SEQUENCE

DIDACTICS

I have rights but I also have duties

6th grade

Areas: Ethical and Civic Education - Language and Literature

7 days

Problem: A large number of students only know the rights they have, but
They are unaware of what their duties are.

Challenge: Create a brochure (folded leaflet) with the rights and duties of children.

Purposes:

Facilitate the written production of diptychs with their own characteristics.

elaboration, taking into account its structure and content.
Awakening reflection on the duties and rights of children

Capabilities:

Responsibility and commitment: Foster motivation in the completion of tasks.

Learning to learn: Knowing and understanding the progress toward the proposed goal.

Contents:

Language and Literature:

The writing of texts within the framework of conditions that allow together with the
teacher, their peers, plan the text according to the parameters of the situation
communicative and of the chosen text and if necessary, consult bibliographic material,
take notes hierarchizing the information, write making at least one
draft of the previously planned text, review the text.

Ethical and Civic Education

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 Rights and obligations of children

INITIAL OR GLOBAL ACTIVITIES

Class 1

Presentation of the problem

Do you know what these words RIGHTS-DUTIES might be about?

Do you recognize what a right is? Do children have rights? Are children's rights
Are they the same as human rights? What do you think is the difference?

What is a duty? Do children have duties? What do you think they are?

Do you know what your rights and duties are? We write them on the board.

Presentation of the challenge

Create a brochure (folded leaflet) with the rights and duties of children.

How we will carry out the challenge that must be taken into account:

How to create a brochure

What information will be necessary?
What materials do we need (we'll write them on the board)

Checklist

Criteria Achieved I need Not achieved

help
I acknowledge what my rights are.
I identify my duties
Identify the structure of the pamphlet
I develop specific information in each
section
I recognize the intention of the brochure.
I managed to complete the challenge.

ANALYTICAL ACTIVITIES

Class 2

We read the following text

The rights of boys and girls and... the duties as well

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Children's rights are those rights that boys and girls have.
adolescents simply for having been born. These rights are innate, inalienable,
inalienable and essential for a good childhood and, therefore, become mandatory.

The first declaration of the rights of the child was the Geneva Declaration of
1924 was drafted by Eglatyne Jebb, founder of the organization Save the Children. In the
In 1959, the United Nations approved a Declaration that included 10 principles.
contemplated in the Universal Declaration of Human Rights, but it was not enough to
protecting children because it was not mandatory. After years of negotiations with
governments, religious leaders, NGOs and other institutions, on November 20, 1989
approved the final text of the Convention on the Rights of the Child. The Convention
was enacted into law in 1990 and was signed and accepted by 20 countries.

Some of the rights that appear in the Declaration of the Rights of Children and the
Little girls:

Right to equality, without distinction of ethnicity, religion or nationality.

Right to special protection that ensures healthy mental and social development
free.

3. Right to a name and nationality.

4. Right to adequate food, housing and medical care.

5. Right to special education and care for children with diversity

functional.

Right to understanding and affection from families and society.

7. Right to free education. Right to have fun and to play.

8. Right to preferential attention and assistance in case of danger.

9. Right to protection against abandonment and exploitation in the workplace.

Right to receive an education that fosters solidarity, friendship, and justice.

among all.

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There are many places in the world where these rights are not recognized. In countries
like ours, we still have a lot to work on, but the rights of children
They are gradually gaining strength.

But what duties do these rights entail for children and young people?

Adults are the ones responsible for facilitating the environment and conditions so that
the boys and girls can carry out these duties, because as future individuals
those responsible must know that they have rights and that they must defend them, but
They must also know that having rights entails having duties.

2. After reading, write about:

What is the text about?
What are rights?
When was the declaration of the rights of the child?
When was the Convention on the Rights of the Child approved?
Why is it important for children to have rights?

3. Observe the following images and identify the rights of children to write about which one.
corresponds.

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 4. We observe the images and orally respond to the following questions.
Which of the images do you think the children feel good in? Why?
Select two images in which you think something bad is happening.
moment? How do you think the children feel? Why?
Choose an image from the previous item and place yourself in that child's position and
express what they feel?
Which of the images do you identify with? Why?

RD: Search for information about what a duty is and what duties children have.
write them down in the notebook

Class 3

5. Each student will read the information they found about children's duties.
6. Complete

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7. We read Pedro's duties and rights

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 8. We respond:
a. In the text we identify what the duties and rights that Pedro has are.

Class 4

9. Write in the table the letter that belongs to each community

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10. Complete with the key words that are in color to finish the sentences.

11. Search for the children's rights in the word search

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 12. Complete the statement using the key words.

13. Complete the statement using the key words.

Class 5

14. We respond orally and then write in the notebook.

What is a brochure? What could its characteristics be? What will be the intention of the
text?
How can we make a brochure? What can we create it in? Have you seen any
brochure? Which ones? Is there only one model of brochure or are there different models?
What should the information you need be like? Is it just the text or can it be...
accompany with images?
What do you think titles and images should be like?
How do you think the information will be better distributed if the sheet is folded in half?
parts or in 3? What do you think is a diptych?

15. Create a table and place the rights and duties where they belong.

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RIGHTS Duties

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RD: Search for images that correspond to each right and duty

RD: Create a written draft of a brochure (diptych) with the duties and rights of children.

Class 6

16. What is the structure of the diptych: place an X

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 It is a brochure that is characterized by being folded in such a way that it ends up only
a fold, divided into two parts

It is a brochure that is divided into three parts.

It is a brochure that has no folds.

What is the intent: Place an X

Description

Informative

Argumentative

17. We reviewed the draft of the pamphlet created by the students.

18. If necessary, make corrections to it.

RDF: We created the brochure (two-fold) with all the information collected about the rights and
children's duties

Class 7

COMMUNICATION ACTIVITIES

Review of the checklist and self-assessment.

Metacognition activities

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Do you differentiate a diptych from a triptych?
Did you enjoy creating a diptych? How did you feel?
Did you have any issues while doing it? How did you resolve them?
Can they recognize children's duties?
Do you identify what rights children have?
How did they feel when putting themselves in the situation of another child? Why?

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