Kinder/ First Power

Human Rights Unit (K/1st Combo) focused Literacy Skills

Group Members

Abigail Wilson, Alicia Hicks, Briana Butti, Daniel Landa, Rhiannon Lyon

Using the Five Senses to Explore the Human Rights (Article 26)

Equal Access to Education

This SDAIE unit will take place during January, at a time when the classroom environment has beenestablished and students trust one another as well as their teacher.

Students will be introduced to and become familiar with the Universal Declaration of Human RightsArticle 26 that states the following: You have the right to go to school and everyone should go to school.Primary schooling should go to school. Primary schooling should be free. You should be able to learn aprofession or continue your studies as far as wish. At schools, you should be able to develop all your talentsand you should be taught to get on with others, whatever their race, their religion or the country theycome from. Your parents have the right to choose how and what you will be taught at school.

Classroom Background

There are twelve kindergartners, and thirteen first graders. There is a range of ages in this classroom startingat 5 years old and going up to 6 years old. These students engage in student-student conversations regularly.Some students who have English and an additional language, use their primary language during learningcenter times, and other classroom interactions. There are three different primary languages spoken in thisclassroom; Hindi, Spanish, and English. All of the students benefit and engage well during cooperativelearning centered activities. Since this is a combo class, there are both homogenous and heterogeneousgrouping, and most of our class time is spent in learning centers or small group work.

Theme and Rationale

The theme for this unit is the five senses. This is a subject students in the kindergarten andfirst grade are expected to know; so it is an appropriate theme for these grades to explore.Through a series of lessons, which integrate various content areas in the multiple subjects,students will focus on exploration of the five senses and using these senses to betterunderstand the overarching theme of the unit, Human Rights article 26. Using the five senses

"Kinder/ First Power"by Alicia Hicks

will help students better understand the human rights, becasue it allows them to internalizetheir experiences and aides them in creating concrete conclusions about this article throughrelateable situations.

Unit Goals and Instructional Objectives

Through a series of integrated lesson plans in the following content areas, physical education,science, social studies, language arts and art, students will explore Human Rights Act, article 26.Students will continue studying the five senses in each lesson plan, through a series of tasks theyare asked to complete using one or more of their senses. This unit is designed to aid students indeveloping an understanding about equal access to educational materials and a right to obtain aneducation.

We chose this human right because it is one that children can easily relate to, while gaining anew perspective on the school based experiences other children experience around the world. Allstudents deserve equal access to education and yet not everyone is provided with equal access tomaterials and resources that aid students in access to fair and equal education. Using a humanright such as this one, provides meaning for students to be able to relate to the human rightselected. This human right is important for children to learn because it relates to school, which iswhere they are learning this, so hopefully students will value their opportunity to go to schooland appreciate their right to learn.

Goal (for lesson one):Students will explore and experience physical education tasks that simulatepotential situations and scenarios in which students lack materials, have damaged materials, or have alimited amount of materials to work with. Students will think about how these experiences relate backto the human rights article that states that everyone has the right to an education. As an undertone tothe lesson students will review and see how they can use any of their five senses throughout thelesson.

Objective (for lesson one): Students will be able to make connections between their experience inphysical education, lacking materials or having deficient ones, and the human right article 26. Studentswill continue to study the five senses during this lesson and use some of their five senses to drawconclusions.

Goal (for lesson two): Students will learn about the properties of matter through using their five sensesto form observations and conclusion. Students will learn that anyone can be a scientist and has theright to study science, regardless of gender biases.

Objective (for lesson two):Students will be able to identify three states of matter and list differentproperties of each state. Students will reflect on who can be a scientist.

Goal (for lesson three): Students will learn about equal access to educational materials throughmultiple learning strategies. Students will make two versions of paper dolls using different and limitedresources. Students will then learn about schools in the United States that experienced huge amountsof disparity and inequitable distribution of resources.

Objective (for lesson three): Students will be able to identify at least one instance of social injusticethat occurred at a school in the United States. Students will be able to identify how having defectiveand limited materials affects the work they do compared to their experience using an abundantamount of quality materials.

Goal (for lesson four):Make a representation of themselves to express how they see themselves usingsupplies given. Understand everyone has the same abilities to become what they strive to be, but someare unable to express in the desired way because of lack of materials.Students will express theirfeelings before during and after the assignment and relate to the human rights article that sayseveryone has the right to an education.

Objective (for lesson four): Students will be able to make journal entries to record their feelings before,during, and after the assignment. Students will be able to understand empathy for others who do nothave the supplies and access to education and materials they have.

Goal (for lesson five): Students will understand the meaning of human rights article 26. The studentswill gain empathy and understanding about that fact that not all children as as lucky as they are tohave enough school supplies for each student.

Objective (for lesson five): Students will demonstrate a clear understanding of human rights article 26. Students will clearly express what they think every student should have a right to through writing.

Parent/Community Involvement

Parents will be asked to aid students throughout this unit across all content areas, especially duringcenter times. Each of these lesson have a lot of transitions with materials used, so having extra help

will make for smoother transitions. Also a letter will be sent out to parents the month before asking foranyone who wants to share their stories or stories they know of relating the social injustices ineducation. Incorporating a community aspect and bringing in testimonials will help students betterunderstand the human right and the historical context of the education system.

Lesson 1

Content Objectives

Students will explore and experience physical education tasks that simulate potential situations and scenarios in whichstudents might not have physical education programs, lack materials, have damaged materials, or have a limited about ofmaterials to work with. Students will think about how these experiences relate back to the human rights article that states thateveryone has the right to an education. As an undertone to the lesson students will review and see how they can use any oftheir five senses throughout the lesson.

Focal Language

a. In this lesson students will use focal language such as:

Vocabulary: Rights, materials, access to education, feelings, inclusion, and exclusion

Structures: During think-pair-share opportunities discuss ideas about working with various materials and having P.E.

Functions: Expressing feelings about not having materials, having damaged materials, being excluded/included, not havingaccess to physical education

b. Students are presented with common questions and encouraged to answer in similar a similar format. Students are exposedto the vocabulary in the question and respond using the same vocabulary. This reinforces the targeted vocabulary and createsmore experience with the selected words, ideas, phrases, and language.

Language/Literacy Skills

Students will be responding to questions in their journals focusing on short and simple sentences and phrases.

Students will practice sharing their feelings, thoughts, and ideas with their peers in a class discussion.

Thinking Skills/Strategies

Students work in small heterogeneous groups. Students are constantly reflecting and asking questions throughout the wholelesson that relate back to the human rights article, everyone has the right to an education, as well as making thoughtfulconnections to their use of five senses.

Approximate time of the lesson

Total- 45 minutes

10 minutes warm up activity

5 minutes per station (25 minutes)

5-7 minutes journal reflection

Procedures/Instructional Activities

Into (the Hook)

Students will sit around a circle in the gym. Teacher will introduce the warm up activity.

The teacher will then ask all of the girls to stand up. He/she will then explain to the class that for this activity only the girlsare allowed to participate. The boys must sit in their spots quietly and watch as the girls play a quick game of freeze tag.

Think-Pair-Share: The teacher will pose a question to the class. (To the boys) “How did it make you feel when the girls werethe only students allowed to play the game?” Have boys turn to a partner first to discuss. As boys are talking in partners, posea question to the girls. “How did it make you feel when you were the only students allowed to play the game?” Have girlstalk in partners. After allowing students time to share their ideas with their peers have them regroup in a circle for a briefdiscussion.

Discuss with students that there was a time when only boys were allowed to go to school, only white children could go toschool, wealthy people, first world countries and more. Students are encouraged to think about how that would make themfeel if they too were not allowed to go to school.

As a transition to the main activity, describe to students that even though many people now have access to school andeducation that sometimes students don’t have certain materials for P.E. such as balls, jump ropes, hula hoops, basketballcourts, rackets, etc.

Through (Procedures)

The class will be split up into groups of 5. There will be 5 stations set up around the inside of the gym. (1 station per cornerand one in the middle)

A parent helper will be in charge of each station and prompt students with the instructions of each task. Parents will leadstudents through the physical activity while simultaneously asking them to think about the human right focus of each miniactivity.

Station1: Bouncing/Dribbling Balls

-Students will experiment working with flat and/or damaged balls. Students will be encouraged to think about how it makesthem feel and how their activity worked with the materials they were provided.

Station 2: Jump Rope

-Students will be asked to jump rope with only one jump rope per group. The students who do not have a jump rope shouldcontinue to jump anyway. Students will be encouraged to think about how it makes them feel to not have a jump rope whenasked to perform this task, and how the jumping is similar or different without a jump rope.

Station 3: Hula Hoops

-Students will hula hoop but by sharing a hula hoop with a partner. Students will be encouraged to think about the difficultyof having to share one hula hoop with a partner and how the task makes them feel.

Station 4: Pass the ball

-Students will be asked to pass a ball back and forth to each other without a physical ball. Students will be encouraged tothink about how it feels to not have the materials needed to complete the activity successful. Again students will need toaddress how the activity made them feel

Station 5: Journals

-Students will record in their journals using pictures or words. They will record how they use their five senses during PElessons. This center will take place in the middle of the gym and students may look around at the other groups as theyparticipate at each station.

Beyond (Extension)

As a closing activity students will sit in a circle. Each student will receive a slice of orange and water. The students willdiscuss how it made them feel at the centers when they had to share materials that are meant for one person, had to work withflat or damaged materials, or didn’t have materials to work with at all. Students will be reminded about the fact that there aremany children who have to do physical education and activities without materials.

Student Activities/Tasks

Each task during this physical education learning event takes place in a small group of 5 students. The size of the groupallows for enough time for all students to experience and engage in the activity at each center. Not only are the studentsinvolved in a hands on physical experience but they are repeatedly and constantly reflecting on the human rights article.

Accommodations/Adaptations for English learners at different levels of languageproficiency

The same ideas will be asked and discovered throughout the lesson. No new concepts will be introduced during the course ofthe center activities. The written assignments will be inspired by student experiences throughout the lesson and will hit allspectrums of ELLs. Students are expected to respond thoughtfully to questions in their journals but they have the opportunityto write simple sentences/phrases, draw pictures and use images, or expand their thinking and attempt to write more completethoughts and ideas in sentence form. The grading will not be highly critical of spelling but more about understanding themain topic and concepts.

Emerging- Interacting via written English Collaborate with the teacher and peers on joint composing projectsof short informational and literary texts that include minimal writing (labeling with a few words), usingtechnology where appropriate for publishing, graphics, etc.

Expanding- Interacting via written English Collaborate with the teacher and peers on joint composingprojects of informational and literary texts that include some writing (e.g., short sentences), using technologywhere appropriate for publishing, graphics, etc.

Bridging-Interacting via written English Collaborate with the teacher and peers on joint composing projectsof informational and literary texts that include a greater amount of writing (e.g., a very short story), usingtechnology where appropriate for publishing, graphics, etc.

Materials, Resources and Technology

Equipment:

Hula Hoops

Flat/Damaged Balls

1 Jump Rope

Student PE journals/ Pencils

Orange slices for the whole class (25)

Access to water fountain, or student water bottles, or cups

1 parent volunteer per station (4 total)

Standards

Exchanging information and ideas with others through oral collaborative conversations on a range of social and academictopics (ELD Kindergarten Standards-SL.K.1,6; L.K.1,6)

Standards

CA.PE.K.5.1 Identify the feelings that result from participation in physical activity.

CA-CC-ELA-2012.K.SL.5 Add drawings or other visual displays to descriptions as desired to provideadditional detail.

Assessment/Evaluation

As a ticket out the door, have students record (draw or write) in response to one of the following prompts:

1. One idea they have for students who don’t have access to PE equipment2. How they felt during the PE lesson (being included or excluded)3. How do they think it makes others feel when they don’t have PE supplies

Lesson 2

Content Objectives

Students will learn and explore properties of matter. Matter is made up of three main parts: solids liquidsand gases. They will observe, record and compare what they see and notice that solids, liquids and gasseshave different properties. Students will classify other solids around the room. Students will classify liquidsthat they see in their everyday lives.

Focal Language

Vocabulary: matter, observation, record, properties, solids, liquids, human rights, equility, senses ( sight, sound,touch, smell, taste)

Structure: What is a solid? What is a liquid? What wasn't fair? Students will work with partners, in small groupsand whole class to answer these questions.

Functions: Students will compare and contrast materials and express what they did or did not like about being excluded.

Focal language will be written on word charts with visible vocabulary. Students will be prompted to respond to questionsusing prior knowledge after classroom discussions.

Students will share materials with a partner they sit next to. However, the tables are put into small groups so there will be 4to 6 students at each table group. This allows students to discuss their thinking with one person or multiple peers.


Students will practice active listening skills to their peers.

Students will take turns sharing their observations, ideas, thoughts and feelings with other classmates and theteacher.

Following a prompt students will write short sentences.

Students can draw their ideas and feelings.


Students will compare and contrast objects in the room and use prior knowledge to relate to other objects in theirdaily lives.

Students will work in pairs and groups to share their thinking.

Students will reflect and respond to their thoughts on human rights education in the classroom.

They will practice collecting data and recording how they used their senses to collect information.


This lesson will take approximately 1 hour.

10- 15 min Observations

20- 30 min Discussions

10 min wrap up


Part 1: Making observations and recording them 15 min

Have students join on the carpet. Tell them we are going to be scientist again and everybody needs to put ontheir imaginary lab coats and goggles. Remind them that scientist are professional and have to record and collectinformation to learn about things. Explain to them that there are objects at their desks and they are going toobserve the objects in each baggie. (With each group of desks,1 pair will have materials in baggies while theother pair will only have pictures of the materials e.g. a picture of water, a picture of a wooden block)

1. Lets talk about what it means to "Observe" something. I want you to turn to a partner and discusswhat you think it means " to observe" something in science. 2- 3 min

2. Ask students to share what they discussed with their partner.3. Let them know their are multiple ways we can observe something. We can look at it, touch it, we can

listen, and smell it. Tell students we are going to use these sense to observe what we notice aboutthe materials on our desk.

4. Have students go back to their desks to observe the materials in pairs. Have everyone start with abaggie (or picture) labeled #1. Ask them to record what they observe on their science journal. Letthem know they can can write or draw pictures about all the things they could say about the item. (2-3 min) Walk around room and guide students at this time in their groups as they record what theysee.

5. When everyone appears to have more than one property written about the first baggie haveeveryone come back to carpet to discuss.

6. Ask students to share with someone sitting next to them what was different about what people wereobserving. What words or pictures did you draw? Did everyone have a baggie? Did some peopleonly have a picture? Discuss how this made children feel to not get the same thing as otherstudents.

7. Have student's go back and switch so that those students who only had pictures before now get thebaggies. 2 to 3 min.

8. Have students talk with their partner at their desks if it was easier to have materials they could touch,smell, taste, hear and see and how that compared to only being able to see the picture. What gavethem more things to write or draw?

9. Repeat observations with baggies 2 and 3. Have students switch with objects and materials aftereach round (giving students 2 min for each observation)

Part 2 Class Discussion 20-30min

Have student's gather on the carpet. Ask them to think about what made it easier to make observations- thepictures or the real objects? Ask: Would it be fair if some children only had pictures to look at? Would they get touse all of their senses to make observations? Did it help to use all of your senses to observe? Have studentsshare with a partner (think pair share) and discuss these ideas.

1. On the Chart Paper write the numbers corresponding with the baggies. 2. Ask students to share what they observed about what was in baggie starting with number 1 (wooden

block) and continuing to number 3 (air).3. Record observations from those who want to share and go through each baggie. Some prompts

might be needed "Is this soft?" "Does this have sides?" Can you squeeze it?" Can you see throughit? Write these words on the word chart in front of the class. (3 columns for each material) examplesof what might be said below:

4. #1 #2 #3hard squishy lightred clear puffy

5. Tell students that Scientist know everything on earth is made up of matter. Matter is anything thattakes up space and has weight. There are three major states of matter: Solids, Liquids and Gasses.

6. Pull up the block and say and have students guess if they think it's a solid, liquid or gas. Labelcolumn #1 with the word SOLID. Continue with LIQUID and GAS

7. Tell students that these words we used to describe these objects are called PROPERTIES8. What are some solids in the classroom? Have students' pair and share. Make Semantic Map for

solids9. What some liquids we see everyday? Have student's pair and share make Semantic Map for Liquids

Part 3 Draw and Write/ Circle Share 15 min

1. Have students go back to their desk and draw and write 1 solid in the classroom and 1liquid(optional). They can write words if they wish using the prompt:This is a solid because _____.This is a liquid because ______.

Before student's leave have everyone join in a circle on the carpet. Tell them that not all children get to go toschool and not all schools have enough money for students to learn all subjects. Have everyone share in thecircle how they would feel if they didn't get to use all their sense in their observations and only got to look at thepictures.


Students will get the opportunity to work and talk with partners, in groups as well as whole class discussions. Thisallows students to speak and experience the content at different levels and they can speak where they feel mostcomfortable. Pair and Share strategies will be used to allow students extra think time to process newconcepts and vocabulary. All students will be participating in hands-on activities while they observe the materials. Group discussions will be scaffolded to allow access to prior knowledge as students name solids around theroom. All students will be able to see the vocabulary and lists presented and reference them while they draw theirown solids and liquids.


Emerging language students can write one or two familair words on their observation sheet or can draw pictures.

Expanding students can write small phrases and words on their observation sheet as well as draw pictures. Theyshould use the writing prompt provided when labeling solids and liquids.

Bridging students should be expected to write more words on their observation sheets and should be able to usethe prompt or come up with their own sentence.


Parents and other volunteers are welcome in the classroom and to further children's thinking while they aremaking observations. They with the teacher can circle the room during this time to answer questions or givefeedback.

Materials Needed:

Each pair will need the following: one baggie with a wooden block, one baggie filled with air, and one baggie filledwith water. There also need to be pictures of these objects for each pair.

Each student will need a science journal and pencil that includes a page from them to draw their own liquid andsolid.

a couple of extra baggies with that are empty

chart paper for the class to record/ as well as a marker

labels for chart (SOLID, LIQUID, GAS)

Elmo Projector to put prompt paper under.

This lesson was adapted from the text Science Stories by Koch specifically Chapter 6 "Exploring Properties ofMatter: Messing aroound with Everyday Materials"

Some ideas are from the Foss Kit in the classroom.

Standards

CA.S.1.SCI.1 Materials come in different forms (states), including solids, liquids, and gases.As a basis for understanding this concept

CA.S.1.SCI.1.A ... Students know solids, liquids, and gases have different properties.

CA-CC-ELA-2012.K.W.8 With guidance and support from adults, recall information from experiencesor gather information from provided sources to answer a question.


Students will be assessed by how they participate during classroom discussions as well as how they work ingroups during their observations. By the end they will be able to name and draw one solid in the classroom andwrite why they think it is a solid. Some should be able to do the same for liquids.

Because this is an introduction to the unit information will be gathered from their observation sheets and

classroom discussions to decide what will be planned for the next lesson on where students will go more in depthin examining solids.

The classroom discussions and circle share at the end of the lesson will asses if students undertanding of rightsin education.

ELD Standards

A. Collaborative 1. Exchanging information and ideas with others through oral collaborative conversations on a range of social andacademic topics C. Productive 12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Emerging: 1. Exchanging information and ideasContribute to conversations and express ideas by asking and answering yes‐no and wh‐ questions andresponding using gestures, words, and simple phrases

Expanding 1. Exchanging information and ideasContribute to class, group, and partner discussions by listening attentively, following turn‐taking rules, and askingand answering questions.

Lesson 3

Content Objectives

Students will learn about equal access to educational materials through multiple learning strategies.Students will make two versions of paper dolls using different and limited resources. Students will usetheir sense of sight and feel to describe the physical characteristics of each doll created. Students willthen learn about schools in the United States that experienced huge amounts of disparity andinequitable distribution of resources. Students will be able to identify at least one of the following; ahistorical figure who fought for equal access to education or an instance of social injustice thatoccurred at a school in the United States. Students will be able to identify how having defective andlimited materials affects the work they do compared to their experience using an abundant amount ofquality materials.

Focal Language

a.students will use focal language such as:

Vocabulary: human rights, education, access, materials, Names of historical figures (student selected),damaged, smooth, rough, detailed, social injustice, similarities and difference,

Structures: During whole group students discuss the book and wrap-up conversation about activity; duringart activity students talk to one another during center time about the book or people the are making as well as

the human right article 26, round robin (response optional) whole group, reflecting back on the activityanswer one of the following questions displayed on chart paper (refer to activity for questions), individualreflection and book page creation.

Functions: research and choose historical figure, identify and discuss feelings about access to education and materials, writea response to focus questions on class book page using words or images to express one's ideas, use focus vocabulary in discussingpersonal experiences during art activity

b. Indicate how you will actually deal with the focal language in the lesson (e.g.., with activities such assemantic mapping, semantic feature analysis, etc.) and be sure to include such activities in your lesson plans.

This diverse range of learning strategies and cooperative learning experiences, students will gain manyopportunities to use and practice using focal vocabulary. Students will be able to understand and participate in theactivity as well as follow along with the story about our human rights topic. Students should be able to retell andrecall main ideas by writing and drawing words and images related to concepts in addition to contributing orally toclass discussions using narrative, complex statements, and opinions. Students will learn information through activeparticipation in a hands-on environment and support language development through repeated opportunities to buildmeaning and practice focal vocabulary related to the lesson.


Students are expected to listen to a story read orally to them by the teacher, and they are

responsible for reading the illustrations for meaning. Students participate in dialogued connected

discourse and engage in extended discourse. Students retell and write stories, use narrative form,

use complex statements, state opinions, give instructions, and report on events. Talk time should

favor students rather than the teacher. The teacher is merely a facilitator, but students lead

discussion, avoiding the lecture structure. Learning strategies focus on communication

and meaning. Student responses should be complete, appropriate, and frequently supported

with detail. Students will be writing in response to focus questions to create a classroom book.

Students are expected to express them selves and their feeling about working with different sets of

materials, or what doll they think is better. While some grammatical structures may be incorrect at

times, the correction of grammatical mistakes should be kept to a minimum. These mistakes should

only be addressed when the errors interfere and change meaning. Receptive comprehension is

obtained in nearly every concrete context. Children in this age range head towards advanced

fluency the more exposure to and the more they study content and language over time.

Students are not expected to have all these skills developed, but this lesson is designed for students to continuepracticing and working with these language skills to further their development.


Students work in small heterogeneous groups, whole group, and small learning center groups.Students will use acombination of learning strategies that will focus on independent thinking, build on others'' ideas thinking, groupthinking, and comparison thinking. Students are constantly reflecting and asking questions throughout the wholelesson that relate back to the human rights article, everyone has the right to an education, as well as making

thoughtful connections to their use of five senses.


Hook and transition: 12 minutes

Art Activity: 35 minutes

Round Robin: 8 minutes

Discussion: 20 minutes

Book making: 20 minutes

Assessment: (since it is a writing assessment students should be given as much time as they need to finishwriting, 15 min- up) Have students who finish early work to assemble the classroom book.


Hook (Into):

(10 minutes to read/interact with text) Teacher will read "This Child, Every Child" to the class, who isgathered as whole group on the carpet, in their normal meeting area. "Children at School" p. 21 and"Children's rights" p. 32-34 are the chapters that the teacher will read to the students and go throughthe illustrations with the children. Looking to find similarities and differences between their experienceat school and those experiences of the children illustrated in each section.

Book description: This book is full of wonderfully illustrated stories from children's experiences andstories, who live all around the world. This book provides statistical information and stories ofchildren's experiences. Statistics such as, "Every second of every day, four more children are addedto the world's population of over 2.2 billion children. Some of these 2.2 billion children will becared for and have enough to eat and a place to call home. Many others will not be so fortunate,"help draw in children's attention and captivate them in the common fact that they are childrenreading about other children. "This Child, Every Child uses statistics and stories to draw kidsinto the world beyond their own borders and provide a window into the lives of their fellowchildren. As young readers will discover, there are striking disparities in the way children live."The two sections focused on for the hook relate to schooling experiences around the world aswell as overarching children's rights, which both relate to the human right focused on in thelesson.

(2 minutes for direction and transition) Introduce the art activity portion of the lesson and divide thegroup of students into two groups.

Procedures (Through): Art Activity

(35 minutes, total for two rotations of art activities and 5 minute transition period for two transitions,one between art components, and the other at the end of the lesson)

Provide half the class with cover stock, a good box of crayons and quality scissors. Give the other halfof the class notebook paper, poor quality scissors and one crayon each. Have students cut out andcolor people shapes to create realistic "Me" paper dolls". Repeat the activity swapping resources so allstudents get to experience the activity with low-quality and high-quality resources. Display theartwork.

Round Robin

(8 minutes round robin discussion)

Quickly go around the room asking the students to respond to one of the following questions(response is optional). Questions are written on a chart paper displayed to the whole group, whoshould sit around the perimeter of their carpet, so that everyone can see one another, and still find apartner to think-pair-share opportunities.

Did the scissors, paper and crayons make a difference in the activity?Which of your people do you like better?How did you feel when you were trying to complete the project using notebook paper, one crayonand scissors that didn't work well?Is it fair for some students to have better materials than others?

Discussion

(20 minutes; use a foam ball to be thrown between students as they share an idea answering thesequestions about fair access to educational materials.)

Facilitate a discussion about the ways inequality of resources affect student achievement.

What if my school had brand-new books every year and your school got my used books? Is thatfair? Why?What if my school had lots of balls to play with at recess and your school had none?What if my school had a library with thousands of new books and your school had a library withjust a few old worn out books? Would that be fair?What if my school had a computer center in each classroom with five new computers and yourschool's classrooms didn't have any computers?

Human Rights focus: Human Right #26

You have the right to go to school and everyone should go to school. Primary schooling should

be free. You should be able to learn a profession or continue your studies as far as you wish. Atschool, you should be able to develop all your talents and you should be taught to get on with

others, whatever their race, religion or the country they come from. Your parents have the right

to choose how and what you will be taught at school.

http://www.tolerance.org/images/teach/activities/TT_BHM_NotFair.pdf

Ask students:

Do you feel like you were able to develop your talents in creating the paper dolls today? If yes, why? If

not, why not? Were both of the dolls the same? Did the materials you had to work with make so one

doll was made better than the other? Have students glue their two dolls onto the 8X10 piece of paper with sentence lines on the bottom of

the page. Have students write a sentence explaining their response to the above questions. After all students have finished their pages, teacher collects them and brings them to be bound into a

classroom book on Human Right #26. Extensions (Beyond): Have students collaborate in groups of four to write one poem about fairness and the human right thatgrants access to education. Use the cooperative learning strategy Numbered Heads Together. (refer tonotes for roles of group members). Students write the poem together and the chart paper given toeach group should have the group poem written on it and illustrated in some way.

Variations (Variations for the activity)

Quality and size of paintbrushes, magic markers and other materials can be used for a variety ofactivities to model the importance of adequate and equal resources to support equal achievement.

Students can be asked to research and write a report. Let some students use the Internet and haveothers rely on outdated books.


Group activity- listening, responding, and retelling book read to whole group. Art activity- individual activity completed inlearning centers, so students can work on developing understanding and creating meaning regarding lesson content throughinformal conversations with peers at learning center. Also during the activity students have time to reflect on how they feelthey can do with the different materials. Students are developing compare and contrast skills between the two dolls theymake. During Round Robin, students if they choose to can contribute to conversation about their experience with the activity,Whole group discussion- using the ball allows students to direct their attention to listening to peers ideas and be ready for theball to come thier way, but the rule is if they get the ball and don't want to say anything, they can always pass. Lastly, thelesson ends with individual work with the creation of their book pages and final journal entry (assessment).


This lesson has many aspects built into it that will benefit the language development and needs of ELL

students in the class. There are language scaffolds created, referred to, and used by the teacher andstudents throughout the lesson and discussions. There are many cooperative learning strategiesintegrated in the lesson that rely heavily on student led discussions in whole group and small groupsettings. Students are given the option to reflect using words and or pictures. In the very beginning ofthe lesson students are encouraged to read images for meaning during the whole group reading of thebook, "This Child, Every Child". In addition students are not asked to express individual ideas until theyhave had multiple opportunities to discuss and hear other ideas about content in the lesson. Thisprovides all students access to the content in the lesson prior to being assessed on it.


This Child, Every Child" by David J. Smith, illustrated by Shelagh Armstrong

Art materials needed for activity: (enough for whole class)

card stock, copied with paper doll outlinea good box of crayons (half class needs at a time)quality scissors (half class needs at a time)notebook paper, copied with paper doll outlinepoor quality scissors (half class needs at a time)one crayon (half class needs at a time)

2 Chart Papers:

a.) chart paper with round robin questions written on it

b.) chart paper with human right #26 written on it.

Resources:

Children's BookThis Child, Every Child: A Book about the World

Teaching Tolerance ActivityThe lesson plan was created and adapted based on the activity found in Teaching Tolerance's online web-baseddata base.

Teaching Language Arts: A Student Centered Classroom, Carole Cox

Standards

CA-CC-ELA-2012.K.W.8 With guidance and support from adults, recall information from experiencesor gather information from provided sources to answer a question.

CA-CC-ELA-2012.K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly.

CA-ELD.LS.1.4.K-2.1 Listen attentively to stories and information and orally identify key detailsand concepts.


Double-Entry Journal-

Students will complete a double-entry journal which allows students to note topics or points of interestfrom an activity on the left-hand side of a piece of paper and their interpretations of these topics on theright-hand side.

Students can use words and pictures in the journal.

Students will record notes and images from the story and/or activity on the left side of the paper andrecord their comments, ideas, and feelings about their recorded notes on the other side.

Students can then use the journal for future reference and use them during class discussions. Teacherscan also use journals to assess student understanding.

Rubric-

Students’ notes should reflect an understanding for the main ideas and concepts being taught in thelesson. Theses ideas may include: fairness, equality, human rights, more and less, not enough foreveryone (in terms of supplies and resources), schools are different, children have the right to go to school

Students should be able to identify what occurred in the activity and share their thoughts andfeelings from the activity. These thoughts may include: different emotions, positive and negativedescriptions of feelings, questions and concerns, and solutions

Student recordings can be a combination of both words and pictures. These words do not need to becomplete sentences, but include phrases and words that show understanding. For example: A student drawsa picture of herself using lots of crayons and another where she has only one crayon. She might caption hertop picture with words like "I am happy" "I can make good dolls" "I can use lots of colors" " I like this" andshe might see the other picture and record, "It makes me sad" "It is not fair" "It makes me feel bad" "I donot like this" "Every kid should get the same" "Others feel good and others feel bad" (Again this can beattempted writing or dictation with help from teacher)

Students should be able to recognize that having more materials made their job easier and was better towork with, while having fewer materials made their job harder and made them feel negatively.

Students who have a difficult time writing can draw images and pictures and then the student will dictateit with the teacher. Students are encouraged to try writing their own ideas, and through dictation theirown ideas are still being projected into their journals.

Attachments ZgX9vzK3_Double_entry_Journal.docx, JibkEfNd_SAMPLE_JOURNAL.docx

Lesson 4

Content Objectives

Students will learn empathy for students that have lack of or broken art supplies and materials. This will belearned from an art task that uses poor or lack of materials to complete the assigned task. Students willexpress their feelings before during and after the assignment and relate to the human rights article that sayseveryone has teh right to an education.

Make a representitation of themselves to express how they see themselves using supplies given. Understandeveryone has the same abilities to bvecome what they strive to be, but some are unable to express in thedesired way because of lack of materials.

Understand empathy for others who do not have the supplies and access to education and materials they have.

Focal Language

The vocabulary that will be covered is: Fairness, Empathy, Sharing, Expression & Equality


The students will learn active listening skills.

The students will share their thoughts, feelings, observations with a partner, the whole class and the teacher.

The students will learn self expression through their drawings, decorations and verbal talks though the lesson.


Students will learn to critically think about a solution to an inequality problem

Students will share their thoughts on human rights education in the classroom

Students will analyse the difference in each groups experience during the lesson.


30 minutes for the lesson

10 minutes for assessment

5 minutes for transitions


Hook 5 minutes

As the students line up to come into the class room each student will roll an oversized die to determine whichof the six tables he or she will sit at.

Three tabels will be set up with a set of supplies for each student

Three other tables will be set up with only 1 pair of scissors and 1 pencil for the entire table to share.

Through 20 minutes

Have students take seats at their tables as they roll the over sized die to the corresponding table number.

At each differnet table there will be a number of different art supplies.

Half of the tables will have one set of normal scissors, colored markers, crayrons, colored pencils, glue,colored yarn and googly eyes for each student at the table.

The other half of the tabels will have 1 pair of scissors that cut in different patterns and 1 pencil only thatmust be shared.

The students will have 15 minutes to decorate and cut out thier outline of a human body.

The students at the tabels with the normal scissors, colored markers, crayons, colored pencils, glue, coloredyarn and google eyes will not realize much different from any other art activity.

The students with the different pattern cutting scissors will soon learn that it is difficult and unfair to be askedto decorate the picture with only these two supplies.

The students will divide evenly to a different table with different supplies from those they already had.

The students will then talk as a group about their pictures and their experience decorating them.

The students willl then realize that the other students had a differnt experience then they did.

The students will acknowledge the fact that it wasn't fair that everyone didn't have the same supplies to do theactivity.

Beyond 5 minutes

The students will then be asked tocome to the circle at the front of the classroom.

Once the students are seated at the circle they will be asked to share with the whole class what they couldhave done to change the activity to make it fair for all students.


Design activities that will give students opportunities to practice and understand the concepts andlanguage presented in the lesson. These can be group or individual activities. This phase can includehands-on activities, experiments, cooperative learning activities, group discussion, etc.


Art spans the language gap and allows for the students to express themselves visually rather then verbally orin written word.

The teacher will walk around the class listening to discussions and introducing topics that will allow the quietor ell students to elaborate on.


1 oversized die

3 different shape cutting scissors

3 normal cutting scissors

3 boxes of markers

3 boxes of crayons

3 boxes of colored pencils

3 short pencils

21 regular sized new pencils

25 copies of human outline

ELD Standards

B. Interpretive 5. Listening actively to spoken English in a range of social and academic contexts

Standards

CA-CC-ELA-2012.K.SL.1.a Follow agreed-upon rules for discussions (e.g., listening to others andtaking turns speaking about the topics and texts under discussion).

CA-CC-ELA-2012.1.SL.1.b Build on others’ talk in conversations by responding to the comments ofothers through multiple exchanges.


After speaking in the open diolauge in the circle at the front of the room have students return to their seatsand find a new partner at thier table.

To exit the class each student must turn in their decorated human outline and explain how this lesson madetheir partner feel, hopefrully our students will use some of the vocabulary words we used thoughout ourdiscussion.

Lesson 5

Content Objectives

Through a read aloud, classroom discussion, informational pictures, writing, and working in pairs, studentswill learn about the human right of equal education. Student will learn to express empathy and thoughts onfairness in education. During the writing portion of this lesson I will simulate a classroom with a lack ofsupplies to deepen the students' understanding of what it might be like in a classroom without enough. Students will learn to translate their ideas and feelings into writing. Students will recognize that they arelucky to have what they need to learn and that not every child/student is as fortunate as them. Students willlearn that even though human rights are supposed to belong to everyone, not everyone receives them, notevery student is given an equal education. Students will be able to verbalize their ideas and help create aclassroom list of rights that all students should have.

Focal Language

Vocabulary: rights, human rights, empathy, equality

Structures: Students will have the opportunity to discuss their ideas and pair share. The students will alsohelp to make lists of ideas about human rights for students.

Functions: Pair sharing will assist ELL's in understanding the material. Students will have the opportunity totalk about their feelings and beliefs concerning inequality in education around the world and the lack ofsupplies in classrooms. They will have the opportunity to share what they have learned about human rightsand education.


Students will respond to questions verbally.

Students will also pair-share ideas with a partner.

Students will translate their thoughts and feelings into writing.

Students will read or share their writing in front of the class.


Students will brainstorm and share ideas as a class. Students will be given think time and the opportunity tochose speaking to a partner or volunteer to share with the class. Throughout the different activities in thelesson, each part will reflect back onto human rights article 26 and students' rights to education.


This will be a 60 min lesson taught during one class session.

There will be 20 min of writing, 30 min of instruction and classroom discussion, and 10 minutes ofclosure/share time.


I will being this lesson by reading a book aloud to the students at the carpet. I will read, It's Back to SchoolWe Go: First Day Stories from Around the World. This book will introduce thinking about studentsand schools around the world. (6-8 min)

I will discuss with the students what a human right is. I will explain that a human right means that it issomething that all people deserve from the minute they are born and that no one should be able to take itaway from them. I will ask the students to think about what rights they have in their classroom. I will havethem share what they thought about with a carpet partner (pair share). I will then ask students to tell me whatthey think a right should be. After they reiterate what a right is, as a class we will make a list of rights thatthe students believe every person should have. This list will serve as a reference tool for spelling and ideaslater in the writing portion of this lesson. (10 min)

I will then show the students a series of pictures of children in different types of classrooms, using thedocument camera. I will show pictures of classrooms depicting students with lots of school supplies, some,and very little. (3-5 min)

After showing the pictures, I will facilitate a class discussion about what the students saw in the pictures. Iwill ask them what bothered them about the pictures and why. (5 min)

After the class discussion, I will introduce the writing activity to the students. I will tell them that when Iexcuse them that they will go back to their desks and write one sentence about something that they think allstudents deserve and one sentence about why they think that. I will tell them no to use any supplies fromtheir desk, that I will supply the paper and pencils for them to write with. (3 min)

Once the students are back at their desks, I will being to hand out supplies. I will hand out pencils to one halfof the classroom, and paper to the other half. Once the students start to notice that they are not being givenone or the other, I will tell them that like some of the schools we saw in the pictures, we only have enoughsupplies for half of the class. I will tell them that we need to figure out a way for all students to completetheir work with only half the amount of supplies that we need. I will allow students to share ideas they haveabout making the best out of the supplies we have. If the students don't come up with any doable ideas ontheir own, I will prompt them by suggesting that they share the supplies. I will have the students cut thepaper they were given in half and chose someone to share it with. I will then instruct them that the personwho they shared their paper with will be taking turns sharing their pencil. Students will then being takingturns writing about what they think all students deserve. I will walk around and assist students who needextra help. (20 min)

To close this lesson, I will have the students gather at the carpet with their papers to share what they wrote. As the students share, I will make a new class list of rights they believe all students should have. (10 min)

Students Activities/Tasks

The students will be asked to brainstorm and share their ideas with the class. The students will be givenample think time to process their thoughts. They will also use pair-sharing. Students will look at andinterpret photos from classrooms around the world. As a class we will create a list of ideas that the studentscome up with about human rights. The students will also be asked to write two sentences and then share theirwriting with the class. The students will use vocabulary learned during the lesson in their writing sample.


Emerging English Language Learners can write one or more words to try to describe their thoughts.

Expanding students will be able to use the list of ideas on the board to help guide them in their writing.

Bridging students will be expected to write at least one simple sentence during the writing portion of thelesson.

There are learning strategies incorporated into this lesson like pair-sharing, think time, whole classdiscussions, list making, and one on one teacher help, that will aid English Language Learners in their writingand participation in class discussions. Vocabulary and common ideas will be repeated throughout the 60minute lesson in order to familiarize all learners with the vocabulary and ideas from the lesson. I will use thepictures of students and classrooms in the world in order to provide a visual understanding of the issuesrelated to human rights article 26.


11 sheets of lined writing paper

11 sharpened pencils

photos of students and classrooms around the word

It's Back to School We Go: First Day Stories from Around the World by Ellen B. Jackson

2 large sheets of paper for group list making

document camera

white board

white board markers

Standards

CA.ELA.1.WO.1.6 ...Use knowledge of the basic rules of punctuation and capitalization when writing

CA.HE.K.4.2.M Cooperate and share with others.

CA.HE.K.7.2.M Describe positive ways to show care, consideration, and concern for others.

Assessment

I will use Diagnostic assessment at the beginning of the lesson. When I have students help me to make a listof students rights, I will gain clarity of what the students already understand about the topic. Students may beable to recognize some of the vocabulary words and may be able to describe what some of their human rightsare.

I will use Formative assessments throughout the lesson. I will assess learning progress during the classdiscussion, and asses students writing and understanding by walking around and observing them while theywork on their writing. Students should be able to work cooperatively with other students. Students shouldshow empathy and be able to express their feelings about students who don't have the resources that we havein our classroom. Students should be able to use lesson vocabulary while expressing their ideas duringclassroom discussion.

I will use Summative assessment at the end of the lesson. I will evaluate the students writing and alsoevaluate what they have learned through the presentation of the writing. Students should have been able towrite two clear sentences expressing what rights they think all students deserve and why. Students should beable to verbally present what ideas they have about human rights article 26.

Documents

Kinder/ First Power