Topic: Close Reading: Unpacking Specific Articles of the UDHR, Grade 5

LESSON OBJECTIVE(S)
Through close reading and word solving skills, students will engage effectively in a range of
collaborative discussions and determine two or more main ideas of a text and explain how they
are supported by using key details in Articles 2 and 3 of the Universal Declaration of Human
Rights.
CCLS / +NYS STANDARDS AND INDICATORS
Social Studies Standard (NYS) 5.6d: Government
5.6d Multinational organizations and nongovernmental organizations in the Western Hemisphere
seek to encourage cooperation between nations, protect human rights, support economic
development, and provide assistance in challenging situations.
Indicator: This will be evident when students examine specific articles in the UDHR and their
roles in promoting cooperation, peace, and cultural understanding.
English Language Arts Standard(CSS): Speaking and Listening; Comprehension and
Collaboration (SL.5.1)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing
their own clearly.
Indicator:
This will be evident when the students
English Language Arts Standard(CSS): Speaking and Listening; Comprehension and
Collaboration (SL.5.1.B)
Follow agreed-upon rules for discussions and carry out assigned roles.
Indicator: This will be evident when students
**ELA & Literacy Standard (CCS): Reading; Key Ideas and Details (R.1.5.2) (Social Studies)
Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
Indicator: This will be evident when students
ELA & Literacy Standard (CCS): Reading; Key Ideas and Details (R.1.5.1) (Social Studies)

Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Indicator: This will be evident when students
ELA & Literacy Standard (CCS): Reading; Key Ideas and Details (R.1.5.3) (Social Studies)
Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
Indicator: This will be evident when students
ELA & Literacy Standard (CCS): Reading; Key Ideas and Details (R.1.5.4) (Social Studies)
Determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
Indicator: This will be evident when students

ENGAGING THE LEARNER(S)

The teacher will give the students the Give One, Get One note catcher and post-its. Students will
record on a post-it the rights that should be human rights with an explanation. Students will
circulate talking to several classmates and swapping their post-its. Teacher will invite several
students to share with the whole class creating Our Recommended Rights anchor chart.

MATERIALS
SMARTBOARD
Supporting Learning Targets anchor chart
Give One, Get One note-catcher
Post-it
Give One, Get One anchor chart for post-it
UDHR note-catcher
Writing utensils
Universal Declaration of Human Rights
Close Readers Do These Things anchor chart
Model Article 1 anchor chart
Chart Paper for Our Recommended Rights anchor chart
Six charts, each labeled with a specific article number: three for Article 2 and three for
Article 3

Group discussion

LEARNING STRATEGIES

Collaborative learning
Cooperative learning
Direct instruction
Listen and retell

EXCEPTIONALITY
The student with ADHD will receive scribed notes
The struggling reader will receive scribed notes

DIFFERENTIATION OF INSTRUCTION

Visual learners will be stimulated by the key points being listed on the SMARTBOARD
Auditory students will hear spoken-word in listen and retell activity
Social Interaction learners will be engaged by the social interaction of working in groups
Kinesthetic learners will be engaged by the stand and deliver activity.
Linguistic learners will be engaged in the writing activity
Providing an individual computer and headphones for students who have difficulty with a
lot of sensory input lets them process at their own speed.
Students can draw their observations, ideas, or notes when appropriate.
Students work in heterogeneous groups containing more-ready and less-ready readers
students who need additional supports will receive partially filled-in graphic organizers
The use of chunking the text to help those who have difficulty processing and
transferring.
Drawing words and concepts to clarify meaning.

DEVELOPMENTAL PROCEDURES
1. Students will refer to their copies of the Universal Declaration of Human Right (UDHR)
and their UDHR note-catcher.
2. Students will be placed in groups of four and remain in these groups.
3. Teacher will review Learning Targets Anchor chart.
4. Students will turn and talk to a partner about what they remember or what they notice
now. What are some vocabulary words you see? What did you notice?
5. Remind students that each article, or section, identifies a right that the author of the
UDHR believed should be afforded all human beings.
6. Direct students to their UDHR note-catcher for their notes and sketches and turn and talk
about what Article 1 is about and the sketches they did.
7. Invite a student who underlined entitled or without distinction to explain why he or she
chose those.
8. Students will draw a box around Article 1, 2, 3, 6, 14, 16, 17, 20, 23, 25, and 26.
9. Review the Close Readers Do These Things Anchor Chart
10. Introduce chunking. Readers often break long or hard text into smaller chunks. We are
going to focus on these 11 articles and get really smart about them. We will keep coming

back to these articles in the coming weeks, as we think about how real and fictional
characters respond when they face challenges.
11. Read Article 2 aloud twice to the class. Advise students to turn and talk to a partner and
write your thoughts next to Article 2 on your copy of the UDHR. Which rights is this
article referring to? What specific words help you know that? What features of human
beings does Article 2 list? What is property? Based on the fact that there is a list of
human qualities here, what do you think without distinction of any kind means? The
word origin here means where someone comes from. Where does national or social
origin mean?
12. Students will write a brief paraphrase or summary of Article 2 in the second column of
the UDHR note-catcher. What does Article 2 look like? What does it look like when
Article 2 is not being upheld?
13. Students will repeat the close reading process for Article 3. Read Article 3 aloud twice,
turn and talk, write your thoughts next to Article 3 on your copy of the UDHR, reread
article 3 focusing on words or phrases that might help you to determine what right or
promise it is referring to. Did anyone underline liberty or security? What root does the
word security have in it? What right or promise is Article 3 referring to? What specific
words help you know that? What does it mean to have the right to life? What is the
difference between liberty and security?
14. Students will fill in their UDHR note-catcher for Article 3 by paraphrasing and sketching.
15. Students will complete an exit ticket in their groups by creating an anchor chart for
Article 2 or Article 3. At the top, state what the article says in your own words. Beneath,
draw pictures of what it looks like when the article is upheld and when it is not.

ARTIFACTS AND ASSESSMENT

The teacher will observe the students successfully working in their groups.
Students will successfully complete the exit ticket anchor chart.
The teacher will moderate the anchor chart activity.
The teacher will listen and review each groups anchor chart.
INDEPENDENT PRACTICE

Following the lesson on Articles 1, 2, and 3 of the UDHR, students will complete the sentence,
One human right I learned more about today is and give evidence from the UDHR.
FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT
Direct Teacher Intervention: Students who did not easily meet the lesson objective will, along
with the teacher be provided with a graphic organizer of the Articles.
Academic Enrichment: Students who easily met the lesson objective will find an article in the
paper about human rights being challenged.