Human Rights Education for Sixth Graders
Translated by
ScribdTranslationsHuman Rights Education for Sixth Graders
Translated by
ScribdTranslations1.
INFORMATIONAL DATA:
EDUCATIONAL MANAGEMENT UNIT
PIURA
EDUCATIONAL INSTITUTION : 14012 SAN MARTIN DE PORRES
DIRECTOR JUAN JUAREZ ROSARIO
Deputy Directors MAGDALINA ROMAN GRANDA
DELIA MILAGROS POICON VEGA
TEACHER LILA ROSA ROA ARISMENDIZ
GRADE AND SECTION SIXTH GRADE "B"
DATE MONDAY, JUNE 26, 2023
READ ARGUMENTATIVE TEXTS ABOUT HUMAN RIGHTS
Session Title
2 PROPÓSITOS DE APRENDIZAJE:
Instructions of
Competencies and Evidence
Performances Evaluation criteria evaluation
capabilities a
n
Read various types of texts - Identify explicit, relevant information Recognizes and the ideas Buy List of
in their mother tongue complementary found in different principals, session comparison
Get information from the parts of the text. Select specific data recovering the reader
written text. and integrates explicit information. information in a way
Infer e interpret Predict what the text will be about, based on ordered.
information from the text. some clues like subtitles, colors and di- Interpret the content.
dimensions of the images, index, in relation to the
- Reflect and evaluate the
typography, bold, underline. prior knowledge
form, the content and
context of the text. Give your opinion on the content and organization of the
and their own experiences
text, the intention of various resources to favor the
textual, the author's intention and the effect understanding.
what it produces in readers.
Cross-cutting approach Observable attitudes or actions
Rights-based approach Teachers promote knowledge of Human Rights and the Convention
about Children's Rights to empower students.
3. DEVELOPMENT OF STRATEGIES:
Start Approximate time:
We started the session by observing the proposed image:
Answer the following questions to rescue knowledge.
Previous: What are the children doing? Why do they have to
go out to claim our rights? What rights do we have?
Children? What kind of texts provide us with information?
about rights?
Respond to the cognitive conflict question: Why is it?
Is it important to inform ourselves about rights?
The purpose of today is:
READ ARGUMENTATIVE TEXTS ABOUT HUMAN RIGHTS AND
EXTRACT THE MAIN IDEAS.
We remind you of the following rules of coexistence:
Have your educational materials
Follow the instructions of the teacher.
Comply and send the evidence
Development Approximate time:
Before reading:
We present the text that you are going to read and request that you observe the title, the image, the signs.
spelling that accompanies the text and its organization.
We are writing down the hypotheses of the text on a piece of paper so that the students can confront them.
during and after reading.
We ask: What kind of text will it be?, How do you know?, Have you seen a text like this before?
this?, Where?, What will it be about?
During the reading:
We ask the children to read the text carefully on their own and silently.
What are human rights?
Human rights are like a set of powers that people have and that serve two purposes: first, to be covered
all their needs to live well, in peace and to be happy and secondly, to protect them from situations that could put them at risk or
to harm them. They are called 'human rights' because all people on the planet have them regardless of their age, appearance, or the
place where they live.
Although rights are for everyone equally, it should not be forgotten that girls and boys have different needs than those of the
adult persons; for example, while you and your classmates need there to be many schools to
to study, their moms and dads need places to work. That's why people who are between 0 and 18 years old,
they have specific human rights that are somewhat different from those of other people.
Girls and boys have the right to live in a family that loves and treats them well, to health, and food, to live in an environment.
clean, to have access to drinking water, to express oneself freely, to play, to participate, to use information technologies and many
others that you will soon learn.
Everyone around you has the obligation to respect and enforce your rights: your family, teachers, and instructors,
people who live in your community, girls and boys with whom you interact daily and also the people who work in it
City Council, Municipality, State, and any other authority from any place where you live.
The human rights of girls and boys are written in a very important global document called the Convention on the
Children's Rights1, which celebrates its anniversary on November 20 every year. If it were a person, the Convention would be a young girl or a young boy.
The students answer the questions posed: What is the text about? Why...
Why is it important for children to know their rights? What is the most important document?
What is important about children's rights? When does the Convention on the Rights of the Child celebrate its anniversary?
Humans?
It is indicated that they should do a re-reading and underline the important aspects of the reading.
After reading:
The question is raised: How can they work to understand the text? After collecting
Your answers, we mentioned that they can do it by extracting the main ideas.
MAIN IDEA
Every text has a theme. This is the subject that encompasses the text.
The texts are made up of paragraphs, but not all of them have information of equal importance; by understanding the topic, we can easily grasp the idea.
principal.
Characteristics
It is expressed in a sentence
It can affirm or deny something.
Express the most important part of the text.
It has autonomy.
It has hierarchy. If we remove it, the text is not understandable.
It can be written literally in the text as can be inferred.
Note: to recognize the main idea we discover the topic, otherwise it will be difficult to locate it.
What do I say about the topic?
We provide each team with half a sheet of paper and a marker so they can write the main idea of
read text. If necessary, you can reread the text.
We invite students to solve some activities on the main ideas.
APPLICATION ACTIVITY
What will be the main idea?
Choose the option that expresses the main idea of the following texts.
• Although many people think that animals are like machines that...
They are driven by impulses, instincts, and reflexes; some scientists have proven that certain
animals have feelings and express them similarly to humans. By
For example, giraffes can give their lives to protect their young. Bears go insane from
joy in playing with a tire. A wild cat appears aggressive and furious if someone
tries to take away its food.
Animals react by impulses.
Some scientists have proven that certain animals have feelings that
they express themselves in a way similar to humans.
Many people think that animals are like machines.
• The internet constitutes a revolution equivalent to what the invention of the
printing. A great advantage it offers is the ability to communicate with abroad,
paying only the cost of a local call. Among other services. The Internet offers us the
access to a large database (something like a large volume of 'yellow pages')
where we can find everything: from a job or business opportunity to the
daily press and TV programming.
The internet represents a revolution equivalent to what was once the invention of
the printing press.
Internet tiene tanta información que se parece a un gran tomo de "páginas
yellows.
The great advantage is that we can communicate with abroad.
They share their answers and correct if there is an error.
Closure Approximate time:
Metacognition:
They reflect by answering the questions:
What did you learn?
How did you learn it?
What will you use what you learned for?
EVALUATION INSTRUMENT
LIST OF COMPARISONS
He reads various types of texts in his mother tongue.
It obtains information from the written text.
Infer and interpret information from the text.
Reflect and evaluate the form, content, and context of the text.
Criteria
Recognize the main ideas, Interpret the content, in
recovering the information from relationship with knowledge
No. Names and Surnames of the students in an orderly manner. previous and their own experiences
to enhance understanding.
He/She does it He/She doesn't do it. He/She does it He/She doesn't do it.
1 ALEJABO INGA, KORI AYSEL
2 ARTETA ARTETA, ROISER FABIAN
3 BARZOLARUIZ, ANA BELEN
4 BERRU PASAPERA, EMILIANO
5 CALERO PACCHA, YOVANITA
6 LEIGH BEDDING, ZOILA TATIANA
7 CORDOVA SALAZAR, JHARUMY N.
8 CRUZ PORRAS, XIOMARA LISETH
9 CURAY HEREDIA, CESAR LEONARD
10 DIAZ DOMINGUEZ, DANIEL A.
11
GOMEZ ALEJOS, MIGUEL ANGEL
12
WAR WARRIOR, KATERINE L.
13
GUTIRREZ SABOGAL, CAMILA BELEN
14
HUAMAN JIMENEZ, WILLIAN EDUAR
15
JIMENEZ VICENTE, CARMEN ALEXANDRA
16
LORA CORDOVA, ALEX WILFREDO
17
LOZADA HERNANDEZ, MATHIAS STHEF
18
MARTINEZ CARLOS, EDWIN DUVER
19
MIJA CALERO, MARCO ANTONIO
20
MOLERO TABOADA, JIMENA ANTHONEL
21
MONTERO CASTILLO, KIARA SOFIA
22
NUNURA VIERA, TANIA NICOLE
23
OCHOA CORDOVA, LEONARDO FABI
24
ORDINOLA PONCE, DEBORA AYALE
25
PEÑA FIESTAS, MICHAEL JOEL
26
SANCHEZ CHILD ANGELS ISABEL
27
SARANGO PARDO JELINEK YADIRA
28
VICTOR ANDR SERNAQUE PALACIOS
29
SULLON CORREA ROBIN SMITH
30
VARGAS RIVERA LUIS ANGEL
31
VEGAS RODRIGUEZ DAYLIN
32
VILLALTA RUIZ THAIS ABIGAIL
33
YARLEQUE SARABIA GUADALUPE ROSARIO
34
ZETA PAINTED SALVADOR ANDRÉE
LEARNING SESSION No. 2
TITULO: Human rights
1. INFORMATIONAL DATA:
Educational Institution:
IE No. 20392 JPP Teacher: Gladys Palma Barrenechea
Area: Personal social Date: 15/05/2023
Degree: 6th A Duration:
2. LEARNING OBJECTIVES:
Criteria of Instr. of
Competences and capabilities Performances Evidence
evaluation evaluation
Build your identity -Argue your position on -Recognize the Cards of List of
One values oneself. situations specific to your importance of work comparison
Regulates their emotions. age, real or simulated, the rights
that involve a dilemma humans.
-Reflect and argue
moral, considering how Explain the
ethically.
estas afectan a él o a los history of the
- Live your sexuality of of others. rights
integral way and
Participate in diverse humans.
responsible according to
activities with its
its stage of development and
companions in situations
maturity
of equality, caring and
respecting your space
personal, su cuerpo y el de
the others.
Transversal approach Observable attitudes or actions
Rights approach Teachers promote the knowledge of Human Rights and the
Convention on the Rights of the Child to empower students
in their democratic exercise
3. DEVELOPMENT OF STRATEGIES:
Start Approximate time:
We kindly greet the students and present a song about rights.
humans.
[Link]
We posed the following questions to uncover prior knowledge: What rights are
They mention in the song? What are rights? Who do rights protect?
Answer the cognitive conflict question: Why is it important to know rights?
humans?
The purpose of today is:
IDENTIFY THE HUMAN RIGHTS THAT BELONG TO US
We remember the following rules of coexistence:
To have your educational materials
Follow the instructions of the teacher.
Fulfill and send the evidence
Development Approximate time:
Problemization
Read the following text aloud and answer the questions at the end.
The girl who wanted to study
MMalala Yousafzai, who won the Nobel Peace Prize on October 10, 2014,
She is a young Pakistani known for her advocacy of the right to education.
female in her country.
Born in Pakistan, she gained prominence by writing a blog for the BBC using the
pseudonym of Gul Makai. In that blog, she denounced the atrocities suffered under the
regime of the Tehrik-i-Taliban (TTP), which militarily occupied the Swat River valley,
killed many of its inhabitants, destroyed the schools, and prohibited education from
the girls between 2003 and 2009.
On October 9, 2012, she was the victim of an attack in Mingora when two
members of the TTP got on the school bus in which it was located and the dispa-
shot her with a rifle, hitting her in the skull and neck. The young woman was admitted to
a hospital where they removed a bullet that was lodged in the neck, near the
spinal cord. Three and a half months later, she was discharged although she continued with
rehabilitation and they had to implant a titanium plate in his skull and
also a hearing device in the left ear. Since then, Malala has lived in
Birmingham, where his father holds the position of education attaché of the
Consulate of Pakistan.
On February 4, he made his first public appearance after the attack, in which
announced the creation of a support fund for education in his country.
He has received numerous awards for his defense of the right to education. In 2013
they were awarded the Simone de Beauvoir in Paris and in Madrid the Unicef Award
Spain. She also won the XXV Catalunya Prize. She was a candidate for the Nobel Prize.
the Peace Prize of 2013, which made her the youngest nominee in history at just
16 years old and in October 2013 she was awarded the Sakharov Prize for Freedom.
of Awareness. In 2014, he received the Manuel Broseta Coexistence Award. The latter
award was received in the Spanish city of Valencia where he claimed the power of the
word to fight against terrorism and defended the right to education for
to learn not only knowledge of subjects but equality and respect for culture and the
religion of others.
Respondents: Why is Malala recognized? Do you consider that the right to education is
part of human rights? Should we know our rights in order to defend them?
like Malala?
Information analysis
Read information about rights.
Human rights are
standards that recognize and
they protect the dignity of all
human beings.
These rights govern the
way in which individuals
they live in society y yes
they relate to each other, just like
that his relations with the
State and the obligations of the
State towards them.
Having completed the reading on Human Rights, we respond:
a. What are Human Rights?
b. When is Human Rights Day celebrated?
c. How many Human Rights do we have?
d. Why is it important to know human rights?
Now, we invite the students to create a game about Human Rights.
The domino of human rights.
We have adapted this traditional board game, in which it has
changed the numbers for symbols that represent some of the
[Link]. fundamentals.
OBJECTIVE OF THE ACTIVITY: to raise awareness among children
importance of knowing your rights while playing with family.
TARGET AUDIENCE OF THE ACTIVITY: Although this domino is
designed for the learning of the little ones, it is directed towards everyone
the family.
DEVELOPMENT: Print the attached domino, cut it out, and start playing.
(Appendix 1). When the player places their token, they must state the right that
represent its symbol and indicate what may happen when any one of them
Print the list of rights with their definition and keep it handy (Annex 2).
We explain the meaning of the domain of human rights.
We reflect and strengthen our knowledge:
Decision making
To conclude, the students draft a commitment to respect and comply with rights.
humans. For example.
Para finalizar desarrollan una actividad de aplicación.
APPLICATION ACTIVITY
1. COMPLETE THE CHARACTERISTICS OF HUMAN RIGHTS
2. WRITE DOWN THE RIGHT THAT IS EXERCISED IN THE FOLLOWING SITUATIONS.
Closure Approximate time:
Metacognition:
They reflect by answering the questions:
What did you learn?
How did you learn it?
What will you use what you learned for?
EVALUATION INSTRUMENT
LIST OF CHECKS
Build your identity
One values oneself.
Self-regulates his emotions.
Reflect and argument ethically.
Live your sexuality in a comprehensive and responsible way according to your stage of development and maturity.
Criteria
No. First and Last Names of the students ["Recognizes the importance of the","Explains the history of the"]
human rights. human rights.
He/She does it He/She doesn't do it. He/She/It does it It doesn't do it.