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Students use context clues in nonfiction texts to determine the meaning of academic, domain-specific vocabulary and connect the term “human rights” to personal experience. Instruction emphasizes “Take a Stand” essential questions about schooling, fairness, safety, and sharing stories, followed by differentiated reading supports and group/pair collaboration, including accommodations for SpEd and ELLs.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/what-would-you-fight-for-how-stories-change-the-world/195481/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/what-would-you-fight-for-how-stories-change-the-world/195481.png","ImageObject",442,249,{"name":88,"@type":89},"Ivy","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-11","2026-09-03",true,{"@type":98,"interactionType":99,"userInteractionCount":47},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What is the lesson’s title and guiding theme?","Question",{"text":108,"@type":109},"The lesson title is “What Would You Fight For?: How Stories Change the World.” The theme connects human rights to how stories influence individuals and communities.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"Which skills and objectives do students practice during the lesson?",{"text":113,"@type":109},"Students learn to use context clue strategies to determine the meaning of unknown words. They also understand what “human rights” are and apply the term to their own experiences.",{"name":115,"@type":106,"acceptedAnswer":116},"How does the lesson support diverse learners (including SpEd and ELLs)?",{"text":117,"@type":109},"Students use differentiated Newsela reading with adjustable Lexiles. SpEd and ELL students receive support through partner/teacher assistance and modified passages while maintaining access to the same core concepts.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},195481,1788449069,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":135,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":125,"read_time":76},549758252649,"https://ap-avatar.wpscdn.com/avatar/8000253669c5317157?_k=1778319167496531819","| 1. | General Lesson Information |\n| --- | --- |\n|  | • Teacher Candidate Name: Erica Reyes\u003Cbr>• Date & Timeframe of Lesson: Date TBD, 90 minutes (one class period) . This will be the first day of a five-day unit on Malala Yousafzai and human rights.\u003Cbr>• Title: What Would You Fight For?: How Stories Change the World\u003Cbr>• Grade Level: 4th Grade\u003Cbr>• Subject Area: English Language Arts (ELA) and Social Studies |\n| 2. | Standards & Bench Marks |\n|  | • CCSS.ELA-LITERACY.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area\u003Cbr>• Social Studies Benchmark III-D.4.2 Examine issues of human rights.\u003Cbr>• I chose the ELA standard because students will be encountering a variety of words they do not know in this lesson and therefore will need to practice using context clues in nonfiction texts.\u003Cbr>• I chose the Social Studies standard/benchmark because Malala’s story can help students build a fuller understanding of human rights and the power of words and stories. It is my hope that students will understand the power of their own experiences to change their world and community. This standard will not be fully addressed in this lesson, as this is only the first lesson of a five-day unit. |\n| 3. | Specific Learning Goals & Objectives ofthe Lesson |\n|  | *Objectives framed in “student friendly” language\u003Cbr>• I can use context clue strategies to figure out the meaning of words I don’t know.\u003Cbr>• I understand what “human rights” are and can apply this term to my own experience.\u003Cbr>• (For SpEd and ELLs) I can use context clue strategies to figure out the meaning of words I don’t know with the support of a partner or a teacher. |\n| 4. | Preparation |\n|  | Materials and resources\u003Cbr>• Malala’s Magic Pencil, by Malala Yousafzai (YouTube video and physical book)\u003Cbr>• Malala’s Magic Pencil vocabulary list (abba, jani, poverty, equals, threat)\u003Cbr>• “Peace Prize Winner Malala Visits U.S. and Talks about the Power of Words,” by Haiy Le, adapted by Newsela staff\u003Cbr>• Map of Pakistan, images of Swat Valley in Mingora\u003Cbr>• PRIMARY SOURCE: “Diary of a Pakistani Schoolgirl,” by Gul Makai (aka Malala Yousafzai) on BBC News, retrieved at [http://news.bbc.co.uk/2/hi/south_asia/7834402.stm](http://news.bbc.co.uk/2/hi/south_asia/7834402.stm)\u003Cbr>• Anchor chart describing how to use context clues\u003Cbr>• Context clue worksheet (see bottom of document) to pair with Newsela article\u003Cbr>• Comprehension and context clue worksheet to pair with “Diary of a Pakistani Schoolgirl”(bottom of document)\u003Cbr>The Environment\u003Cbr>• Students will ideally be placed in groups of 4; each group should have a high-level student, medium-high level student, medium-low level student, and a low student. This will enable the higher-level students to coach their peers if/when the teacher is not able to.\u003Cbr>Diversity\u003Cbr>• The majority of my students identify as Navajo; the remainder identify as Hispanic, Arab, or White. In two classes of 18 students each, there are about 8 ELLs.\u003Cbr>• In reading, about 33% of all students are considered “proficient,” or reading at grade level. |\n\n\n|  | • In my two classes, one class shows challenging behaviors. These include loud volume, trouble following rules consistently, bullying, and fighting.\u003Cbr>• 1 student in each class is pulled out for half of the ELA period in order to work with their teachers in the SpEd department. Each returns to my classroom halfway through the period.\u003Cbr>Differentiation\u003Cbr>• Newsela allows for differentiation in reading articles. Students are able to change the Lexile of the same article.\u003Cbr>• As a whole, my students are very interested in issues of social justice and activism. Teaching a lesson on Malala leverages this interest.\u003Cbr>• Lowest-level readers will read fewer passages of Malala’s BBC blog than higher-level students. They will be able to access the same content and skills without having to struggle through long passages.\u003Cbr>• Students w","cbCaicrK4sp1B54G","https://ap.wps.com/l/cbCaicrK4sp1B54G","pdf",263424,8,7,"English","# General Lesson Information\n# Standards & Bench Marks\n# Specific Learning Goals & Objectives of the Lesson\n# Preparation\n## Materials and resources\n## The Environment\n## Differentiation\n## Technology\n# Instructional Procedures (Flexible) \n## Introduction","[{\"question\":\"What is the lesson’s title and guiding theme?\",\"answer\":\"The lesson title is “What Would You Fight For?: How Stories Change the World.” The theme connects human rights to how stories influence individuals and communities.\"},{\"question\":\"Which skills and objectives do students practice during the lesson?\",\"answer\":\"Students learn to use context clue strategies to determine the meaning of unknown words. They also understand what “human rights” are and apply the term to their own experiences.\"},{\"question\":\"How does the lesson support diverse learners (including SpEd and ELLs)?\",\"answer\":\"Students use differentiated Newsela reading with adjustable Lexiles. SpEd and ELL students receive support through partner/teacher assistance and modified passages while maintaining access to the same core concepts.\"}]","What Would You Fight For? - How Stories Change the World | PDF"]