learn your human rights 1. we are all born free and equal 2. don’t discriminate 3. the right to...

LEARN YOUR HUMAN RIGHTS1. We Are All Born Free and Equal2. Don’t Discriminate3. The Right to Life4. No Slavery5. No Torture6. You Have Rights No Matter Where You Go7. We’re All Equal Before the Law8. Your Human Rights Are Protected by Law9. No Unfair Detainment10. The Right to Trial11. We’re Always Innocent Till Proven Guilty12. The Right to Privacy13. Freedom to Move14. The Right to Seek a Safe Place to Live15. Right to a Nationality16. Marriage and Family17. The Right to Your Own Things18. Freedom of Thought19. Freedom of Expression20. The Right to Public Assembly21. The Right to Democracy22. Social Security23. Workers’ Rights24. The Right to Play25. Food and Shelter for All26. The Right to Education27. Copyright28. A Fair and Free World29. Responsibility30. No One Can Take Away Your Human Rights

5th Grade - ELA - Module 1 - Unit 1

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10

Lesson 11

5th Grade - ELA - Module 1

Lesson 1GETTING READY TO LEARN ABOUT HUMAN RIGHTS:

CLOSE READING OF ARTICLE 1 OF THE UNIVERSAL DECLARATION OF HUMAN RIGHTS (UDHR)

LONG-TERM TARGETS ADDRESSED

1. I can effectively engage in a discussion with my peers. (SL.5.1)

2. I can summarize portions of a text when reading or listening to information being

presented. (SL.5.2)

3. I can determine the meaning of content words or phrases in an informational text.

(RI.4)

SUPPORTING LEARNING TARGETS• I can follow our class norms when I participate in a

discussion.1• I can determine words I know and words I don’t know.2• I can summarize Article 1 of the UDHR.3• I can define human rights.4

• A. Text Structure: Scanning the UDHR (5 minutes)

• B. Introducing Close Reading: Article 1 of the UDHR (15 minutes)

• C. Begin Close Reading Anchor Chart (10 minutes)

• D. Return to Key Concept: Thinking about “Human Rights” (10 minutes)

Work Time

Fist to Five ProtocolExpertBeginner Novice

• The authors of the UDHR

claim that all people are …

1. Write on your own.2. Hand in to your

teacher.

5th Grade - ELA - Module 1

Lesson 2BUILDING BACKGROUND: A SHORT HISTORY OF HUMAN RIGHTS

LONG-TERM TARGETS ADDRESSED

I can effectively engage in a discussion with my peers. (SL.5.1)

I can determine the main idea(s) of an informational text based on key

details. (RI.5.2)

I can explain important connections between people, events, or ideas in an informational text accurately. (RI.5.3)

SUPPORTING LEARNING TARGETS

• I can use text and visual images to help me understand human rights1

• I can follow our class norms when I participate in a conversation. 2

• 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. 3

• A. Viewing and Discussing UNICEF Video “For Every Child” (10 minutes)

• B. A Short History of Human Rights: Key Events (15 minutes)

• C. Constructing a Human Timeline (20 minutes)

Work Time

Routine Writing:

What Did the Authors of the UDHR Believe? (5 min. writing / 5 min. sharing)

“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.”

5th Grade - ELA - Module 1

Lesson 3

LONG-TERM TARGETS ADDRESSEDI can determine the main idea(s) of an

informational text based on key details. (RI.5.2)

I can use a variety of strategies to read grade-appropriate words and phrases I

don’t know. (RL.5.4)

I can determine the meaning of academic words or phrases in an

informational text. (RI.5.4)

I can determine the meaning of content words or phrases in an infor mational

text. (RI.5.4)

SUPPORTING LEARNING TARGETS

• I can use context clues to help me determine the meaning of words.1

• I can draw visuals to represent human rights vocabulary words.2

• I can write to help me deepen my understanding about human rights.3

• Rereading, Using Context Clues to Determine Word Meaning, and Making Vocabulary Flash Cards (35 minutes)

Work Time

Fist to Five ProtocolExpertBeginner Novice

I can use context clues to help me determine the meaning of words.

Routine Writing:

On your “Background on the UDHR” text:

“The first time I read this, I thought … But now I know …”

After about 6 minutes, you will share your writing with a partner.

5th Grade - ELA - Module 1

Lesson 4

LONG-TERM TARGETS ADDRESSEDI can determine the main idea(s) of an informational

text based on key details. (RI.5.2)

I can explain important connections between people, events, or ideas in a historical, scientific, or technical

text accurately. (RI.5.3)

I can determine the meaning of academic words or phrases in an informational text. (RI.5.4)

I can determine the meaning of content words or phrases in an infor mational text. (RI.5.4)

I can use a variety of strategies to read grade-appropriate words and phrases I don’t know. (L.5.4)

SUPPORTING LEARNING TARGETS

• I can use context clues to help me determine the meaning of words.1

• I can use common Greek and Latin affixes (prefixes) and roots as clues to help me know what a word means.2

• I can determine the main ideas of the introduction to the Universal Declaration of Human Rights (UDHR) by reading closely.3

• A. Modeling and Practicing Closely Reading Paragraph 1 of the Introduction to the UDHR (10 minutes)

• B. Guided Practice Closely Reading Paragraph 2 of the Introduction to the UDHR (15 minutes)

• C. Independent Practice Closely Reading Paragraphs 3–5 of the Introduction to the UDHR (10 minutes)

Work Time

Human Rights – Vocab Flashcards

Make flash cards based on the words from this lesson: fundamental, inalienable, charter, reaffirms, dignity, upholding,

promoting, and protecting.

Capture prefixes and roots also.For example: promoting, you should write

“pro = to put forward” and “mot = motion.”

Fist to Five ProtocolExpertBeginner Novice

• I can use context clues to help me determine the meaning of words.1

• I can use common Greek and Latin affixes (prefixes) and roots as clues to help me know what a word means.2

• I can determine the main ideas of the introduction to the Universal Declaration of Human Rights (UDHR) by reading closely.3

5th Grade - ELA - Module 1

Lesson 5

LONG-TERM TARGETS ADDRESSEDI can use a variety of strategies to read grade-appropriate words and phrases I

don’t know. (RL.5.4)

I can use common Greek and Latin affixes (prefixes) and roots as clues to help me

know what a word means. (L.5.4)

I can accurately use academic vocabulary to express my ideas. (L.5.6)

I can effectively engage in a discussion with my peers. (SL.5.1)

SUPPORTING LEARNING TARGETS

• I can use strategies to determine the correct meaning of vocabulary words related to human rights.1

• I can use common Greek and Latin affixes (prefixes) and roots as clues to help me know what a word means.2

• I can use human rights vocabulary words correctly in my writing.3

• A. Visualizing Word Meanings: Group Tableaus (20 minutes)

• B. Mid-Unit 1 Assessment: Human Rights Vocabulary and Common Prefixes (20 minutes)

Work Time

Fist to Five ProtocolExpertBeginner Novice

How do you believe you did on your vocabulary quiz?

Complete the sentence frame…

“I used to think human rights were ________.

Now I know human rights are __________.”

1st = Think about this prompt, then2nd = complete this sentence frame aloud.

5th Grade - ELA - Module 1

Lesson 6

5th Grade - ELA - Module 1

Lesson 7

5th Grade - ELA - Module 1

Lesson 8

5th Grade - ELA - Module 1

Lesson 9

5th Grade - ELA - Module 1

Lesson 10

5th Grade - ELA - Module 1

Lesson 11