Your Rights

Activity card

Graphic Organizer: That reminds me of when …

Name/s:

WorldWise

™

Your connections and personal experiences Ch 1

Lesson Plan Xx

Content-based Learning

Level S (40)

Xxxxxxxxx

Your Rights explores the range of rights that all children have.

It considers children’s rights in relation to others, that rights bring responsibilities, that needs may be different to wants, and how rights change over time.

Informational text types: Report/Recount/Explanation/Argument/Procedure

Ch 2

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.Civ.4.3–5 Explain how groups of people make rules to create responsibilities and protect

Ch 3

freedoms • D2.Civ.6.3–5 Describe ways in which people benefit from and are challenged by working together, including through government, work places, voluntary organizations, and families • D2.Civ.9.3–5 Use deliberative processes when making decisions or reaching judgments as a group

Key concepts

• The United Nations has established the basic rights of all children • There is a difference between wants and rights • Many people and organizations work to improve people’s lives

Ch 4

Content vocabulary aid worker, charter, communal, consequences, conservationist, immunization, mural, orphan, protection, remote, responsibilities, rights, survival, tradition, wants

Text features

• Maps, picture graph, posters, text boxes, sign with labels, table, newspaper report, list of useful websites, glossary

Ch 5

Reading strategy

• Making connections to personal experiences

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan Your Rights © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 4(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

4(6) (E) Make connections to personal experiences, ideas in other texts, and society.

4(6) (F) Make inferences and use evidence to support understanding.

Writing 4(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 4(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.

First reading session

Second reading session

Final reading session

Writing

Getting started

Building understanding

Bringing it all together

Introducing the book

Choose to ask students to either read independently or, if they need more support, to meet with you in a small group.

Have students talk about the whole book. Use a range of questions to promote discussion and higher-level thinking.

Where appropriate, have the students lead the discussion.

Have the students write about their opinion, using the prompt: All children deserve basic rights. Provide the students with a template detailing how to plan and write an argument. Remind them to use clear, relevant arguments to support their opinion.

Give each student a copy of the book Your Rights. Have the students browse through the book. Say: As you browse through the book, think about what you already know about children’s rights.

What connections are you making? Have the students discuss their thinking with the group.

Exploring vocabulary Ask: What words or phrases would you expect to see in a book about children’s rights? Have students work with a partner and record their words on sticky notes. Say: When you are finished, stick your words onto our group chart.

If some words or phrases are not known, have the student who recorded the word explain what it means. Compare the students’ vocabulary words with the words in the glossary.

Introducing the reading strategy focus Say: When you read, you often make connections between what you are reading and your own personal experiences. Information that you read can remind you of something that has happened to you.

Say: As readers we make connections between the information we read and personal experiences we have had. Making these connections helps us to understand more clearly and deeply the information we are reading.

Reading with teacher support Say: Read chapters 1 and 2 to yourselves. As you read, stop and think about what you are reading. Does it remind you of something from your own life? Have the students discuss their thinking with their partner, and then have a group discussion. Ask: What have you learned about the rights that all children should have? Why do you think some children are not protected by these rights? Have the students record their ideas on the Graphic Organizer and compare it with their partner’s. Say: Be ready to talk about what you noticed with the whole group.

Independent and partner work Have the students read chapters 3 and 4 independently. Say: As you read, use the same process we used for chapters 1 and 2. Read the chapters to yourself and keep track of your thinking by adding to your Graphic Organizer, then meet with your partner to discuss what personal experiences the text made you think about.

Have the students meet as a group to share and talk about what they have read and what they recorded on their Graphic Organizer. Monitor the group’s progress and support them, if necessary.

Have the students read the rest of the book and complete their Graphic Organizer. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Reading with teacher support Ask: What have we learned so far about rights and responsibilities?

Share your ideas with a partner. Have the students read chapter 3 to themselves. Review what the students have read. Ask: What are you thinking about rights and wants? Can you connect that to your own experiences? Invite the students to talk about their understandings. Have the students read chapters 4 and 5 to themselves. Ask: What connections are you making? Say: Now add your thinking about how adults and children around the world work for rights to your Graphic Organizer. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Reflecting on the reading strategy Encourage the students to talk about what they did to help themselves as readers. Ask: How did connecting what you knew to what you were reading help you understand the ideas in this book?

Why is it important for people to be aware of children’s rights? Do you agree that rights should come with responsibilities? Why? What is the difference between needs and wants? (Inferential) What is your opinion of the rights that have been decided upon for children? Why were they formulated? Are they fair? How does it make you feel that not all children’s rights are met? Do you think it is possible that all children in the world can have these rights met? If so, what needs to change? (Synthesizing) What do you think is the author’s view on children’s rights? What makes you believe this? Did the different text types help you to understand this topic? Explain your thinking. (Critical) Invite students to ask their own questions.

Going beyond the book Have students demonstrate their understandings by choosing one or more of the following tasks. The tasks can be completed independently, in pairs, or in a small group.

Speaking and listening Have students participate in a discussion about their classroom, using the following statement as a discussion starter: If we had a class charter it should say … One student can be the discussion leader to ensure all students have a fair turn, and one student can be the notetaker to record ideas.

Vocabulary Have students reread page 30. Ask them to list the first word in each of the dot points. Have them think about what type of words these are, i.e. they are all words that describe actions; they are verbs. Have students add at least ten more verbs to their list.

Visual literacy Have students create a poster that promotes an aspect of children’s rights.

Download the template at www.worldwise-reading.com/teacherresources Say: Do you agree with this statement? Encourage the students to talk about their ideas with a partner, then write their argument. Say: You will need to reread the information in the book about children’s rights, and use what you have learned in your writing.

Alternatively, the students could choose to focus on one of the rights and argue that it is the most important right for all children to have.

Activity card

Graphic Organizer: That reminds me of when …

Name/s:

WorldWise

™

Your connections and personal experiences Ch 1

Lesson Plan Xx

Content-based Learning

Level S (40)

Xxxxxxxxx

Your Rights explores the range of rights that all children have.

It considers children’s rights in relation to others, that rights bring responsibilities, that needs may be different to wants, and how rights change over time.

Informational text types: Report/Recount/Explanation/Argument/Procedure

Ch 2

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.Civ.4.3–5 Explain how groups of people make rules to create responsibilities and protect

Ch 3

freedoms • D2.Civ.6.3–5 Describe ways in which people benefit from and are challenged by working together, including through government, work places, voluntary organizations, and families • D2.Civ.9.3–5 Use deliberative processes when making decisions or reaching judgments as a group

Key concepts

• The United Nations has established the basic rights of all children • There is a difference between wants and rights • Many people and organizations work to improve people’s lives

Ch 4

Content vocabulary aid worker, charter, communal, consequences, conservationist, immunization, mural, orphan, protection, remote, responsibilities, rights, survival, tradition, wants

Text features

• Maps, picture graph, posters, text boxes, sign with labels, table, newspaper report, list of useful websites, glossary

Ch 5

Reading strategy

• Making connections to personal experiences

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan Your Rights © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 4(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

4(6) (E) Make connections to personal experiences, ideas in other texts, and society.

4(6) (F) Make inferences and use evidence to support understanding.

Writing 4(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 4(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.