Daily Lesson Plan Format

Name: / Andrea Ringklib & Michelle Wendt
Class: / 6th Grade Social Studies/Language Arts
Title: / The Use of Children in Armed Conflicts
Objective: /
  • Identify areas of the world where children are affected by armed conflicts in the last 20 years, 1984 to the present day.
  • Collaborate on a google map to provide information on individual armed conflicts that involve the use of children by providing textural research, embedded images, and links to videos and primary sources from Library of Congress.

Students will be successful… / Students are able to collaboratively create a representation of the mapping
Eligible Content: /
  • Library of Congress Loc.gov website
  • Google Apps for Education (Google Maps, etc.)

Essential Question: / Where have children been affected by armed conflict in the last 20 years?
Small Group Instruction Objective: /
  • Work cooperatively

Checkpoints for Understanding: /
  • Discussion after Do Now
  • Guided practice
  • Giving visual representation of material
  • Asking clarifying questions
  • Using questioning and thinking strategies

Data Analysis / Final product
Differentiated Learning Strategies (Accommodations): /
  • Assign documents according to student-levels
  • Reading aloud
  • Chunking of information
  • One-to-one instruction
  • Extended activities for advanced learners

Higher Order Thinking Questions (HOT) /
  • What would happen if oral stories did not exist?
  • What do you imagine would have been the outcome if the WPA had not recorded the slave stories?

CCSS (ELA) / CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
CCSS.ELA-Literacy.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-Literacy.W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
CCSS.ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6here.)
CCSS.ELA-Literacy.W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.W.6.10 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 discipline-specific tasks, purposes, and audiences.
DAILY ACTIVITY
Introduction to New Material
(Instructional Goal)
Introduce objectives
Demonstrate how to master objective
Teacher Led /
  • Tell students the objective and the success criteria
  • Establish a need to know by showing a film clip or reading an excerpt from one of the books.
  • (TPR) Teacher will provide an envelope to each small group of students with new vocabulary words and their definitions. Students will work with their groups to match definitions to terms. When finished, they will check their answers against vocabulary list that teacher will hand out.

Guided Practice:
Work with students to practice the SAME task /
  • Slide show of art therapy drawings made by former child soldiers
  • Students will respond to a warm-up explaining why they think children would become child soldiers.
  • 5-10 minute lesson on each of the following topics
  • Judging the Reliability of Internet resources
  • Using Skepticism in Evaluating Resources
  • Primary documents
  • Citing Sources

Independent Practice/Guided Group:
Work in small groups to collaborate on different tasks /
  • Choose your country and conflict from list of countries, complete research Using research checklist.
  • Pin your research to the google map by editing the Collaborative Map and dragging a pin to the correct area on the map, pasting information from the research checklist into the text box, linking to any photos from library on Congress website or other Internet sources, and linking to any videos.

Exit Ticket Assessment given to assess mastery of daily objective /
  • Students will explore the Collaborative Map to see the countries and conflicts their peers have shared. Make recommendations for any changes before map is shared with general public.

Closing:
Summarize the day’s lesson, review objective. /
  • Explain how students can implement individual actions based on student recommendations.

Homework: /
  • Share link to Collaborative Google Map with school, family, and on educational sites.
  • Implement: Students can create images, video mashups, write persuasive letters, awareness poetry.

Additional Resources:

1. Topics for Report:

1. What is the conflict?
2. Timeline
3. Number of children involved
4. Ways in which children are affected
5. Identify key armed groups
6. Push factors in recruitment
7. Government Involvement
8. UN/Government/NGO involvement in taking action

2. Key Words:

Child Soldiers: A child soldier is a human being less than 18 years old, recruited by an army or simply participating in an armed conflict.

Convention on the Rights of the Child: part of the legally binding international instruments for the guarantee and the protection of Human Rights. Adopted in 1989, the Convention’s objective is to protect the rights of all children in the world.

Darfur: is a region in western Sudan inhabited by Black Africans caught in a racial war with Sudan.

Discrimination: The unjust or prejudicial treatment of different categories of people or

things, especially on the grounds of race, age, or sex.

Human Trafficking: the trade in humans, most commonly for the purpose of sexual slavery, forced labor or for the extraction of organs or tissues, including surrogacy and ova removal. Trafficking is a lucrative industry, representing an estimated $32 billion per year in international trade, compared to the estimated annual $650 billion for all illegal international trade circa 2010.

Indigenous People: the first people of the land, and having cultural ties to the original nations of the land. Indigenous people are genetically, historically, and culturally from or linked to the original or first nations of the land before colonization.

Infrastructure: is basic physical andorganizational structures needed for the operation of asociety,enterpriseor the services and facilities necessary for aneconomy to function

Internally Displaced Persons: is someone who is forced to flee his or her home but who remains within his or her country's borders. They are often referred to asrefugees, although they do not fall within the current legal definition of a refugee.

Referendum: is a directvote in which an entireelectorate is asked to either accept or reject a proposal. This may result in the adoption of a newconstitution, aconstitutional amendment, alaw, therecall of an elected official or simply a specific government policy. It is a form ofdirect democracy.

Self-Determination: the right of a people to decide upon its own political status or form of government, without outside influence.

Sharia Law: Sharia Lawis themoral code andreligious law ofIslam

Shadow Report: The purpose of Shadow Reports (also referred to as ‘parallel reports’ or ‘alternative reports’) is to supplement, or "shadow", the report of the government of a particular nation either to the Treaty Body Committees or to the UPR as “additional information”. In addition to the government report, the Treaty Bodies may receive information on a country’s human rights situation from other sources, including non-governmental organizations, UN agencies, other intergovernmental organizations, academic institutions and the press.

Sovereign Nation: a state that governs its own affairs in its own territory without outside interference

Subsistence Economy:A subsistence economy, is an economy in which the people barely meet their everyday needs and live in isolation It is often seen as a major factor for poverty in developing nations.

Universal Declaration of Human Rights: is a declaration adopted by theUnited Nations General Assembly and represents the first global expression ofrights to which all human beings are inherently entitled. It consists of 30 articles which have been elaborated in subsequent international treaties, regional human rights instruments, national constitutions and laws.