5th Grade - ELA - Module 1 - Unit 1
Lesson 1
Lesson 6
Lesson 2
Lesson 7
Lesson 3
Lesson 8
Lesson 4
Lesson 9
Lesson 5
Lesson 10
Lesson 11
LEARN YOUR HUMAN RIGHTS
1. We Are All Born Free and Equal
2. Don’t Discriminate
3. The Right to Life
4. No Slavery
5. No Torture
6. You Have Rights No Matter Where You Go
7. We’re All Equal Before the Law
8. Your Human Rights Are Protected by Law
9. No Unfair Detainment
10. The Right to Trial
11. We’re Always Innocent Till Proven Guilty
12. The Right to Privacy
13. Freedom to Move
14. The Right to Seek a Safe Place to Live
15. Right to a Nationality
16. Marriage and Family
17. The Right to Your Own Things
18. Freedom of Thought
19. Freedom of Expression
20. The Right to Public Assembly
21. The Right to Democracy
22. Social Security
23. Workers’ Rights
24. The Right to Play
25. Food and Shelter for All
26. The Right to Education
27. Copyright
28. A Fair and Free World
29. Responsibility
30. No One Can Take Away Your Human Rights
5th Grade - ELA - Module 1
Lesson 1
GETTING READY TO LEARN ABOUT HUMAN RIGHTS:
CLOSE READING OF ARTICLE 1 OF THE UNIVERSAL
DECLARATION OF HUMAN RIGHTS (UDHR)
LONG-TERM TARGETS ADDRESSED
1. I can effectively engage in a discussion with
my peers. (SL.5.1)
2. I can summarize portions of a text when
reading or listening to information being
presented. (SL.5.2)
3. I can determine the meaning of content
words or phrases in an informational text.
(RI.4)
SUPPORTING LEARNING TARGETS
1
• I can follow our class norms when I participate in a
discussion.
2
• I can determine words I know and words I don’t know.
3
• I can summarize Article 1 of the UDHR.
4
• I can define human rights.
• A. Text Structure:
Scanning the UDHR (5 minutes)
Work
Time
• B. Introducing Close Reading:
Article 1 of the UDHR (15 minutes)
• C. Begin Close Reading Anchor Chart (10 minutes)
• D. Return to Key Concept:
Thinking about “Human Rights” (10 minutes)
Fist to Five Protocol
Beginner
Novice
Expert
1. Write on your own.
2. Hand in to your
teacher.
5th Grade - ELA - Module 1
Lesson 2
BUILDING BACKGROUND: A SHORT HISTORY OF HUMAN RIGHTS
LONG-TERM TARGETS ADDRESSED
I can effectively engage in a discussion
with my peers. (SL.5.1)
I can determine the main idea(s) of an
informational text based on key
details. (RI.5.2)
I can explain important connections
between people, events, or ideas in an
informational text accurately. (RI.5.3)
SUPPORTING LEARNING TARGETS
1
• I can use text and visual images to help me understand
human rights
2
• I can follow our class norms when I participate in a
conversation.
3
• I can explain some of the main events that relate to the
history of the Universal Declaration of Human Rights
(UDHR) by making a human timeline with my peers.
• A. Viewing and Discussing UNICEF
Video “For Every Child” (10 minutes)
Work
Time
• B. A Short History of Human Rights:
Key Events (15 minutes)
• C. Constructing a Human Timeline
(20 minutes)
Routine Writing:
What Did the Authors of the UDHR Believe?
(5 min. writing / 5 min. sharing)
“The authors of the Universal Declaration of Human
Rights wanted to be sure that some events never
happened again.
Which events?
Why?
Use specific details from the text in your answer.”
5th Grade - ELA - Module 1
Lesson 3
LONG-TERM TARGETS ADDRESSED
I can determine the main idea(s) of an
informational text based on key details.
(RI.5.2)
I can use a variety of strategies to read
grade-appropriate words and phrases I
don’t know. (RL.5.4)
I can determine the meaning of
academic words or phrases in an
informational text. (RI.5.4)
I can determine the meaning of content
words or phrases in an infor mational
text. (RI.5.4)
SUPPORTING LEARNING TARGETS
1
• I can use context clues to help me
determine the meaning of words.
2
• I can draw visuals to represent human
rights vocabulary words.
3
• I can write to help me deepen my
understanding about human rights.
Work
Time
•Rereading, Using Context
Clues to Determine Word
Meaning, and Making
Vocabulary Flash Cards
(35 minutes)
Fist to Five Protocol
Beginner
Novice
Expert
I can use context clues to help me
determine the meaning of words.
Routine Writing:
On your “Background on the UDHR”
text:
“The first time I read this, I thought …
But now I know …”
After about 6 minutes, you will
share your writing with a partner.
5th Grade - ELA - Module 1
Lesson 4
LONG-TERM TARGETS ADDRESSED
I can determine the main idea(s) of an informational
text based on key details. (RI.5.2)
I can explain important connections between people,
events, or ideas in a historical, scientific, or technical
text accurately. (RI.5.3)
I can determine the meaning of academic words or
phrases in an informational text. (RI.5.4)
I can determine the meaning of content words or
phrases in an infor mational text. (RI.5.4)
I can use a variety of strategies to read gradeappropriate words and phrases I don’t know. (L.5.4)
SUPPORTING LEARNING TARGETS
1
2
3
• I can use context clues to help me determine the
meaning of words.
• I can use common Greek and Latin affixes (prefixes) and
roots as clues to help me know what a word means.
• I can determine the main ideas of the introduction to
the Universal Declaration of Human Rights (UDHR) by
reading closely.
Work
Time
• A. Modeling and Practicing Closely
Reading Paragraph 1 of the Introduction
to the UDHR (10 minutes)
• B. Guided Practice Closely Reading
Paragraph 2 of the Introduction to the
UDHR (15 minutes)
• C. Independent Practice Closely Reading
Paragraphs 3–5 of the Introduction to the
UDHR (10 minutes)
Human Rights – Vocab Flashcards
Make flash cards based on the words from this lesson:
fundamental, inalienable, charter, reaffirms, dignity, upholding,
promoting,
and protecting.
Capture prefixes and roots also.
For example: promoting, you should write
“pro = to put forward” and “mot = motion.”
Fist to Five Protocol
Novice
Beginner
1
2
3
Expert
• I can use context clues to help me determine the meaning of
words.
• I can use common Greek and Latin affixes (prefixes) and roots as
clues to help me know what a word means.
• I can determine the main ideas of the introduction to the Universal
Declaration of Human Rights (UDHR) by reading closely.
5th Grade - ELA - Module 1
Lesson 5
LONG-TERM TARGETS ADDRESSED
I can use a variety of strategies to read
grade-appropriate words and phrases I
don’t know. (RL.5.4)
I can use common Greek and Latin affixes
(prefixes) and roots as clues to help me
know what a word means. (L.5.4)
I can accurately use academic vocabulary
to express my ideas. (L.5.6)
I can effectively engage in a discussion
with my peers. (SL.5.1)
SUPPORTING LEARNING TARGETS
1
2
3
• I can use strategies to determine the correct meaning of
vocabulary words related to human rights.
• I can use common Greek and Latin affixes (prefixes) and
roots as clues to help me know what a word means.
• I can use human rights vocabulary words correctly in my
writing.
Work
Time
• A. Visualizing Word Meanings:
Group Tableaus
(20 minutes)
• B. Mid-Unit 1 Assessment:
Human Rights Vocabulary and
Common Prefixes
(20 minutes)
Fist to Five Protocol
Beginner
Novice
How do you believe you did
on your vocabulary quiz?
Expert
Complete the sentence frame…
“I used to think human rights were ________.
Now I know human rights are __________.”
1st = Think about this prompt, then
2nd = complete this sentence frame aloud.
5th Grade - ELA - Module 1
Lesson 6
5th Grade - ELA - Module 1
Lesson 7
5th Grade - ELA - Module 1
Lesson 8
5th Grade - ELA - Module 1
Lesson 9
5th Grade - ELA - Module 1
Lesson 10
5th Grade - ELA - Module 1
Lesson 11