Curriculum / ELA / 5th Grade / Unit 4: SÃ Se Puede: The Migrant Workers' Movement / Lesson 22
ELA
Unit 4
5th Grade
Lesson 22 of 25
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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.
All unit texts
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How did the core values of courage, unity, and hope fuel the farm workers movement? Which value was the most important for driving change? Defend.
An example response to the Target Task at the level of detail expected of the students.
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L.5.1.a — Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
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.
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.5.2.a — Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
W.5.2.b — Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.5.2.c — Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
Standards that are practiced daily but are not priority standards of the unit
L.5.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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.5.10 — 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.
W.5.4 — Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1—3 above.)
W.5.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
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 21
Lesson 23
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
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
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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