistan.”

similarities

differences

compare

contrast

like

unlike

1. -Teacher will refer back to the wall

Venn diagrams made during the

previous lesson.

2. -In groups, Ss will use the information

in their Venn diagram to write about

the similarities and differences

between 2 human rights activists.

3. -T will model how to write the 2

paragraphs on the whiteboard

(showing how to start, how much

information to include, etc).

4. -Students who need extra help

beginning can use sentence frames

such as, “_______ and _______ are

similar because ________.”

1. T will collect paragraphs

when finished

Lesson 15:

Expository

Writing

CCSS.ELA-

LITERACY.RL.

5.1

CCSS.ELA.W.5.

2-

NYSESL

Standard 3, 4

S.W.B.A.T.

write an

expository

paragraph

about one

activist.

S.W.B.A.T.

use supporting

details from texts.

S.W.B.A.T.

explain how

the activist

fought for or

defended a

human right article.

Language structure: Sentence frames:

(Name of activist) has

made positive

contributions to our

country by_______

because______

(Name of activist)

defended_________

human right article because_________

by doing_________

Expository

paragraph

(apply

vocabulary from

previous lessons)

● Accordion Graphic Organizer

● Sentence frames

● paragraph form ( topic sentence,

details, conclusion)

● Writing paper

1. Students choose one of the four

activist covered, to write an expository

paragraph.

2. Students will write an expository essay

about their chosen activist, explaining

how that activist fought for or

defended a human right article.

3. Teacher will model paragraph writing,

with essay formats and sentence

frames.

4. Students will use supporting details

from the reading text and cite the

UDHR.

1. Completed graphic

organizers

2. Paragraph writing

3. Rubric for paragraph

4. Students submit draft

revisions for homework

5. Teacher will mini-conference with

students that finished or need help

6. Higher students can continue

sophisticated writing with computers

in the back.

Lesson 16:

Preparing

Readers

Theater

CCSS.ELA-

LITERACY.RL.

5.2

NYSESL

Standard 2

NYSESL

Standard 4

Ss will be

introduced to

Readers theater.

Ss will be read

narrative scripts.

S.W.B.A.T.

explain what

is a narrative

script in

readers’ theater.

Language structures: Practice fluency

Stress syllables

Pause at periods and

commas

Narrative

Scripts

Readers theater

● I Have a Dream Script

● I Notice/I Wonder anchor chart

1. Tell students that we will be reading a

script to prepare ourselves to create

our own script for reader’s theater.

2. Teacher will hand out a copy of the “I

Have a Dream” Script for students to

quickly look over and then think-pair-

share what they notice and wonder

about the scripts format. (“I Notice/I

Wonder” anchor chart)

3. Teacher will introduce what a reader’s

theater is with definitions.

4. Students will be broken into groups to

read one scene of the script each.

Students will be prompted to select a

character(s) to begin reading in

groups.

5. After reading in their groups they will

read to the class.

1. Groups will read to

each-other their assigned script.

2. Students’ completion of I notice chart.

Lesson 17:

Preparing

Reader's

Theater

CCSS.ELA-

LITERACY.RL.

5.2

CCSS.ELA.W.5.

10

NYSESL

Standard 2

NYSESL

Standard 4

Ss will be

introduced to

Readers theater.

S.W.B.A.T.

explain what

is a narrative

script in

readers’ theater.

Ss will be read

narrative scripts.

Language structures:

Stress syllables

Pause at periods and

commas

Narrative

Scripts

Readers theater

● Books or stories read from previous

lessons

1. Class review of previous lesson about

what is reader’s theater and the script

activity as well as review of

vocabulary.

2. Introduction to new vocabulary and

activity.

3. Students will form into assigned

groups and select between two

activists. After groups have

collectively chosen one activist they

will gather notes and books that we

have used in the previous lessons to

come up with a practice script of 3 to 5

sentences per group.

4. After they have had enough time to

create their scripts they will present

their scripts to each other.

1. Groups will read their

practice scripts to other groups.

2. Active listeners will

offer feedback with

sticky notes; I liked…,

I think your group should…

3. Extra credit HW: to

increase students’

knowledge and

understanding of their

activist, students may

complete a paper

Facebook page

template on their

activist; including

biographic information,

beliefs and interest of

the individual.

Lesson 18:

Readers

Rehearsal

CCSS.ELA.RI.5.

3

CCSS.ELA-

LITERACY.RL.

5.1

CCSS.ELA-

LITERACY.RL.

5.2

CCSS.ELA.W.5.

10

CCSS.ELA.RI.5.

2

CCSS.ELA.RI.5.

10

CCSS.ELA.SL.5.

2

NYS ESL 1, 2,4,5

Ss will apply

what they

have already

know about

MLK, Cesar

Chavez,

Malala, and

Helen Keller

write their

own lines to

the reader theater a

SS will read

with fluency

and expression.

Student will

use text clues

to read

accurately

and fluently

with expression

Language structures:

Ss will read with fluency in expression

syllables, commas and periods

Ss practiced reading

expressively by

calibrating their voice

inflection, tone,

volume, pitch and

addressing pauses for dramatic effect.

Narrator

Character

Fluency

expression

1. Teacher will go over Reading Theater

Rubric

2. Explain what is expected to get a level

4 as an individual and as group.

3. After teacher goes over Reader

Theater Rubric to the students,

Teacher will discuss that each group

will begin to create their own lines to

reader theaters using guiding questions

such as

● Who is the person and where they

were born?

● How was their childhood?

● What difficulties/ Challenges they

face?

● What Universal Declaration Human

Rights article can the activists

associate themselves with why?

● What contributions they made that

changed the world?

1. Teacher will go around

to observe students

work.

2. Students are discussing

and writing facts from

their characters?

3. Exit slip: Practicing

and talking amongst

each other about

Readers’ Theater,

practicing their own

lines.

Lesson 19:

Acting

Readers

Theater;

Authentic

Assessment

CCSS.ELA.RI.5.

3

CCSS.ELA-

LITERACY.RL.

5.1

CCSS.ELA-

LITERACY.RL.

5.2

CCSS.ELA.RI.5.

2

CCSS.ELA.RI.5.

3

CCSS.ELA.RI.5.

10

CCSS.ELA.SL.5.

2

NYS ESL 1, 2,4,5

Ss will recite

their own

parts to the

readers

theater component.

Students will

use text clues

to read

accurately and

fluently with expression

Language structures: Ss will read with fluency in expression

Narrator

Character

clue words

fluency

expression

1. After writing their lines, the teacher

will call each of them and begin to edit

it with them individually.

2. The other students are looking for

more information to add in their script.

3. Teacher will count off students and put

them in groups. For example if the

student is number one then they are

MLK, #2 IS Malala, #3 Cesar Chavez

and #4 is Helen Keller. Each person

will go into their appropriate groups

and discuss their lines. Each person of

the same group should have different

lines.

4. Once 20 minutes are up: Students will

go into heterogenous groups of

different characters and introduce their

lines to each other.

5. In this new group students have to

introduce their character and explain

why this person is important to

society. They will need to organize

themselves. Each character should

have 3 to five lines.

6. While the groups are meeting

simultaneously, with extra-time the

teacher can select 1-2 model groups to

perform for the whole class and

classroom visitors. During this

performance, the student audience will

have interesting peer rating forms on

the performance, presentation and

organization of the acting group.

1. Teacher will go around

to observe students

acting Readers’ Theater

and as students are

discussing and writing

facts from their

characters.

2. Model groups will be

evaluated and peer

rating cards will count

for grading

participation.

3. Exit slip: Practicing

and talking amongst

each other about

Reader Theater, and

practicing their own

lines.

Lesson 20: SWBAT

research and

connect to

SWBAT to

critically

discuss

Language structures: S.W.B.A.T. use various

Conference

Panel Discussion

Readers

Theater

Panel;

follow-up

lesson

CCSS.ELA.SL.5.

2

CCSS.ELA-

LITERACY.RL.

5.1

CCSS.ELA.RI.5.

3

NYS ESL 1,3,4,5

current

human right issues.

current human rights issues.

conclusion terms correctly;

Thus, Therefore, In

conclusion, to conclude,

finally, basically, overall, ultimately,

“Current events”

Human Rights Watch Website and article

link & excerpt: http://www.hrw.org/news/2015/05/07/us-

un-rights-review-expose-failings

student sentence frames and outline for

prompt writing

PPT with panel-style question prompts

For review and follow up activity, students will

apply unit knowledge and learning to modern

issues.

Mini-Lesson:

1. The teacher will display the Human

Rights Watch Journal’s website and

read an excerpt from an article about

the second periodic universal review

on the UN’s UDHR (May 11,2015).

This can build student background and

perspective on the modernity of human

rights and the declaration. A short

class discussion as review on the

importance of human rights will

follow after.

2. Students will meet in their reader’s

theater groups again and receive

teacher directions on panel discussion

format.

Activity

1. In their activist roles, student groups

will form a panel and be asked about

three different questions on recent

human rights issues in the media by

the teacher.

2. Each question is accompanied by a

statistic or news report headline. The

group worksheet allows students to

record notes on their panel with slots

for writing related article numbers and

proposed solutions for each question.

3. Students will propose solutions, using

historical methods, the UDHR to

identify related articles and pose future

strategies to promote human rights.

1. Panel Discussion

performance

2. Group solutions worksheet

3. Teacher’s observation of

audience members offering

other groups feedback with

red and green double-sided

agree/disagree cards. This

shows students participation

and understanding. Certain

students will be selected to

say why they agreed or

disagreed with a groups

solution plan to the current

issues.

4. Exit Slip: Student can ask

questions they still have

about human rights

5. Extra Credit HW: For

creativity and depth,

students can create their

own Human Rights Article

or extension or describe a

(potential) policy that can

promote an article in the

Bronx [i.e-minimum wage

or poverty, education,

policing].

Guiding Questions for Each Lesson

Lesson 1:

1. What does it mean to predict something?

2. What do you think “human rights” means? What do you want to learn about human rights that you don’t know yet?

3. How can we use the words “human” and “rights” to predict what “human rights” means?

4. Why do you think human rights are important?

Lesson 2:

1. What does this article from the UDHR mean to you?

2. How does this sentence you wrote (or this drawing you made) show the article’s meaning to you?

3. Why do you think the United Nations wrote these articles?

Lesson 3:

1. Why is paraphrasing the article from the UDHR important?

2. What is Article 26 mostly about? What words are most important for understanding this article and why?

3. How can we apply these pre-selected articles to our life?

Lesson 4:

1. Who are the different activists in this book?

2. What did these activists do?

(Examples of historical and future

methods: March, Protest, Boycott,

Unions, Journaling, organizing,

Facebook, Fundraising, Lobbying

etc..)

4. After each question, each group will share only the solutions they proposed

3. How are these activists similar? How are they different?

4. Which article from the UDHR did this activist fight for?

5. Why do you think this activist fought for this specific human right?

Lesson 5:

1. What are contributions Dr. Martin Luther King Jr has made to the country?

2. What does equality mean?

3. How do you think Dr. Martin Luther King Jr felt about segregation? Lesson 6

1. Why are Dr. Martin Luther King Jr's quotes famous? 2. What does it mean to be a protester? 3. How did Dr. Martin Luther King Jr fight prejudice?

Lesson 7:

1. How is a main idea different from a non-main idea?

2. Why do you think getting an education is important?

3. How can we tell if something is a main idea?

4. What kind of things should we stand up for?

5. What are two main ideas from the article about Malala?

Lesson 8:

1. Why is Malala important in the fight for human rights?

2. What lesson does Malala’s story teach us?

3. What caused Malala to win the Nobel Peace Prize?

4. Why do some people not want girls to get an education?

5. How has Malala used her story to help other people?

Lesson 9:

1. Who is Cesar Chavez? How has Cesar Chavez effect on society impact me?

2. What are workers’ Rights? How were they gained and how do we benefit today?

Lesson 10:

1. How can I identify and help solve issues or unfairness in my community?

2. How can we create and organize our own unions?

Lesson 11:

1. How did Helen Keller learn how to speak if she couldn’t hear herself?

2. Why is communication important?

3. How can effective communication help people understand each other?

4. Why isn’t Helen Keller communication successful with her family before Anne Sullivan arrival?

5. What event changed Helen Keller’s life, how?

6. If you were Helen Keller how would you feel if you cannot communicate and why?

Lesson 12:

1. What are the qualities that helped Helen Keller become a successful person?

2. Decide what types of qualities and traits an individual would need to have in order to rise above these severe disabilities and be able to

survive and thrive.

3. How does learning how to function independently change for you when you are faced with disabling circumstances like Helen’s

disabilities?

Lesson 13:

1. What does it mean to compare? To contrast?

2. How are these two human rights activists similar?

3. How are they different?

4. Do you think they are more similar to each other than they are different?

5. Which activist do you relate to more? Why?

6. Based on what we know about these two activists, what do you think they would say to one another if they met?

Lesson 14:

1. How can we decide what information we should include in our essays?

2. What are some words we use when we compare and contrast two people?

3. How can we organize the paragraphs of our essays?

4. Why were these two activists able to help people so much?

Lesson 15:

1. What positive contributions did your activist make to the U.S country?

2. What human rights article did your activist defend?

3. In what way did your activist defend this article?

Lesson 16:

1. What is reader's theater?

2. What elements make a narrative script?

3. After reading "I Have a Dream" script what made it different from reading a story?

Lesson 17:

1. What are the contributions your character has made to the country? 2. How did your character impact the civil rights movement? 3. What language strategy will you use to ensure that you are reading fluently?

Lesson 18:

1. Who is the person and where they were born?

2. How was their childhood?

3. What difficulties/ Challenges they face?

4. What Universal Declaration Human Rights article can the activists associate themselves with why?

5. What contributions they made that changed the world?

Lesson 19:

1. What did we learn about reader’s theater?

2. If you were to defend an UDHR article which article will it be and why?

3. From the activist we discussed throughout the unit which one caught your attention?

Lesson 20:

1. Where can we see modern issues of human rights?

2. How can I research current human rights topics?

3. How can we use our knowledge of UDHR to discuss current events?

4. How can use use our understanding of UDHR to defend and promote human rights?

Modifications for Special Needs Learners

● one to one (teacher or para) ● intentional grouping (similar needs or mixed pairs) for group work ● small group instruction as reinforcement for students with needs ● individual student- teacher conferences ● corrective feedback; i.e – recasting and proof reading marks ● extra time to complete work ● repetition and review ● shorter readings and writing for attention span [exception of script writing] ● Building background/ activating prior knowledge ● Motivation ● Authentic application ● task list for students to remain on task or for logic and processing needs ● Student self- checklist to promote self-monitoring and ownership of learning ● Graphic Organizers (class and student size): Frayer model, KWL, Venn diagram, 5Ws, Compare/Contrast, Sequential etc... ● videos and images for visual learners ● large print ● modified worksheets ● parsed text ● TPR (Readers Theater) and hands-on activities for Kinesthetic learners

Annotated Sources--Books and Other Print Resources

● Pearson Learning: Civil Rights Leaders – edited by E.D. Hirsch Jr. ○ This book is about different civil rights activist including MLK, Susan Anthony, Ghandi etc…

● Malala Yousafzai: Warrior with Words (2014). Karen Leggett Abouraya (Author), L.C. Wheatley (Illustrator)

○ This book is about Malala Yousafzai's life and her impact on human rights and education. It will be used as an

additional resource if students want to read outside of class. ● Who Is Malala Yousafzai? (Who Was...?) (2015). Dinah Brown

○ This is an additional resource for students who choose to read more about the topic outside of class. The book, recommended

for ages 8 and up, discusses Malala's life and her work for human rights.

● Brainpop: Cesar Chavez FYI Comic

○ This educational comic book is about Cesar Chavez

● Cesar Chavez: Una biografia ilustrada con fotografias de Lucile Davis

○ This book in Spanish is about Chavez biography and activism.

● Harvesting Hope: The Story of Cesar Chavez Book ○ This book is about Chavez background life and political organizing

● Copies of UDHR Plain Language Version www.humanrights.com ○ Copies of the Universal Declaration of Human Rights

● Article from “TIME for Kids” October 24, 2014, --“A Powerful Prize” Edition 5-6 Pg. 2.

○ This article is about Malala’s background story and her receiving Nobel Prize.

Webgraphy

● I Have a Dream Script http://www.scholastic.com/teachers/sites/default/files/asset/file/king_repro.pdf

▪ This instructor reproducible PDF contains a grade level script that models scripts for the Readers Theater project.

● MLK Worksheet

o http://www.scholastic.com/teachers/sites/default/files/asset/file/king_repro.pdf

▪ Three worksheets

● U.N. website

o http://www.un.org

o This website is a resource for students to research independently

● Human Rights Watch webpage

o http://www.hrw.org o This website is a source for students to review and complete extra-credit research on current human rights topics.

● U.N. Headquarters

o www.visit.un.org

o This website describes visiting options for class trips to the United Nations.

Visual Library

● U.N. Human Rights PSA www.humanrights.com o This website includes a visual timeline and public service announcement (partly animated) on the Universal Declaration of

Human Rights. http://www.humanrights.com/#/what-are-human-rights

● “I am Malala” Music Video https://www.youtube.com/watch?v=iAi2pY7b0MQ o This grade appropriate music video inspires students to learn about Malala and her defense.

● I am Malala Lyrics http://genius.com/Girls-of-the-world-i-am-malala-lyrics#note-3689673

o These lyrics for the Malala music video differentiate for students to follow along and combine auditory with visual-lingustic

learning for motivation.

● Brain POP Martin Luther King, Jr. video https://www.youtube.com/watch?v=rJTQubbS7VY o This video gives background information of MLK’s civil rights movement.

● Brainpop: Cesar Chavez video

○ This Brain Pop video clip is a short educational documentary about Chavez.

● Brainpop Jr - Hellen Keller video

○ This Brain Pop video clip is a short educational documentary about Helen Keller.

Teacher Resources

● Expeditionary Learning Grade 5: Module 1: Student Materials ○ Becoming a Close Reader and Writing to Learn: Stories of Human Rights

○ https://www.engageny.org/sites/default/files/resource/attachments/5m1.1.pdf

○ This instructional guide includes 5th grade units we used for examples.

● 5th Grade, Module 1-- Unit 2 Case Study: Esperanza’s Story Teacher Copy ○ Becoming a Close Reader and Writing to Learn: Stories of Human Rights

○ This instructional guide for teachers includes lesson plans and sample activities.

● Reader’s Theater Rubric ○ This rubric assesses students’ performance and expression in Reader’s Theater, our final project based authentic

assessment.

● Robb Book ○ This textbook offers teachers sample lesson plans and how to implement graphic organizers for ELLs.

● Calderon, Margarita. ○ This textbook gives teachers strategies for teaching ELLs rich vocabulary throughout the content areas.

● Marzano, R.J. (2004) Building Background Knowledge ○ This textbook gives teachers strategies for building student background

● http://www.brainpop.com/educators/community/bp-topic/cesar-chavez/

○ This weblink host lesson plan ideas and activities for teaching about Cesar Chavez

Final Authentic Assessment: Reader’s Theater

To finalize the Human Rights unit, students will form assigned groups to write their own scripts of the activists we have discussed

throughout the unit. For example, there will be one group of students for Martin Luther King Jr, Malala, Cesar Chavez and Helen

Keller. Each student will create three to five sentences introducing the activist and describing what his/her contribution to the civil

rights movement was in the voice of the first person. They will make connections with the UDHR and selected videos and stories.

For the final performance task they will form assigned heterogeneous groups to share or “perform” with students who created scripts

of different activists. For example a student who wrote a script for Malala will be in a group with students who wrote a script for

Martin Luther King Jr, Cesar Chavez and Hellen Keller.

Readers Theater Rubric (Borrowed from: http://www.readwritethink.org/files/resources/printouts/30698_rubric.pdf)

Name: __________________________________________________________________

Individual Scores

4–Excellent 3–Good 2–Fair 1–Needs Improvement

Delivery

Student read

the script with confidence and

expression, made gestures and

good eye contact, and used

props to add to the

performance

Student read

the script with some

expression, gestures, eye

contact, and use of props

Student read the

script but had little

expression, few

gestures, little eye

contact, or

did not use props

appropriately

Student had difficulty reading

the script and consistently did

not use expression, eye contact,

or props appropriately

Cooperation with group

Student worked cooperatively

with the group in all aspects

Student worked

cooperatively with group in

most aspects of the project

Student worked

cooperatively

with group in

some aspects of

Student did not work

cooperatively together with

group and could not agree on

what to do. Student

of the project and shared all

responsibilities and ideas well and shared most

responsibilities and ideas the project but

sometimes could not

agree on what to do

and wasted time

did not share responsibilities or

ideas and wasted time

Comments

Group Members: __________________________________________________________

Group Scores 4–Excellent 3–Good 2–Fair 1–Needs Improvement

On-task participation

High level of active, on-task

participation from all group

members

Majority of group

members on-

task and actively

participating

Moderate level of on-task work or

few of the group members

actively participating

Low level of active participation

from majority of group members