Page 102 - EL Grade 5 Teacher Guide

Stories of Human Rights
3. Closing and Assessment
A. Making Connections between the UDHR and “Las Uvas” (10 minutes)
4. Homework
A. Continue to add symbols to your simpli ed version of the UDHR.
B. Accountable Research Reading. Select a prompt and respond in the front of your inde- pendent reading journal.
Teaching Notes
Purpose of lesson and alignment to standards:
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In Opening A, students are given vocabulary logs, and identifying the meaning of unfamiliar vocabulary is a big focus of the lesson (RL.5.4, L.5.4). Students will use the logs to collect new academic and topical vocabulary words in lessons and during independent reading.
By reviewing homework questions in this lesson, students are held accountable for their homework and reminded of what happened in that chapter of the novel. This helps to pro- vide a purpose for introducing the UDHR (RL.5.1).
In Opening B, students receive an a x list to refer to throughout the rest of the year when determining the meaning of unfamiliar vocabulary (L.5.4b, L.5.4c). Consider laminating this resource for students, as it will be referred to frequently.
Students are introduced to the UDHR through Article 3 and a video that outlines the story of human rights. They read Article 3 for gist and to determine the meaning of unfamiliar vocabulary (RI.4.5, L.5.4).
Students are given their own student-friendly copy of the Universal Declaration of Human Rights for reference throughout the module, and they add symbols to the articles to help them remember what each article is about. They then make connections between “Las Uvas” and articles of the UDHR (RL.5.1, RI.5.1).
Please note that the term threatened has been used on the anchor chart rather than violated, as this is applicable to more events and situations; however, where human rights have been violated, for example with the death of Papa in this chapter, it is important to recognize this.
This lesson is the second in a series of three that include built-out instruction for the use of Goal 1 Conversation Cues to promote productive and equitable conversation (adapted from Michaels, Sarah and O’Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. http://inquiryproject.terc.edu/shared/pd/TalkScience_Primer.pdf. Based on Chapin, S., O’Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K–6. Second Edition. Sausalito, CA: Math Solutions Publications). As the modules progress, Goal 2, 3, and 4 Conversation Cues will be gradually introduced. Goal 1 Conversation Cues encourage all students to talk and be understood. Consider providing students with a thinking journal or scrap paper.
Students practice their uency in this lesson by following along and reading silently in their heads as the teacher reads Article 3 of the UDHR aloud during Work Time B.
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Unit 1: Lesson 4