Week 1 - 9/4
Week 2 - 9/10
Week 3 - 9/17
Week 4 - 9/24
Week 5 - 10/1
Week 6 - 10/9
Week 7 - 10/15
Week 8 - 10/22
Week 9 - 10/29
Title: Stories of Human Rights
What are human rights, and how do real people and fictional characters respond when those rights are challenged? Students will develop their ability to read and understand complex text as they consider this question. Students will begin to build knowledge about human rights through a close read of the introduction and selected articles of the Universal Declaration of Human Rights (UDHR), paired with short firsthand accounts of people around the world who currently face human rights challenges.
In Unit 2, students will do an extended study of Esperanza Rising (740L) by Pam Muñoz Ryan, applying their new learning about human rights as one lens through which to interpret the character and theme in this rich novel—a complex coming-of-age story set in Mexico and rural California during the early 1930s. Through close reading, interpretation, and analysis of fiction and nonfiction texts, students will synthesize their understanding of human rights. The specific literacy focus is on supporting understanding through quoting directly from text, inferring theme, and comparing and contrasting how different texts address the topics and themes of human rights. Students will write an analytical essay in which they describe how a character in the novel responds to challenges.
In Unit 3, students will continue to revisit the text and themes of the UDHR and Esperanza Rising as they read, write, and ultimately perform Readers Theater. Students will compare novels and Readers Theater as two forms of narrative writing. They will then select specific articles of the UDHR that relate thematically to the novel and reread key passages of the novel with that theme in mind. They will write individual and small group scripts based on these key passages and on phrases from the UDHR. Students will revise, rehearse, and ultimately perform their group Readers Theater scripts for their class and/or school or community members. This performance task centers on standards W.5.3, W.5.4, W.5.5, and W.5.11.
For Support with Instructional Protocols, utilize this document.
This link provides a list of engaging and accessible texts with text difficulty ranging from grades 1-8 and Lexiles 140-925. These texts give students opportunities to practice strategies taught during core instruction, build background knowledge around the Module topic, strengthen fluency, and engage in guided and/or independent reading.
Keep in mind that these texts not only support independent and/or guided reading, but can also function as a supplemental resource to reteach standards students struggled with through small group instruction.
What are human rights? Why do we have them and how are they protected? This unit is designed to help students build knowledge about these questions while simultaneously building their ability to read challenging text closely. Students begin this unit by exploring human rights themes through images and key vocabulary. They then will analyze selected Articles from the Universal Declaration of Human Rights (UDHR) through a series of close readings text-dependent tasks and questions, discussions, and writing. They will explore the history of the development and language of universal human rights documents, developing skills to determine meaning of words and phrases and learn to quote from an informational text to explain meaning that supports inferences. The Mid-Unit 1 Assessment will be an on-demand quiz of content and academic vocabulary from the UDHR. Students then will examine firsthand accounts of people’s experiences with human rights. This unit culminates with a short piece of on demand writing, in which they analyze the firsthand accounts and explain how an individual’s or group’s rights were either challenged or upheld. Students will cite direct textual evidence to support their claims.
Consider linking your community building and rules/norms lessons to the concept of human rights that students are being introduced to in these lessons. Teaching the process of close reading at the start of this module is really critical, as it will be revisited throughout the year. Be sure to make the anchor chart and clearly narrate and provide feedback to students when they practice close reading. Lesson 2 can be omitted or taught in a social studies block.
Lesson 1: Instructional Protocols: Fist to Five, Close Reading, Write-Pair-Share
This opening series of lessons is designed to help students begin to think about what it means to read closely and the many ways that good readers attempt to figure out word meanings. You may want to carefully study the assessment in Lesson 5 to understand how to best use time in these opening lessons. The goal in these opening lessons is not for students to fully understand the UDHR, but to begin to build background knowledge about this important document while also gaining confidence with challenging texts and word solving/learning strategies.
Provides some good background knowledge on the UDHR, but to ensure that the module can be finished within the number of days allotted for the quarter by the CPS calendar, we recommend skipping this or teaching it in a social studies block.
Lesson 3: Instructional Protocols: Think-Pair-Share and Vocab Flashcards
Students build background on the UDHR but the majority of the lesson is on determining word meaning since the document contains quite a bit of academic vocabulary.
R.I.5.1, 5.2, 5.3, 5.4, 5.6
Lesson 5, Mid-Unit Assessment
L.5.4, L.5.6, W/.5.10
B1: L.5.6, W.5.10
The emphasis of these lessons is on word-solving strategies and vocabulary. At the end of lessons, consider having students write the vocab words (and their definitions) they came across in the lesson on flash cards and giving them time to practice remembering them/using them in sentences to discuss and build on their understanding of human rights. Also, consider making a word wall/anchor chart to display these key vocabulary words. Biweekly 1 is question 8 of the Mid-Unit Assessment, which asks them to explain their definition of human rights using three vocabulary words. Note that lessons 6 and 7 are combined and that lesson 8 is omitted. You might decide to teach lesson 8 during your flex day or during a social studies block.
Lessons 4: Instructional Protocols: Think-Pair-Share and Vocab Flashcards
This lesson reinforces the vocabulary work from Lesson 3, and introduces a new vocabulary strategy: using morphology (word roots, prefixes, suffixes, etc.)
Lesson 5: Be sure to administer the whole Mid-Unit Assessment. Question #8 (paragraph on what students think human rights are using three vocabulary words) serves as the Bi-weekly assessment and will assess L.5.6, W.5.10. If students finish the Mid-Unit Assessment early, spend more time annotating the Introduction to the UDHR, creating more vocabulary flash cards or adding to their definition of human rights in their notebooks.
Lessons 6 and 7:
Consolidate 6&7 by modeling close reading with Lesson 6, and allowing students to independently read their jigsaw article and answer the TDQs during IR/BAS and quickly confer with their group at the end (Lesson 7).
Even though this lesson was omitted in order to fit the module within the allotted number of days for the quarter, it may be worth distributing the Plain Language Version of the UDHR and having a quick discussion comparing it with the original version.
Lesson 9: Instructional Protocols: Fist to Five and Write-Pair-Share
This is students’ first opportunity to apply the concept of human rights to people and events in a text. It lays the foundation for students’ ability to analyze similar issues throughout their study of the novel Esperanza Rising in Units 2 and 3. Encourage them to make connections back to the UDHR throughout their analysis. (Students will study this text across two days; in Lesson 10, they will work directly with the UDHR and their note-catcher.)
R.I.5.1, 5.2, 5.3, 5.5, 5.9
R.L.5.2, 5.3, 5.4
End of Unit Assessment
RI.5.1, RI.5.3, RI.5.9, W.5.9
Consider teaching R.I.5.8 this week, as it is not addressed in the module but is assessed on A1. You could either use a supplemental lesson and text, or use the Nepalis or Kosovo text to layer on some teaching of this standard. Unit 2 assigns chapters from Esperanza Rising for homework. Consider using independent and guided reading periods to provide students the opportunity to do some of this reading in case they need scaffolding/support to read these chapters and/or if you do not want/cannot send every student home with a book each day. Note, however, that in Unit 3 (Readers Theater), students revisit, analyze, and discuss many key passages from Esperanza Rising. Thus, students’ understanding of the text will grow across the six weeks of Units 2 and 3 combined.
Lesson 10: This lesson helps students apply the UDHR to a real world example, further building their understanding of the UDHR and preparing them to think about how the UDHR applies to Esperanza Rising in Unit 2 of the module.
Lesson 11: This is the End of Unit Assessment. "From Kosovo to the United States” is a challenging text. Consider having ELLs or struggling readers read through section 1 (paragraph 15), ending with “They gave us blankets and even diapers for my two little cousins.”
In this second unit, students will apply their new learning about human rights through a case study of how a fictional character responds to human rights challenges. This unit emphasizes the Reading Literature strand of the NYSP12 CCLS, with a study of the novel Esperanza Rising by Pam Muñoz Ryan (740L). Students also read informational texts related to the story’s historical context. They will trace the journey of Esperanza, a young girl born into a comfortable life of privilege in Mexico in the 1930s who is forced to flee to California and must rise above her difficult circumstances.
This unit is designed to deliberately build students’ ability to write routinely to learn. Almost daily, they will write short informational pieces in their reading journals, in which they record their interpretations of concrete details and quotations from the book. They will analyze characters’ responses to challenges and will analyze how Esperanza changes over time. For the mid-unit assessment, students will independently read and analyze a new chapter in the novel, focusing on the challenges Esperanza faces, how she responds, and what that tells readers about her as a character.
In the second half of the unit, students compare and contrast Esperanza to other characters in the novel, focusing specifically on how various characters respond to the challenges in their work camp and whether or not the migrant workers should strike. Students will create a two-voice poem contrasting the ways two different characters respond to a similar challenge. They will then write a formal essay in which they analyze how Esperanza changes throughout the novel.
Lesson 1: Instructional Protocols: Jigsaw
This lesson builds background knowledge about the historical and geographical setting for the novel.
Lesson 2: Instructional Protocols: Triad Talk
Let students know that at the start of the next class they will be asked to complete an entrance ticket (comprehension quiz) on the assigned Chapter 3 reading. This lesson introduces a new small group structure: Triad Talk. These reading and discussion groups will be used throughout the study of Esperanza Rising.
R.L.5.1, 5.2, 5.3, 5.4
Triad Talk and group work are a consistent and integral part of this unit and the following unit, be sure to review group norms and recognize students and groups who do a good job following them so that this routine becomes a habit.
Lesson 3: New Routine: Entrance Ticket
Instructional Protocols: Think-Pair-Share, Write-Pair-Share, Cold Call
Text Dependent Question #1 will serve as the Bi-weekly #2 assessment and will assess RL.5.1. This lesson draws directly on the knowledge students built during Unit 1 about human rights. Students revisit this topic in future lessons, so the discussion in Part B of Work Time is intentionally brief. Be sure to have the Unit 1 anchor charts on specific articles of the UDHR available where students can see them, to jog their memory. Also be sure students have their UDHR note-catchers.
Lesson 4: Instructional Protocol: Jigsaw
This lesson builds directly on Lesson 3, and reinforces a pattern of analysis that students will use throughout their study of the novel. They will consider the challenges characters face (including but not limited to human rights challenges), how the characters respond, and how the characters’ response helps us understand that character and the themes of the novel. Today students specifically begin to compare and contrast Esperanza’s responses to those of other main characters.
Lesson 5: Instructional Protocol: Gallery Walk
In this lesson students connect a literary text with an informational text in order to build background knowledge about Mexican immigration, California and the Great Depression.
Lesson 6: Students start learning about and discussing the role of metaphors in Esperanza Rising. Ask them how the chapter titles are also metaphors for the events of the chapters.
R.L.5.1, 5.2, 5.3, 5.4
RL.5.1, RL.5.2, RL.5.3, RL.5.4
Students begin the week comparing different points of view in the text, as well as focusing on the developing themes and how complex characters change over time. They will take the mid-unit assessment (focus on themes in the text) and the return to building more background knowledge in order to better access the text.
Lesson 7: Work Time C of the lesson uses visualization to help students understand and practice character point of view.
Lesson 8: Tell students that the homework reading (Chapter 9) will be necessary for them to successfully complete the Mid-Unit Assessment on the following day.
Lesson 9: This lesson is the Mid-unit Assessment. Collect and use questions 3 and 4 for Biweekly 3. When you assign the reading homework for Lesson 10 (following day), consider including the Text Dependent Questions
Lesson 10/11: In order to fit the module into the days allotted by the CPS calendar for quarter 1, we recommend quickly going through Part A the Work Time from Lesson 10 and then move into Work Time A,, B, C, and D of Lesson 11. Students will not need to have read Chapter 11 to do parts A, B, and C. Chunk part D so that students are working on one text dependent question at a time and reading the related page excerpts to answer it. Be sure to go through part A of the Closing and Assessment so that students can revise and synthesize their understanding of strikes.
R.L.5.1, 5.2, 5.3, 5.4, 5.6
Final Draft of Two Voice Poems
B3: W.5.4, SL.5.6
Students compare perspectives and gather evidence in preparation for writing their Two Voice Poems, and then begin drafting and revising their poems towards the end of the week.
Lesson 12: Instructional Protocol: Jigsaw
This lesson repeats the Jigsaw structure students have used several times, most recently in Lesson 4 when they were getting to know several main characters. In this lesson, students become experts on Esperanza, Miguel, or Marta specifically to consider the characters’ different experiences with and perspectives about the strike
Lesson 13: In this lesson students learn about Two Voice Poems and begin planning their own. Be sure to show them the model YouTube video and to learn more about two-voice poems, read Joyful Noise by Paul Fleischman or see this page.
Lesson 14/15: In order to fit the module into the days allotted by the CPS calendar for quarter 1, we recommend going through parts A, B, and C of the Work Time of Lesson 14, and then jumping to Part C of the Work Time of Lesson 15. Consider spreading out the Celebration (performances of groups' Two Voice Poems) over several days, with 1-2 groups performing at the end of each day, starting with groups that are finished earliest/most prepared. The groups' final drafts of their Two Voice Poems will serve as the Biweekly #3 assessment and will assess W.5.4, SL.5.6.
R.L.5.1, 5.2, 5.3, 5.5
End of Unit Assessment
W.5.2, W.5.4, W.5.5, W.5.9
The week begins with students doing paragraph writing to prepare for the end of the module assessment which they take next. Then, in unit 3 students are introduced to the performance task, a reader's theater, and engage in activities to help them define what reader's theater is and practice performing a reader's theater. They also make connections in the themes between the UDHR and the novel.
Lesson 16: Instructional Protocol: Ink-Pair-Share
In this lesson they begin paragraph writing in preparation for the End of Module Assessment. Consider downloading the lesson as a Word document and modifying the Accordion Graphic Organizer so that students have more space and lines to write on.
Lesson 17/18: Instructional Protocol: Catch and Release
In order to fit the module into the days allotted by the CPS calendar for quarter 1, we recommend going through the Opening and Work Time sections of Lesson 17, skipping the Closing section, and having them complete the End of Unit Assessment (Part B of the Work Time section of Lesson 18). Students may need more time to finish the assessment, in which case, give them another period of the day (i.e. independent reading), some time at the beginning of Lesson 1 of Unit 3 (it's short), or some time on the flex day of this week.
In this third unit, students will continue to apply what they have learned about human rights by creating scripts for a Readers Theater performance. This unit emphasizes the Reading Literature and Writing Narratives strands of the NYSP12 ELA CCLS. Students analyze and selecting passages of Esperanza Rising connected to the Universal Declaration of Human Rights for the purpose of developing and performing their own Readers Theater scripts. In the first half of the unit, students will learn about Readers Theater by reading informational texts and also examining a variety of Readers Theater scripts. They will reread sections of the novel and study and perform a Readers Theater script written by the novel’s author.
For the mid-unit assessment, students will evaluate the strengths and limitations of novels and theater scripts in terms of how well each genre engages its audience. In the second half of this unit, students collaborate to write their own Readers Theater script. They will work in small groups to select passages (from multiple chapters) of Esperanza Rising that reflect characters’ experiences with human rights challenges. After learning writing techniques such as dialogue, each student will write a section of a script based on the passage the group selected. This script section will serve as the on-demand end of unit assessment; students also will write a justification to explain how the passage their group selected relates to a specific article from the Universal Declaration of Human Rights. Then students will work in their small group to combine their script sections, with a focus on clear transitions. Students will then revise and practice their scripts for a final performance task, in which they perform their Readers Theater scripts for peers. (As an optional extension, students also could perform for their school and community.)
Lesson 1: Instructional Protocol: Think-Pair-Share
This lesson begins to prepare students for the performance task, which is a reader's theater. They are introduced to a definition of reader's theater and participate in one to get a better understanding of the performance task.
Lesson 2/3: In order to fit the module into the days allotted by the CPS calendar for quarter 1, we recommend going through part A of the Work Time section of Lesson 2 and then moving to parts A and B of the Work Time section of Lesson 3. Parts B and C of the Work Time of Lesson 2 are important but can be taught prior to the Mid-Unit Assessment in Lesson 4.
R.L.5.1, 5.2, 5.4, 5.5, 5.6, 5.9
RL.5.1, RL.5.4, RL.5.5, RL.5.6, RL.5.9
The students begin by taking the Mid-Unit Assessment. Students then begin identifying theme: as they connect passages from Esperanza Rising to the UDHR. Students categorize and select passages to use in their reader's theater and begin writing individual scripts.
Lesson 4: The Mid-Unit Assessment asks students to compare the reader's theater and novel excerpt versions of Esperanza Rising. If you skipped parts B and C of the Work Time of Lesson 2, we recommend teaching those parts prior to giving the Mid-Unit Assessment.
Lesson 5: This lesson begins the first series of writing lessons in this module. Emphasize to students that writing is more than just organizing their ideas or editing for conventions. In order to write well about something, you need to know a lot about it. This lesson gives students an opportunity to review and consolidate that knowledge.
Lesson 6: Instructional Protocol: Catch and Release
Students see a model of how to categorize end select passages for their reader's theater scripts and are place in their reader's' theater groups.
Lesson 7: Instructional Protocol: Catch and Release
Students begin drafting reader's theater scripts for a specific scene. They will be narrowing passage selections, by focusing on narration and dialogue
End of Unit Assessment
W.5.3, W.5.3.b, W.5.3d, W.5.3
Students will be drafting, revising and rehearsing their scripts in preparation for the module performance task.
Lesson 8: Instructional Protocol: Catch and Release
The purpose of this lesson is to support students in their planning for the end of unit on-demand assessment (in Lesson 9).
Lesson 9: This lesson is the End of Unit Assessment where students will write individual reader's theater scripts that they will later combine with their group members' scripts into a longer reader's theater performance. Students will need their exit tickets and script drafts from Lesson 8, as well as any notes, handouts, and the I Notice/I Wonder anchor chart for reference during the assessment.
Lesson 10: Instructional Protocol: Catch and Release
In this lesson, students work to combine their individual scripts into group performances. Students will need their scripts from the end of unit assessment, with written feedback based on script criteria, as well as their self-assessments from Lesson 9.
Lessons 11 and 12: Lesson 11 gives students time to revise and rehearse their scripts. Consider using independent reading time to have students revise and rehearse their scripts. Lesson 12 is the performance. Incorporate this when it fits best in your schedule and possibly allows you to invite parents and school/community members.