Lesson Revamp 

 
**This lesson and revamp is modeled after a class I work with in the Hilton 
Central school district. ** 
 
Strategy 1: Vocabulary Review/Pre Teach 
 
Before watching the video, the class will review old domain specific 
vocabulary words that are relevant to the video. The teacher will then 
pre-teach new vocabulary that is used in the video (universality, 
indivisibility, interdependence, civil political liberties, socio political rights 
and violation). The new and old vocabulary will be displayed on a word 
chart for students to refer back to. When the teacher pauses the video to 
help students summarize, they will also refer back to the word chart to 
help link student understanding.  
 
Rationale: Students in this class have areas of growth in vocabulary 
development. Pre-teaching domain specific vocabulary and concepts will 
help students to build the schema that will enable them to aid in their 
comprehension of the text (Alexander, p.64). By building and activating 
schema, students are able to make connections to what they have already 
learned and reinforce the concepts they area learning.  
 
Alexander, P. A. (n.d.). ​The Path to Competence: A Lifespan Developmental 
Perspective on Reading​. 
 
Strategy 2: “Read like a historian” 
 
Before students read the article, the teacher needs to model how to read 
like a historian. As students read the nonfiction text elements in the text 
set, the teacher will help students to think critically about the context in 
which the text was written through modeling how to notice when the text 
was written and making connections to what was happening in history 
when at that time. This modeling can take place through a think aloud 
that helps students to understand the connections that the teacher is 
making and the lens through which the teacher is analyzing the text once 
they have built up their schema.  
 
 
Rationale:  
Teaching students to analyze the text through the perspective of a 
historian will help students to better understand text. It will both help them 
to think critically about the text, but also help them to understand the 
text’s context how the context influence the message that the author is 
trying to convey (Shanahan, p. 638). Students who understand the context 
of a text, and are able to look at the text through a critical lens can work 
towards the understanding that one “truth” written is only one side of the 
story and recognize bias embedded in the text.  
 
Shanahan, C., & Shanahan, T. (2014). Does Disciplinary Literacy Have 
a Place in Elementary School? ​The Reading Teacher,​ ​67​(8), 636-639. 
doi:10.1002/trtr.1257 
 
Strategy 3: Setting a purpose for reading 
 
Before watching the video, the teacher should first set a purpose for 
students when they are watching. For example, before students watch the 
video, they should be told what to look or listen for. The teacher might say 
“today we are going to watch this video and work together to define 
‘human rights’”. Students will then know what to listen for and feel 
confident when the notice something or think of a key point that they 
already know matches the objective for the activity.  
 
Rationale: Fisher & Frey state that setting a purpose for reading increases 
learning (p.23). Because, reading like a historian involves analyzing a 
variety of perspectives, comparing and contrasting events, and 
interpreting information, there is a multitude of directions a student can 
choose when reading a text (Paul, p. 19). Setting a purpose gives students a 
clear purpose and goal for reading and listening.   
 
Fisher, D., Frey, N., & Frey, N. (2018). ​Rigorous reading: 5 access points for 
comprehending complex texts​. Thousand Oaks: Corwin literacy. 
 
Paul, C. M. (2017). Building disciplinary literacy: An analysis of history, 
science and math teachers close reading strategies. ​Literacy​. 
doi:10.1111/lit.12127   
 Text Set 
 
The objective of this text set is to help students explore human rights and 
understand their importance. It was important for me to depict a variety of 
different rights and instances where rights might have been denied; not 
just center focus on one specific cause.  
 
1. Darius Simpson & Scout Bostley - "Lost Voices" (Button Poetry)  
(2015, June 17). Retrieved July 07, 2018, from https://youtu.be/lpPASWlnZIA 
https://youtu.be/lpPASWlnZIA 
 
This poem explores the experiences of being black and being female. It 
depicts different experiences in which a person’s rights do not measure up 
to those around them. The two who perform the spoken word poem do so 
in a way that is intriguing; depicting the experience of the other with their 
words. They follow their poem with the last line that says “the problem with 
speaking up for eachother is that everyone is left without a voice”. This 
opens up a new layer of meaning for students to decipher.  
 
I chose this poem because it has so many incredible layers of meaning to 
dissect, and a large part of that meaning is derived from how it is 
performed. While incorporating this poem into the unit, I would first have 
the students read the poem without showing them the video. They can 
analyze and interpret the meaning of the poem, then watch the video for a 
different experience where students can really think about poetry itself, 
and analyze how the performance of the poem added to the meaning.  
 
2. “I have the Right to Be a Child” by Alain Serres 
 
Serres, A., Fronty, A., & Mixter, H. (2017). I​ have the 
right to be a child​. Toronto: Groundwood 
Books/House of Anansi Press. 
 
I have a right to be a child is a simple depiction 
of children’s rights through a child’s perspective. 
It depicts rights that belong to every single child 
such as food, education, medical care and the 
freedom to not have a job. It emphasizes that 
these rights are universal for all children 
regardless of race, religion, or socioeconomic status.  
 
I chose this book because it is a kids depiction of children's rights. It help 
to get children thinking about their own rights in a new way. It can help 
open a discussion about the rights children exercise every day. They might 
discover some that they take for granted! This book is an easy read but 
has great potential to spur ideas and open discussion for kids.  
 
 
3. Speech: Eleanor Roosevelt on Human Rights 
 
Newsela | Famous Speeches: Eleanor Roosevelt on Human Rights. (n.d.). 
Retrieved from 
https://newsela.com/read/speeches-roosevelt-unhumanrights/id/16521/ 
 
This speech was given by Eleanor Roosevelt at the United Nations General 
Assembly in 1948 for the approval of the Universal Declaration of Human 
Rights. She discusses the debate about the declaration and the 
disagreements between the Soviets and other nations. She also discusses 
why the rights are important and what the Declaration is meant to be.  
 
I chose this speech because it is a pivotal moment in history where basic 
universal human rights were formally recognized. Students can analyze 
the purpose of the speech, and its implications throughout history. They 
can also compare and contrast both the content and the experience of 
reading a speech with other texts in the set.  

 
4. “Still I Rise” by Maya Angelou  
 
Angelou, M., Rivera, D., Sunshine, L., Rivera, D., & Rivera, D. (2001). ​Still I rise​. 
New York, NY: Random House. 
 
Still I Rise​ depicts Maya Angelou’s determination to face anything that is 
thrown at her. She has the confidence and self-respect to remain true to 
who she is and overcome obstacles in her way.  
 
I chose this poem because it is an inspiration to students. It shows them 
that they can persevere through anything and rise above their challenges. 
Reading this poem can help to open a discussion with students about 
attitude in the face of challenges, and how attitude can make a difference. 
Because it is a poem, students will need guidance with navigation and 
interpreting it. This poem would be used in whole class, and small group 
work to help students to collaborate while forming their understanding of 
what it means. 
 
 
 
5. “For the Right to Learn” by Rebecca Langston-George 
​ ightjohn​. New York: Laurel-Leaf Books. 
Paulsen, G. (2013). N
 
For the Right to Learn​ depicts Malala’s quest for 
education and many of the obstacles that she 
overcame for the right to learn. Malala 
perseveres through the intimidation, a school 
bombing and a gun shot...all for her quest to be 
educated and advocate for the education of 
others. Malala went on to speak before the 
leaders at the United Nations to declare “One 
child, one teacher, one book, and one pen can 
change the world.” 
 
I chose this book because it shows an instance in 
which a girl was denied the right to education 
and the journey she took to right for her own rights. It not only helps to 
show students the struggles that Malala and her people faced, but the 
great lengths she took to make a difference in the world. This book shows 
students that it only takes one brave person to stand up for themselves 
and change the world. This book is easy to read, but also contains 
violence in a more kid friendly way. Some of the names are more difficult 
to read, so students will need guidance to help them understand their 
pronunciation. I would use this book to help students explore their right to 
a free and public education, as well as, think critically about the 
implications of the life they would have without that right.  
 
 
 
 
 
 
6. “​She Persisted Around the World” by Chelsea Clinton 
 
Clinton, C., & Boiger, A. (2018). ​She persisted around 
the world: 13 women who changed history​. New York, 
NY: Philomel Books. 
 
This book tells the story of thirteen women from all 
around the world and how they persevered to fight 
for their rights. Each story gives a short overview of 
what each woman accomplished and the difference 
they made in the world. It is a fairly easy read after 
each name is read.  
 
I chose this book because it shows a variety of 
Women and how they fought for their rights. It emphasizes each woman’s 
perseverance through their challenges and how they overcame the 
obstacles in their way. I can use this book in a jigsaw activity for children 
that could lead to more in-depth research on their focus woman. 
 
7. “Brave Girl” by Michelle Markel 
Markel, M., & Sweet, M. (2013). ​Brave girl 
Clara and the Shirtwaist Makers Strike of 
1909​. New York: Balzer Bray 
 
Brave Girl​ follows Clara as she works hard 
to make her way as an immigrant in the 
United States. While working at the fabric 
factory, Clara never stops her quest for 
education and fair treatment. Her 
determination eventually leads her to 
lead the largest walkout of women 
workers in history.  
 
I chose this book because it not only 
helps students to understand the 
importance of fair treatment in the 
workplace, but helps them to understand child labor in a new way. It also 
shows them how much of an impact a child can have. Clara’s 
determination to learn and be treated fairly inspired the world. This book 
is beautifully written and conveys an important event in history that 
students can choose to explore more deeply.   
 
 
 
DAILY LESSON PLAN TEMPLATE
LITERACY MED PROGRAM

Preliminary Information
Created by​:
Emma Monfiletto
Lesson title​: Grade level​:
Human Rights 5th
Time/Estimated Duration​: Other information​:
9:00 AM - 10:00 AM (1 hour)
Resources and materials required for the lesson​:

1. What are your goals for student learning and why are they appropriate for these students
at this time?
Content Standards
(Include the CCSS or other discipline-specific standards addressed in this lesson. For CCSS, list
strand, grade, and standard number, e.g., RI.4.3 Reading informational text, grade 4, anchor
standard 3, and write out the standard.)
CCSS.ELA-LITERACY.RI.5.5
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.

CCSS.ELA-LITERACY.SL.5.2
Summarize a written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.

CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on ​grade 5 topics and texts​, building on others' ideas and expressing their own
clearly.

Daily Learning Objective(s)

(These must be measurable.)
[Teacher version] The student will demonstrate their understanding of what a human right is.

[​Learning target​=Student version] I can understand what a human right is.

2. How will you know and document student’s progress towards meeting your learning
objectives?
 Evidence and Assessment of Student Learning
(How will you know whether the student is meeting your learning objectives? What tools will you use
to measure his/her progress? How will you provide feedback to promote student learning?)

Formative assessment(s)/feedback to learners​: The teacher will monitor students understanding

through observing group discussions

3. How will you support students to meet your goals? Describe EXPLICITLY what you will do.
Instructional Strategies to Facilitate Student Learning (Continued)
(Include reading and writing for authentic purposes using texts and instructional material that align
with the student’s reading level, interests, needs, and cultural and linguistic background.)
Students will watch the video “W​hat are the universal human rights?” by Benedetta Berti
https://youtu.be/nDgIVseTkuE

The teacher will stop during specific checkpoints to help clarify and summarize with the students. (To
ensure understanding)

The class will discuss what connections and thoughts they had while watching the video.

As a class, the students will come up with a definition of human rights.

The students will be broken up into groups of 3 and asked to come up with a list of 10 rights they
believe should be considered legal human rights based on the class definition.

The class will come together and share the rights they came up with. The group will compare and
contrast their ideas, determining what should and should not be considered a right.

Students will then read the NewsELA article “Opinion: Understanding the Rights of Children”, by
Human Rights watch and make connections to the list of rights they created.

Extension: The class could go to

https://ed.ted.com/lessons/what-are-the-universal-human-rights-benedetta-berti#review
and take the think “quiz”.

References
(Cite all sources used in the development of this lesson including URLs or other references)
https://ed.ted.com/lessons/what-are-the-universal-human-rights-benedetta-berti#review