Curriculum / ELA / 5th Grade / Unit 4: Sí Se Puede: The Migrant Workers' Movement / Lesson 5
ELA
Unit 4
5th Grade
Lesson 5 of 25
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Explain the impact the National Labor Relations Act had on farm workers and if it was positive or negative.
Article: “Farm Labor Organizing 1905-1967, A Brief History” by Linda Lewis Tooni pp. 8 – 10
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What impact did the National Labor Relations Act have on farm workers? Was it positive or negative? Explain.
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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
labor unions
n.
an organized group of workers, often in a trade or profession, formed to protect and further their rights and interests
bargain
an agreement in which people or groups say they will do or give something in exchange for something else
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RI.5.6 — Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
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.
L.5.4.b — Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
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.
Next
Describe the conditions for farm workers in California by paraphrasing and summarizing details from print and digital sources.
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
RI.5.6
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
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.5.2W.5.2W.5.2.aW.5.2.bW.5.5W.5.8
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