Module 1 Unit 1

Groups, Posters, Note Catcher, Human Rights Unit 1, Lesson 1 Groups, Posters, Note Catcher, Human Rights

Learning Targets • I can follow our class norms when I participate in a discussion. • I can determine words I know and words I don’t know. • I can summarize Article 1 of the UDHR.

I can define human rights. * *

Make your list in your groups. You have about 5-10 minutes

Fist to Five Learning Target: I can define human rights.

Lesson Vocabulary criteria (standards) skills summarize United Nations - international organization of countries set up to promote international peace, security, and cooperation equal reason brotherhood (close group)

Universal Declaration of Human Rights primary source - are original materials that have not been altered or distorted in any way.

Text Structure With a partner look over the document. Discuss how the document is organized.

Content Prediction Without reading the document. What sort of things do you think the authors of the Universal Declaration of Human Rights will include in the document?

UDHR Note-catcher You will use this handout to help take notes while we read the document.

Article 1 Vocabulary: – dignity = the state of being valued and worthy of respect – endowed = given – conscience = an inner sense of right and wrong

Article 1. 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.

Article 1 –Task 1 Reading #1- You listen while the teacher reads Article 1 two times Turn and Talk: What do you think the article means?

Article 1 – Task 2 Re-read the first sentence of Article 1 underline no more than two or three pivotal words and share them with a partner Turn and Talk Share as a class

Article 1 –Task 3 See if you can use synonyms to restate the article in your own words. Write this down in the second column of your note catcher.

Task 4 What would this right look like? Draw a picture of the right in column 3 of the note catcher.

Close Readers… Read the text slowly at least twice. Circle words you aren’t sure of and try to figure them out. Reread, annotate, and underline key vocabulary. Talk to each other about what you think it means. Read to summarize or answer specific questions.

Revisit Human Rights Chart Why do you think they needed to write a document like this? Why should we pay attention to human rights? Write your ideas on your chart.

Fist to Five • I can follow our class norms when I participate in a discussion. • I can determine words I know and words I don’t know. • I can summarize Article 1 of the UDHR.

Need: 8 Groups, sentence strips, Note Page, Quick Write Sheet Unit 1, Lesson 2 Need: 8 Groups, sentence strips, Note Page, Quick Write Sheet

Learning Targets I can use text and visual images to help me understand human rights. I can follow our class norms when I participate in a conversation. I can explain some of the main events that relate to the history of the Universal Declaration of Human Rights (UDHR) by making a human timeline with my peers.

Task 1 Yesterday we tried to visualize Article 1. “All humans are born free in dignity and rights.” UNICEF Video- https://www.youtube.com/watch?v=Mmy9MpwyKnQ How does the video go along with Article 1?

Task 2 What is a timeline? Think Pair Share

Task 3 – Sentence Strips As a group you will use close reading to find the main idea of your passage. Make notes on your note paper

Close Readers… Read the text slowly at least twice. Circle words you aren’t sure of and try to figure them out. Reread, annotate, and underline key vocabulary. Talk to each other about what you think it means. Read to summarize or answer specific questions.

Think about your sentence strip. Where does it fit? A Long Time Ago Now

HUMAN TIMELINE Use the information on the strips to make a timeline around the room.

Task 4 –Quick Write The authors of the Universal Declaration of Human Rights wanted to be sure that some events never happened again. Which events? Why? Use specific details from the text in your answer.

Revisit Learning Targets I can use text and visual images to help me understand human rights. I can follow our class norms when I participate in a conversation. I can explain some of the main events that relate to the history of the Universal Declaration of Human Rights (UDHR) by making a human timeline with my peers.

Background on UHDR, flash cards, quick write Unit 1, Lesson 3 Background on UHDR, flash cards, quick write

Learning Targets I can use context clues to help me determine the meaning of words. I can draw visuals to represent human rights vocabulary words. I can write to help me deepen my understanding about human rights.

Task 1 What is one thing you remember from Lesson 1 or 2? Think Pair Share

Task 2 - “Background on the UDHR” We are going to read together. Read on your own. Underline unknown words and/or phrases Read a third time. See if you can find words in the passage that could help you understand the unknown words.

horrific = terrible amid = with or in grinding = really bad or intense sought (past tense of the verb “to seek”) = looked, wanted to aspirations = positive wishes for the future; positive goals (since it is in a list with hopes) entitled = deserves

Task 3- Cards w/ Pictures dignity - the state of being valued and worthy of respect endowed – given conscience - an inner sense of right and wrong

Task 4 – Quick Write * “The first time I read this, I thought … But now I know …”

Revisit Learning Targets I can use context clues to help me determine the meaning of words. I can draw visuals to represent human rights vocabulary words. I can write to help me deepen my understanding about human rights.

Document, note catcher, flash cards Unit I, Lesson 4 Document, note catcher, flash cards

Learning Targets I can use context clues to help me determine the meaning of words. I can use common Greek and Latin affixes (prefixes) and roots as clues to help me know what a word means. I can determine the main ideas of the introduction to the Universal Declaration of Human Rights (UDHR) by reading closely.

Close Readers… Read the text slowly at least twice. Circle words you aren’t sure of and try to figure them out. Reread, annotate, and underline key vocabulary. Talk to each other about what you think it means. Read to summarize or answer specific questions.

Task 1 Read together the introduction Re-read- Circle Unknown words Read again -Underline things you think are important

fundamental = basic inalienable = in – alien -able

Note Catcher Fill in the main idea and important words

Paragraph 2 Circle unknown words Underline things that may be important

Paragraph 2 Vocabulary upholding promoting =pro means “to put forward” and the root mot relates to motion protecting

Paragraph 2 Vocabulary charter reaffirms

Note Catcher Fill in the main idea and important words

Paragraph 3 and 4 Read Circle unknown words Underline important vocab Discuss vocab Fill in word catcher

Vocabulary Definitions -Cards

Pro To move ahead

promote To move forward Promotion at work = move forward in a job, advance in a job, upgrade

inalienable in = not alien = separate Not separate

fundamental basic

Writing Assignment

Learning Target I will write a paragraph stating my opinion about a topic and provide reasons and examples to support my opinion.

Review of Articles 1 and 2 http://www.youthforhumanrights.org/what-are-human-rights/videos/do-not-discriminate.html Preview of all the rights http://findingjustice.org/universal-declaration-of-human-rights/

Review Background and Introduction

Opinion Handout

Mid – Unit Assessment Note catcher from lesson 4, flash cards, quiz Unit 1, Lesson 5 Mid – Unit Assessment Note catcher from lesson 4, flash cards, quiz

Learning Targets I can use strategies to determine the correct meaning of vocabulary words related to human rights. I can use common Greek and Latin affixes (prefixes) and roots as clues to help me know what a word means. I can use human rights vocabulary words correctly in my writing.

Task 1 Review your note catchers from yesterday with your group. Add information to your chart Look over your flash card vocabulary terms

Task 2 – Human Rights What are some of the rights we have read about so far?

tableau Example: everyone is equal Group Practice- upholding protecting promoting dignity

Review other vocabulary fundamental endowed

Quiz

Fist to Five I can use strategies to determine the correct meaning of vocabulary words related to human rights. I can use common Greek and Latin affixes (prefixes) and roots as clues to help me know what a word means. I can use human rights vocabulary words correctly in my writing.

Closing thoughts: “I used to think human rights were ________. Now I know human rights are __________.”

Give one, get one; UDHR and note catcher Unit 1, Lesson 6 Give one, get one; UDHR and note catcher

Learning Targets I can follow our class norms when I participate in a discussion. I can summarize Articles 2 and 3 of the UDHR. I can use context clues to help me determine the meaning of words. I can visualize what the authors of the UDHR wanted for all people (found in Articles 2 and 3).

Task 1- Give One, Get One

Task 2- Our List of Rights

UDHR and UDHR note-catcher from Lesson 1 Put a box around Articles: 1, 2, 3, 6, 14, 16, 17, 20, 23, 25, and 26.

Task 3 - Note Catcher Review Article 1 notes We will use our note catchers to fill in the chart for the Articles we boxed in

Article 2 Read - ‘without distinction of any kind’ Re-read – annotate (circle and underline) Re-read – share ideas and fill in note catcher

Article 3 Read Re-read – annotate (circle and underline) Re-read – share ideas and fill in note catcher

Article 3 Questions What root does the word security have in it? What right or promise is Article 3 referring to? What specific words help you know that? What does it mean to have the ‘right to life’? What is the difference between liberty and security?

Fist to Five I can follow our class norms when I participate in a discussion. I can summarize Articles 2 and 3 of the UDHR. I can use context clues to help me determine the meaning of words. I can visualize what the authors of the UDHR wanted for all people (found in Articles 2 and 3).

Closing question: “One human right I learned more about today is …”

document, rotation groups, expert handout, note catchers Unit 1, Lesson 7 document, rotation groups, expert handout, note catchers

Learning Targets I can follow our class norms when I participate in a discussion. I can summarize articles of the UDHR (choices: 6, 14, 16, 17, 20, 23, 25, or 26). I can use context clues to help me determine the meaning of words. I can visualize what the authors of the UDHR wanted for all people.

Our List of Rights Did we read about any new rights yesterday? What were they? Turn and Talk

Task for the day – Become an Expert You will work in your rotation groups to read through the some of the articles. Each group will get a few articles to read. You will fill in one expert handout, but ALL group members need to fill in their own note catcher charts. You will work for approximately 20 minutes. In your first group.

Then a representative from each group will rotate to the other groups to share what their group wrote down. Each “expert” will share and all of the groups will fill in the sections of the chart that they need filled in.

Close Readers… Read the text slowly at least twice. Circle words you aren’t sure of and try to figure them out. Reread, annotate, and underline key vocabulary. Talk to each other about what you think it means. Read to summarize or answer specific questions.

Anchor Chart Which article are you an expert of? What is the most important thing about your article? What are some key words from your article?

Debrief “I used to think that human rights … but now I know that …”

Plain text and original documents, quick write, note catchers Unit 1, Lesson 8 Plain text and original documents, quick write, note catchers

Yesterday…

Learning Targets I can explain why certain words in the original UDHR are repeated. I can compare the original UDHR, the Plain Language Version, and my own summaries of specific UDHR articles by focusing on specific word choice. I can skim and scan the original UDHR looking for repeated words.

Task 1 – Skim and Scan Skim and scan to find repeated words and phrases in the first 30 articles. Write Pair Share - “What was the purpose of including these words and phrases and repeating them so often?”

Think Pair Share In the UDHR, when the authors use the word universal, what meaning do they intend? Are they referring to the physical universe, planets, galaxies, etc.?

Task 2 – Plain Language Version Skim and Scan What words are the same? What words are different? Do you think this Plain Language Version is better or worse than the original? Why?

Task 3 – Writing Task What Is Lost and Gained in the Plain Language Version?

Teaching Nepalis to Read, Plant, and Vote Unit 1, Lesson 9 Teaching Nepalis to Read, Plant, and Vote

Learning Targets I can cite examples of where human rights were upheld or challenged in “Teaching Nepalis to Read, Plant, and Vote.” I can explain how specific articles of the UDHR relate to this firsthand account.

Task 1 “Teaching Nepalis to Read, Plant, and Vote” Read first 5 paragraphs together

Close Readers… Read the text slowly at least twice. Circle words you aren’t sure of and try to figure them out. Reread, annotate, and underline key vocabulary. Talk to each other about what you think it means. Read to summarize or answer specific questions.

Task 2 – Paragraph 1 Again Re-read paragraph 1 and make annotations circle unknown words and make notes in the margin about the gist Share

Task 3 – Paragraphs 2-4 Repeat the same process with Paragraphs 2–4: Reread. Annotate for gist and ask clarifying questions. Return to the text to find answers.

Task 4- Making Connections Now we will reread paragraphs 1-4 to look for words or phrases in this firsthand account that relate to human rights, based on their knowledge of the UDHR Underline words or phrases you find Share

Congratulations!!!

Task 5 – Putting It All Together Now we’ll do the same process with paragraphs 5 – 7. Read together 5-7

On your own re-read Annotate for the gist Underline words or phrases that relate to human rights Share

Debrief “How did certain words in the text help you understand the human rights issues in this firsthand account? Be sure to give evidence from the text in your explanation.”

Fist to Five I can cite examples of where human rights were upheld or challenged in “Teaching Nepalis to Read, Plant, and Vote.” I can explain how specific articles of the UDHR relate to this firsthand account.

Teaching Nepalis to Read, Plant, and Vote Unit 1, Lesson 9 continued Teaching Nepalis to Read, Plant, and Vote

Learning Targets I can cite examples of where human rights were upheld or challenged in “Teaching Nepalis to Read, Plant, and Vote.” I can explain how specific articles of the UDHR relate to this firsthand account.

Review Think Pair Share – What are some of the human rights you remember from the UDHR?

Continue Close Reading Read together 8-10 On your own re-read Annotate for the gist Underline words or phrases that relate to human rights Share

Continue Close Reading Read together 11-end On your own re-read Annotate for the gist Underline words or phrases that relate to human rights Share

Debrief “How did certain words in the text help you understand the human rights issues in this firsthand account? Be sure to give evidence from the text in your explanation.”

Fist to Five I can cite examples of where human rights were upheld or challenged in “Teaching Nepalis to Read, Plant, and Vote.” I can explain how specific articles of the UDHR relate to this firsthand account.

Anchor charts for articles, sentence strips, note catchers Unit 1, Lesson 10 Anchor charts for articles, sentence strips, note catchers

Task 1 – Anchor Charts Take out your note catchers for the articles Look over your notes for each article

In your three person fluency groups. Go to one anchor chart Discuss: What is this article mostly about? If you had to give it a nickname, what would you call it? Write your answer on the chart.

Learning Targets I can cite examples of where human rights were upheld or challenged in “Teaching Nepalis to Read, Plant, and Vote.” I can explain how specific articles of the UDHR relate to this firsthand account.

Task 2 – Sentence Strips Your challenge is to sort the evidence I have given you. As a group, spread out the sentence strips. Then, read each evidence strip and discuss what article it goes with, and why.

Example ‘Back then, parents arranged to have their children married very young.’ I remember there is a UDHR article about marriage. I nicknamed it ‘right to marry,’ Article 16. I’m going to write Article 16 on this strip, because it sounds like he didn’t get to choose his own wife; his parents chose for him. I think his human rights were violated.”

Task 3 – Taking it to the next level Pick one strip your group thinks they understand the BEST Tell the class what it says, which article your group thinks it belongs to and why it goes with that article.

Tomorrow Tomorrow is the end of unit assessment. You will have a chance to again practice closely reading a firsthand account and supporting their point of view with evidence. You will read a new firsthand account and relate it to an article from the UDHR.

Unit 1, Lesson 11 End of Unit Assessment

Learning Targets I can cite examples of where human rights were upheld or challenged in “From Kosovo to the United States.” I can explain how specific articles of the UDHR relate to this firsthand account.

Supplies You may use any materials from Unit 1 to help you on the assessment.

Directions Read “From Kosovo to the United States,” the firsthand account of Isau Ajeti. Ask clarifying questions and annotate the text as needed. Then respond to a series of questions about the text, what human rights challenges Isau faced, how he responded, and what human rights were upheld.

Debrief – Circle Share “I used to think human rights were ________. Now I know human rights are __________.”