The Universal Declaration of Human Rights
In this lesson, students will share their drafts of their fear narratives and give feedback in small groups. They’ll have class time to revise and complete a final draft. They’ll revisit the Universal Declaration of Human Rights to see what the document says about immigrants and refugees.
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
- Ask students to identify two things in their draft that work effectively and two things that need improving. They should include the specific lines.
Complete a Quick Write in response to the following questions.
- What are two things in your draft that work effectively?
- What are two things in your draft that need improving?
Fear Narrative Feedback
- Arrange the class in groups of two or three.
- Ask students to read their narrative drafts aloud to each other.
- Before moving from one writer to the next, group members should each give verbal feedback to the writer using the questions.
- ELL: Some ELLs may come from cultures in which critiquing is not regarded as something positive. Be sure these students understand that in this country we appreciate clear and specific feedback, and we consider it an important element in improving ourselves and our work.
Once you have settled into your small group, take turns reading your drafts of your narratives to each other, pausing after each reading to give verbal feedback in two ways.
- What is the most effective passage, sentence, or idea in the narrative?
- What question do you have about the story?
Fear Narrative Revision
- Give students time to process the feedback they received and to begin to make revisions.
- Remind them to use the Grade 12 Narrative Rubric when revising.
- Save time for the Closing activity.
Use the feedback from your small group to begin to revise your narrative.
- You should probably keep what your group members told you was most effective.
- Where they had questions, consider how you might change your narrative to address their confusion or concern.
- Read and revise your narrative with an eye on the Grade 12 Narrative Rubric.
Immigration and Refugee Rights
- Once students have had time to reread the Universal Declaration of Human Rights, call on one or two to point out what the document says about immigration or refugees.
- SWD: When calling on students, be sure to call on SWDs.
Return to the Universal Declaration of Human Rights, which you read and annotated earlier in the unit.
- Find specifically what the document says about immigration or refugees.
Independent Reading and Fear Narrative
- Remind students that final drafts of fear narratives are needed for Lesson 17.
Continue working on your assignments.
- Read your Independent Reading book. Plan to finish the book by Lesson 22.
- Write a final draft of your fear narrative. You will edit and proofread it during Lesson 17.