Page 34 - EL Grade 5 Teacher Guide

Stories of Human Rights
■ Have experts on human rights or immigration come in to talk with the students about the work that they do.
■ Have experts on dramas and plays come in to talk with students about writing and perform- ing monologues.
Fieldwork:
■ Take students to exhibitions about immigration or about Mexican history or culture.
■ Take students to performances of monologues.
Service:
■ Reach out to local immigration charities to nd out if students can participate in any charity events or work or if they can raise funds for a speci c cause.
■ Identify a local threat to human rights that students could learn more about and take action on.
Extensions:
■ Encourage students to read other articles of the complete version of the Universal Declaration of Human Rights.
■ Encourage students to consider other ways to raise awareness about human rights issues. Preparation and Materials
See each Unit Overview for a list of any unusual physical materials required (such as puppets or props) for module lessons.
Technology & Multimedia
Tool Name
Purpose in This Module
Suggested Use in This Module
Website URL
Google Docs
Complete note-catchers
Students complete their note-catchers, write their essays and monologues, and create their programs in Google Docs.
https://www.google.com/ docs/about/
Speech to Text
(many newer devices already have this capa- bility; there also free apps for this purpose, including Dictation.io)
To create writing by speaking
Students complete their note-catchers and create writ- ten work by speaking rather than writing or typing.
Dictation.io: https:// dictation.io/speech
Seesaw
Create student learning portfolios to share with other students, families
Video/audio record students reading aloud their monologues to share with families and other students.
http://web.seesaw.me
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Module 1: Overview