Unit+Two+Literature

=Unit 2: Literature - The Rights of the Child=

ELA Standards
// **Common Core ELA Standards** // // Reading Informational Text // 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). 5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. a. Analyze the use of text features (e.g., graphics, headers, captions) in popular media. CA 6. Explain how an author develops the point of view or purpose in a text and explain how it is conveyed in a text. 7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. 9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). // Writing // 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic or thesis statement; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented.

Big Ideas & Critical questions to ask while teaching:

 * What are human rights?
 * What lessons can we learn about human rights through literature and life?
 * How can we tell powerful stories about people’s experiences?

What they will understand at the end of the unit:

 * We learn lessons about human rights from the experiences of real people and fictional characters.
 * Characters change over time in response to challenges.
 * People respond differently to similar events in their lives.
 * Legal documents have language and format that is specific and unique to that form of writing.

Vocabulary

 * 1) Rights
 * 2) Inalienable rights
 * 3) strike
 * 4) labor
 * 5) union
 * 6) revolution

Materials to be used

 * ===Videos=== || ===Links=== || ===Other Materials=== ||
 * * Rights of the Child video - TeacherTube
 * Rights of the Child video - You Tube || * UN Cyberschool || * __ Esperanza Rising __ - Munoz Ryan (fiction book)
 * Rights of the Child (plain text) ||

Formative

 * Weekly assessments

Summative

 * Oral discssions, which will be recorded

Learning Activities
What is Esperanza's life like? || Intro to UNDRoC and the idea of rights What does it mean? What does it mean for you? What does it mean for Esperanza? || What changes happen in Esperanza's life? || Read UNDRoC What does it mean? What does it mean for you? What does it mean for Esperanza? || What new things do we see? || What does it mean? How does it relate to RoC || of the legalese version of UNDRoC. Do you recognize the language in section 1? Why does it have all that language at the beginning? ||
 * **Week** || **Reading Literature** || **Reading Non-fiction** ||
 * **Eight**
 * 10/21** || Read __Esperanza Rising__ p1- 38
 * **Nine**
 * 10/28** || Read __ Esperanza Rising __ p39-80
 * **Ten**
 * 11/4** || Read __Esperanza Rising__ p81- 120 || Re-read UNDRoC
 * **Eleven**
 * 11/12**
 * Veterans** || Read __Esperanza Rising__ p121-138 || Read UNDHR
 * **Twelve**
 * 11/18** || Read __Esperanza Rising__ p139-178 ||  ||
 * **Thirteen**
 * 12/2**
 * PC** || Read __Esperanza Rising__ p179-198 ||  ||
 * **Fourteen**
 * 12/9** || Read __Esperanza Rising__ p199-233 ||  ||
 * **Fifteen**
 * 12/16** || Read __Esperanza Rising__ p234-262 || Look at Preamble and Section 1