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5th/6th Grade Complete English Language Arts Quarter - Human Rights
Class experience
Class Experience What are human rights? How do people know when their human rights are threatened and what can they do about it? Students will explore these ideas while they develop their ability to read and understand complex text, close-reading both fiction and non-fiction texts to launch their study of this topic. This class uses Engage New York curriculum, developed by the New York State Education Department for educators and parents who want their learners to experience a rigorous,...
Students will do the following things throughout the course of this course: Reading: Use skills and practices of close reading Summarize a literary or informational text Determine the main idea(s) of informational or literary text based on key details and close reading practices Accurately explain important connections between people, events, or ideas in a historical, scientific, or technical text Use a variety of strategies to read grade-appropriate words and phrases I don’t know Use context clues to help me determine the meaning of words Use common Greek and Latin affixes (prefixes) and roots as clues to help me know what a word means. Determine the meaning of content and academic words or phrases in an informational text Use quotes to support inferences in literary text Use quotes to explain the meaning of informational and literary texts Choose evidence from informational and literary texts to support analysis, reflection, and research Make inferences using quotes from the text Determine the meaning of literal and figurative language (metaphors and similes) in text Compare and contrast literary elements using details from the text Answer questions about the setting of a novel based on evidence from the text Describe how characters' or a narrator's point(s) of view influence the description of events in literary text Determine a theme based on details in the text Explain themes in a literary text Use context clues to help me determine why the author chose specific words in a literary text Determine what metaphors the symbols of the chapter titles represent in a literary text Explain how a character responds to challenges Create a visual image of the setting of a literary work Compare and contrast two main characters in a literary text Analyze how a character responds to a key event and what this shows about his/her nature Recognize the differences between different types of narratives (poetry, drama, or other texts) and their connections to larger concepts (such as culture and personal experiences) Explain the structure of a two-voice poem Define Readers Theater. Identify the purpose of Readers Theater Participate in a Readers Theater Identify how a Readers Theater script differs from a novel Compare and contrast a novel and a script Share my opinion about different types of narratives Recall relevant experiences or summaries Define historical fiction Share my opinion about the effectiveness of narrator dialogue Compare and contrast stories in the same genre for approach to theme and topic Describe the similarities and differences between a novel and a script Describe the connections between the UDHR and a script or a novel Describe the author’s motivations for creating a script Describe the role of a narrator in a script Share my opinions about a novel and a script Summarize key articles of the UDHR from previous learning Identify passages of a literary work that relate to specific articles of the UDHR Justify my reasons for selecting specific passages Answer comprehension questions based on text that I have read independently Writing: Accurately use academic vocabulary to express ideas Explain about characters' perspectives in writing Write for a variety of reasons, including to deepen my understanding of human rights Use the writing process to produce clear and coherent writing that is appropriate to task, purpose, and audience Write informative/explanatory texts Contrast how two characters respond to challenges, using a two-voice poem format Use feedback that I receive from others and self-reflection to improve my writing Write an informative/explanatory three paragraph essay in which each paragraph has a clear topic sentence, a body, and a conclusion Write an informative/explanatory three paragraph essay that analyzes how a character responds to two key events and compares and contrasts her response to events over time Write about a topic using information from a variety of sources Write an opinion piece Choose an article from the UDHR to focus on for my Readers Theater Determine additional passages I may need in order to develop a script on a single theme Evaluate how well the passages I selected reflect the themes of the UDHR Narrow my text selection, related to a theme Write an introduction to my script Justify my selection of text. Write narrative texts about real or imagined experiences or events Introduce the narrator/characters of my narrative Organize events in an order that makes sense in my narrative Use appropriate transitional words, phrases, and clauses in a narrative text Use dialogue and descriptions to show the actions, thoughts, and feelings of my characters Write a draft of my script Use sensory details to describe experiences and events precisely Use peer feedback to make decisions about how to improve my script Write a title for my script Use narrative techniques to write a complete section of my group’s Readers Theater script Revise my script, based on feedback Write a conclusion to my narrative Choose visuals that contribute to my audience’s understanding of the characters, setting, problem, and/or mood of the play Revise the conclusion of a script for a performance Speaking: Adapt my speech for a variety of contexts and tasks, using formal English when appropriate Perform my two voice poem Act out the title of my script so my peers can guess it Practice performing a script Practice to refine my performance, based on feedback Speak clearly and with expression for a performance Perform my Readers Theater script for an audience Working in Groups: Effectively engage in a discussion with peers Follow class norms when participating in discussion Discuss answers to questions with peers, providing evidence to explain my ideas Collaborate with peers to plan and draft a two-Voice Poem Give specific, kind feedback that will help other students make their writing better Ask questions so I’m clear about what is being discussed Explain what I understand about the topic being discussed Social Studies: Explain some main events that relate to the history of the Universal Declaration of Human Rights (UDHR) by making a human timeline with peers Summarize Articles of the Universal Declaration of Human Rights Cite examples of where human rights were upheld or challenged in a firsthand account Explain how specific articles of the UDHR relate to a firsthand account Compare and contrast multiple accounts of the same event or topic Explain what a strike is and why workers strike Make arguments for and against striking Document what I learn about a topic by sorting evidence into categories
Human rights is an essential topic to explore with learners in order to develop educated, thoughtful citizens who are prepared to do their part towards developing a better world. In order to understand the importance of human rights, and the social structures designed to uphold them, it’s necessary to look at some examples of where human rights have been violated. These examples necessarily involve people treating other people poorly, and such content can be disturbing for sensitive learners. The focus of the class is not on people’s mistreatment of each other, however, but rather how we can prevent and change such behavior with social structures and an empathetic, informed public. The development of empathetic, informed citizens can begin in the fifth grade! Students can see themselves as being empowered to do their parts to reshape the world so that all human’s rights are upheld. If a student is upset by any content included in the course: 1) We may discuss in class why some information is disturbing, and that the unsettled emotions are a sign that we are able to understand the feelings and situations of other people and are thus developing empathy. We will discuss how empathy is important in people so they can imagine how the world can be made a better place for all. 2) We may redirect, discontinuing our work on the source of the discomfort until I have had a chance to talk privately with the student and her/his parents and reached a comfort level that allows continued participation. I’ve taught in public school settings for over 20 years. Much of that time I have served minority, mixed cultural, and economically disadvantaged communities. I have an abundance of experience successfully navigating sensitive content areas with students who may have strong feelings about that content. I have a good awareness of my students’ emotional states and have developed methods for calming and redirecting them. The world is not a perfect place, and by the time students are in fifth grade they are generally well aware of this fact. At the same time, students at this age are becoming interested in strategies for solving problems. In order to develop such strategies, students must adequately understand the problem, just as in math. I encourage students to see themselves as beginning global citizens, acquiring the skills and knowledge to make the world a better place for all. One thing that unites all people is that we all have innate human rights and we’ll all need to work together to protect them. The first step is knowing what they are, why we have them, and what can go wrong. Then we’ll be alert to the ways we can protect and defend them for ourselves and all people. *Within my classroom I cultivate and nurture a culture of mutual respect for all learners. This extends to respect for each other’s ideas and feelings. As the adult guide in the class, I ensure that every student is treated kindly and with sensitivity at all times by all learners and by myself.
-a copy of Esperanza Rising, by Pam Munoz Ryan (New York: Scholastic, 2002), ISBN: 978-0439120425 -book/s from the list of recommended books (for independent reading within the content area of the course) (can come from library) -a keyboard for writing -A printer -A 3-ring binder or a spiral-bound notebook with dividers and pockets -sticky notes- approximately 2"x1/2" size is best -pens/pencils/erasers -unlined paper and art supplies for artistic response to content (if time allows)
In addition to the Outschool classroom, this class uses:
- Google Forms/Docs
There is content describing the violation of people's human rights within the context of building an understanding of what human rights are and steps people have taken to restore human rights.
Esperanza Rising, by Pam Munoz (a coming of age story set in Mexico and rural California during the early 1930s) "The Universal Declaration of Human Rights" "Teaching Nepalis to Read, Write, and Vote" "From Kosovo to the United States"
In my classes we focus on high quality literature, reading for meaning, writing, and the natural world. My approach is warm, friendly, and investigative. I see students as fellow adventurers in this fascinating world we share. There's nothing more...
Group Class
$384
for 32 classes4x per week, 8 weeks
55 min
Completed by 14 learners
Live video meetings
Ages 10-12
3-9 learners per class