1. I can engage in a discussion with my peers
MODULE 1: UNIT 3, LESSON 6 Launching Readers Theater Groups: Identifying Passages From Esperanza Rising For Reader Theater That Connect to The UDHR
Learning Targets
I can choose an article from the UDHR to focus on for my readers theater
I can determine additional passages I may need in order to develop a script on a single theme
I can engage in a discussion with my peers
I can evaluate how well the passages I selected reflect the themes of the udhr.
Which words are common to all three learning targets?
Put the following long term targets for the unit on sentence strips in the room. Can you explain what a text says using specific details from the text? Can you engage effectively in a collaborative discussion?

2. Opening Review Learning Targets
Ask students to restate Learning Targets in their own words. Clarify as needed.

3. Work Time: Teacher Modeling: Combining Text Passages for a Script
Display UDHR category card sample for article 2 and read aloud
“I have chosen to focus on Article 2 , Everyone is entitled to the same rights and freedoms…. Regardless of sex [male or female]
In the last session, I pasted passages onto my category card, and now I am going back into the text of Esperanza Rising to identify additional passages I think are good examples of how the character Mama has faced human rights challenges because she is a woman. The passages I selected are not in the same chapter, but they are related to the UDHR theme”

4. Work Time: Teacher Modeling: Combining Text Passages for a Script
Display pp from Esperanza Rising.
Think aloud: “ I am going to read each paragraph and use a sticky note to mark which paragraphs or lines of dialogue I think relates to the UDHR theme I chose.
Explain your thinking to the students…ex. “This is the section I placed a sticky note on, because I am only looking for passages that show the challenges Mama faces because she is a woman and cannot own property.”
Point out to students that they will be using the passages they already identified, on the UDHR category cards they created in Lesson 5, and now they will work with their groups to locate additional passages from other pages/chapters in the book.

5. Work Time: Launching Readers Theater Groups
Follow explicit directions in the Module binder to form groups for Readers Theater
Place students in groups
Return relevant UDHR category card from Lesson 5

6. Work Time: Group Work: Identifying Passages from Esperanza Rising related to the UDHR Theme
Tell students that in order to create scripts for Readers Theater they will need to begin to identify passages they can use from Esperanza Rising that relate to the UDHR theme on which their group is focusing. It is important to justify, or explain, why a certain passage fits.
Give each student the Esperanza Rising Focus Passages handout. Students will follow directions on the handout
If any group finishes reading through and evaluating the passages provided, they may locate additional passages

7. Closing/Assessment Evaluating and Sequencing Text Selections
Display the Group Exit Ticket: Criteria for Text Selection… read through the criteria aloud to clarify as needed
Distribute one copy of the criteria to each group. Have students evaluate the passages they chose during work time today. They should give themselves a score next to each indicator. Model if necessary. Circulate to support individuals or groups.
Once students are finished, collect their criteria sheets.

8. Homework
None