10/28/2017 Taskstream

5th Grade ELA

Author: Jenae Casalnuovo 
Date created: 09/15/2017 7:53 PM EDT ; Date modified: 10/28/2017 2:57 PM EDT

VITAL INFORMATION
Total Number of Students 21 Students

Area(s) Students Live In San Rafael, CA -- Speci cally in the Canal neighborhood, a low
socioeconomic suburban region on the outskirts of a small city.

Free/Reduced Lunch 84% at school as a whole; approximately 75% of this class

Ethnicity of Students 2 African American students; 1 Asian student; 18 Latinx students

English Language 15 students (approximately 71% of class) are ELL's, with Spanish as their
Learners native language.

CELDT Scores:

Beginning -- 2 students

Early Intermediate -- 3 students

Intermediate -- 5 students

Early Advanced -- 4 students

Advanced -- 1 student

Students with Special One male student diagnosed with dyslexia

Needs

Subject(s) Language Arts (English)

Topic or Unit of Study ELA Unit: Reading

Determining main ideas and key details in a text

Human Rights Unit: Universal Declaration of Human Rights

Applying content from UDHR to real life scenarios

Grade/Level Grade 5

Comments

KEY CONCEPTS & STANDARDS
Big Idea & Essential In this unit, students will study the Universal Declaration of Human
Questions Rights. Students will also read rsthand accounts of situations in which
human rights were either upheld or challenged internationally. Students

https://w.taskstream.com/Lesson/View/24D36037C86F397EB8353F76D83F4D1E?printView=7AA8128801285F46800A2A09D4FB849D 1/6
10/28/2017 Taskstream

will then be asked to draw the connection between the UDHR and other
sources. 

Before this lesson, students will have already learned about the UDHR.
This will be the rst lesson, however, in which they are asked to apply
the concept of human rights to people and events in an informational
text. After this unit, in the next two, students will go on to
read Esperanza Rising. This unit will lend itself to preparing students to
be able to analyze the human rights issues in this upcoming text. 

Also before this lesson, the students will have pulled out key details from
a mentor text as a whole class. This will be the rst time that they are
asked to do this without the teacher's direct verbal guidance. The class
will have already had a discussion about what close readers do. They also
created a chart with the strategies listed.

Learning Outcome(s)
1. The students will be able to cite examples of where human rights
were upheld or challenged in "Teaching Nepalis to Read, Plant, and
Vote." 
2. The students will be able to explain how speci c articles of the
UDHR relate to the human rights identi ed in this rsthand
account.

Summary In this lesson, students will uncover the "so what?" of the Universal
Declaration of Human Rights by reading a rsthand account of
the experience of someone who was directly affected by the UDHR.
Students will both determine the key details from this text and connect
it to the UDHR.

Standards Display: Collapse All Expand All

CA- California Common Core State Standards (2012)

Subject: English Language Arts & Literacy in History/Social Studies, Science, and
Technical Subjects
Grade: Grade 5 students:
Content Area: Informational Text K–5
Strand: Reading
Domain: Key Ideas and Details
Standard:
2. Determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.

Standard:
3. Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scienti c, or
technical text based on speci c information in the text.

Comments

ASSESSMENTS
Assessment/Rubrics
1. TTW analyze the answers lled out on the graphic organizer to
determine whether or not students can cite examples of where
https://w.taskstream.com/Lesson/View/24D36037C86F397EB8353F76D83F4D1E?printView=7AA8128801285F46800A2A09D4FB849D 2/6
10/28/2017 Taskstream

human rights were upheld/challenged in "Teaching Nepalis to

Read, Plant, and Vote" -- and to see if students can then connect
these rights to articles in the UDHR. *FORMATIVE*
2. TTW circulate during the group conversation and group work
portions of the lesson to determine which students are able to
come to these connections individually, and which students are
relying on their peers to make the connection for them.
*FORMATIVE*

Comments

MATERIALS AND RESOURCES
Instructional Materials
(Handouts, etc.)
22 copies of "Teaching Nepalis to Read, Plant, and Vote" by Lesley
Reed
22 copies of UDHR article list
22 copies of graphic organizer
Previously created class chart: Close Readers Do These Things
Projector
Youtube Video -- https://www.youtube.com/watch?
v=hTlrSYbCbHE

Attachments:

1. Close Readers.jpg
2. Teaching Nepalis Handout .key
3. Teaching Nepalis.pdf
4. The Universal Declaration of Human Rights (abbreviated).pdf

Comments

IMPLEMENTATION
Sequence of Activities
1. TTW ask the students to sit down at their desks as they come back
from lunch.
2. TTW ask the students to turn and talk with their table groups to
brainstorm what articles they remember learning about yesterday
in the Universal Declaration of Human Rights. TTW let them know
that she will ask them to share out to the class in a couple minutes.
3. TLW discuss what they remember amongst their table groups.
4. TTW circulate to make sure all students are engaged. 
5. TTW ask each group to pick one student to share one right they
talked about.
6. TLW share out one right per group.
7. TTW then show a short video as another review of rights in the
UDHR (https://www.youtube.com/watch?v=hTlrSYbCbHE).
8. After the video, TTW will project the two learning goals for today
on the board.
9. TTW ask students to raise a quiet hand to read each goal aloud.
10. TTW call on a quiet hand to read each goal aloud.
11. TTW expand on the goal after the student reads it -- ("upheld"
means the right was honored and "challenged" means the right was
not; " rsthand" means the person experienced it themselves).
https://w.taskstream.com/Lesson/View/24D36037C86F397EB8353F76D83F4D1E?printView=7AA8128801285F46800A2A09D4FB849D 3/6
10/28/2017 Taskstream

12. TTW ask the student who has the "Distributor" job today to pass
out a copy of "Teaching Nepalis to Read, Plant, and Vote" to each
student, as well as a hard copy of the articles found in the UDHR.
13. As the Distributor passes out the copies, TTW tell the class that
they should remember their practiced close reading strategies
when working with this text (point to previously made poster for
this). TTW also explain that they will be chunking this longer text
by reading it in paragrahps and thinking about each one.
14. Once every student has a copy, TTW read the paragraph aloud to
the class as the students follow along to support uency. 
15. Once she nishes this paragraph, TTW ask the Distributor to pass
out the graphic organizer to every student. There will be 5
boxes for listing the key details from this section that relate to a
human right. Connected to these boxes will be a column for listing
what articles of UDHR this relates to, and two boxes next to the
terms "Upheld" and "Challenged." TTW explain that they must ll
out these boxes, then check the small box next to either "Upheld"
or "Challenged" to indicate which occurred with the identi ed
right. 
16. TTW lead the students through choosing the rst key detail of the
section and what UDHR article it exempli es (and whether it's
being upheld or challenged) by calling on students with quiet
hands to contribute. TTW ll out her copy of this organizer under
the projector, as students do the same on their own papers.
17. TTW tell the students to then work with their group to ll out the
second human right boxes.
18. TTW circulate to check for comprehension and engagement.
19. As it looks like most of the groups are nishing up with this, TTW
explain that for the remaining paragraphs, TLW work
independently to read and ll out the organizer. 
20. Depending on the pace the students work out, TTW likely cut this
work time off after 15 minutes, and tell the students that they
should be proud of themselves for their focus and close analysis
skills -- and that they will have more time tomorrow to complete
the reading and graphic organizer. (This is because this is the class'
rst time pulling out key details and relating them to another
document independently, and the teacher wants to be conscious of
not overwhelming them with too much work in one sitting.)
21. TTW tell the students to put all three documents (the UDHR
article list, the article, and the graphic organizer) into their yellow
Human Rights Unit folders in their desks. 
22. TTW close the lesson by asking students to share with a partner at
their table group their answer to the following question (which
TTW read aloud and project on the board): "How does something
that happened 70 years ago in a country on the other side of the
world relate to me? Why should I care?" TTW also ask students to
prepare to share out to the class.
23. TTW circulate as the students discuss.
24. TTW call on approximately four students to share what either they
or their partner answered
25. TTW thank the students for their thoughtful conversations, and let
them know that once they nish these graphic organizers, they will
have a homework assignment of writing a formal paragraph that
answers this question (and then sharing their paragraph with
someone in their family)... so to keep in mind the relevance to their
own lives tomorrow as they read and learn more.

https://w.taskstream.com/Lesson/View/24D36037C86F397EB8353F76D83F4D1E?printView=7AA8128801285F46800A2A09D4FB849D 4/6
10/28/2017 Taskstream

Grouping Strategies Whole Group: Review of articles discussion, Youtube video, reading
of paragraph 1, lling out organizer for the rst right, class share-out
about relevance of text to their own lives

Small Group: Table group brainstorm of UDHR articles, lling out

organizer for second right, discussion with partner about text's
relevance to their own lives

Independent: Reading paragraphs 3 to 13, lling out organizer for these

sections

Differentiated The teacher will differentiate instruction for the English learners by
Instruction allowing them to work with a pre-designated partner (bilingual students
who are uent in English) during the work-time that is supposed to be
independent, to ensure that they can understand the language used. The
teacher will also have pre-taught the dif cult vocabulary used before the
students went to lunch (during the class' independent reading time) so
that they can grasp a better understanding of the content in the article.
They will be supported by the fact that the review of the UDHR is being
presented as a group discussion and as a video, so they have multiple
ways to process the information.

For the special education student with dyslexia, the teacher will provide
an audio version of the text that she pre-recorded herself reading. (She
will give him small headphones to not draw too much attention to this
accommodation.) She will also ask him to use a colored bookmark to
follow along on the article as he listens. Note: This class will have
already had a large conversation about equality vs. equity at the start of
the school year, so students completing assignments in a slightly
different manner is not a cause for complaints or taunts. 

The advanced learners will be supported because the graphic organizer

is laid out in a way that they can provide more information (or write in
full sentences) to expand their responses/comprehension. They can also
move at a faster pace and nish the organizer for all four sections, which
the rest of the class will not have time to do.

Comments Inspiration for this lesson was drawn

from https://www.engageny.org/resource/grade-5-ela-module-
1-unit-1-lesson-9.

REFLECTIONS
Prior to Lesson The major challenge this teacher anticipates is that the students might
lose stamina due to the rigor and in depth nature of the assignment that
they have not encountered independently yet. She will try to remedy this
by not expecting them to nish the entire organizer on this day.

The teacher will know if the SLO's were met by monitoring student
discussions during small group work time, and by analyzing the answers
written on the graphic organizers.

Post-Lesson
Comments
https://w.taskstream.com/Lesson/View/24D36037C86F397EB8353F76D83F4D1E?printView=7AA8128801285F46800A2A09D4FB849D 5/6
10/28/2017 Taskstream

https://w.taskstream.com/Lesson/View/24D36037C86F397EB8353F76D83F4D1E?printView=7AA8128801285F46800A2A09D4FB849D 6/6