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Copyoffebruary26lessonplan Docx-2
Copyoffebruary26lessonplan Docx-2
Date: 2/26/15
Unit Essential Question: What is worldview, what components make
up a worldview and how do you deal with worldviews different from
your own? How do you identify the significance of the historical,
political, social and religious context and its relationship with the
literature written in that time? Why is this important to recognize as
human beings?
Lesson Topic: Human Rights Issues
Class: 10th grade Pre-AP World Literature
Focusing on the National Network for Educational Renewal (NNER)
Mission the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
All
of the Mission
NURTURING
Safe and Caring for
We are advancing the 4-part mission by examining a topic outside of our own
culture and society, which is an essential part of being enculturated in a
democratic society. Students will need recognize that they have a
responsibility to speak out when our rights as humans are violated. We are
also creating equal access to knowledge by collaborating in groups, so that
we all learn together.
STANDARDS
(www.cde.state.co)
Content:
Standard 4.1a- Conduct
short as well as more
sustained research projects
to answer a question
(including a self-generated
question) or solve a
problem; narrow or broaden
the inquiry when
Literacy and
Numeracy:
Write clearly and
coherently for a variety
of purposes and
audiences
Democracy and
21st Century Skills:
Read, write, listen and
speak effectively
appropriate; synthesize
multiple sources on the
subject, demonstrating
understanding of the subject
under investigation. (CCSS:
W.9-10.7)
OBJECTIVES
Content:
Students will be able to
demonstrate conducting
short as well as more
sustained research
projects to answer a
question (including a
self-generated question)
or solve a problem;
narrow or broaden the
inquiry when
appropriate; synthesize
multiple sources on the
subject, demonstrating
understanding of the
subject under
investigation by
Literacy and
Numeracy:
Students will be able to
demonstrate writing
clearly and coherently for
a variety of purposes and
audiences by writing a
formal letter to the U.S.
Ambassador to
Afghanistan.
Democracy and
21st Century Skills:
Groups of students will
be able to express their
concern about a human
rights violation in a
letter for the purpose of
reading, writing,
listening and speaking
effectively.
examining multiple
sources for a human
rights violations that
they want to focus on.
Students will be
assessed by providing
research that supports
their argument in their
letter.
Literacy and
Numeracy:
Democracy and
Students will be
assessed by following
the form of a formal
letter.
KEY VOCABULARY
Content
Human Rights
Literacy and
Numeracy
Formal Letter
Democracy and
21st Century Skills
Human Rights
Literacy and
Numeracy
Why is it important to be
able to organize our
thoughts and ideas into a
formal letter?
Democracy and
21st Century Skills
How do we solve bad
situations that seem out
of our control.
How is an argument
enhanced by supporting it
with research?
LESSON FLOW
This is the actual planning of the lesson activities.
Time
Time
Pre-Assessment
I will ask students to share a few things that they know about human
rights.
Time
Building Background
Time
Activity Name
What are human rights?
Anticipatory Set
1. I will explain to students the learning target for the lesson, and
I will have a student repeat it back to me. We will watch the video
then go over the activity, and students will pair off into the
groups that I have assigned for them.
2. Students will research their human rights topic and prepare to begin
writing their collaborative letter on Monday.
Time
issues, and by the end of the class period have a good idea of
what they want to write about.
Models of Teaching:
Concept Attainment and Inductive Learning
Guided Practice:
Students will be guided on how to write a formal letter and what
the goal for this activity is.
Time
Time
Content:
Students will be able to demonstrate conducting short as well as
more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the
Time
Closure
Students will be reminded that this leads into our collaborative letter
writing over the next two class periods.
Time
Next Step
Continue to writing of collaborative letter.
achieved?
I believe that we achieved all objectives. Students seemed to grasp
the understandings from the lesson.
2.
What changes would you make if you
teach the lesson again?
I would probably give more guidance to students on where to
research and what is a valid source.
3.
4.
To what extent does this lesson achieve
the Mission of the Agenda for Education in a Democracy? To
what extent does this lesson achieve the 21st Century Skills?
I believe this lesson achieves the missions goals because we are
challenging student to look at problem in our world and create a
solution. This makes them stewards of the world around us.