Curriculum / ELA / 5th Grade / Unit 4: Sí Se Puede: The Migrant Workers' Movement / Lesson 13
ELA
Unit 4
5th Grade
Lesson 13 of 25
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Analyze the impact Cesar Chavez’s push for nonviolence had on Dolores and what might have been different if Dolores had used violence.
Book: La Causa: The Migrant Farmworkers' Story by Dana Catharine de Ruiz and Richard Larios pp. 37 – 47
Article: “National Farm Workers Association Rules for Pickets”
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Cesar Chavez said that “Violence would have to be met with nonviolence.” What influence did this have on Dolores? How might events have been different if Dolores used violence?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
huelga
n.
"strike" in Spanish
tactic
an action planned to achieve a particular goal
vulnerable
adj.
easily hurt or harmed physically, mentally, or emotionally
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RI.5.3 — Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Standards that are practiced daily but are not priority standards of the unit
L.5.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
RF.5.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.4 — Read with sufficient accuracy and fluency to support comprehension.
RI.5.1 — Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.4 — Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
RI.5.7 — Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.10 — By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4—5 text complexity band independently and proficiently.
SL.5.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
W.5.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 12
Lesson 14
Explain why the study of Cesar Chavez and the farm workers movement is important.
RI.5.3
Describe what life was like in Yuma and on the grape farm, particularly how the Chavez family was treated in each location.
Defend if from a young age, Dolores was able to connect with farm workers.
Writing
Write a paragraph explaining why Dolores was able to connect with farm workers.
L.5.1.a RI.5.3 W.5.2 W.5.2.a W.5.2.b W.5.2.c W.5.9.b
Explain the impact the National Labor Relations Act had on farm workers and if it was positive or negative.
RI.5.6
Describe the conditions for farm workers in California by paraphrasing and summarizing details from print and digital sources.
RI.5.6 SL.5.1 SL.5.2
Defend if farm workers’ human rights are being protected.
L.5.1.a RI.5.3 SL.5.1 W.5.2 W.5.2.a W.5.2.b W.5.2.c W.5.9.b
Determine the main idea of the chapter “Viva La Causa”.
RI.5.2 RI.5.3
2 days
Describe three or four of the strategies that Cesar Chavez and Dolores Huerta used in order to organize a strong movement and union.
RI.5.2 SL.5.1 SL.5.2 SL.5.4 SL.5.5 SL.5.6 W.5.8
Explain why Cesar was hesitant to join the Filipinos and how the final decision was made to join their strike.
Explain what role Filipino-Americans and Larry Itliong played in the farm worker labor movement.
RI.5.2 SL.5.2 W.5.8
Writing – 2 days
Describe the characteristics of an influential leader.
L.5.1.a L.5.1.d L.5.2.a L.5.3.a RI.5.3 W.5.2.a W.5.2.b W.5.2.c W.5.9.b
Defend if the strike was successful or not.
RI.5.2 RI.5.3 SL.5.1
Describe the values that were at the heart of the farm workers movement and how those values influenced their actions.
SL.5.2 SL.5.4
Explain how Cesar Chavez used flyers to help educate the public to participate in the boycott.
Discussion & Writing – 2 days
Analyze the pros and cons of using strikes and boycotts as forms of nonviolent protest.
L.5.1.a RI.5.3 SL.5.1 SL.5.6 W.5.2.a W.5.2.b W.5.2.c W.5.9.b
Defend if the farm workers’ actions are finally moving things in the right direction.
Summarize what happened on the march to Sacramento and if it was effective.
Describe times when courage, unity, and hope were shown by the farm workers.
Describe how the farm workers movement left a lasting legacy of change.
SL.5.2 SL.5.4 W.5.8 W.5.9.b
Analyze how the core values of courage, unity, and hope fueled the farm workers movement and justify which value was the most important by stating a claim and drawing on information from multiple print and digital sources to examine a topic.
L.5.1.a RI.5.3 SL.5.1 W.5.2.a W.5.2.b W.5.2.c
Assessment
Informative Writing – 5 days
Conduct a short research project that uses several sources to build knowledge of different aspects of a topic.
L.5.1.b L.5.1.d W.5.2 W.5.2.a W.5.2.b W.5.2.c W.5.7 W.5.8
Informative Writing – 4 days
Write a newspaper article from the perspective of a reporter detailing an important event in the Migrant Farmworkers' movement using details from the core text.
L.5.2 W.5.2 W.5.2.a W.5.2.b W.5.5 W.5.8
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