NAME  Jon Briggs                                                                                                                     DATE




TITLE OF LESSON Exploring Human Rights Issues Around the World.




DATE OF LESSON Day 2 of 10 Unit


CA CONTENT STANDARD(S) WHST Grades 9-10 8. Gather relevant information from multiple

authoritative print and digital sources (primary and secondary), 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.


CA ELD STANDARD(S) 1. Expanding- Exchanging information/ideas Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade‐appropriate academic topics by following turn‐taking rules, asking and answering relevant, on‐topic questions, affirming others, providing additional, relevant information, and paraphrasing key ideas.


BIG IDEA ADDRESSED/ENDURING UNDERSTANDING: Even though the United Nations has adopted the UDHR, there are still thousands are instances around the world where human rights are still being violated today.


ESSENTIAL QUESTIONS What are some examples of human rights violations around the world?

OBJECTIVE(S) OR LEARNING GOAL(S) Cognitive-After researching and exploring human rights violations around the globe, SWBAT to identify four different issues.

ASSESSMENT(S) - Formative- completed graphic organizer that shows at four different issues researched.


PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL - Because this is an activity where students need to self discover human rights issues on their own, there is the potential for some students copy off each other.  Ticket out of door and progress monitoring will limit.



1. Teacher will display the daily warm up question; “What do now know about human rights that you did not know before yesterday?  Did anything surprise you?  Use 4-5 sentences to explain your learning. (5 Mins)

2.  Teacher will bring the class together and discuss student responses to the warm up. (3 Mins)

3.  Teacher will refer to video from yesterday to prompt group discussion about current human rights violations around the world today and pass out graphic organizer. (2 mins)

4.  Teacher will explain the directions for completing the graphic organizer. (5 mins)

a.  explain to students that will individually explore at least 4 different issues and use their graphic organizer.

b.  using the computer and projector, the teacher will show students the section of the ITU website where students can find links to websites where they can explore issues.

5.  Teacher tells students to work on their graphic organizers independently for 25 minutes and circles the classroom to guide students.  (25 Mins.)

6.  Teacher instructs students to examine the four different topics they researched and choose one they want to discuss with their group. (2 mins.)

7.  Teacher instructs students to present to topic of choice to their groups. (8 mins.)

8.  Teacher asked students to decide which topic as a group they will champion for their group project. (5 mins.)

9.  Teacher ask each group what their topic of choice is and instructs group leader name the topic of their group’s decision on the class Google Doc. (1 min)

10.  Teacher will instruct all students to turn in their graphic organizer as their ticket out the door. (1min)


STUDENT ACTIVITIES: What the students do

1. Students will respond to writing prompt for warmup.  (5 min.)

2. Students will share their response in a group discussions.  (3 mins.)

3. Students will receive the graphic organizer and reflect on video they view the day before and begin to think about some issues they would want to explore. (2 mins.)

4. Students will listen to teacher explain the task of completing the graphic organizers. (5 mins.)

5.  Students research topics and complete the graphic organizer independently. (25 mins.)

6.  Students choose one of the topic they explored to present to their groups. (2 mins.)

7.  Students present their topic to their groups. (8 mins.)

8.  Students discuss which topic they should research further after a group discussion. (5 min.)

9.  Students listen as each group shares their topic while group leader post their topic to the class google form. (1 min.)

10.  Students turn in completed graphic organizers. (1 min.)

INFO ABOUT English Learner

·         Readiness level- Maria. M CDELT lvl 3,  writes well, reads according to her level

·         Learning profile: strengths and challenges Visual learner, excels at explaining her learning through writing

·         Interests—academic and/or personal Taking photography and part of yearbook club


DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS - choose area(s) as necessary based on information above

·         Content - what material - including key vocabulary - is learned

English learners should get to 70% of the graphic organizer. The remaining 30% can be reviewed in their groups. Research can be obtained through the study of images. (Based on students learning profile and readiness level)

·         Process - how the material is learned

The graphic organizer is filled out with a partner of student’s choice. (Students’ interest personal and/or academic)

·         Product - how the learning is demonstrated

The daily update form is filled out using correct grammar and spelling. Content of student’s response will be reviewed one-on-one on day 2 with compliments to strengths and clarification for expectation for future update forms. (Based on students’ readiness level)



·         Readiness level- Sam R. Mild Autism

·         Learning profile: strengths and challenges gets overwhelmed by writing large amounts, has a hard time keeping up with most of his classmates.  Guided notes helps Sam to focus on listening to content explanation of teacher.

·         Interests—academic and/or personal ROTC member that wants to join Airforce one day.


DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS - choose area(s) as necessary based on information above

·         Content - what material - including key vocabulary - is learned

The provided graphic organizer lays out what information needs to be filled out. By doing examples together, the material is differentiated for their readiness level and learning profile. Sam’s graphic organizer has sentence frames to organize his thoughts.

·         Process - how the material is learned

Sam has the opportunity to work with someone he is comfortable with so he can bounce ideas off of.

·         Product - how the learning is demonstrated

The daily update form is filled out to the student’s own abilities on what he or she thinks his or her goals would be. This addresses students’ learning profile.




Student Chromebooks

Graphic organizer-

Google Form-

Internet Resources


REFLECTION: Questions to consider after the lesson

What went well? Why? What evidence do I have that shows the extent to which the lesson was effective? What problems do students still have? How  will I deal with the students whose understanding of the material is weak? How will I remediate? What changes will I make to enhance learning the next time I teach this lesson?  Why?

ITU has not taught yet.

Single Subject Lesson Design Rubric


See Lesson Design Resources Website for more details: 


Design Component

& Criteria



(includes the criteria for Approaching)


(includes the criteria for Approaching & Meets)

Title, Curriculum Area & Grade Level


Provides a title that is related to the lesson activity

& addresses the unit it belongs to and in what curriculum area and grade

& describes where it fits within a unit plan, i.e. Third lesson in a 4-week unit on Colonization.

Rationale: Big Ideas & Essential Questions


Describes the rationale for teaching this lesson (big ideas, enduring understandings, essential questions) …

& addresses how the instructional strategies and the student activities are suited to meet the standard and objective of the lesson…

& explains how the assessment is a valid (authentic) and reliable (consistent) way to assess student learning.

Standards, Objectives & Assessments


Both CA Content and ELD Standards are identified and each is addressed in an objective that contains a condition, verb, and criteria and is assessed

& each objective is labeled by the type (cognitive, affective, psychomotor or language), the number of the standard it addresses and the type of assessment is labeled (diagnostic, formative or summative)

& expectations are clearly communicated to students via rubric, model or sample student work.


Prediction of Likely Difficulties


Possible misconceptions or assumptions are identified

& the misconception or assumptions are identified as being in the content, process or product of the lesson

& the instructional strategies, student activities &/or the differentiation strategies work to avoid these misconceptions or assumptions.

Instructional Strategies


Provides an into, through and a beyond activity for lesson…

& describes in detail the steps the teacher will take to implement the lesson and instructional materials (i.e. graphic organizer, ppt, model, rubric)…

& provides a written script for teacher and times for each activity.

Student Activities


Describes what the students will do during the into, through and beyond activity of the lesson…

& each activity is student centered with multiple opportunities for the instructor to check for understanding…

& provides criteria for the student activities and times for each activity.

Student Information


Identify the names of the students that need differentiation (both ELL & Students w/ Sp Ed needs)

& describe each of the students readiness level, learning profile and interests

& includes prior successful differentiation strategies for each student.



Describes the differentiation strategy for the ELL and the students with special education needs …

& labels the strategy (content, process or product) and the way it addresses the students identity and developmental needs (readiness, interest or learning profile)…

& provides how the strategy will be assessed for effectiveness and altered if needed.



All instructional materials needed to implement the lesson are listed.

All instructional materials that are needed to implement the lesson are listed and described.

& all materials listed for the unit are listed and provided, such as power point, graphic organizer, sample student work, assignment rubric, quiz...



Lesson has not yet been given

Reflection is provided on the strengths, limitations, assessment and differentiation plan.

The reflection addresses all prompts and identifies what would be done next based on this reflection.

Lesson has not yet been given

Reflection is complete and a new lesson is provided to address the concerns in the reflection.


(10% will be deducted

if not included)

Provides a copy of the rubric with the lesson plan…

& highlights or circles the evaluated criteria for each lesson component…

& provides evidence for each criteria marked.