Module 5.1 Unit 1: Building Background Knowledge on Human Rights

Module 5.1 Unit 1: Building Background Knowledge on Human Rights

Learning Targets: Unit 1: Lesson 1
1. I can follow our class norms when I participate in a discussion. 2. I can summarize Article 1 of the UDHR. 3. I can create an initial definition of “human rights”.

I can use text and visual images to help me understand human rights. I can follow our class norms when I participate in a conversation. I can explain some of the main events that relate to the history of the UDHR by making a human timeline with my peers.

I can use context clues to help me determine the meaning of words. I can draw visuals to represent human rights vocabulary words. I can write to help me deepen my understanding about human rights.

I can use context clues to help me determine the meaning of words. I can use common Greek and Latin affixes (prefixes) and roots as clue to help me know what a word means. I can determine the main ideas of the Introduction to the Universal Declaration of Human Rights (UDHR) using Close Reading.

I can explain the concept of a “human right” I can use human rights vocabulary words correctly in my writing.

I can follow our class norms when I participate in a discussion I can summarize Articles 2, 3, and 6 of the UDHR. I can use context clues to help me determine the meaning of words. I can visualize what it would look like for the “promises” in Articles 2, 3, and 6 to be kept or broken

I can follow our class norms when I participate in a discussion. I can summarize Articles of the UDHR (choices: 14, 16, 17, 20, 23, 25, 26). I can use context clues to help me determine the meaning of words. I can visualize what it would look like for the “promises” in UDHR articles to be kept or broken

I can skip and scan the original UDHR looking for repeated words. I can explain why certain words in the original UDHR are repeated. I can compare the original UDHR, the Plain Language Version, and my own summaries of specific UDHR articles, by focusing on specific word choice.

I can explain the connections between people and events in “Teaching Nepalis to Read, Plant, and Vote”. I can cite examples of where human rights were upheld or challenged in “Teaching Nepalis to Read, Plant, and Vote” I can use context clues to help me determine the meaning of new words.

I can cite examples of where human rights were upheld or challenged in “Teaching Nepalis to Read, Plant, and Vote”. I can explain how specific articles of the UDHR relate to this firsthand account.

I can cite examples of where human rights were upheld or challenged in “From Kosovo to the United States.” I can explain how specific articles of the UDHR relate to this firsthand account.

Module 5.1 Unit 2: Case Study: Esperanza’s Story

Learning Targets: Unit 2: Lesson1
I can define historical fiction I can describe the geographical setting of Esperanza Rising. I can describe the historical setting of Esperanza Rising.

I can discuss answers to questions with my triad and provide evidence to explain my ideas. I can answer questions about the setting of the novel Esperanza Rising based on evidence from the text. I can answer questions about the main character, Esperanza, based on evidence from the text.

I can answer comprehension questions based on test from Esperanza Rising that I have read independently. I can identify situations in Esperanza Rising where a character’s human rights are challenged. I can make inferences from the text about Esperanza, Mama, and Abuelita. I can use context clues to help me determine the meaning of words in Esperanza Rising. I can write to explain my thinking about the characters in Esperanza Rising.

I can answer comprehension questions based on test from Esperanza Rising that I have read independently. I can identify situations in Esperanza Rising where a character’s human rights are challenged. I can make inferences from the text about the characters in Esperanza Rising. I can use context clues to help me determine the meaning of words in Esperanza Rising. I can write to explain my thinking about the characters in Esperanza Rising.

I can answer comprehension questions based on test from Esperanza Rising that I have read independently. I can summarize the main ideas in an informational text about California in the 1930s.

I can answer comprehension questions based on test from Esperanza Rising that I have read independently. I can discuss answers to questions with my triad and provide evidence to explain my ideas. I can answer questions about the setting of the novel Esperanza Rising based on evidence from the text. I can answer questions about the main character, Esperanza, based on evidence from the text. I can identify metaphors in Esperanza Rising. I can interpret figurative language in Esperanza Rising.

I can answer comprehension questions based on test from Esperanza Rising that I have read independently. I can use context clues to help me determine why the author chose specific words in Esperanza Rising. I can determine what metaphors the symbols of the chapter titles represent in Esperanza Rising. I can explain how Isabel responds to challenges in her life. I can describe how the points of view of Esperanza and Isabel influence the description of events. I can create a visual image of the setting of Esperanza Rising.

I can interpret two big metaphors in Chapter 8, “Las Almendras”, in Esperanza Rising. I can explain what it means to find the theme of a book or story. I can identify themes in Esperanza Rising.

I can use context clues to help me determine why the author chose specific words in Esperanza Rising. I can explain how characters respond to challenges in their lives. I can describe how the points of view of Esperanza and other characters influence the description of events. I can interpret the ‘blanket’ metaphor in Esperanza Rising. I can identify themes in Esperanza Rising.

I can answer comprehension questions based on text from Esperanza Rising that I have read independently. I can make inferences from the text about Esperanza and Mama in Esperanza Rising. I can interpret big metaphors in Esperanza Rising. I can identify themes in Esperanza Rising.

I can answer comprehension questions based on text from Esperanza Rising that I have read independently. I can identify examples of human rights that have not been protected in Esperanza Rising. I can explain what a strike is. I can explain why workers go on strike.

I can explain why workers go on strike. I can make arguments for and against striking. I can make inferences from the text about the characters in Esperanza Rising. I can write to explain my thinking about the characters perspectives in Esperanza Rising.

I can answer comprehension questions based on text from Esperanza Rising that I have read independently. I can explain the structure of a two-voice poem. I can compare and contrast Esperanza Rising that supports my inferences about two different characters, particularly how the two characters respond to challenges. I can collaborate with peers to plan and draft a Two-Voice Poem.

I can answer comprehension questions based on text from Esperanza Rising that I have read independently. I can contrast how two characters in Esperanza Rising respond to challenges, using a Two-Voice Poem format. I can use evidence from Esperanza Rising that supports my inferences about two different characters, particularly how the two characters respond to challenges. I can collaborate with peers to plan and draft a Two-Voice Poem. I can give specific feedback that will help other students make their writing better. I can use feedback that I receive from others and self-reflection to improve my writing.

I can interpret five big metaphors in Esperanza Rising. I can explain themes in Esperanza Rising. I can perform my Two Voice Poem.

I can find evidence in Esperanza Rising that will support my inferences about how Esperanza changes throughout the novel. I can analyze how Esperanza responds to a key event in the novel, and what this shows about her character. I can write an essay in which each paragraph has a clear topic sentence, a body, and a conclusion.

I can find evidence in Esperanza Rising that will support my inferences about characters from the book. I can analyze how Esperanza responds to a key event in the novel, and what this shows about her character. I can write an essay in which each paragraph has a clear topic sentence, a body, and a conclusion.

I can find evidence in Esperanza Rising that will support my inferences about characters from the book. I can write an informative/explanatory three-paragraph essay that analyzes how Esperanza responds to two key events, and compares and contrasts her response to events over time. I can write an essay in which each paragraph has a clear topic sentence, a body, and a conclusion.

Module 5.1 Unit 3: Culminating Project: Readers Theater: Esperanza Rising, From Novel to Script

I can define Readers Theater. I can indentify the purpose of Readers Theater. I can participate in a Readers Theater. I can identify how a Readers Theater script differs from a novel.

I can participate in a Readers Theater based on Esperanza Rising. I can participate in a discussion with my peers. I can compare and contrast a novel and script. I can share my opinion about different types of narratives.

I can summarize key articles of the UDHR, and passages from “Esperanza Rising” and “American Heroes” from previous learning. I can participate in a discussion with my peers. I can share my opinion about the effectiveness of the narrator dialogue.

I can describe the similarities and differences between a novel and script. I can describe the connections between the UDHR and a script or a novel. I can describe the author’s motivations for creating a script. I can describe the role of a narrator in a script. I can share my opinions about a novel and a script.

I can summarize key articles of the UDHR from previous learning. I can summarize key passages from Esperanza Rising from previous learning.. I can identify passages of Esperanza Rising that relate to specific articles of the UDHR. I can justify my reasons for selecting specific passages from Esperanza Rising.

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.

I can narrow my text selection, related to a theme. I can write an introduction to my script. I can justify my selection of text.

I can write a draft of my script. I can use peer feedback to make decisions about how to improve my script.

I can write a title for my script. I can act out the title of my script so my peers can guess it. I can use narrative techniques to write a complete section of my group’s Readers Theater script.

I can revise my script, based on feedback. I can create a script, with a logical sequence. I can add appropriate transitional words and phrases to a script.

I can revise my script with my group. I can write a conclusion to my script that relates directly to my UDHR Article with my group. I can choose visuals that contribute to my audience’s understanding of the characters, setting, problem, and/or mood of the play. I can practice performing a script.

I can revise the conclusion of a script for a performance. I can practice to refine my performance, based on feedback. I can speak clearly and with expression for a performance. I can perform my Readers Theater Script for an audience.

Module 5.1 Unit 1: Building Background Knowledge on Human Rights

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Module 5.1 Unit 1: Building Background Knowledge on Human Rights

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