Grade 7 ELA – I am Malala

Lesson Title: What are Human Rights?

Outcomes Addressed:

1.1.1 Express Ideas

Use exploratory language to discuss and record a variety of predictions, opinions, and
conclusions.

2.2.2 Connect Self, Texts, and Culture

Compare own with others’ understanding of people, cultural traditions, and values portrayed
in oral, literary, and media texts

3.3.4 Develop New Understanding

Organize new information and connect it to prior knowledge; reflect on the impact of
new information on the inquiry or research process.

Essential Questions:
1. What is something everyone in the world should have access to?
2. What is a Human Right?

Materials Required:
• Smartboard
• Padlet website -- https://padlet.com/mackenz_wright/arxor1nve2tq
• Double Entry Journal reflection sheet
• We Are All Born Free by Amnesty International

Teaching and Learning Activities:

(activating, acquiring, applying) (ICT considered) (variety of strategies/activities; active thinking; questioning)
Activate: (15 minutes)
As a class, we will recall what we read in chapters 2-5 of I am Malala and discuss any questions or
concerns that may arise. Then using the website Padlet, students will be asked “What is something
everyone in the World should have access to?” As students respond their ideas will be added to the
web to make a mind map. Further discussion includes explaining why it is important for everyone to
access to basic human needs (water, shelter, food, clothing) as well as draw comparisons between
our life here and Malala’s in Pakistan.

Acquire: (20 minutes)

Once the discussion has finished we will read aloud We Are All Born Free by Amnesty International –
I will use this book to introduce the topic of Human Rights more in depth. Once I have finished
reading we will discuss how rights are different around the world and why that might be. Students
will develop questioning techniques and will be able to make connections to other people around
the world. During this time, it is important to make observations surrounding engagement &
participation – if students are not actively involving themselves I will try to prompt them by asking
questions.
Apply: (20 minutes)
Introduce students to the Double Entry Journal hand out. Explain the difference between the two
columns and how they will be using it today to reflect on an idea, opinion, or statement from the
book. Explain expectations, for example full sentences and examples. Students will then be given 8-
10 minutes to respond and share their thoughts. The response will be taken in for evaluation to see
the different levels of comprehension and ability to connect self to world.

Differentiation of Instruction:
• Intrapersonal: Students will have the opportunity to participate and contribute to discussions
surrounding Human Rights
• Interpersonal: students will work individually on the Double Entry Journal to reflect on
their learning
• Visual / Spatial: We Are All Born Free picture book, Padlet on the Smartboard

Opportunity for Assessment:

(as, of, for learning) (exemplars/closure) (pre-assessment; variety; check for understanding; provides feedback)

As – Class discussion surrounding the essential question “What is something everyone in the world
should have access to?” Students will share their prior knowledge and opinions as well as be
respectful of other ideas. (Peer communication also plays a role)

Of- Students will have the chance to both listen and look at the book as it is read aloud. They will be
made aware that there is a response activity after and the importance of staying on task. Student
understanding can be assessed through both the discussion and hand out. Students will work
independently on their Double Entry Journal after the book is read. Students will be expected to
provide examples and explanations as well as complete full sentences.

For- Students will hand in their Double Entry Journal for assessment. When marking I will keep in
mind observations made during the lesson as well as overall understanding. For example, did their
initial thought / statement for the first column connect to the We Are All Born Free book or did they
use prior knowledge (examples from I am Malala). Was the student able to follow directions? Did
the student use their time wisely to complete the task?

Cross-Curricular/Real World Connections:

Social Studies: Connection to Grade 7 Cluster 2 à Global Quality of life (KG-037 Identify universal
human rights and explain their importance)