UNLV/Department of Teaching & Learning

Elementary Lesson Plan

UNLV Student: Martha J. Martinez PSMT Name: Griselda Garcia
Lesson Plan Cesar Chavez Lesson Plan Topic: Literacy/Social
Title: Studies
Date: 10/22/2019 Estimated Time: 60 minutes
Grade Level: 5th School Site: Thiriot

1. State Standard(s):
● RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
● 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.
● H3.5.2 Students understand how social ideas and individual action lead to social, political,
economic, and technological change.
2. Teaching Model(s):
● Direct Teaching
3. Objective(s):
● I can quote accurately and draw inferences from a text about Cesar Chavez by using the
R.A.C.E.D format
● I will understand the important event that Cesar Chavez lead to social and economic
change in migrant workers life.
4. Materials and Technology Resources
● Cesar Chavez passage
● Projector
● computer
● PowerPoint
● Posters
● Markers/Crayons
5. Instructional Procedures:
a. Motivation/Engagement:
● Ask students, “How does your fruit and vegetables get to the grocery stores
● Go over students responses
● Explain to students that before the fruit and vegetables get to the grocery stores, someone
has to plant it and cultivate it.
○ Go over what cultivate means
○ Prepare and use (land) for crops or gardening.
● The people that cultivate it are called farmers, but farmers need a lot more help. That’s
when migrant workers come in.
● What does “Si se puede mean?”
○ Yes it can be done
● Teach Like A Champion
○ Turn and Talk
■ Encourage students to better formulate their thoughts by including short,
 contained pair discussions-but make sure to design them for maximum
efficiency and accountability.
● Who started the quote?
● Go over responses
● Explain to students that today we will be going over Cesar Chavez and the importance he
had on the migrant workers.
● Go over objectives
○ Have students share with a partner the objectives.
b .Developmental Activities or Learning Experiences:
● Students will read the Cesar Chavez passage and answer questions
● Read the passage questions first.
● Students will chunk paragraphs
● Students will echo read with teacher
● Teacher and students will go over each paragraph and annotate
○ I do: teacher will annotate the first paragraphs
○ We do: Teacher and students will go over the second paragraphs and annotate
together
○ You do: Students will go over the last paragraphs and annotate
● Throughout the reading go over the vocabulary words.
○ Boycott: refusing to buy something or pay to use a service until workers are
treated better
○ Crops: fruits, vegetables, or other plants that are grown on a farm and sold
○ Strike: when a group of workers refuse to work until they get better pay and
treatment.
○ Hunger strikes: Refusing to eat as a protest
○ Union: A group of workers who join together to get better pay and treatment.
● Teach Like A Champion
○ Cold Call
■ Call on students regardless of whether they’ve raised their hands.
● Students will answer questions to the passage
● Students will monitor each others answers
● Students will provide feedback about each others response
c. Closure:
● Explain to students that they have the opportunity to identify an issue within school or the
community that they feel is unfair or involves negative conditions that can be improved
○ It should be realistic and reasonable.
● Blooms Taxonomy: Application
○ How would you change/modify the issue?
○ What changes would you make to solve the issues?
● In partners or small groups, brainstorm a list of nonviolent solutions for the problem they
identified.

● Students can create posters to advertise their new union and hold an information session to
other interested students.
d. Extension:

● Students will be able to present their posters to advertise their new union and answer
questions.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

● Provide Cesar Chave passage with the important text highlighted
● Read vocabulary words as a class.
● Work with students who struggle answering the questions related to the article.
● Echo reading for learners who struggle with reading.
7. Assessment and Evaluation of Learning:
a. Formative:
● Read responses to the Cesar Chavez passage.
8. Homework Assignment: N/A

Reflection
I was very happy with the outcome of my lesson and so my mentor that she gave me extra
time to use my extension. One of the things I felt really helped my lesson was that earlier in the
day the learning strategies took the class to the garden. The students learned about crops and
they were helping the farmer and the learning strategies harvest crops from the garden. I used
this to my advantage and used what they experienced in my lesson. I didn’t change anything
from my lesson, I just used it as a way for students to have their own experience while being out
in the yard. I think this was very motivational for students as they were able to make
connections with Cesar Chavez. One thing I could have done differently is have students share
more with their table. Students had a lot to say and I felt like they wanted to share more. I think
I could have given them a minute or two to share with their table. I think this could have
allowed them to get their thoughts out of their system and have less students outburst their
thoughts. Overall, I enjoyed my lesson and so did the students. It was the first time they had to
stand in front of the class and present. They didn’t seem shy about their presentation and were
passionate about the cause/issue they chose to present.