Discipline: English

Grade Level: 10th grade

Course: English 3–4 and English 3–4 Accelerated

©Literacy Design Collaborative. September 2011

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Recognizing Human Rights Violations in Countries in Crisis
What
Instruction?
  • Skills Cluster 1: Preparing for the Task
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 1: Preparing for the Task

      Pacing: 2 Days

      1.Bridging Conversation (1)

      Ability to connect the task and new content to existing knowledge, skills, experiences, interests and concerns.

      Visual aid for presentation 

      After reading assigned articles from the Universal Declaration of Human Rights, create a presentation in which students explain specific rights within each article and design a corresponding visual representation. 

      Incorporates key words from the full-text version of the UDHR that identify the right(s) protected within each article

      Utilizes appropriate visuals

      Delivery of presentation to the class is clear and concise


      Not Yet:

      Attempts to meet the criteria for "meets"


      Common Core Standards Addressed

      RI 2, 4, 

      W (Not applicable)

      SL 4

      L (Not applicable)

      • Teacher models a presentation of Article #1 from the UDHR
      • Student annotates assigned article with a partner
      • Student creates individual visual representation
      • Student rehearses oral presentation with partner
      • Student presents to whole class
      • Teachers need to read and understand all 30 articles from the UDHR

      Pacing: 1 Day

      2. Bridging Conversation (2)

      Ability to connect the task and new content to existing knowledge, skills, experiences, interests and concerns.

      Given the diplomacy report from the U.S. State Department, students will identify potential regions where crises are occurring worldwide and record preliminary evidence in their evidence log.

      Evidence log includes:

      Relevant preliminary evidence from the U.S. State Department Report

      Correct MLA citation of evidence

      Application of the appropriate UDHR article(s) for various regions

      Interpretation of the potential violations using the UDHR language


      Not Yet:

      Attempts to meet the criteria for "meets"


      Common Core Standards Addressed

      RI 1, 10

      W 4, 8, 9

      SL 4

      L (Not applicable)

      • Teacher models analysis process and use of the evidence log during overview of the report
      • Teacher monitors completion of report reading and evidence log 
      • Teacher facilitates discussion of evidence intermittently throughout the reading process
      • Teacher answers questions and clarifies any misunderstandings 
      • Familiarize oneself with relevant documents, the UDHR document, and the US State Department Diplomacy Report

      Pacing: ½ Day

      3. Task Analysis

      Ability to understand prompt and rubric.

      Short response

      In your own words, write a brief explanation of what the task is asking you to do. What resources might you consider for this task?

      No scoring


      Common Core Standards Addressed

      RI1, 2, 4

      W 2, 4, 10

      SL(Not applicable)

      L (Not applicable)


      • Review each student's response to ensure that he/she understands the task
      • Ensure relevant resources are selected or provided
      • Have students share responses with partner to elicit/offer help, if needed
      • Discuss in detail the prompt, type of writing and structure, the product, and the rubric
      • Establish a timeline for instruction and scoring 

      Pacing: ½ Day

      4. Project Planning

      Ability to plan to produce a product and work through incremental steps.

      Timeline

      Create a common timeline in order to complete the project

      Timeline specifically and realistically paces reading and writing processes


      Not Yet:

      Attempts to meet the criteria for "meets"


      Common Core Standards Addressed

      RI (Not applicable)

      W5 (planning phase)

      SL 4

      L (Not applicable)

      • As a class, record specific due dates onto the common timeline so that all students are aware of the deadlines 
      • Prepare a timeline template 
  • Skills Cluster 2: Reading Process
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 2: Reading Process

      Pacing: 1 day

      1. Bridging Conversation 1 (Pre-selection)

      Ability to understand author's point of view and primary and secondary source differences.

      Graphic organizer or journal response

      Given a review of elements of informational materials, students will record the definitions of primary and secondary sources using academic vocabulary.

      Organizer or journal entries adequately reflect(s) understanding of primary and secondary sources using academic vocabulary


      Not Yet:

      Attempts to meet the criteria for "meets" 


      Common Core Standards Addressed:

      RI 6, 8

      W10

      SL 1

      • Teacher introduces elements of informational materials
      • Teacher discusses differences between primary and secondary sources with students
      • Students create a chart or record responses in journal citing examples
      • Teacher should review "Before You Read Informational Materials" pg. 632, Holt, Literature and Language Arts 4th Course (2003) or similar instructional resource

      Pacing: 1 day

      2. Bridging Conversation 2 (Pre-selection)

      Ability to determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

      Collaborative discussion

      Given brief selections with various points of view, students will analyze the rhetorical devices found within the selections.

      Student engages in discussion by posing at least one question to reader (speaker) for their group


      Not Yet:

      Student does not use "talking chip"


      Common Core Standards Addressed

      RI 6, 8

      SL 1 & 4

      • Teacher selects different students to read selections with varying points of view
      • In small groups, students listen for rhetorical devices used in the selection and pose questions for each reader (speaker) based on the content 
      • To monitor class participation, students use "talking chips" for their contributions
      • Teachers should review "The Media and the War" by Paul Boyer, pg. 712-714, Holt, Literature and Language Arts 4th Course (2003) or similar instructional resource illustrating differing points of view on a current event or controversy

      Pacing: 2 days

      3. Bridging Conversation 3 (Evaluation of Sources)

      Apply knowledge of point of view (i.e., primary vs. secondary sources etc.) to determine text credibility.

      Graphic organizer with appropriate evidence

      Given the U.S. State Department "Diplomacy Report" and a text from an unreliable source (e.g., political blog or website ), students engage in a collaborative discussion and create a graphic organizer (i.e., Double-Bubble or Venn Diagram) comparing and contrasting treatments of topic.

      Graphic contains multiple examples with appropriate textual evidence to support choices: both sources are analyzed.


      Not Yet:

      Minimal examples and/or no textual evidence, and/or only one source is analyzed.


      Common Core Standards Addressed

      RI 1, 4, 6 and 7

      SL 1, 2, 4

      • Assign students to groups of four
      • Monitor student discussions, noting students' understanding of credible vs. unreliable
      • Students complete a graphic organizer for their group on posters
      • Whole class conducts a gallery walk of graphic organizers
      • Complete gallery walk with wrap-up discussion
      • Review U.S. State Department "Diplomacy Report" and chosen unreliable source document
      • Provide students with graphic organizer

      Pacing: 2 Days 

      4. Selecting Texts (for Research Tasks)

      Ability to select appropriate reading material (research).

      3-5 sources and a background summary

      Research and select appropriate sources relating to your country in crisis

      Annotate sources and narrow list search terms for a more productive search

      Summary includes:

      Sufficient background information of the country in crisis

      Appropriate number of reputable sources (3–5)

      Completion of annotation on first article

      Specific and relevant search terms used


      Common Core Standards Addressed

      RI 1, 2, 5

      W4, 7, 8, 9, 10

      SL (Not applicable)

      L (Not applicable)


      • Students visit www.worldatlas.com or another atlas website to record background information on a specific country in crisis
      • Students find and print a reputable article about the crisis in their country from an authoritative source (e.g., Time.com, TheWeek.com, Newsweek.com, nytimes.com, latimes.com, etc.)
      • Students annotate article for evidence of any human rights violation to record onto evidence log
      • Students narrow possible search terms for further research
      • Students then independently continue the research process to find and print a minimum of 2–4 more reliable sources Teacher facilitates research process (e.g., model how to evaluate the reliability of sources)
      • Teacher models annotation process
      • Teacher facilitates discussion of appropriate search terms for productive research
      • Teacher models the process of narrowing search terms
      • Teacher monitors student progress in selecting sources
      • Determine which countries are currently in crisis

      Pacing: 2 Days

      5. Active Reading 1

      Ability to read texts explicitly; to analyze texts for specific purposes; to draw evidence from a relevant source.

      Evidence log (graphic organizer) & annotated sources

      While reading selected research sources, , students record evidence of human rights violations and then according to their knowledge of the UDHR, they analyze which article(s) has been violated

      Evidence log includes:

      Relevant evidence from the research sources

      Correct MLA citation of that evidence

      Application of the appropriate UDHR article(s)

      Interpretation of the violation using the UDHR language


      Not Yet:

      Attempts to meet the criteria for "meets" 


      Common Core Standards Addressed

      RI 1, 2, 4, 5, 7, 10

      W 4, 8, 9 

      SL (Not applicable)

      L (Not applicable)

      • Teacher monitors completion of reading and evidence log 
      • Teacher answers questions and clarifies any misunderstandings 
      • Teacher monitors the students' application of the UDHR document to the student-selected sources
      • Familiarize oneself with the assigned countries in crisis
        Prepare the evidence log

      Pacing: on-going

      6. Essential Vocabulary

      Ability to apply strategies for developing an understanding of a text by locating words and phrases that identify key concepts and facts or information. 

      Vocabulary log that includes words, definitions, and significance (graphic organizers)

      While reviewing the evidence log, students will compile a list of unfamiliar vocabulary words which they will define in the vocabulary log using either context clues or reference materials. Also, students will evaluate the significance of understanding these words and then select words that they will later use within their research product.

      Vocabulary Log:

      Includes a thorough list of words and accurate definitions

      Evaluates the importance of knowing these words

      Contains most useful and prioritized words/terms to use in the research product


      Not Yet:

       Attempts to meet the criteria for "meets" 


      Common Core Standards Addressed:

      RI 4

      W 4, 8

      SL (Not applicable)

      L 4, 6

      • Model selection and creation of definition
      • Model strategies showing how to judge a word's significance
      • Monitor and facilitate the definition and evaluation process
      • Provide the vocabulary log
      • Identify a few words/terms that you will use during the modeling process

      Pacing: 1 Day

      7. Planning

      Ability to organize notes into an outline or organizer.

      An outline

      Organize the finding from your research into an outline that presents the information in a logical order

      Outline addresses all parts of the prompt

      Outline is organized in a reasonable and logical order


      Not Yet:

      Attempts to meet the criteria for "meets"


      Common Core Standards Addressed:

      RI (Not applicable)

      W 4, 7, 8

      SL 1b

      L (Not applicable)

      • Teacher introduces outline format
      • Facilitate a class discussion to determine the elements that should appear in the final research report
      • Organize the research information to follow the order of elements determined by the class discussion
      • Monitor the outline process and clarify any confusion or illogical ordering 
      • Provide a sample outline 
  • Skills Cluster 3: Transition to Writing
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 3: Transition to Writing

      1 Day

      1. Bridging Conversation

      Ability to prepare for composing process.

      annotated evidence log 

      In small discussion groups, students will read and evaluate each other's evidence logs to ensure that the evidence is clear and the analysis is accurate. The reviewer will need to justify whether or not the evidence and analysis recorded on the peer's log is appropriate and sufficient. Then the researcher will add additional evidence, if necessary.

      Researcher's Vocabulary Log includes:

      Annotation from other students that includes reviewer's initials and justification of why the evidence is appropriate/inappropriate

      Determination of which evidence will be eliminated

      Additional evidence, if necessary

      Reviewer:

      Provides sufficient and accurate justification of evaluation

      Initials for each annotation made

      Evaluates assigned number of entries on the evidence logs from every member in the group


      Not yet:

      Attempts to meet the criteria for "meets"


      Common Core Standards Addressed:

      RI 5, 8

      W4

      SL (Not applicable)

      L (Not applicable)

      • Teacher will provide additional blank evidence logs if students need to find more evidence
      • Model the annotation, evaluation, and justification process using the evidence log you created from Ch. 1 of the grade-level text
      • Provide classroom time for group discussion
      • Monitor groups
      • TBD as needed by the instructor
  • Skills Cluster 4: Writing Process
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 4: Writing Process

      Pacing: 2 Days

      1. Opening

      Ability to write an opening that includes controlling idea, context for composition, and lead in to development.

      Opening paragraph

      Draft an opening paragraph(s) in which you introduce the country, provide background information of the crisis, and narrow the purpose of the report to include a controlling idea that focuses on the specific violations that will be discussed.

      Uses opening strategies appropriate for the prompt 

      Provides a lead for your reader

      Provides sufficient and accurate information introducing the country

      Provides sufficient and accurate background information on the crisis

      Includes a controlling idea that focuses on the specific violation that will be discussed

      Provides citations and references with elements for correct MLA form


      Not Yet:

      Attempts to meet the criteria for "meets" 


      Common Core Standards Addressed:

      RI (Not applicable)

      W 2, 4, 9

      SL (Not applicable)

      L1, 2, 3

      • Mini-lesson on how to open a composition, providing a variety of strategies (e.g., background information, a question, a quote, a startling statement, etc.)
      • Mini-lesson on the ingredients of an opening paragraph
      • Monitor the drafting of the opening paragraph
      • Review and/or practice paraphrasing strategies
      • Mini-lesson on proper MLA formatting for citation
      • Teacher-student writing conferences, if time permits
      • Prepare mini-lessons on all above topics

      3 Days

      2. Initial Draft

      Ability to construct an initial draft with an emerging line of thought and structure.

      Completed draft

      Construct an initial draft in which includes the required number of sources, focuses on a limited number of UDHR articles. Be sure to accurately cite all sources, using MLA format and include a Works Cited page

      Each paragraph demonstrates one controlling idea

      Evidence is properly integrated, using a various citation techniques

      Ample interpretation of the violations occurring in each piece of evidence 

      Draft is complete and legible

      Includes a conclusion paragraph

      Includes a Works Cited page that uses proper MLA format


      Not Yet:

       Attempts to meet the criteria for "meets"


      Common Core Standard(s) Addressed

      RI (Not applicable)

      W 2, 4, 6, 8, 9, 10

      SL (Not applicable)

      L 1, 2, 3, 6

      • Encourage students to refer back to their outlines
      • Teach students how to develop each controlling idea into a paragraph
      • Teach students various strategies of how integrate evidence into prose
      • Review elements of proper MLA formatting
      • Teach students how to construct proper Work Cited entries for a variety of mediums (e.g., newspaper article, magazine article, book, online sources, etc.)
      • Mini-lesson on the ingredients of a concluding paragraph
      • Prepare mini-lessons on all above topics
      • Students will be given opportunity to complete some writing at home

      Pacing: 3 Days

      3. Revisions

      Ability to apply revision strategies to refine development of student work product to support controlling idea, including line of thought, language usage, and tone as appropriate to audience and purpose.

      Revised draft(s)

      Apply revision strategies for clarity, logic, language, cohesion and tone, as appropriate to audience and purpose.

      Demonstrates use of revision strategies that clarify logic and development of ideas; embeds relevant details; improves word-usage and phrasing; and creates smooth transitions between sentences and paragraphs

      Identifies opportunity to utilize words/terms from the vocabulary log created in a previous mini-task

      Completely addresses all parts of the prompt


      Not Yet:

      Attempts to meet the criteria for "meets"


      Common Core Standards Addressed:

      RI 2, 4, 5, 6

      W 2, 4, 5, 6, 7, 8, 9, 10

      SL 5

      L 1, 2, 3, 4, 6

      • Have students refer back to vocabulary log to include some of the academic words/term that they collected from their sources
      • Provide mini-lessons for any revision strategies with which students are struggling (e.g., transitions, logical order, integration of vocabulary, academic tone and/or language usage, etc.)
      • Develop ways to manage revision process so that students get feedback in timely and helpful ways (e.g., peer editing)
      • Allow for draft study (students volunteer a segment for class or small group help and discussion)
      • Provide opportunities for peer and/or teacher/adult feedback on how to improve clarity of thinking and/or development of interpretation
      • Review strategies for embedding information—citation methods, quoting, and paraphrasing
      • Prepare mini-lessons on all above topics
      • Students will be given opportunity to complete some writing at home

      Pacing: 2 Days

      4. Editing

      Ability to apply editing strategies and presentation applications.

      Final Draft

      Finalize draft for the readership; apply finishing touches (e.g., neatness, formatting, copy editing, etc.)

      (See Rubric for Teaching Task)

      Demonstrates use of strategies that enhance the readability and appearance of the work for presentation


      Not Yet:

      Attempts to meet the criteria for "meets"


      Common Core Standards Addressed:

      RI 2, 4, 5, 6

      W 2, 4, 5, 6, 7, 8, 9, 10

      SL 5

      L 1, 2, 3, 4, 6

      • Use of error analysis to encourage self-correction of language use and grammatical errors
      • Students' use of copy-editing marks
      • Peer evaluation of language use and grammatical errors
      • Mini-lessons for any editing strategies with which students are struggling (e.g., subject-verb agreement, run-ons and fragments, punctuation, capitalization, commonly misspelled words, etc.)
      • Prepare mini-lessons on all above topics
      • Students will be given opportunity to complete some writing at home
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