You are here

ELA G5:M1:U1

Building Background Knowledge on Human Rights

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Building Background Knowledge on Human Rights: Close Reading of Article 1 of the Universal Declaration of Human Rights (UDHR)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively engage in a discussion with my peers. (SL.5.1)
  • I can summarize portions of a text when reading or listening to information being presented. (SL.5.2)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4)
  • I can follow our class norms when I participate in a discussion.
  • I can determine words I know and words I don’t know.
  • I can summarize Article 1 of the UDHR.
  • Human Rights Thinking Charts 
  • Exit ticket
  • Admit and Exit Tickets
  • Gallery Walk
  • Say Something
  • Think-Pair-Share

Lesson 2Building Background: A Short History of Human Rights

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)
  • I can use text and visual images to help me understand human rights.
  • I can follow our class norms when I participate in a conversation. 
  • 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.
  • Group anchor charts
  • Annotated texts
  • Student journals
  • Exit tickets
  • None

Lesson 3Vocabulary Introduction: Human Rights

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 informational text. (RI.5.4)
  • I can use context clues to help me determine the meaning of words. 
  • I can draw visuals to represent human rights vocabulary words.
  • I can write to help me deepen my understanding about human rights.
  • Students’ annotated copies of “A Short History of the UDHR” (homework from Lesson 2)
  • Students’ annotated texts “Background on the UDHR” 
  • Vocabulary sketches (on flash cards)
  • Think-Pair-Share

Lesson 4Close Reading: The Introduction to the Universal Declaration of Human Rights

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 informational text. (RI.5.4) 
  • I can use a variety of strategies to read grade-appropriate words and phrases I don’t know. (L.5.4)
  • 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.

Students’ annotated copies of the UDHR
Exit tickets

  • Think-Pair-Share

Lesson 5Mid-Unit 1 Assessment: Explaining Human Rights

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 write for a variety of reasons. (W.5.10)
  • 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.
  • Introduction to the UDHR note-catcher (from Lesson 4)
  • Mid-Unit 1 Assessment: Human Rights Vocabulary and Common Prefixes
  • Admit and Exit Tickets
  • Think-Pair-Share

Lesson 6Close Reading: “Unpacking” Specific Articles of the UDHR

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively engage in a discussion with my peers. (SL.5.1b)
  • I can determine the main ideas of an informational text based on key details. (RI.5.2)
  • I can make inferences using quotes from the text. (RI.5.1)
  • I can determine the meaning of content words or phrases in an informational text. (RI.5.4)
  • I can explain important connections between people, events, or ideas in a historical, scientific, or technical text accurately. (RI.5.3)
  • I can follow our class norms when I participate in a discussion.
  • I can summarize Articles 2 and 3 of the UDHR. 
  • I can use context clues to help me determine the meaning of words. 
  • I can visualize what the authors of the UDHR wanted for all people (found in Articles 2 and 3).
  • UDHR note-catchers (for Articles 2 and 3)
  • Anchor charts (for Articles 2 and 3)
  • Admit and Exit Tickets
  • Get One-Give One-Move On

Lesson 7Close Reading: Becoming Experts on Specific Articles of the UDHR

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively engage in a discussion with my peers. (SL.5.1b) 
  • I can determine the main ideas of an informational text based on key details. (RI.5.2) 
  • I can determine the meaning of content words or phrases in an informational text. (RI.4) 
  • I can explain important connections between people, events, or ideas in a historical, scientific, or technical text accurately. (RI.5.3)
  • I can follow our class norms when I participate in a discussion. 
  • I can summarize articles of the UDHR (choices: 6, 14, 16, 17, 20, 23, 25, or 26). 
  • I can use context clues to help me determine the meaning of words. 
  • I can visualize what the authors of the UDHR wanted for all people.
  • UDHR articles anchor charts
  • Exit ticket
  • Jigsaw

Lesson 8Summarizing Complex Ideas: Comparing the Original UDHR and the “Plain Language” Version

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use quotes to explain the meaning of informational texts. (RI.5.1) 
  • I can compare and contrast multiple accounts of the same event or topic. (RI.5.6) 
  • 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 write for a variety of reasons. (W.5.10)
  • I can explain why certain words in the original UDHR are repeated. 
  • I can compare the original UDHR, the Plain Language Version, and my own summaries of specific UDHR articles by focusing on specific word choice. 
  • I can skim and scan the original UDHR looking for repeated words.
  • Vocabulary flash card baggies 
  • UDHR rewrites 
  • Opinion writing (journal entry)
  • Interactive Word Walls
  • Think-Pair-Share

Lesson 9Main Ideas in Informational Text: Analyzing a Firsthand Human Rights Account

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)
  • I can determine the meaning of content words or phrases in an informational text. (RI.5.4)
  • I can cite examples of where human rights were upheld or challenged in “Teaching Nepalis to Read, Plant, and Vote.”
  • I can explain how specific articles of the UDHR relate to this firsthand account.
  • Students’ annotated text of “Teaching Nepalis to Read, Plant, and Vote”
  • Think-Pair-Share

Lesson 10Main Ideas in Informational Text: Analyzing a Firsthand Human Rights Account for Connections to Specific Articles of the UDHR

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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) 
  • I can choose evidence from informational texts to support analysis, reflection, and research. (RI.5.9)
  • I can cite examples of where human rights were upheld or challenged in “Teaching Nepalis to Read, Plant, and Vote.” 
  • I can explain how specific articles of the UDHR relate to this firsthand account.
  • Annotated text of “Teaching Nepalis to Read, Plant, and Vote” (begun in Lesson 9, completed in Lesson 10) 
  • None

Lesson 11End of Unit 1 Assessment: On-Demand Analysis of a Human Rights Account

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain what a text says using quotes from the text. (RI.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)
  • I can choose evidence from informational texts to support analysis, reflection, and research. (RI.5.9) 
  • I can choose evidence from literary or informational texts to support analysis, reflection and research. (W.5.9)
  • I can cite examples of where human rights were upheld or challenged in “From Kosovo to the United States.”
  • I can explain how specific articles of the UDHR relate to this firsthand account.
  • End of Unit 1 Assessment: On-Demand Analysis of a Human Rights Account
  • None

Get updates about our new K-5 curriculum as new materials and tools debut.

Sign Up