Curriculum / ELA / 5th Grade / Unit 4: SÃ Se Puede: The Migrant Workers' Movement / Lesson 15
ELA
Unit 4
5th Grade
Lesson 15 of 25
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Describe the values that were at the heart of the farm workers movement and how those values influenced their actions.
Article: “Boycott Instructions - Delano Grapes/Schenley Liquors 1966”
Video: “Chicano! - Struggle in the Fields” — 6:15 - 22:33
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What values were at the heart of the farm workers movement? How did those values influence their actions?
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
What happened to the Filipinos when they went on strike? Why? (Chicano! film)
What were people’s initial impressions of Cesar? Why? (Chicano! film)
Why was it brave to join the strike? What does it mean to have a lot at stake? (Chicano! film)
The narrator states that “not all growers can be categorized as good or bad.” Defend why. (Chicano! film)
What steps did the growers take to fight back? What influence did they have on the movement? (Chicano! film)
Why did the movement move out of the fields and into the marketplace? (Chicano! film)
In what ways did the movement become more than a labor issue and turn into a civil rights issue? (Chicano! film)
What happened when the government began to investigate the farm workers? Was the result what the growers had anticipated? Defend. (Chicano! film)
How do the instructions and guidelines support nonviolence? (Boycott Instructions)
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
grievance
n.
a feeling of having been treated unfairly
visibility
the ability to see or be seen
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SL.5.2 — Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.4 — Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Standards that are practiced daily but are not priority standards of the unit
L.5.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
RI.5.1 — Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
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 14
Lesson 16
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
Analyze the impact Cesar Chavez’s push for nonviolence had on Dolores and what might have been different if Dolores had used violence.
Defend if the strike was successful or not.
RI.5.2 RI.5.3 SL.5.1
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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