Human+rights

On the first day, the classes are presented to the human rights, so they are familiarised with the subject of the unit. The second day, the project is done in groups in different classes. Each classroom will work with a different rights. On the third day the cycles meet up and present their projects. On the last day the whole project of all the forms is shown to the entire school. In our final task we want our pupils to share their work on the human rights and the information that they compilate and work on, during the week. We want also the families to be integrated in this work, as we ask the children to implies their parents in this project, we as well want them to see the results of their sons work. The final activity can be shared at the meeting room, a big mural is the object that collect and gives us the opportunity to show the different works and the rights, to all our pupils and families. This mural will be fixed in the main entrance of the school, for everybody to watch it.
 * About the unit/ Where this unit fits ||
 *  This unit is dedicated to the Human Rights, and will be developed and presented on Human Rights day on the tenth of December. The unit is developed throughout a week and by the whole school years; From the 1 st  form to the 6 th .

Our mural will be continuous paper divided in six parts, one per school form. For each year, two to three representatives, who will be seated in the front rows of the auditorium. -The representatives of the first formers, will stick on at the mural a collage on families and will read out the poem they have been working on.  -The representatives of the second formers, will stick a flower in which each petal, done by each pupil, will have a sentence and an image.The representatives will then read each petal out loud. -The representatives of the third form will stick a poster with newspaper, headlines and photos related to them which they have done previously.The representatives will then read each headline out loud. -The representatives of the fourth fifth and sixth form,will put on the mural the representative image as well as the text they have chosen, and read it out. the fourth form will read the poem they worked on -The fifth form will read the sentence that explains the image and the right. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">-The sixth form representatives will read the significant sentence that summarises the report they have worked on. ||


 * <span style="background-color: #b3b3b3; color: #000000; font-family: Arial; font-size: 19px; text-decoration: none; vertical-align: baseline;">Prior Learning || <span style="background-color: #b3b3b3; color: #000000; font-family: Arial; font-size: 19px; text-decoration: none; vertical-align: baseline;">Language used in the unit || <span style="background-color: #b3b3b3; color: #000000; font-family: Arial; font-size: 19px; text-decoration: none; vertical-align: baseline;">Important Resources ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Autoregulation

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Basic behaviour rules and why they are necessary. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: justify; text-decoration: none; vertical-align: baseline;">Oral language. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: justify; text-decoration: none; vertical-align: baseline;">Body language. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Non-verbal language (Emblems and illustrators) || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Real materials- news articles and videos.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Human rights chart.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Drawing about various human rights: Equality, home, family, education.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Poems, songs, stories related with Human Rights.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Mural. ||


 * <span style="background-color: #b3b3b3; color: #000000; font-family: Arial; font-size: 19px; text-decoration: none; vertical-align: baseline;">Expectations ||  ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">At the end of this unit all the children must || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Know what “to have rights” means

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Know if everyone have right and explain why

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Know human rights exist, and how to behave according to them.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Know that must take responsibility for protecting themselves and protect their classmates. ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">At the end of this unit most of the children should || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Be aware that in some parts of the world human rights are not being respected. ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">At the end of this unit some of the children could || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Be able to know and name the human rights. ||

**__UNIT FOR CHILDREN OF SECOND LEVEL__**
<span style="color: #000000; font-family: 'Latha','sans-serif';">- Basic behaviour rules and why they are necessary <span style="color: #000000; font-family: 'Latha','sans-serif';">- Understand simple oral messages. <span style="color: #000000; font-family: 'Latha','sans-serif';">- Match simple keywords with pictures. <span style="color: #000000; font-family: 'Latha','sans-serif';">- Memorize simple sentences. || <span style="color: #000000; font-family: 'Latha','sans-serif';">- Pupils work a specific vocabulary about the values, needing verbal and non-verbal language. <span style="color: #000000; font-family: 'Latha','sans-serif';">- Teacher use illustrators and emblems. <span style="color: #000000; font-family: 'Latha','sans-serif';">- In the song, we use the body language. || <span style="color: #000000; font-family: 'Latha','sans-serif';">- In the individual task, we specify the different resources. || <span style="color: #000000; font-family: 'Latha','sans-serif';">- Be conscious that pupils have right but also duty. <span style="color: #000000; font-family: 'Latha','sans-serif';">- Understand we live in a society. || <span style="color: #000000; font-family: 'Latha','sans-serif';">- Assume roles within a small groups. || <span style="color: #000000; font-family: 'Latha','sans-serif';">- Remember to the names of all values that all levels had works. ||
 * **<span style="color: #000000; font-family: 'Latha','sans-serif';">About the unit/ Where this unit fits ** ||
 * <span style="color: #000000; font-family: 'Latha','sans-serif';">Our units are for children of 2º level of Education Primary. In all units, we will work with the human rights, although differents activities:
 * <span style="color: #000000; font-family: 'Latha','sans-serif';">One of these activities to be will work about the human rights although the hands of paper (it was made by pupils of 1º level), where my pupils will stick the meaning about one value. The teacher will divide the classroom in 10 groups with one value each group. These groups will have a value that they will have to search information on the laptop. When the pupils have got the information, they will have to put o small cardboards the meaning of the value. Then, the small cardboard will be stick on the paper hands of the 1º level.
 * <span style="color: #000000; font-family: 'Latha','sans-serif';">Other activity is to make a mural between all levels of primary education.The children of second level work the Education right. They to make a big flower, in which each petal each child put a word or sentence and one drawing about the Education.Two children of this course will to put the flower in the mural and they will read all the words that every child wrote about what the word Education transmit to them. ||
 * **<span style="color: #000000; font-family: 'Latha','sans-serif';">Prior Learning ** || **<span style="color: #000000; font-family: 'Latha','sans-serif';">Language used in the unit ** || **<span style="color: #000000; font-family: 'Latha','sans-serif';">Important Resources ** ||
 * <span style="color: #000000; font-family: 'Latha','sans-serif';">- Autoregulation.
 * **<span style="color: #000000; font-family: 'Latha','sans-serif';">Expectations ** ||
 * <span style="color: #000000; font-family: 'Latha','sans-serif';">At the end of this unit all the children must |||| <span style="color: #000000; font-family: 'Latha','sans-serif';">- Know the human right.
 * <span style="color: #000000; font-family: 'Latha','sans-serif';">At the end of this unit most of the children should |||| <span style="color: #000000; font-family: 'Latha','sans-serif';">- Understand the importance of the values in a democratic society.
 * <span style="color: #000000; font-family: 'Latha','sans-serif';">At the end of this unit some of the children could |||| <span style="color: #000000; font-family: 'Latha','sans-serif';">- Be able to apply the values in their live.

<span style="font-family: 'Latha','sans-serif';">-Be able to know the rights and duties that children have. <span style="font-family: 'Latha','sans-serif'; font-size: 16px;">-Be able to Understand the social reality in which they live. || <span style="font-family: 'Latha','sans-serif'; font-size: 16px;">- Discussion of previous ideas to see what they know about the rights, teacher gives different displays with words and children have to say which of this displays they believe that are right and why. || - Select the correct words. <span style="font-family: 'Latha','sans-serif'; font-size: 16px;">- Answer correctly to the questions ||
 * **<span style="font-family: 'Latha','sans-serif'; font-size: 18.6667px;">Lessons Overview ** ||
 * Lesson || Learning goals || Learning outcomes || Main activity || Assessment criteria ||
 * 1 || <span style="font-family: 'Latha','sans-serif'; font-size: 16px;">-To understand the meaning that children have rights. <span style="font-family: 'Latha','sans-serif';">- To know the rights and duties that children have. <span style="font-family: 'Latha','sans-serif'; font-size: 16px;">-Be able to Understand the social reality in which they live. || <span style="font-family: 'Latha','sans-serif';">-Be able to understand the meaning that children have rights.
 * 2 || <span style="font-family: 'Latha','sans-serif'; font-size: 16px;">-Knowing that many children cannot go to school when they are young, presenting keyto understand some of the causes of this situation and its consequences. -Assess the importance of going to school and all children of the world can access it at the earliest age possible. || <span style="font-family: 'Latha','sans-serif'; font-size: 16px;">-Be able to know that many children cannot go to school when they are young, presenting key to understand some of the causes of this situation and its consequences.-Be able to assess the importance of going to school and all children of the world can access it at the earliest age possible. || -Two tales: One of them about one child that can go to school but he doesn’t want to go and other about one child that want to go to school but cannot. || <span style="font-family: 'Latha','sans-serif'; font-size: 16px;">-Child expresses what he thinks.-He participates in group. ||
 * 3 || <span style="font-family: 'Latha','sans-serif'; font-size: 16px;">-To see the situation of social injustice that todaymany children live in the world, reflecting on the advantages of going to school and the opportunities offered to us in life . || <span style="font-family: 'Latha','sans-serif'; font-size: 16px;">-Be able to see the situation of social injustice that todaymany children live in the world, reflecting on the advantages of going to school and the opportunities offered to us in life . || <span style="font-family: 'Latha','sans-serif'; font-size: 16px;">-Prepare a letter to President to the countries in which many children do not attend school to remind the importance of education and give ideas for the kid of our story can go to school. || <span style="font-family: 'Latha','sans-serif'; font-size: 16px;">-Children give ideas to the letter. ||
 * 4 || -To see what they understand for education, or see what they have learn about the education and the difference with other countries. || -Be able to see what they understand for education, or see what they have learn about the education and the difference with other countries. || -To make a mural of a flower, in which each petal each child put a word or sentence and a petal about education considering all seen the previous day. || -Children put in a petal the most important for them about the education ||
 * 5 || <span style="font-family: 'Latha','sans-serif'; font-size: 16px;">-To explain to other levels our mural || -Be able to explain other levels our mural || -Explain the mural of the human right. || -If they explain what they have work in class. ||


 * ===**Lesson 4**=== ||||||||||  ||
 * __**Learning objectives**__ |||||||||| **__Learning outcomes__** |||||||| **__Evidence for Assessment__** ||
 * At the end of the lesson children:

- To explain that they understand for education. - To reflect onimplying thateveryone have right toan education. |||||||||||| At the end of the lesson children must:

- Be able to explain what they understand for education. -To reflect on implying that everyone have right to an education. || With the help of the teacher most children will be able to:

- Explain that they have learnt about the right of Education.

- Perform a worktogether,each one contributing in apart. || Narrative when children explain that they write and drawn in the petal. |||||||||||||| Illustrator: teacher thumbs up Illustrator: teacher points the flower- || <span style="font-family: 'Latha','sans-serif'; font-size: 16px;"> Each child in the class will have a petal in which he represented after what we've learned this week something related to education.Teacher gives each student a sheet of paper with a drawing of a petal || -Cardboard ||
 * __**Discourse/Text targeted**__ |||||||||||||| __**Language targeted- Non-verbal L Targeted**__ ||
 * Instructive when teacher says that they have make in the petal.
 * Instructive when teacher says that they have make in the petal.
 * __**Outline of leading activities**__ ||
 * To make a flower of Education ||
 * **__Classroom Management__** || **__Timing__** || **__Grouping__** |||||||| __**Pupils**__ |||||||||| **__Teacher__** || **__Resources__** ||
 * ^  || 10 min || Big group |||||||| -Student says different words or sentence about that is for them the right of education. |||||||||| <span style="font-family: 'Latha','sans-serif'; font-size: 16px;">Teacher tells them that they will brainstorm with everything we've learned these days about the right to education, she writes on the blackboard, at the center: right to education and about what students go saying. Teacher tells them that between all courses will be making a mural for the day of human rights, and the second level will work de Right of Education which is what we have been working all week. For this, teacher says that between all children for the second level we go to make a flower about the Education. || Blackboard ||
 * ^  || 15 min || Individual work |||||||| <span style="font-family: 'Latha','sans-serif'; font-size: 16px;">In each petal child put a word, a sentence or drawing about education. After they cut the petal and stick it on a cardboard around the center circle where it says right to education. |||||||||| -(Illustrator: teacher points one example of a flower made with pictures and words.)
 * ^  || 15min || Big group |||||||| -Children explain their petals.

-<span style="font-family: 'Latha','sans-serif'; font-size: 16px;">The two responsible rehearse, reading one petal each one. |||||||||| <span style="font-family: 'Latha','sans-serif'; font-size: 16px;">Teacher says that each child has to explain that they have drawn and written and if they want to explain why.

Illustrator: teacher thumbs up when children explain their petals. <span style="font-family: 'Latha','sans-serif'; font-size: 16px;"> -After teacher says that the two leaders of tomorrow will come on stage and read all the words on our flower. || Petals || <span style="font-family: 'Latha','sans-serif';">-To <span class="hps" style="font-family: 'Latha','sans-serif';">draw a pictureabout the rightof education inthe petal <span style="font-family: 'Latha','sans-serif';">- To write <span class="hps" style="font-family: 'Latha','sans-serif';">a wordabout the rightof education inthe petal <span style="font-family: 'Latha','sans-serif';">. <span style="font-family: 'Latha','sans-serif';">- To say what theyhave written in theirpetal. |||||||||||| Most of the children will be able to - To explainwhat they havedrawn and written |||| Some of the children could - To explain whytheyhavedrawn andwritten that ||
 * __**Assessment Criteria**__ ||
 * All children must be able to