In the 1 st part of the HR Exploration Activity:

1. What are we about to explore and why doing so is important: Introduction.

2. Review: what have students done with questioning so far?

– How questioning helps us determine what a word means? Why determening what a words meand and what meaning the users of a languge give to words is imporant?

– Why understanding the meaning of the words that constitute our Rights, Rules and Lawsis imporatnt?

3. What have students done so far with regard to Human Right – what was the context, thepurpose and the activity itself?

4. Establish the structure and frame for the language exploration and give an example – “right”/ “excllent”.

5. Explore the meanings of human, right and human right following the structure established.

- Discuss the different aspects of meaning (popular, new aspects & meanings, literal, personal) ina group

- Everyone types thier definition (individual) to the presentation.

6. Our definition of Human Right: everyone types thier into the presentation + we establishacommon one.

AHA!YA team

presents:

and invites you on a jorney together

Introduction :slide 1

Present the purpose, the activity and the time frame for theactivity:

What are we going to do? Why? In what way is it useful?

Why this presentation – related to what you have done so far.

A special new aspect of the exploration of Human Rights –meanings and language awareness.

Who – the presentation is created by Ahaya team.

How and when? – Every class for about 20 min. + Languageactivities

Who?

What?

Why?

When?

Where?

HoW?..

&

So what?

AHA!YA team

Qu

esti

on

ing

Wh

o?

Wh

at?

Wh

y? W

he

n?

Wh

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? H

oW

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nd

So

w

hat

?!

Questioning- words for questioning: slide 2

What have we done and discovered about questioning so far? How do we ask those questions in Spanish?

Activity:

Questioning and Meaning

How do we know

what

a word

means?

Introdice the scheme of work and apply it for two examples words:

Right and Excellent

AHA!YA team

Wh

o?

Wh

at?

Wh

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he

n?

Wh

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? H

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?.. a

nd

So

w

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Questioning and Meaning: slide 3

Introdice the scheme of work and apply it for two examples words:

• Introduce the different levels of the meaning of a word

• Look at missunderstandings that may occur whne one doen’s know thelevels

• Why do we need this? Why being aware of the levels of menring is useful? When? Your own exaple?

• Words we use to indtorodece the sheme of the different levels of meaning: Right and Excellent

Points to consider:

• We may think we know what a word means but sometimes others have different idea. Or there might be more than we think there is.

• A word has a definition – meaning everyone agrees upon- you can find in a dictionary. What definition and what is meaning (Sp. Significado y sentido)

AHA!YA team

Wh

o?

Wh

at?

Wh

y? W

he

n?

Wh

ere

? H

oW

?.. a

nd

So

w

hat

?!

What is the meaning of human ?

What is human?

Wh

o?

Wh

at?

Wh

y? W

he

n?

Wh

ere

? H

oW

?.. a

nd

So

w

hat

?

What is the meaning of human ?

Wh

o?

Wh

at?

Wh

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n?

Wh

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? H

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?.. a

nd

So

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?

Human

What is the meaning of human ?: slides 3 & 4

Activity:1. Everyone gives their understanding of the meaning of the word human.

2. All input is added to the presentation : human in the center, with bbblesaround it – eveyones’ input

3. See the different concepts of human. Examine the dictiony meanings andthe popular one…

4. Conclusion: How different concepts se dopulvat? Do we seecontradictions?

What is Right?

Meanings of “Right”:

Wh

o?

Wh

at?

Wh

y? W

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n?

Wh

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? H

oW

?.. a

nd

So

w

hat

?

“Right” in the langugae

Idioms and expressions with “right”:

RIGHT

Wh

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Wh

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Wh

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Wh

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? H

oW

?.. a

nd

So

w

hat

?

“Right” in the langugae: lsides 5, 6 & 7

Activity:1. What is “right” for everyone in the group?: Agian everyone has their

input for the presentation.

2. Idioms with “right” – the wisdom trasmitted trought language. Exploreother levelsof the meaning of right.

3. Short discussion trough example taken out of the classroom (inmediatstundets’ surroubdings):

If what is right for me is not right for you, are you wrong?

How do we know what is right then? Do we need a contract, rules orconstituion to know what is right? > Let students discuss, lead and directthe discussion to avoid going off topic for too long. Leave them with thierconslusions at this stage. Provide littel input as teacher at this stage.

What is “human right”?

What do you know already about human rights?

What have you done so far to explore the

topic?

Wh

o?

Wh

at?

Wh

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Wh

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? H

oW

?.. a

nd

So

w

hat

?

What is “human right”?: slide 8

Activity:• Review and summary of what students have done so far

with other teachers or in other subject areas:

What, why, when, who, how.

Wh

o?

Wh

at?

Wh

y? W

he

n?

Wh

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? H

oW

?.. a

nd

So

w

hat

?

HUMAN RIGHT

Wh

o?

Wh

at?

Wh

y? W

he

n?

Wh

ere

? H

oW

?.. A

nd

So

wh

at?

What is “human right”?

Human Rights: definition

AHA!YA team

Wh

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Wh

at?

Wh

y? W

he

n?

Wh

ere

? H

oW

?.. a

nd

Wh

at

of

it?

What is “human right”?: slides 9 & 10

Activity:1. Summarize what we’ ve discovered about the meanings of

“human” and “right”. Remeber we also disucussed what is right forme might not be right for you?

2. Now everyone will write donw what is human right in their mind.

3. With so many peronal understandings of right that are not wrong, we sitll need to have a foundation – a common understading of “right” along with all personal concepts of “right”. Why do we needthat? – ask students that question and see where they can get.

4. Summary of the whole activity (done by teacher): Different levelsof a menaing of a word. Our personal understandongs are notwrong – we have the right to those – yet there is a social contractob what is right to ensure …..