- I can quote accurately from Article 13 to answer questions about it. (RI.5.1, RI.5.10)
- I can determine the main ideas and summarize Article 13 of the Universal Declaration of Human Rights. (RI.5.1, RI.5.2, RI.5.10)
These are the CCS Standards addressed in this lesson:
- RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
- RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
- RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
- RI.5.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
- L.5.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
- L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
- L.5.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
- L.5.4c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Daily Learning Targets
Ongoing Assessment
- Mid-Unit 1 Assessment: Answering Questions about and Summarizing Article 13 of the UDHR (RI.5.1, RI.5.2, RI.5.4, RI.5.9, RI.5.10, L.5.4)
- Tracking Progress: Reading, Understanding, and Explaining New Text (RL.5.1, RI.5.1, RL.5.4, RL.5.10, L.5.4)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Reviewing Learning Targets (5 minutes) B. Engaging the Reader: "Los Melones" of Esperanza Rising (20 minutes) 2. Work Time A. Mid-Unit 1 Assessment: Answering Questions about and Summarizing Article 13 of the UDHR (25 minutes) 3. Closing and Assessment A. Launching Tracking Progress (10 minutes) 4. Homework A. Reread "Los Melones" on pages 81-99 and complete Esperanza Rising: Questions about "Los Melones" in your Unit 1 Homework. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
Purpose of lesson and alignment to standards:
How it builds on previous work:
Areas in which students may need additional support:
Assessment guidance:
Down the road:
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In Advance
- Prepare:
- Mid-Unit 1 Assessment (see Assessment Overview and Resources).
- Tracking Progress folder for each student. This will be a folder with seven tabs, one for each type of Tracking Progress sheet students will complete: Collaborative Discussion, Informative Writing, Narrative Writing, Opinion Writing, Reading, Understanding and Explaining New Text, Reading Fluency, and Research. Students will keep their Tracking Progress forms in this folder to refer to the relevant form before completing an assessment.
- Post: Learning targets and applicable anchor charts (see the materials list).
Tech and Multimedia
- Work Time A: "Freedom to Move." Video. Youth for Human Rights. Youth for Human Rights, n.d. Web. 20 Apr. 2016..
- Work Time A: Students complete assessments online--on a Google Form, for example.
- Work Time A: Students complete assessments in a word-processing document--for example, a Google Doc--using Speech to Text facilities activated on devices or using an app or software such as Dictation.io.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 5.I.B.6, 5.I.B.8, and 5.II.A.1
Important points in the lesson itself
- The basic design of this lesson supports ELLs by inviting them to complete assessment tasks similar to the classroom tasks completed in Lessons 1-8.
- The Mid-Unit 1 Assessment may be challenging for ELLs, as it is a bit further removed from the heavily scaffolded classroom interaction. ELLs will be asked not only to independently apply cognitive skills developed in Lessons 1-8, but also to independently apply new linguistic knowledge introduced in those lessons. They may encounter additional new language as they read Article 13. Encourage students to do their best and assure them that you will continue learning together after the assessment.
- Allow students to review language they've written on the Academic Word Wall or in their vocabulary log.
- Ensure that ELLs understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves (see the Meeting Students' Needs column).
- After the assessment, ask students to discuss which assessment task was easiest and which was most difficult and why. In future lessons and for homework, focus on the language skills that will help students address these assessment challenges.
- When providing feedback on the summaries written for the mid-unit assessment, you may notice that ELL writing might contain a multitude of language errors. Focus on only one or two pervasive errors that interfere with the meaning of the summary. For example, if a main idea sentence lacks a subject or predicate, ask the student to point out who or what the sentence is about or what the subject is doing in the sentence. If a critical sentence is missing-- the concluding statement, for example--ask the student if he or she can identify which critical sentence is missing. To provide heavier support, draw a blank line to show where the missing sentence belongs.
- Spend an equal amount of time giving feedback on what the student did well-- stating the name of the article and the main idea, including a concluding sentence, or using quotation marks correctly, for example. This will help enable the student to identify and repeat his or her success next time.
Universal Design for Learning
- Multiple Means of Representation (MMR): To achieve success on the mid-unit assessment, students need to generalize the skills from previous lessons. Before administering the assessment, activate their prior knowledge by recalling the learning targets from the previous lessons. Additionally, present the directions for the assessment both visually and verbally and display a map of the assessment parts.
- Multiple Means of Action and Expression (MMAE): Because this is an assessment, all students need to answer questions and summarize Article 13 of the UDHR. However, consider ways to vary the process. Examples: Break up the 35-minute time block into smaller chunks with breaks in between. Allow students to use high-tech (e.g., word processor to type their narrative text or a dictation device) or low-tech options (e.g., pencil grips or slanted desks to help with fine motor needs).
- Multiple Means of Engagement (MME): Some students may require support with limiting distractions during the assessment (e.g., using sound-canceling headphones or dividers between workspaces). Similarly, some students may require variations in time for the assessment. Consider breaking the assessment into more manageable parts and offering breaks at certain times. During the assessment, provide scaffolds that support executive function skills, self-regulation, and students' abilities to monitor progress before and after the assessment (e.g., visual prompts, reminders, checklists, rubrics, etc.).
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- quote accurately, main ideas, summarize, integrity (L)
Materials
- Esperanza Rising (from Lesson 2; one per student)
- Spanish/English Dictionary anchor chart (begun in Lesson 2)
- Working to Become Ethical People anchor chart (begun in Lesson 2; added to during Work Time A; see supporting materials)
- Working to Become Ethical People anchor chart (example, for teacher reference)
- Dictionary (one per pair)
- Vocabulary logs (from Lesson 4; one per student)
- Mid-Unit 1 Assessment: Answering Questions about and Summarizing Article 13 of the UDHR (one per student; see Assessment Overview and Resources)
- Simplified version of the UDHR (from Lesson 4; one per student)
- Affix List (from Lesson 4; one per student)
- Close Readers Do These Things anchor chart (begun in Lesson 2)
- Strategies to Answer Selected Response Questions anchor chart (begun in Lesson 5)
- Criteria for an Effective Summary anchor chart (begun in Lesson 6)
- Model Summary: Article 16 of the UDHR (when appropriate; from Lesson 6; one per student)
- Quoting Accurately from the Text handout (from Lesson 5; one per student and one to display)
- "Freedom to Move"(video; play in entirety; see Teaching Notes)
- Tracking Progress: Reading, Understanding, and Explaining New Text (one per student)
- Tracking Progress folders (new; teacher-created; one per student)
- Sticky notes (three per student)
Materials from Previous Lessons
New Materials
Assessment
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Reviewing Learning Targets (5 minutes)
"I can quote accurately from Article 13 to answer questions about it." "I can determine the main ideas and summarize Article 13 of the Universal Declaration of Human Rights."
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B. Engaging the Reader: "Los Melones" of Esperanza Rising (20 minutes)
"What is the gist of this chapter?" (Esperanza and her mother cross the border into the United States and meet Miguel's family members, who take them to where they are going to live.) |
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Work Time
Work Time | Meeting Students' Needs |
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A. Mid-Unit 1 Assessment: Answering Questions about and Summarizing Article 13 of the UDHR (25 minutes)
"What is the translation of integrity in our home languages?" Invite students to use their translation dictionary if necessary. Call on student volunteers to share. Ask other students to choose one translation to silently repeat. Invite students to say their chosen translation out loud when you give the signal. Chorally repeat the translations and the word in English. Invite self- and peer correction of the pronunciation of the translations and the English. (wan zheng xing in Mandarin)
"What does integrity look like? What might you see when someone is practicing integrity?" "What does integrity sound like? What might you hear when someone is practicing integrity?"
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A. Read Article 13. 1. Complete the affix table for residence. 2. Write a definition for residence. 3. Complete selected response for the meaning of border. 4. Complete selected response for the main ideas of Article 13. 5. Complete the Main Ideas and Supporting Details table for Article 13. 6. Write a summary of Article 13.
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Launching Tracking Progress (10 minutes)
"What does that criterion mean in your own words?" (Responses will vary.)
"How can I improve next time?"
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Homework
Homework | Meeting Students' Needs |
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A. Reread "Los Melones" on pages 81-99 and complete Esperanza Rising: Questions about "Los Melones" in your Unit 1 Homework. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
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