Integrated Lesson

Name: Mayra Calvillo, Daniela Molina

Date: 10/28/19
Grade Level: 2nd grade
Title: Sí, se puede!
Subject Matter: Language Arts integrated with Social Studies

Lesson Objective(s):
● Students will learn what a strike is, specifically what the LA janitor strike was.
● Students will learn how people overcome challenges.
● Students will learn how people impact the changes made in government
● Students will chronologically organize the sequence of events in the book Sí, Se Puede!.
● Students will write, in detail, about the events in the book.
Language Objective(s):
● Students will be able to understand and write about the sequence of events in the book Sí,
Se Puede!.

AZ Standards:
2.W.3 Write narratives in which they recount a well‐elaborated event or short sequence of
events; include details to describe actions, thoughts, and feelings; use temporal words to signal
event order and provide a sense of closure.
2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.

Assessment (formal/informal):
Formal: Students will produce a picture timeline with the events that occurred in the book and
will write about each even.
Informal: Observations and discussions will provide opportunity for informal assessment of the
students learning on the content.

Materials Needed:
Teachers need book.
Students need images of the events in the book, poster board.

Description of the lesson:

We will learn about the janitors’ strike in California and how community involvement changed
the lives of thousands of families by reading the book. The discussion will also be elicited as we
read the book and students will be able to share their ideas. After reading the book, the students
will work in groups to organize the picture timeline and write about each picture. In the end the
students will share with the class their timeline.

Process and Steps:

1. We would begin the lesson with a review of community involvement.
2. I would then introduce the book and read it.
3. As we read the book, I would ask the students a series of questions: how community
involvement changed how the government acted towards the janitors, how people
overcame a challenge and who helped. After the book is entirely read, we will orally
discuss the challenge the characters faced and how they solved their problems.
4. Images of five different points in the story will be shown to the students, we will then
discuss what is happening in each image.
5. Students will be sent to their group tables and each group will be given a poster paper and
the five images previously discussed.
6. As a group, students will be assigned to put the five images in chronological order and
then write a sentence at the bottom of each image, describing what is happening in the
image.
7. As a group, students will then present their posters and describe what they wrote.