Curriculum / ELA / 5th Grade / Unit 4: SÃ Se Puede: The Migrant Workers' Movement / Lesson 9
ELA
Unit 4
5th Grade
Lesson 9 of 25
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Describe three or four of the strategies that Cesar Chavez and Dolores Huerta used in order to organize a strong movement and union.
Article: “A Union in the Community” by César Chávez — Chapters 1 and 2
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Describe three to four of the strategies that Cesar Chavez and Dolores Huerta used in order to organize a strong union and movement.
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Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
nucleus
n.
a central or most important part of something
dues
adj.
what is expected to paid or be given at a particular place and time
grass-roots organization
people in a community who join together to solve a political or social problem
commitment
a promise to do something
dignity
the quality of being worthy of honor or respect
committee
a group chosen to make a decision or do a particular job
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RI.5.2 — Determine two or more main ideas of a text and explain how they are supported by key details; summarize 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.
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.
SL.5.5 — Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
SL.5.6 — Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
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.5.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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).
Next
Explain why Cesar was hesitant to join the Filipinos and how the final decision was made to join their strike.
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
RI.5.2SL.5.1SL.5.2SL.5.4SL.5.5SL.5.6W.5.8
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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