Published on AASL Learning4Life Lesson Plan Database (http://aasl.jesandco.org)

Taking Action for Human Rights 4: Evaluate

Created by: 
Elizabeth Gartley
Title/Role: 
Grad Student / Activist
Organization/School Name: 
Simmons GSLIS / Get On The Bus for Human Rights
Location: 
Massachusetts
Grade Level: 
10, 11, 12
Type of Lesson: 
Lesson in a unit
Related lesson: 
Taking Action for Human Rights 3: Do
Type of Schedule: 
Combination
Collaboration Continuum: 
Intensive
Content Area: 
Language Arts
Content Topic: 
Human Rights

Standards for the 21st-Century Learner

Skills Indicator(s): 
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
Dispositions Indicator(s): 
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
Responsibilities Indicator(s): 
3.3.4 Create products that apply to authentic, real-world contexts.
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
Self-Assessment Strategies Indicator(s): 
3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.
Scenario: 
*Lesson four of four.* The high school Amnesty International Club will be participating in a large human rights event in the spring. In speaking with the club's faculty coordinator, the ELA teacher and school librarian have realized that the taking action model that human rights defenders use is very similar to the writing standards expected of high school students in the ELA Common Core State Standards and strands in the AASL Standards for the 21st Century Learner. The ELA teacher and school librarian will have students create action plans which identify concerns regarding a specific human rights case, establish significance of the case, provide sufficient evidence (identify which human rights are being violated, and cite appropriate human rights documents and organizations), and includes a concluding statement. Students will also share their new knowledge with peers through a written case summary and creative element (demonstration, art or media project).
Overview: 
How can ordinary people defend human rights? Students will research and develop an action plan regarding a contemporary human rights violation. Students will gain hands-on experience in grassroots activism which will inform and inspire human rights activism later in life. *Lesson four of four.*
Final Product: 
In this final lesson of the Taking Action for Human Rights unit, students will present their final projects. Final projects should include three components: Letter writing campaign (or petition), Case summary addressed to classmates, Creative element (demonstration, art or media project).
Library Lesson: 
This is the final lesson in a four-part unit in which students will think critically about the meaning of human rights and how ordinary people can stand up for human rights. In this concluding lesson, students will use writing and speaking skills to communicate new understandings and demonstrate leadership and confidence by presenting ideas to classmates. By the end of this lesson students will be able to 1. Present human rights cases to peers and instructors with substantive supporting arguments and maintaining an appropriate tone. 2. Demonstrate creativity in using artistic or technology formats to share new knowledge.
Estimated Lesson Time: 
90 minutes

Assessment

Product: 
Instructors will assess the three components of students' final project according to rubrics. For the letter, the rubric should account for the following: 1. Letter is addressed to an appropriate target and includes full address, 2. Letter is free of grammatical errors, 3. Letter includes a clearly written summary of the key case details, 4. Letter includes a concluding paragraph with an appropriate call to action. For the case summary, the rubric should account for the following: 1. Case summary is written for a student audience, 2. Case summary is free of grammatical errors, 3. Case summary follows a clear line of reasoning and includes supporting evidence, 4. Case summary includes a concluding paragraph with suggestions for further action. For the creative component, rubric should address the following: 1. Creative project incorporates students' interests and strengths, 2. Creative project accurately captures key points of the human rights case, 3. Creative project shows strong effort and creativity, 4. Creative project elicits an appropriate emotional response from viewers.
Process: 
Instructor will assess students’ participation according to a checklist which covers the following items: Actively participates in discussions, contributing questions and ideas, Remains respectful of classroom rules and routines, Actively listens to peers and instructors, Provides appropriate feedback to peers' projects and presentations according to peer review rubric.
Student self-questioning: 
During this final lesson, students will provide feedback to peers according to a peer review rubric. Students will also self-assess the learning product and process according to the project rubric.

Instructional Plan

Resources students will use: 
Event (ie. exhibition, webcast, conference, workshop, performance)
Still image (i.e.paintings, drawings, plans, and maps)
Moving Image (i.e. animations, movies, tv program, video)
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)
Sound (i.e. music playback file, audio compact disc, recorded speech or sounds)
Text (books, letters, poems, newspapers, etc.)
Interactive Resource URL: 
http://
Resources instructor will use: 
Other
Other instructor resources: 
Project Rubric

Instruction/Activities

Direct instruction: 
Instructor will introduce the process for this final lesson. Students will take turns presenting their projects. Meanwhile, classmates will listen and provide written feedback according to the project rubric. To conclude, students will write a self-assessment/reflection assessing the quality of the learning process and learning product according to the project rubric. Students will present their human rights cases and creative projects for instructor and peer review. Students will present the case summary, and instructors and classmates will be invited to read and sign the case letter campaign (or petition). Students will also exhibit, show, or perform the creative component of their project.
Modeling and guided practice: 
Instructor will introduce and review the project rubrics. Students will provide peer feedback according to the rubric as classmates present their projects. After the first student group has presented, the instructor will guide the class through the elements of the rubric, and instruct the class to write comments in the box they think is most appropriate (on a rating scale of 1 to 4). Likewise, students will write reflection comments for their own assessment in the rubric as well.
Independent practice: 
Students will present their human rights cases and creative projects for instructor and peer review. Students will present the case summary, and instructors and classmates will be invited to read and sign the case letter campaign (or petition). Students will also exhibit, show, or perform the creative component of their project.
Have you taught this lesson before: 
No

AASL/Common Core State Standards Crosswalk

English Language Arts: 

CC.9-10.SL.4 » English Language Arts » Presentation of Knowledge and Ideas » 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (9,10)

CC.11-12.SL.4 » English Language Arts » Presentation of Knowledge and Ideas » 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (11,12)

CC.9-10.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (9,10)

CC.11-12.SL.1.a » English Language Arts » Comprehension and Collaboration » a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (11,12)

CC.9-10.SL.1.c » English Language Arts » Comprehension and Collaboration » c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (9,10)

CC.11-12.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (11,12)

CC.11-12.SL.1.c » English Language Arts » Comprehension and Collaboration » c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (11,12)

CC11-12WH/SS/S/TS1 » Writing Standards » 1. Write arguments focused on discipline-specific content. (11,12)

CC11-12WH/SS/S/TS2 » Writing Standards » 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (11,12)

CC.9-10.W.4 » English Language Arts » Production and Distribution of Writing » 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (9,10)

CC.9-10.SL.6 » English Language Arts » Presentation of Knowledge and Ideas » 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. (9,10)

CC.11-12.W.10 » English Language Arts » Range of Writing » 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (11,12)

CC.9-10.W.6 » English Language Arts » Production and Distribution of Writing » 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. (9,10)

CC.11-12.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. 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 appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (11,12)

CC.9-10.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (9,10)

CC.11-12.W.1.e » English Language Arts » Text Types and Purposes » e. Provide a concluding statement or section that follows from and supports the argument presented. (11,12)

CC.9-10.W.2.a » English Language Arts » Text Types and Purposes » a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (9,10)

CC.11-12.W.2.a » English Language Arts » Text Types and Purposes » a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (11,12)

CC.11-12.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (11,12)

CC11-12WH/SS/S/TS1e » Writing Standards » e. Provide a concluding statement or section that follows from or supports the argument presented. (11,12)

CC.9-10.W.1.c » English Language Arts » Text Types and Purposes » c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (9,10)

CC.11-12.W.1.d » English Language Arts » Text Types and Purposes » d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (11,12)

CC.9-10.W.2.b » English Language Arts » Text Types and Purposes » b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. (9,10)

CC9-10WH/SS/S/TS2c » Writing Standards » c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. (9,10)

CC9-10WH/SS/S/TS2d » Writing Standards » d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. (9,10)

CC.11-12.W.2.e » English Language Arts » Text Types and Purposes » e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (11,12)

CC.11-12.W.2.f » English Language Arts » Text Types and Purposes » f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (11,12)

CC.11-12.W.1.c » English Language Arts » Text Types and Purposes » c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (11,12)

CC.11-12.W.2.b » English Language Arts » Text Types and Purposes » b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. (11,12)

CC11-12WH/SS/S/TS2e » Writing Standards » e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). (11,12)

CC.9-10.L.1 » English Language Arts » Conventions of Standard English » 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (9,10)

CC.9-10.L.2 » English Language Arts » Conventions of Standard English » 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (9,10)

CC.11-12.W.1 » English Language Arts » Text Types and Purposes » 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (11,12)

CC.9-10.W.1.b » English Language Arts » Text Types and Purposes » b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. (9,10)

CC.11-12.W.2 » English Language Arts » Text Types and Purposes » 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (11,12)

CC.9-10.W.2.c » English Language Arts » Text Types and Purposes » c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (9,10)

CC.9-10.W.2.d » English Language Arts » Text Types and Purposes » d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. (9,10)

CC.9-10.W.3 » English Language Arts » Text Types and Purposes » 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (9,10)

CC.11-12.W.1.b » English Language Arts » Text Types and Purposes » b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. (11,12)

CC.11-12.W.2.c » English Language Arts » Text Types and Purposes » c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (11,12)

CC.11-12.W.2.d » English Language Arts » Text Types and Purposes » d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. (11,12)

CC9-10WH/SS/S/TS2a » Writing Standards » a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (9,10)

CC11-12WH/SS/S/TS2a » Writing Standards » a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (11,12)

CC.11-12.W.6 » English Language Arts » Production and Distribution of Writing » 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (11,12)

CC9-10RS/TS7 » Reading Standards for Literacy in Sci Tech » 7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. (9,10)

CC9-10RH/SS7 » Reading Standards for History » 7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. (9,10)

CC11-12RH/SS7 » Reading Standards for History » 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. (11,12)

CC.11-12.SL.5 » English Language Arts » Presentation of Knowledge and Ideas » 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (11,12)

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