Curriculum / ELA / 5th Grade / Unit 4: SÃ Se Puede: The Migrant Workers' Movement / Lesson 25
ELA
Unit 4
5th Grade
Lesson 25 of 25
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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.
Book: La Causa: The Migrant Farmworkers' Story by Dana Catharine de Ruiz and Richard Larios
Rubric: Grade 5 Informational Writing Rubric
Template: Two-Paragraph Outline — (Use outline depending on students needs)
Template: Three Paragraph Outline — (Use outline depending on students needs)
Template: Migrant Farmworkers' Note-Taker
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Write about one of the following events from the perspective of a newspaper reporter:
Be sure to include:
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L.5.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
W.5.2 — Write informative/explanatory texts to examine a topic and convey ideas and information 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.5.5 — 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.5.8 — Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
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.5.6 — 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).
W.5.2.e — Provide a concluding statement or section related to the information or explanation presented
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.5.10 — 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.
Explain why the study of Cesar Chavez and the farm workers movement is important.
Standards
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.
Write a paragraph explaining why Dolores was able to connect with farm workers.
L.5.1.aRI.5.3W.5.2W.5.2.aW.5.2.bW.5.2.cW.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.5.6SL.5.1SL.5.2
Defend if farm workers’ human rights are being protected.
L.5.1.aRI.5.3SL.5.1W.5.2W.5.2.aW.5.2.bW.5.2.cW.5.9.b
Determine the main idea of the chapter “Viva La Causa”.
RI.5.2RI.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.5.2SL.5.1SL.5.2SL.5.4SL.5.5SL.5.6W.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.5.2SL.5.2W.5.8
Describe the characteristics of an influential leader.
L.5.1.aL.5.1.dL.5.2.aL.5.3.aRI.5.3W.5.2.aW.5.2.bW.5.2.cW.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.5.2RI.5.3SL.5.1
Describe the values that were at the heart of the farm workers movement and how those values influenced their actions.
SL.5.2SL.5.4
Explain how Cesar Chavez used flyers to help educate the public to participate in the boycott.
Analyze the pros and cons of using strikes and boycotts as forms of nonviolent protest.
L.5.1.aRI.5.3SL.5.1SL.5.6W.5.2.aW.5.2.bW.5.2.cW.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.5.2SL.5.4W.5.8W.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.aRI.5.3SL.5.1W.5.2.aW.5.2.bW.5.2.c
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
5 days
Conduct a short research project that uses several sources to build knowledge of different aspects of a topic.
L.5.1.bL.5.1.dW.5.2W.5.2.aW.5.2.bW.5.2.cW.5.7W.5.8
4 days
L.5.2W.5.2W.5.2.aW.5.2.bW.5.5W.5.8
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