Theresa Butler created a lesson plan for her 10th grade English class at Peoria Accelerated High School. The lesson focuses on the United Nations Universal Declaration of Human Rights. Students will be put into pairs and assigned two articles from the Declaration. They will paraphrase the articles and create a digital collage representing the key ideas. Presenting their work to the class will help students understand the important human rights established by the UN.
Theresa Butler created a lesson plan for her 10th grade English class at Peoria Accelerated High School. The lesson focuses on the United Nations Universal Declaration of Human Rights. Students will be put into pairs and assigned two articles from the Declaration. They will paraphrase the articles and create a digital collage representing the key ideas. Presenting their work to the class will help students understand the important human rights established by the UN.
Theresa Butler created a lesson plan for her 10th grade English class at Peoria Accelerated High School. The lesson focuses on the United Nations Universal Declaration of Human Rights. Students will be put into pairs and assigned two articles from the Declaration. They will paraphrase the articles and create a digital collage representing the key ideas. Presenting their work to the class will help students understand the important human rights established by the UN.
Theresa Butler created a lesson plan for her 10th grade English class at Peoria Accelerated High School. The lesson focuses on the United Nations Universal Declaration of Human Rights. Students will be put into pairs and assigned two articles from the Declaration. They will paraphrase the articles and create a digital collage representing the key ideas. Presenting their work to the class will help students understand the important human rights established by the UN.
My practicum is taking place at Peoria Accelerated High School, a charter school located
in Peoria, Arizona, where I am employed as an English teacher. The class I chose for this Lesson
Plan is my 10-1 class. The subject matter for this class is based on informational text, with the
particular subject of genocide. Students learn about past and present genocides, but spend most
of their time working with Holocaust literature. To understand what constitutes a human rights
violation that can lead to a conclusion of genocide, students must learn the United Nations
Universal Declaration of Human Rights. Due to the length and breadth of this topic, the
Declaration is split up between groups and made more manageable. Groups/partners then present
the information to the class in their own words.
To facilitate this lesson, students will be put into pair groups (typically who they are
sitting beside). Students will be given a worksheet and the two articles they are meant to focus
on, plus links in Google Classroom for them to reach the content they will be dissecting (the
Declaration). Once students understand how to do this, I will give them some work time
(approximately 10-15 minutes) to decide on the paraphrase/definition in their own words before
checking in with them and handing out the next part of the assignment. When we move on,
students will be given a rubric and a link to a blank document for them to create a digital collage
based on their assigned articles. Students will be responsible for placing the link to their
document on a spreadsheet for ease of access when presenting the next day. LESSON PLAN #1 3
OTTAWA UNIVERSITY TEACHER EDUCATION DEPARTMENT LESSON PLAN OUTLINE Level 1
Name: Theresa Butler Grade Level: 10
Date: 10/29/18 Approximate length of time: 80 School: Peoria Accelerated High School Subject: English 10-1
Title: UN Universal Declaration of Human Rights
Unit Goal: Students study Holocaust literature in this class, so they are given a firm foundation on the laws and strategies surrounding genocide and human rights that they can later reference for a cumulative essay on the topic. The goal of this lesson is for students to unpack the difficult legal jargon and put it into their own words.
STANDARD, BENCHMARK, INDICATOR(S):
Arizona Standards: 9-10.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.
9-10.RI.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
9-10.RI.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Common Core Standards:
CCSS.ELA-LITERACY.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
CCSS.ELA-LITERACY.RI.9-10.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. LESSON PLAN #1 4
AZ English Language Proficiency Standards:
ELP Standards: V-R.4.HI-8 summarizing the main idea and supporting details in text V-LS.1.HI-3 summarizing main ideas/concepts and key points/details of presentations V-L.2.HI-14 using semantic clues to derive meaning of words in context
WHAT IS (ARE) THE LEARNING OBJECTIVE(S) FOR THIS LESSON?
SWBAT determine the central idea of a text by reading the Universal Declaration of Human Rights, discussing each and interpreting their meaning in a jigsaw, individually creating a quilt square representing their analyses
HOW WILL YOU ASSESS STUDENT LEARNING?
Formative and/or Summative Assessment Formative: Check in periodically to assess completion and understanding of project. Formative: Worksheet (for Dec articles in their own words) Formative: Quilt Square
WHAT MATERIALS, EQUIPMENT, AND RESOURCES ARE NECESSARY TO
TEACH THIS LESSON? 1. Materials: a. Dec Articles Worksheet b. Webpage containing the Dec Articles i. Additional resource: Easier to understand version c. Quilt Square (this is a digital Google Doc for students in this lesson, what is linked is an alternative way to do the quilt square.) 2. DOK questions: - What is the Declaration of Human Rights? - Why do you think we need the Declaration of Human Rights today? - Predict what you think would happen if the UN did not create the Declaration of Human Rights.
WHAT ADAPTATIONS AND MODIFICATIONS WILL BE CONSIDERED?
1. DIFFERENTIATION: Students will be given an alternative link to a website with easier to understand versions of the articles. 2. DIFFERENTIATION 2: Students can physically draw/create a quilt square on a poster board instead of doing a collage on a digital document. 3. Give students additional time (take home/finish at home) if IEP or 504s require.
WHAT EVIDENCE-BASED INSTRUCTIONAL STRATEGIES WILL BE USED?
1. Direct Instruction/discussion of articles 2. Partner/Group work reading and dissecting the language in the articles 3. Shoulder Partner group workshop answers LESSON PLAN #1 5
WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON?
What pre-requisite skills and/or knowledge are required for this lesson? 1. SW need basic background information on class, tolerance, the UN and how they play a part in policy across the globe. 2. SW need to know how to operate the new Google Classroom shell. 3. SW need to know how to paraphrase (which will be a mini lesson extension from the bell ringer)
How will you check for understanding throughout this lesson?
1. Checking in on student progress and asking questions 2. At end of lesson, collect and review their Articles worksheet. 3. Exit Slip: Got it, Sorta have it; Don’t have it.
From here on, write as if you are talking to the children/students.
FOCUSING EVENT (BASED ON THE PRE-REQUISITE SKILLS AND/OR
KNOWLEDGE) Students, as you know, we will be studying genocide, especially related to the Holocaust this block. To begin learning about this subject, we need to take a look at what a multinational body like the United Nations has deemed to be unalienable human rights as they apply to every living person on the globe. In order to do this, we will be reading and working the Universal Declaration of Human Rights. It is your job, with a partner, to take the two article assigned to you, put them into your own words, then create a collage on a Google slide that represents what the article is trying to say.
PURPOSE (THE “WHY” OF THE LESSON)
Included in Focusing Event.
DELIVERY OF INFORMATION We will be working on this using the handouts given to you and on the computer through Google Classroom. There are several documents that belong with this lesson, so it is important we take the time to go through everything before you get started.
MODELING/DEMONSTRATION/SKILL CUES No modeling necessary for this lesson; students will have completed a paraphrase mini lesson before this.
GUIDED PRACTICE Teacher will circulate the room while students work but allow students the freedom to workshop on their own. I will spot check by stopping by groups occasionally to check the comprehension of their specific subjects. We will work through wrong answers to find better or correct answers.
INDEPENDENT PRACTICE/EXTENSIONS AND REFINEMENTS
LESSON PLAN #1 6
Students will independently practice what they have learned by creating the digital collage/quilt square and then presenting it to the class in the next class.
CLOSURE/WRAP-UP (ENDING THE LESSON)
Exit Slip: Got it, don’t have it, sorta have it. Students will justify where they are at with a 1-2 sentence explanation.
REVIEW, EVALUATE, AND REFLECT (For after teaching)
Based on the information obtained from planning, teaching and assessing this lesson, respond to the following questions: What data do you have to support the instruction? What indications do you have, in addition to the data, that your instruction was successful? What do you perceive as the strengths of your instruction? What would you change when teaching this lesson again? What have you learned about content, teaching and learning from teaching this lesson?
