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Crossroads Alternative Learning Centers Lesson Plan

Teacher:
Lesson/Title:
Grade Level:

Ralston
Universal Declaration of Human Rights

11/12

Date to be taught:
Module/Unit:
Subject:

12/08/15
W17

English

(TESS 1a/1c) Standards Addressed in the Lesson: Which subject-specific Common Core Standard(s) is/are going to be
addressed in the lesson? Include Adaptive Social/Emotional Objectives and/or JAG Competencies (JAG is optional)

RI.11-12.1,2,4,6,810; W.11-12.10; SL.11-12.1,6; L.11-12.4a;RH.11-12.1

(TESS 1a/1c) Enduring Understanding: What is the essential learning that is desired? Why is this important?

As a class we will analyze "Universal Declaration of Human Rights" by examining its history and
applying it to our study of heroes. This is important because we have been looking at characteristics
of heroes.
Guiding Question(s)/Essential Question(s):

What makes a person valuable?


How do our actions set the tone for others?
What does equality look like when it is moved from an idea into an action?
Lesson Objective(s):

SWBATD: ability to analyze primary source documents and apply concepts to their own
interpretation.
(TESS 1e)
Bell Ringer/Intro (5-10 minutes) What will the students do IMMEDIATELY after entering the classroom?

What activity will focus attention on the subject matter of the upcoming lesson, review prior learning, pique the students
interest? Student/teachers roles? Bell ringer?

Students will complete a concept map over the term equality or responsibility (student choice). What
facts/ideas derive from this concept?
Teaching/Instructional Process (15-20):
We will close read "Universal Declaration of Human Rights." Highlight anything that has to do with the history of it in yellow.
Highlight major concepts in blue. Inside-Outside Circle. Students will form two circles. The circle on the inside is responsible
for telling the history of the document. The circle on the outside is responsible for telling the concepts that stem from this
history. As a group we will determine the theme of the piece.

Guided Practice/Monitoring (15-20 minutes) What will take place that involves and engages students? What problem will
they solve? What activities? Materials needed? Desired outcome? Student/teacher roles?
Students will break down the document into cause/effect graphic organizer. Reflection: How do our actions set the tone for others? What responsibilities
does the document give every individual? As a class we will create our own interpretation of the document. Students will sign the document and visit other
rooms to encourage students to sign. They will have to explain the concepts in their document to fellow students. In the classroom, we will brainstorm a list of
ten actions to demonstrate the concept.- What does equality, dignity, peace look like? Students may draw a visual board if they choose.

Closure (5-10 minutes) What very brief activity will take place in which students state or demonstrate the learning/value of the
lesson.

Reflection: How do you treat others as equals? or Create a superhero who will uphold the document.
Snowball: Students will summarize the document in one paragraph. We will stand across from one another
and toss the summary and reflection. Students will then identifying (guess) the author of their snowball.

(TESS 1f) Independent Activity/Practice (Remaining Class Time): Is there an activity to reinforce learning, prepare for
next day, or extend the learning? What is the rationale?
Students may either write a newspaper article from the perspective 1948 describing the document and its
expected effects on the world, or plan a dinner party (in writing, diagram) explaining who they would
invite (historic figures) and what items they would serve that coordinate with the theme of the document.
Check for Understanding Formative Assessment: What check(s) will be used to determine if learners have
understood the material and activities for the lesson?

Discussion, Work Submitted

(TESS 1b/1c) Differentiation/Adaptations for Special Education, Enrichment, ESL students, learning styles,
Multicultural:
Content

Bell Ringer
Process

Independent Activity; Guided Practice


Product

Bell Ringer; Independent Activity; Guided practice


Learning Environment

Students may sit where they wish as behavior allows


(TESS 1d/1e) Preparation and Resources: What resources must be gathered/prepared?

document, supplies
Technology Integration: How will students/teachers use available technology to enhance learning?

Google Docs
(TESS 1d/1e) Strategies to be used: What best practices will be employed to deliver instruction and produce
learning?

DBQ, Concept Mapping, Close Reading, Student Choice

(TESS 4a) Notes/Reflection: What went well? What would you have done differently? How do you plan to
use the reflective information to improve future instruction?