Bringing Children’s Rights Alive

44 Pages·2009·1.62 MB·English

Bringing children’s rights alive | 1
Bringing Children’s Rights Alive

grade 6 language arts and social studies lessons
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2 | Bringing children’s rights alive
Prepared By:
laboni islam, Peel district school Board
danielle dominick, UniceF canada
UniceF canada, 2008
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TABle of ConTenTs
Page
4 Grade 6 enGlish lAnGuAGe ARTs — Curriculum expectations
6 activity 1 english language arts:
• Listening and Speaking — Rights & Wants

11 activity 2 english language arts:
• Reading UN Convention on the Rights of the Child
17 activity 3 english language arts:
• Reading & Speaking — Children’s Rights in the “Real World”
20 activity 4 english language arts:
• Viewing & Writing — If the World Were a Village
25 Grade 6 soCiAl sTudies — Curriculum expectations
27 activity 1 social studies:
• Individuals, Societies and Economic Decisions
• Industrialized, Developing, and Least Developed Countries
29 activity 2 social studies:
• Individuals, Societies and Economic Decisions
• World Trivia Challenge!
32 activity 3 social studies:
• Individuals, Societies and Economic Decisions
• Food
34 activity 4 social studies:
• Individuals, Societies and Economic Decisions
• Education
37 activity 5 social studies:
• Individuals, Societies and Economic Decisions
• Health
41 activity 6 social studies:
• Individuals, Societies and Economic Decisions; Interdependence
• Work
43 sources
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Grade 6 english language Arts – Pan-Canadian General (overall) expectations
Western and Northern
Provinces and Territories Ontario Quebec Atlantic Provinces
• students will listen to explore • listen in order to understand • to listen to literary, popular, • listen to explore, extend,
thoughts, ideas, feelings, and and respond appropriately in and information-based texts clarify, and reflect on their
experiences a variety of situations for a • to use a response process thoughts, ideas, feelings, and
• students will listen to variety of purposes when listening to literary, experiences
comprehend and respond • reflect on and identify their popular, and information- • interact with sensitivity
G
personally and critically to strengths as listeners, areas based texts and respect, considering
n
oral texts of improvement, and the • to construct her/his own view situation, audience, and
i
n • students will listen strategies they found most of the world through listening purpose
e to manage ideas and helpful in oral communication to literary, popular, and
T
information situations information-based texts
s
i • students will listen to
l
enhance the clarity and
artistry of communication
• students will listen to
celebrate and build
community
• students will speak to • use speaking skills and • to use language (talk) for • speak to explore, extend,
explore thoughts, ideas, strategies appropriately to learning and thinking clarify, and reflect on their
feelings, and experiences communicate with different • to use language (talk) to thoughts, ideas, feelings, and
• students will speak to audiences for a variety of communicate information, experiences
comprehend and respond purposes experiences, and point of • communicate information
G personally and critically to • reflect on and identify their view and ideas effectively and
n oral, print, and other media strengths as speakers, areas • to interact in collaborative clearly, and to respond
i texts of improvement, and the group activities in a variety of personally and critically
K
A • students will speak strategies they found most roles • interact with sensitivity
e to manage ideas and helpful in oral communication and respect, considering
P information situations situation, audience, and
s • students will speak to purpose
enhance the clarity and
artistry of communication
• students will speak to
celebrate and build
community
• students will read to explore • read and demonstrate an • to read literary, popular, and • select and read with
thoughts, ideas, feelings, and understanding of a variety information-based texts understanding a range of
experiences of literary, graphic, and • to use a response process literature, information, and
• students will read to informational texts, using when reading literary, media texts
comprehend and respond a range of strategies to popular, and information- • interpret, select, and
personally and critically to construct meaning based texts combine information using
print texts • recognize a variety of text • to construct her/his own a variety of strategies,
• students will read to manage forms, text features, and view of the world through resources, and technologies
G ideas and information stylistic elements and reading literary, popular, and • respond personally to a
n • students will read to demonstrate understanding information-based texts range of texts
di enhance the clarity and of how they help • to construct a profile of self • respond critically to a range
A artistry of communication communicate meaning as reader of texts, applying their
e • students will read to • use knowledge of words • to self-evaluate her/his understanding of language,
R celebrate and build and cueing systems to read reading development form, and genre
community fluently • to construct meaning by
• reflect on and identify their applying appropriate reading
strategies as readers, areas strategies
for improvement, and the
strategies they found most
helpful before, during, and
after reading
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Grade 6 english language Arts – Pan-Canadian General (overall) expectations
Western and Northern
Provinces and Territories Ontario Quebec Atlantic Provinces
• students will write to explore • generate, gather, and • to write self-expressive, • use writing to explore, clarify,
thoughts, ideas, feelings, and organize ideas and narrative, and information- and reflect on their thoughts,
experiences information to write for an based texts feelings, experiences, and
• students will write to intended purpose • to follow a process when learning; and to use their
comprehend and respond • draft and revise their writing imagination
personally and critically to writing, using a variety of • to construct profile of self as • create texts collaboratively
oral, print, and other media informational, literary, and writer and independently, using
texts graphic forms and stylistic • to use writing as a system a variety of texts forms for
• students will write to manage elements appropriate for the for communicating and a range of audiences and
G
ideas and information purpose and audience constructing meaning purposes
n
• students will write to • use editing, proofreading, • to self-evaluate her/his • use a range of strategies
i
T enhance the clarity and and publishing skills and writing development to develop effective writing
Ri artistry of communication strategies, and knowledge • to integrate her/his and to enhance their clarity,
W • students will write to of language conventions, knowledge of texts into own precision, and effectiveness
celebrate and build to correct errors, refine writing
community expression, and present their
work effectively
• reflect on and identify their
strengths as writers, areas
for improvement, and the
strategies they found most
helpful at different stages in
the writing process
• students will view to explore • demonstrate an understand- • to follow a process to • select and view with
thoughts, ideas, feelings, and ing of a variety of media texts respond to media texts understanding a range of
experiences • identify some media forms • to construct her/his own view visual texts
• students will view to and explain how the of the world through media • interpret, select, and
comprehend and respond conventions and techniques • to self-evaluate her/his combine information using
G
personally and critically to associated with them are development as a viewer of a variety of strategies,
n
media texts used to create meaning media texts resources, and technologies
i
W • students will view to manage • reflect on and identify • to apply appropriate
e ideas and information their strengths as media strategies for constructing
i • students will view to interpreters, areas for meaning
V
enhance the clarity and improvement, and the
artistry of communication strategies they found most
• students will view to helpful in understanding
celebrate and build media texts
community
• students will represent to • create a variety of • to represent her/his literacy • use other ways of
explore thoughts, ideas, media texts for different in different media representing to explore,
feelings, and experiences purposes and audiences, • to follow a production clarify, and reflect on
• students will represent to using appropriate forms, process in order to their thoughts, feelings,
G comprehend and respond conventions, and techniques communicate for specific experiences, and learning;
n personally and critically to • reflect on and identify their purposes to a specified and to use their imagination
Ti oral, print, and other media strengths as media creators, audience • create texts collaboratively
n texts areas for improvement, and • to self-evaluate her/his and independently, using
e • students will represent the strategies they found development as a producer a variety of texts forms for
s to manage ideas and most helpful in creating of media texts a range of audiences and
e information media texts purposes
R
• students will represent to • use a range of strategies
P
e enhance the clarity and to develop other ways of
R artistry of communication representing and to enhance
• students will represent their clarity, precision, and
to celebrate and build effectiveness
community
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6 | Bringing children’s rights alive

ACTiViTy 1 english langUage arts: lisTeninG And sPeAKinG
Rights & Wants
PuRPose: • To learn what rights are, what wants are, and what the difference is between them
• To practice listening and speaking skills
ResouRCes: • Rights & Wants cards (copied, cut, and put in envelopes; one set for each pair of students)
• Rights & Wants cards (enlarged and posted in a column on the blackboard or wall)

Activity
1. divide the students into pairs.
2. Distribute the Rights & Wants card envelopes to each pair.
3. have the students imagine that they have all these items:
— How do you feel having all these items?
4. Tell the pairs that they have to give up two items. Give the pairs 1 minute to discuss
and decide.
5. Have each pair share its decision, then, as a class, make a decision (strive for
Teaching
consensus).
Tip
6. On the blackboard or wall, move the items that have been given up to a new column.
This task requires 7. tell the pairs that they have to give up three items. give the pairs 1 minute to discuss
a lot of active and decide.
listening, which
8. Have each pair share its decision, then, as a class, make a decision (strive for
is listening with
consensus).
the intention of
9. On the blackboard or wall, move the items that have been given up to the new column.
learning. In an
active listening 10. tell the pairs that they have to give up four items. give the pairs 1 minute to discuss
task, students and decide.
can demonstrate 11. Have each pair share its decision, then, as a class, make a decision (strive for
that they are consensus).
listening by taking
12. On the blackboard or wall, move the items that have been given up to the new column.
notes, answering
13. discuss the items that have been kept and those that have been given up:
questions, and
responding to • How do you feel having given up 9 out of the 20 items that you once had?
their peers’ ideas. • How are the items that you kept similar?
Encourage them
• How are the items that you gave up similar?
to use language
• What is the main difference between the items that you gave up and the items that
like: “I agree with...
you kept?
because...,” or “I
disagree with... 14. Tell the student that the items that were kept are considered rights (basic needs).
because... .” Try 15. Tell students that the items that were note kept are considered wants (not basic needs).
recording the
16. discuss:
discussion so that
it can be used as • Do you think all the people in the world have the things (materials goods, etc.) that
they might want? Why?
assessment.
• Do you think all the people in the world have the rights that they need? Why?
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