AllisonFrank,KellyNagel,KaitlinRizzo

AcademicPrimaryLearningTarget:
Studentswillidentifytheconceptsofuniversalhuman
rights.
AcademicStandard Standard5:Civics,Citizenship,andGovernment

Studentswilluseavarietyofintellectualskillstodemonstratetheir
understandingofthenecessityfortherole,rights,andresponsibilitiesof
citizenship,includingavenuesofparticipation.
IEPGoal
Studentswilluserespectfullanguagewhenspeakingabouthuman
rights.
LessonObjective
Studentswilldiscusswhatchildrensrightsprotect.
Studentswillquestionwhychildrensrightsareviolated.
Studentswillidentifydifferentchildrensrightsactivists
Assessment
Studentswillcompletepacketforhomeworktoassesstheir
comprehensioninclass.
AcademicSupportingLearningTarget:
Studentswilllinktopictoexperienceandprior
knowledge.
AcademicStandard W.3.8Recallinformationfromexperiencesorgatherinformationfrom
printanddigitalsourcestakebriefnotesonsourcesandsortevidence
intoprovidedcategories
SL.3.1Engageeffectivelyinarangeofcollaborativediscussions
(oneonone,ingroups,teacherled)withdiversepartnersongrade3
topicsandtexts,buildingonothersideasandexpressingtheirown
clearly.
SL.3.1bFollowagreeduponrulesfordiscussions(e.g.,gainingthe
floorinrespectfulways,listeningtootherswithcare,speakingoneata
timeaboutthetopicsandtextsunderdiscussion)
SL3.1dExplaintheirownideasandunderstandinginlightofthe
discussion.
IEPGoal
Studentswillstayontaskwhencompletingindependentwork.
LessonObjective
Studentswilldefinevocabulary.
Studentswilldiscussconnectionsbetweentopicandexperience.
Studentswillreportconnectionsusingdrawingsandwriting.
Assessment
Studentswillcompleteexitticket(3,2,1).

InstructionalStrategies/LearningTasks

KaitlinsPart
1.AskstudentsiftheyknoworhaveeverheardofthetermChild
Rightsbefore(backgroundknowledge).

2.Introducebooktostudents.Askstudentswhattheythinkthebook
maybeaboutbasedonthecoverandthetitle.(
ForEveryChild,A
BetterWorld
)

Accommodations

Holdbookso
everyoneinthe
classcansee.

 readbooktostudents(23minutes)

3.Handoutpacket.Havestudentswritedownhoweachofthefive
rightsrelatetothemortheirlife.Explainhowthesearejustfiveorthe
fortychildrensrights.
thefivewearefocusingonaretherighttoachildhood,tobe
educated,tobehealthy,tobeheard,andtobetreatedfairly
givestudentsabout1minutetowritetheirthoughtsdown

4.Goaroundtheclassandcallonstudentstosharehowoneofthe
rightsrelatestotheirlifeandhowtheyareaffecteditbyit.

5.Ifthereisnotenoughtime,assigntherestofthesecondpageofthe
packetforhomework.

Kellyspart:
1.Askthestudentsiftheyknowwhataviolationis.(Offeradefinitionif
needed.)
Violationtheactofviolatingsomeoneorsomething.

Violatebreakorfailtocomplywith(aruleorformal
agreement),failtorespectsomeonespeace,privacy,orright.

2.Iwillintroduceviolationsofchildrightswiththedifferentscenarios
listedinthepacket(page3).

3.Togetherasaclasswewillreadanddiscussthescenarios.
(Discussthefirstscenario,thenifthereisenoughtime,continuewith
thesecond.)

4.Thesetwoscenariosareaboutastudentworkinacarpetfactory
andastudentwhoisaservant.Iwillaskstudentswhatthisscenario
references.(Toseeiftheyknowwhatchildlaboris)

5.IwilldefineChildLabor
Childlaboriswhenachildisworkingbeforetheyareold
enough,(thisageofbeingoldenoughdependsonthe
minimumageofemploymentwithinacountry).Someofthe
worstexamplesofchildlaborareslavery,forcedlaboror
servitude,andbeingforcedtofightasachildsoldier
Childlaborisoftendefinedasworkthatdepriveschildrenof
theirchildhood,theirpotentialandtheirdignity,andthatis
harmfultophysicalandmentaldevelopment.

6.Askstudentstonamethechildrights(outofthe5)thatchildlabor
violates.

IfSeanraces
hand,allowhim
tospeakbutcut
himoffpolitelyif
hebeginstotalk
toomuchso
otherstudents
canshare.

Allowall
studentsto
share.
Accommodate
Mariabycalling
onherbut
givingher
promptssoshe
doesntfeel
nervousorput
onthespot.

Makesureto
includeall
students,Sean
mightwantto
discussboth
scenariosbut
haveother
studentsshare
theirthoughts
aswell.

Sincethereare
fourrightsbeing
violated,havea
studentname
one.Besureto
askMariabut

therighttoachildhood
therighttobetreatedfairly
therighttobeeducated
therighttobehealthy

7.Doesthismeanchildrencanteverwork?(Studentsrespond)
Thereisacceptableandunacceptableworkforchildren.Askstudents
tonameafewexamplesofboth.(Possiblyaskstudentsiftheyhave
everhadajobthatwouldbeagoodexampleofacceptableworkfor
children)

8.Ifthereistimewewilldiscussthestudent'sideas,butifnot,wewill
discussthemnexttime.Theirhomeworkistocompletethetrue/false
quizinthepacket(page4)

AllisonsPart:
1.Askstudentstothinkaboutwhattheyjustlearnedaboutchildrights
(whattheyare,howtheycanbebroken).
AskHowdoesitmakeyoufeel?orRaiseyourhandifyoucan
namesomeemotionsyoufeel.(usesmartboardtowriteanswerson
PowerPointslide)

2.Ifyouwerentallowedtogotoschooleverandyouhadtodolabor
allday,howwouldthatmakeyoufeel?

3.Peoplewhofeelstronglyaboutasituationtheydontlikearecalled
Activistsaskthemtopredictwhatthatmeans.
Hasanyoneeverheardthiswordbefore?
Whatdoyouthinkitmeans?

4.Defineactivist:
Anactivistisapersonwhocampaignsforsomekindofsocialchange.
Whenyouparticipateinamarchprotestingtheclosingofa
neighborhoodlibrary,you'reanactivist.
Someonewho'sactivelyinvolvedinaprotestorapoliticalorsocial
causecanbecalledanactivist.
www.vocabulary.com/dictionary/activist
(readoffPowerPoint)

5.Doesanyoneknowofanyactivists?Whatdotheyfightfor?

6.IntroduceMalalaYousafzai.(readarticleonpage7ofpacket)
Readarticletogether.(PowerPointSlide)

7.Retelling:Askstudentstoeachsayonethingtheyfoundinteresting
aboutMalalaandwhy.

dontaskher
firstorlast,
eithersecondor
third.

Forall
discussionsand
questions,be
suretocallon
studentsinthe
back,notjust
thefront.
Politelyremind
Sean(ifneed
be)toletother
studentshavea
turntoshare
theirideas.

CallonMaria
second.Giveher
timetothink,
otherwiseshemight
notanswer.
Raisedhandsonly.
IfSeanspeaksout
ofturn,remindhim
politely.

Askifstudents
wouldliketoread,
letthemreada
sentence.Ifno
volunteers,go
aroundtheroom
andtouchadesk
andhavethemread
thenextwordto
keeptheminvolved.

Studentscando
whattheyfeelthey

8.GoOverHomeworkprotectingchildrensrights,howwouldyoudo
it?

9.ExitTicket

ResourcesandMaterials:

ForEveryChild,ABetterWorld
byLouiseGikowandEllenWeiss
Packet
PowerPointSlides

needtodotoget
theirpointacross.
(Oneortheother,
orboth)
ExitTicketwill
assess
comprehensionand
lettheteacherknow
wherethestudents
standwithallthe
information.