Page 102 - EL Grade 5 Teacher Supporting Materials - Module 1

Stories of Human Rights
• Say: “You did well guring out what the r two chunks mean, and why they’re important. Let’s talk about the third chunk.”
• Display and read aloud the following chunk: to all the rights and freedoms
• Underline to all the rights and freedoms in red and invite udents to do the
same on their note-catcher.
• Ask:
“What is everyone entitled to?” (all the rights and freedoms)
“What are some of the rights and freedoms we have been discussing?” (the right to own property, to receive equal pay for equal work, to be free)
• After inviting responses, write and display udent ideas.
• Say: “You did well guring out what the r three chunks mean, and why they’re important. Let’s talk about the fourth chunk.”
• Display and read aloud the following chunk: set forth in this Declaration,
• Underline set forth in this Declaration in red and invite udents to do the
same on their note-catcher.
• Ask:
“What are all the rights and freedoms?” (the 30 written in this Declaration)
“What is ‘this Declaration’? How do you know?” (the
Universal Declaration of Human Rights; we know because we are reading the UDHR, and this sentence is in it)
• After inviting responses, write and display udent ideas.
• Say: “You did well guring out what the r four chunks mean, and why they’re important. Let’s talk about the fth chunk.”
• Display and read aloud the following chunk: without di inction of any kind,
• Underline without di inction of any kind in red and invite udents to do the
same on their note-catcher.
• Remind udents that saying something in their own words can help them gure out the meaning of sentences and chunks. Ask:
“What’s another way to say ‘without di inction’?” (to have no di erence between things)
• Tell udents that ‘of any kind’ is not necessary to write, but it emphasizes that there should be no type of di erence.
• Ask:
“So, how is everyone entitled to rights and freedoms?” (without di inction of any kind)
“Do you act without di inction of any kind in the way you treat your family members or friends?” (Responses will vary, but may include: I make a di inction between the way I treat my be friends and those who are more like acquaintances—I invite my be friends over a lot.)
• After inviting responses, write and display udent ideas.
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Lesson 8