Curriculum / ELA / 5th Grade / Unit 4: SÃ Se Puede: The Migrant Workers' Movement / Lesson 6
ELA
Unit 4
5th Grade
Lesson 6 of 25
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Describe the conditions for farm workers in California by paraphrasing and summarizing details from print and digital sources.
Video: “Chicano! - Struggle in the Fields” — 00:00 - 5:56
Article: “Bitter Harvest: LIFE with America's Migrant Workers, 1959” by Ben Cosgrove
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Using details from the video and pictures, describe the conditions for farm workers in California.
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
Chicano! PBS Documentary: What did the farm workers demand? Why?
Chicano! PBS Documentary: Describe the conditions for farmworkers in California.
Photo walk: What do the pictures show about the conditions for farm workers in California?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
pesticides
n.
a chemical that is used to kill animals or insects that damage plants or crops
exploitation
the act of using someone unfairly in a way that helps you
inhumane
adj.
not kind or gentle to people or animals
treatment
the way that you think of and act toward someone or something
vulnerable
easily hurt or harmed physically, mentally, or emotionally
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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.
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.
SL.5.2 — Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Standards that are practiced daily but are not priority standards of the unit
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).
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.5.7 — 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.5.9 — Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Lesson 5
Lesson 7
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
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
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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