Grape Strike Lesson Plans

Grape Strike Lesson Plans

Non-Violent Strikes

Strikes

The purpose of this lesson is to reinforce students’ understandings of reasons for nonviolent strikes, while also promoting the peaceful collaboration of different racial and ethnic groups, as expressed by the Filipino and Mexican farm workers joining forces. Throughout the lesson, the essential questions are: How were the farm workers in the Grape Strike able to integrate public action in their struggle for fair pay and better working conditions? In what way did the Grape Strike relate to the 1966 Melon Strike that occured in the Rio Grande Valley? The student will research and discuss the issues that led up to the Grape Strike, understand the actions of Cesar Chavez in the Grape Strike, compare and contrast the Grape Strike to the 1966 Melon Strike, use their new knowledge of the events of the Grape Strike to organize their own classroom and strike with posters reflecting issues of their choosing. The two parts of the mission statement that guided our lesson was promoting “research” and “creative works”. For this lesson, students are encouraged to conduct research on the Grape Strike, while also utilizing that information to organize their own strike. The pedagogical framework utilized for this lesson is that of the Critical Education theory by Paulo Freire that encourages collaboration of teachers and students as politically and socially aware members of society (Annenberg Learner, n.d.). The lesson is thematic (integrated subjects) and uses these keywords: Financial security, impatience, sacrifice, nonviolence, social justice, and boycott.

Erika Renee Saenz

Kelly Wright

UTRGV College of Education

EDCI 3335.31 , Fall 2018

The University of Texas Rio Grande Valley Special Collections and University Archives

1966

The University of Texas Rio Grande Valley

UTRGV College of Education

Stephanie Anckle

Saenz Renee, Erika & Wright, Kelly. (2018). Grape Strike Lesson Plans. Retrieved from
https://rgvprimarysourceguides.omeka.net/items/show/39

PDF

English

Rio Grande Valley

§113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(20) Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. The student is expected to: (A) describe the fundamental rights guaranteed by each amendment in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney;

§117.117. Art, Grade 5, Adopted 2013. (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to: (A) develop and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art.

1. TSW define a strike and boycott, while associating the two acts with amendments.
2. TSW create a poster supporting the students opinions on what they feel is unfair in their daily lives, either personally or as a society..

● Writing utensils (pencil and markers)

● Post it paper (or large piece of paper)

● Constitutional Amendments website (https://billofrightsinstitute.org/founding-documents/bill-of-rights/)

● Videos of strikes and boycotts

● Images from Delano Grape Strike

5 Days

Lesson 1
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/05/18 at 2:30 PM (50 min lesson)
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(20) Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. The student is expected to: (A) describe the fundamental rights guaranteed by each amendment in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney;
Standards: §117.117. Art, Grade 5, Adopted 2013. (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to: (A) develop and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
Objectives:
1. TSW define a strike and boycott, while associating the two acts with amendments.
2. TSW create a poster supporting the students opinions on what they feel is unfair in their daily lives, either personally or as a society..
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Writing utensils (pencil and markers)
● Post it paper (or large piece of paper)
● Constitutional Amendments website (https://billofrightsinstitute.org/founding-documents/bill-of-rights/)
● Videos of strikes and boycotts
● Images from Delano Grape Strike
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson for students is to understand what a strike and boycott are. With their new knowledge, they should be able to analyze common issues and create their own materials to engage in a strike for resolution of such issues.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they think a strike is.
■ Topics to discuss will include:
● What a strike and boycott is
● Why strikes or boycotts are used
● The difference between peaceful and violent strikes or demonstrations
● Wrong or issues they face
○ Once the class has discussed this, the teacher will show them a video about a famous boycott, the Montgomery Bus Boycott. This will show students what exactly what a boycott is and the impact they have on society.
(https://www.youtube.com/watch?v=QFXQOBsOmRw)
○ The class will then briefly discuss the video.
● Teacher modeling (8 minutes)
○ The teacher will begin a brief introduction to the Grape Strike to provide students with another example of strikes and boycotts, in addition to the information they learned in the lesson on the 1966 Melon Strike.
■ Topics to discuss will include:
● An overview of what a strike and boycott are
○ Peaceful strikes and boycotts are protected by the 2nd Amendment of the United States Constitution
○ The teacher will quickly show students the following website and discuss the information listed under the 2nd Amendment
https://billofrightsinstitute.org/founding-documents/bill-of-rights/
● Where the Grape Strike occurred
● When the Grape Strike occurred
● Why the Grape Strike occurred
○ The teacher will also demonstrate to students how to create effective posters and flyers for striking.
■ This will be accomplished by showing students an example of posters and a flyer that was used during the Grape Strike.
■ The teacher will discuss the necessary components of posters and flyers to contribute effectively to a strike
● Examples for posters include:
○ Stating what you want from the strike (“We want equal pay”) in brief statements
○ Writing large enough for people to see from far away
● Examples for flyers include:
○ Bringing light to current negative situations (“Is it fair for anyone to be paid only $0.25 an hour for 10 hour days?”)
○ Appealing to public
● Guided practice (10 minutes)
○ To prepare students for their individual assignment, the teacher and students will work together to analyze a flyer used during the Grape Strike.
○ The students will begin by reading the flyer silently to themselves, then the teacher will read it aloud to the class.
○ Once read, the class will engage in a discussion on the content of the flyer.
■ Topics to be discussed will include:
● What issue the flyer was acknowledging
● What did the writer of the flyer want people to understand about this issue
● In what way did the flyer call the public to action
○ The class will then discuss possible statements that could be recorded on posters to support the cause of the writer of the flyer.
■ Examples could include:
● “We Deserve Better Pay”
● “No Improvement, No Grapes”
● “Farm Owners Need Farm Workers”
● Practice (independent, partner, group) (15 minutes)
○ Students will work independently for this project.
○ Students will utilize their newfound knowledge of creating statements for posters regarding certain issues to create their own poster.
○ Each student will be given the opportunity to choose an issue to strike about from a list of common issues that lead to the formation of strikes.
■ Some examples of issues will include the following:
● Higher minimum wage
● Lower tuition for college
● Equal pay for women
■ If a student wishes to discuss an issue that is not on the list, but meaningful to them, approval is needed by the teacher to ensure appropriateness.
■ It is acceptable for more than one student to present a particular issue.
○ Every student will be given a medium sized poster and markers to neatly create their poster.
■ Students will be instructed to incorporate drawings or cut-outs from magazines to highlight the issue they are fighting for.
● Closure (8 minutes)
○ Once students have completed their strike posters, the students will lay them out on their desk.
○ The class will then participate in a gallery walk in which they will walk around and look at their classmates posters.
○ The teacher and students will then return to their seat and engage in a discussion on some of the topics chosen.
■ The teacher will ask students to volunteer to discuss the issues they talked about.
■ Students who came up with issues not on the list will be encouraged to discuss this issue to introduce their classmates to additional issues.

























Lesson 2
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/06/18 at 2:30 PM (50 min lesson)
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will also review the graphic organizer made and check it for accuracy.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(13) Economics. The student understands patterns of work and economic activities in the United States. The student is expected to: (E) explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States.
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and- contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas;
Objectives:
1. TSW discuss the events of two interrelated strikes - the Delano Grape and Melon strike.
2. TSW analyze (compare and contrast) the strikes and create a graphic organizer with supported information.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Documentaries on Delano Grape and Melon Strike
● Writing utensils (pencil and markers)
● Post it paper (or large piece of paper)
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of this lesson for students is to introduce them to the events of the Grape Strike, as well as the reasons that initiated the strike. The purpose is also to reinforce students’ understanding of how to compare and contrast landmark events that had major impacts on society.
○ Students will engage in a teacher-initiated discussion on the effects that strikes such as the Grape Strike and the 1966 Melon Strike have on communities. The teacher will discuss how strikes such as these can pave the way for positive change amongst small or large groups of people.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they learned about strikes during the first lesson on the Grape Strike and the lesson on the 1966 Melon Strike.
■ Topics to discuss will include:
● What a strike is
● Some common reasons for the initiation of a strike
● The difference between peaceful and violent strikes or demonstrations
● The significance of marches conducted during strikes
● Examples of everyday situations that students believe are wrong
○ An example is the situation discussed in the lesson plan on the 1966 Melon Strike with Jamal who wanted to buy a doll but was told he could not because he is a boy.
○ Students will be encouraged to recall the information learned about the 1966 Melon Strike to complement instruction concerning the Grape Strike.
● Teacher modeling (10 minutes)
○ The teacher will continue more in-depth instruction on the Grape Strike, making sure to present information that both differs and relates to the 1966 Melon Strike.
■ Topics to discuss will include:
● Who was involved in the Grape Strike
○ Cesar Chavez
○ Larry Itliong
○ Filipino farm workers (AWOC)
○ Mexican farm workers (NFWA)
● What happened during the Grape Strike
○ Formation of the UFW
○ Nearly 300-mile march
○ Temptations for violence
■ Resolved by Cesar Chavez’s 25-day fast
○ Public boycotting of grapes
● What was the result of the Grape Strike
○ Grape companies signed contracts granting farm workers better pay and more productive working conditions
○ The information listed here will be presented in the documentary on the Delano Grape Strike, which will be shown during this portion of lesson. Discussion on content of video will be discussed after the video is shown.
● Guided practice (7 minutes)
○ The teacher and students will engage in a classwide discussion in which similarities and differences between the Grape Strike and the 1966 Melon Strike will be talked about. Students will be encouraged to acknowledge any similarities and differences they know of between the two strikes, with the teacher guiding them to recognize new ones. This discussion will prepare students to be ready for the next portion of this lesson.
● Practice (independent, partner, group) (15 minutes)
○ Students will be placed in groups of 4 for this part of the lesson.
○ Each group will be given a large sheet of paper and markers.
○ Students will work with their group to develop their own graphic organizer that will be used to portray the similarities and differences of the Grape Strike and the 1966 Melon Strike.
■ Students will use the information discussed during the Guided Practice portion of the lesson to complete this project.
■ Students can choose to create a Venn diagram on their large sheet of paper or they can create their own graphic organizer.
● The teacher will be monitoring to ensure that students are organizing their information neatly.
● Closure (8 minutes)
○ Each group will place their large sheet of Post-It paper somewhere around the classroom.
■ There will be 7 groups.
○ The students will stay with their group to complete a gallery walk in which each group will view each other’s work.
■ Each group will be given about 1 minute to look at the other 6 group’s work, including the content and the organization of the material.
○ After the gallery walk, the entire class will engage in a short discussion recapping what was learned during the lesson.


























Lesson 3
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/07/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will also review the research paper written by students and make any revisions, if needed. Additionally, paper will be checked for accuracy but will not be taken for a grade.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
5) History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to: (C) identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics.
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) compiles important information from multiple sources;
Objectives:
1. TSW articulate the leaders of the UFW related to the Delano Grape strike (aside from Cesar Chavez) and appraise their attributes.
2. TSW compose a well written biography with the information found on the leader chosen.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Pencil and paper
● Computer
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (2 minutes)
○ The purpose of this lesson is to familiarize students with inspirational people who sought to fight for equality for both Filipino and Mexican farm workers during the Grape Strike.
○ The teacher will briefly go over the objectives for the lesson, specifically the overall goal for them to research and gain an appreciation for one of the heroes of the Grape Strike and the UFW in general.
● Accessing prior knowledge (7 minutes)
○ The class will engage in a discussion on what they have learned so far about Cesar Chavez.
■ Topics that will be discussed about Cesar Chavez include:
● His role in the NFWA and the UFW
● His dedication during the Grape Strike
○ The class will also discuss what they have learned about the Grape Strike. Students will recap this knowledge so they can make the connection to the men and women who led the strike.
■ Topics that will be discussed include:
● The joining of the AWOC and the NFWA to become the UFW
● The result of the Grape Strike
● Teacher modeling (8 minutes)
○ To prepare students for the individual research portion of lesson plan, the teacher will model proper ways to conduct research and format a biography.
■ To prepare students, the teacher will do the following:
● Show students how to conduct proper research using a projector and internet.
○ This includes helping them to distinguish between reliable and unreliable sources (Wikipedia)
● Show students how to organize their information using a graphic organizer or a list.
● Guided practice (7 minutes)
○ The teacher and students will work together to conduct quick research on Cesar Chavez to practice before they work on their own. The information will be organized on a graphic organizer.
■ This practice will provide students with knowledge of how to conduct their own research and organize their findings.
● Practice (independent, partner, group) (20 minutes)
○ For this portion of the lesson, each student will be provided with a list of leaders of the UFW and people who played a significant role in the Grape Strike.
■ Examples of people will include:
● Dolores Huerta
● Philip Vera Cruz
● Larry Itliong
● Benjamin Gines
● Pete Velasco
○ Each student will choose one person from the list and conduct research on that person. This information will be organized by the student into a biography.
■ Examples of information to be included in biography will be:
● Birthdays
● Home life growing up
○ Work life (from childhood to adulthood)
● Their role in the Grape Strike and/or the UFW
● Closure (6 minutes)
○ Once students have completed their biographies, the class will engage in a discussion on the heroes of the Grape Strike
○ Students will be encouraged to discuss the leader that they chose for the biography.
■ All 5 leaders mentioned above must be discussed so that students can learn about other leaders in addition to the one that they researched.







Lesson 4
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/08/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will take notes of each performance and take note of the key concepts/facts students are making. The information provided during the performance will be fact checked and a grade will be given for participation and accuracy of information.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (4) History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to: (G) identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups.
Standards: §117.119. Theatre, Grade 5, Adopted 2013. (2) Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to: (E) create simple stories collaboratively through imaginative play, improvisations, and story dramatizations, demonstrating a logical connection of events describing the characters, their relationships, and their surroundings.
Objectives:
1. TSW arrange a role play where he/she is the activist/leader they previously researched and summarize their life to the class.
2. TSW participate in a class discussion involving current activists and how they compare to the Delano Grape strike leaders.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Pen and paper
● Props (for performance)
● Newspaper clipping of activists
● Videos of current activists in the news
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson is for students to be given an opportunity to demonstrate what they know about the leaders from the UFW. The students are also able to connect what they’ve learned about history to our current society.
● Accessing prior knowledge (5 minutes)
○ The teacher will begin a discussion with the students:
■ Topics to discuss will include:
● What is an activist
● What issues are important in today’s society
● What did you learn about the activists researched
● Teacher modeling (8 minutes)
○ The teacher will discuss what he/she learned about Dolores Huerta and perform a quick performance, pretending to be her.
○ Dolores (the teacher) will ask students to do the same with their activists.
● Guided practice (10 minutes)
○ The teacher will search via Google activists today and ask the students how they’re similar to Cesar Chavez, Dolores Huerta, Eugene Nelson etc.
○ Once the students have learned about a few current activists, they’ll be asked to perform in front of the class.
● Practice (independent) (15 minutes)
○ Students will perform a short skit on their activist
■ Example: “Hi, I’m ___. I was born in ____. I was __ years old when I decided to strike against the grape growers. I didn’t think we were being paid enough.” etc
● Closure (5 minutes)
○ Students will reflect via discussion on the new activists they have learned about and share their opinions, questions, comments and concerns.

















Lesson 5
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/09/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher will provide a 12 question multiple choice quiz that the students are expected to complete to the best of their ability.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (26) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.
Objectives:
1. TSW reflect on the poster created during lesson 1 and defend what they wrote.
2. TSW have a class discussion analyzing solutions for what they are striking/boycotting.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Posters (created in lesson 1)
● Pen and paper
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson for students is to reflect on what a strike and boycott is. All week they worked on learning new information, analyzing it, applying it and now constructing new opinions. They will extend the original lesson, by creating solutions to their daily issues.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they learned throughout the week.
■ Topics to discuss will include:
● What a strike and boycott is.
● Why strikes or boycotts are used.
● The difference between peaceful and violent strikes or demonstrations.
● The issues they created posters about.
● Possible solutions and outcomes for these issues.
● Teacher modeling (8 minutes)
○ The teacher will begin a brief summarization of the Delano Grape and Melon strike. He/She will present the poster created (by the teacher) and summarize what was written and why.
■ Topics to discuss will include:
● An overview of what a strike and boycott are.
○ Peaceful strikes and boycotts are protected by the 2nd Amendment of the United States Constitution.
● Guided practice (10 minutes)
○ The teacher will ask a student to present the flyer they created and begin summarizing why they created the poster.
○ Once read, the class will engage in a discussion on the content of the flyer.
■ Topics to be discussed will include:
● What issue the flyer was acknowledging.
● What did the writer of the flyer want people to understand about this issue.
● In what way did the flyer call the public to action.
● What solutions can be presented and why.
● Practice (group) (15 minutes)
○ Students will swap posters around, possibly with their neighbor or students from another group, and will begin analyzing the poster.
○ Students will be asked to formulate solutions for their issues.
■ Example: problem - the cafeteria doesn’t serve good food solution - ask students to create a survey of what they like or don’t like. The cafeteria can then serve what the majority of the school favors.
● Closure (20 minutes)
○ Once students have completed possible solutions for the issues they are striking/boycotting, they will then tape the work to the wall.
○ The class will then participate in a gallery walk in which they will walk around and look at their classmates posters.
○ The teacher and students will then return to their seat and engage in a discussion on some of the topics chosen.
■ The teacher will ask students to volunteer to discuss the issues they talked about.
○ Lastly, students will complete at 12 multiple choice quiz assessing the information taught throughout the week.




























Lesson 1
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/05/18 at 2:30 PM (50 min lesson)
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(20) Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. The student is expected to: (A) describe the fundamental rights guaranteed by each amendment in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney;
Standards: §117.117. Art, Grade 5, Adopted 2013. (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to: (A) develop and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
Objectives:
1. TSW define a strike and boycott, while associating the two acts with amendments.
2. TSW create a poster supporting the students opinions on what they feel is unfair in their daily lives, either personally or as a society..
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Writing utensils (pencil and markers)
● Post it paper (or large piece of paper)
● Constitutional Amendments website (https://billofrightsinstitute.org/founding-documents/bill-of-rights/)
● Videos of strikes and boycotts
● Images from Delano Grape Strike
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson for students is to understand what a strike and boycott are. With their new knowledge, they should be able to analyze common issues and create their own materials to engage in a strike for resolution of such issues.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they think a strike is.
■ Topics to discuss will include:
● What a strike and boycott is
● Why strikes or boycotts are used
● The difference between peaceful and violent strikes or demonstrations
● Wrong or issues they face
○ Once the class has discussed this, the teacher will show them a video about a famous boycott, the Montgomery Bus Boycott. This will show students what exactly what a boycott is and the impact they have on society.
(https://www.youtube.com/watch?v=QFXQOBsOmRw)
○ The class will then briefly discuss the video.
● Teacher modeling (8 minutes)
○ The teacher will begin a brief introduction to the Grape Strike to provide students with another example of strikes and boycotts, in addition to the information they learned in the lesson on the 1966 Melon Strike.
■ Topics to discuss will include:
● An overview of what a strike and boycott are
○ Peaceful strikes and boycotts are protected by the 2nd Amendment of the United States Constitution
○ The teacher will quickly show students the following website and discuss the information listed under the 2nd Amendment
https://billofrightsinstitute.org/founding-documents/bill-of-rights/
● Where the Grape Strike occurred
● When the Grape Strike occurred
● Why the Grape Strike occurred
○ The teacher will also demonstrate to students how to create effective posters and flyers for striking.
■ This will be accomplished by showing students an example of posters and a flyer that was used during the Grape Strike.
■ The teacher will discuss the necessary components of posters and flyers to contribute effectively to a strike
● Examples for posters include:
○ Stating what you want from the strike (“We want equal pay”) in brief statements
○ Writing large enough for people to see from far away
● Examples for flyers include:
○ Bringing light to current negative situations (“Is it fair for anyone to be paid only $0.25 an hour for 10 hour days?”)
○ Appealing to public
● Guided practice (10 minutes)
○ To prepare students for their individual assignment, the teacher and students will work together to analyze a flyer used during the Grape Strike.
○ The students will begin by reading the flyer silently to themselves, then the teacher will read it aloud to the class.
○ Once read, the class will engage in a discussion on the content of the flyer.
■ Topics to be discussed will include:
● What issue the flyer was acknowledging
● What did the writer of the flyer want people to understand about this issue
● In what way did the flyer call the public to action
○ The class will then discuss possible statements that could be recorded on posters to support the cause of the writer of the flyer.
■ Examples could include:
● “We Deserve Better Pay”
● “No Improvement, No Grapes”
● “Farm Owners Need Farm Workers”
● Practice (independent, partner, group) (15 minutes)
○ Students will work independently for this project.
○ Students will utilize their newfound knowledge of creating statements for posters regarding certain issues to create their own poster.
○ Each student will be given the opportunity to choose an issue to strike about from a list of common issues that lead to the formation of strikes.
■ Some examples of issues will include the following:
● Higher minimum wage
● Lower tuition for college
● Equal pay for women
■ If a student wishes to discuss an issue that is not on the list, but meaningful to them, approval is needed by the teacher to ensure appropriateness.
■ It is acceptable for more than one student to present a particular issue.
○ Every student will be given a medium sized poster and markers to neatly create their poster.
■ Students will be instructed to incorporate drawings or cut-outs from magazines to highlight the issue they are fighting for.
● Closure (8 minutes)
○ Once students have completed their strike posters, the students will lay them out on their desk.
○ The class will then participate in a gallery walk in which they will walk around and look at their classmates posters.
○ The teacher and students will then return to their seat and engage in a discussion on some of the topics chosen.
■ The teacher will ask students to volunteer to discuss the issues they talked about.
■ Students who came up with issues not on the list will be encouraged to discuss this issue to introduce their classmates to additional issues.

























Lesson 2
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/06/18 at 2:30 PM (50 min lesson)
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will also review the graphic organizer made and check it for accuracy.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(13) Economics. The student understands patterns of work and economic activities in the United States. The student is expected to: (E) explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States.
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and- contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas;
Objectives:
1. TSW discuss the events of two interrelated strikes - the Delano Grape and Melon strike.
2. TSW analyze (compare and contrast) the strikes and create a graphic organizer with supported information.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Documentaries on Delano Grape and Melon Strike
● Writing utensils (pencil and markers)
● Post it paper (or large piece of paper)
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of this lesson for students is to introduce them to the events of the Grape Strike, as well as the reasons that initiated the strike. The purpose is also to reinforce students’ understanding of how to compare and contrast landmark events that had major impacts on society.
○ Students will engage in a teacher-initiated discussion on the effects that strikes such as the Grape Strike and the 1966 Melon Strike have on communities. The teacher will discuss how strikes such as these can pave the way for positive change amongst small or large groups of people.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they learned about strikes during the first lesson on the Grape Strike and the lesson on the 1966 Melon Strike.
■ Topics to discuss will include:
● What a strike is
● Some common reasons for the initiation of a strike
● The difference between peaceful and violent strikes or demonstrations
● The significance of marches conducted during strikes
● Examples of everyday situations that students believe are wrong
○ An example is the situation discussed in the lesson plan on the 1966 Melon Strike with Jamal who wanted to buy a doll but was told he could not because he is a boy.
○ Students will be encouraged to recall the information learned about the 1966 Melon Strike to complement instruction concerning the Grape Strike.
● Teacher modeling (10 minutes)
○ The teacher will continue more in-depth instruction on the Grape Strike, making sure to present information that both differs and relates to the 1966 Melon Strike.
■ Topics to discuss will include:
● Who was involved in the Grape Strike
○ Cesar Chavez
○ Larry Itliong
○ Filipino farm workers (AWOC)
○ Mexican farm workers (NFWA)
● What happened during the Grape Strike
○ Formation of the UFW
○ Nearly 300-mile march
○ Temptations for violence
■ Resolved by Cesar Chavez’s 25-day fast
○ Public boycotting of grapes
● What was the result of the Grape Strike
○ Grape companies signed contracts granting farm workers better pay and more productive working conditions
○ The information listed here will be presented in the documentary on the Delano Grape Strike, which will be shown during this portion of lesson. Discussion on content of video will be discussed after the video is shown.
● Guided practice (7 minutes)
○ The teacher and students will engage in a classwide discussion in which similarities and differences between the Grape Strike and the 1966 Melon Strike will be talked about. Students will be encouraged to acknowledge any similarities and differences they know of between the two strikes, with the teacher guiding them to recognize new ones. This discussion will prepare students to be ready for the next portion of this lesson.
● Practice (independent, partner, group) (15 minutes)
○ Students will be placed in groups of 4 for this part of the lesson.
○ Each group will be given a large sheet of paper and markers.
○ Students will work with their group to develop their own graphic organizer that will be used to portray the similarities and differences of the Grape Strike and the 1966 Melon Strike.
■ Students will use the information discussed during the Guided Practice portion of the lesson to complete this project.
■ Students can choose to create a Venn diagram on their large sheet of paper or they can create their own graphic organizer.
● The teacher will be monitoring to ensure that students are organizing their information neatly.
● Closure (8 minutes)
○ Each group will place their large sheet of Post-It paper somewhere around the classroom.
■ There will be 7 groups.
○ The students will stay with their group to complete a gallery walk in which each group will view each other’s work.
■ Each group will be given about 1 minute to look at the other 6 group’s work, including the content and the organization of the material.
○ After the gallery walk, the entire class will engage in a short discussion recapping what was learned during the lesson.


























Lesson 3
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/07/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will also review the research paper written by students and make any revisions, if needed. Additionally, paper will be checked for accuracy but will not be taken for a grade.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
5) History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to: (C) identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics.
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) compiles important information from multiple sources;
Objectives:
1. TSW articulate the leaders of the UFW related to the Delano Grape strike (aside from Cesar Chavez) and appraise their attributes.
2. TSW compose a well written biography with the information found on the leader chosen.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Pencil and paper
● Computer
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (2 minutes)
○ The purpose of this lesson is to familiarize students with inspirational people who sought to fight for equality for both Filipino and Mexican farm workers during the Grape Strike.
○ The teacher will briefly go over the objectives for the lesson, specifically the overall goal for them to research and gain an appreciation for one of the heroes of the Grape Strike and the UFW in general.
● Accessing prior knowledge (7 minutes)
○ The class will engage in a discussion on what they have learned so far about Cesar Chavez.
■ Topics that will be discussed about Cesar Chavez include:
● His role in the NFWA and the UFW
● His dedication during the Grape Strike
○ The class will also discuss what they have learned about the Grape Strike. Students will recap this knowledge so they can make the connection to the men and women who led the strike.
■ Topics that will be discussed include:
● The joining of the AWOC and the NFWA to become the UFW
● The result of the Grape Strike
● Teacher modeling (8 minutes)
○ To prepare students for the individual research portion of lesson plan, the teacher will model proper ways to conduct research and format a biography.
■ To prepare students, the teacher will do the following:
● Show students how to conduct proper research using a projector and internet.
○ This includes helping them to distinguish between reliable and unreliable sources (Wikipedia)
● Show students how to organize their information using a graphic organizer or a list.
● Guided practice (7 minutes)
○ The teacher and students will work together to conduct quick research on Cesar Chavez to practice before they work on their own. The information will be organized on a graphic organizer.
■ This practice will provide students with knowledge of how to conduct their own research and organize their findings.
● Practice (independent, partner, group) (20 minutes)
○ For this portion of the lesson, each student will be provided with a list of leaders of the UFW and people who played a significant role in the Grape Strike.
■ Examples of people will include:
● Dolores Huerta
● Philip Vera Cruz
● Larry Itliong
● Benjamin Gines
● Pete Velasco
○ Each student will choose one person from the list and conduct research on that person. This information will be organized by the student into a biography.
■ Examples of information to be included in biography will be:
● Birthdays
● Home life growing up
○ Work life (from childhood to adulthood)
● Their role in the Grape Strike and/or the UFW
● Closure (6 minutes)
○ Once students have completed their biographies, the class will engage in a discussion on the heroes of the Grape Strike
○ Students will be encouraged to discuss the leader that they chose for the biography.
■ All 5 leaders mentioned above must be discussed so that students can learn about other leaders in addition to the one that they researched.







Lesson 4
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/08/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will take notes of each performance and take note of the key concepts/facts students are making. The information provided during the performance will be fact checked and a grade will be given for participation and accuracy of information.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (4) History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to: (G) identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups.
Standards: §117.119. Theatre, Grade 5, Adopted 2013. (2) Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to: (E) create simple stories collaboratively through imaginative play, improvisations, and story dramatizations, demonstrating a logical connection of events describing the characters, their relationships, and their surroundings.
Objectives:
1. TSW arrange a role play where he/she is the activist/leader they previously researched and summarize their life to the class.
2. TSW participate in a class discussion involving current activists and how they compare to the Delano Grape strike leaders.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Pen and paper
● Props (for performance)
● Newspaper clipping of activists
● Videos of current activists in the news
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson is for students to be given an opportunity to demonstrate what they know about the leaders from the UFW. The students are also able to connect what they’ve learned about history to our current society.
● Accessing prior knowledge (5 minutes)
○ The teacher will begin a discussion with the students:
■ Topics to discuss will include:
● What is an activist
● What issues are important in today’s society
● What did you learn about the activists researched
● Teacher modeling (8 minutes)
○ The teacher will discuss what he/she learned about Dolores Huerta and perform a quick performance, pretending to be her.
○ Dolores (the teacher) will ask students to do the same with their activists.
● Guided practice (10 minutes)
○ The teacher will search via Google activists today and ask the students how they’re similar to Cesar Chavez, Dolores Huerta, Eugene Nelson etc.
○ Once the students have learned about a few current activists, they’ll be asked to perform in front of the class.
● Practice (independent) (15 minutes)
○ Students will perform a short skit on their activist
■ Example: “Hi, I’m ___. I was born in ____. I was __ years old when I decided to strike against the grape growers. I didn’t think we were being paid enough.” etc
● Closure (5 minutes)
○ Students will reflect via discussion on the new activists they have learned about and share their opinions, questions, comments and concerns.

















Lesson 5
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/09/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher will provide a 12 question multiple choice quiz that the students are expected to complete to the best of their ability.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (26) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.
Objectives:
1. TSW reflect on the poster created during lesson 1 and defend what they wrote.
2. TSW have a class discussion analyzing solutions for what they are striking/boycotting.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Posters (created in lesson 1)
● Pen and paper
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson for students is to reflect on what a strike and boycott is. All week they worked on learning new information, analyzing it, applying it and now constructing new opinions. They will extend the original lesson, by creating solutions to their daily issues.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they learned throughout the week.
■ Topics to discuss will include:
● What a strike and boycott is.
● Why strikes or boycotts are used.
● The difference between peaceful and violent strikes or demonstrations.
● The issues they created posters about.
● Possible solutions and outcomes for these issues.
● Teacher modeling (8 minutes)
○ The teacher will begin a brief summarization of the Delano Grape and Melon strike. He/She will present the poster created (by the teacher) and summarize what was written and why.
■ Topics to discuss will include:
● An overview of what a strike and boycott are.
○ Peaceful strikes and boycotts are protected by the 2nd Amendment of the United States Constitution.
● Guided practice (10 minutes)
○ The teacher will ask a student to present the flyer they created and begin summarizing why they created the poster.
○ Once read, the class will engage in a discussion on the content of the flyer.
■ Topics to be discussed will include:
● What issue the flyer was acknowledging.
● What did the writer of the flyer want people to understand about this issue.
● In what way did the flyer call the public to action.
● What solutions can be presented and why.
● Practice (group) (15 minutes)
○ Students will swap posters around, possibly with their neighbor or students from another group, and will begin analyzing the poster.
○ Students will be asked to formulate solutions for their issues.
■ Example: problem - the cafeteria doesn’t serve good food solution - ask students to create a survey of what they like or don’t like. The cafeteria can then serve what the majority of the school favors.
● Closure (20 minutes)
○ Once students have completed possible solutions for the issues they are striking/boycotting, they will then tape the work to the wall.
○ The class will then participate in a gallery walk in which they will walk around and look at their classmates posters.
○ The teacher and students will then return to their seat and engage in a discussion on some of the topics chosen.
■ The teacher will ask students to volunteer to discuss the issues they talked about.
○ Lastly, students will complete at 12 multiple choice quiz assessing the information taught throughout the week.





























Lesson 1
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/05/18 at 2:30 PM (50 min lesson)
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(20) Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. The student is expected to: (A) describe the fundamental rights guaranteed by each amendment in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney;
Standards: §117.117. Art, Grade 5, Adopted 2013. (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to: (A) develop and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
Objectives:
1. TSW define a strike and boycott, while associating the two acts with amendments.
2. TSW create a poster supporting the students opinions on what they feel is unfair in their daily lives, either personally or as a society..
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Writing utensils (pencil and markers)
● Post it paper (or large piece of paper)
● Constitutional Amendments website (https://billofrightsinstitute.org/founding-documents/bill-of-rights/)
● Videos of strikes and boycotts
● Images from Delano Grape Strike
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson for students is to understand what a strike and boycott are. With their new knowledge, they should be able to analyze common issues and create their own materials to engage in a strike for resolution of such issues.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they think a strike is.
■ Topics to discuss will include:
● What a strike and boycott is
● Why strikes or boycotts are used
● The difference between peaceful and violent strikes or demonstrations
● Wrong or issues they face
○ Once the class has discussed this, the teacher will show them a video about a famous boycott, the Montgomery Bus Boycott. This will show students what exactly what a boycott is and the impact they have on society.
(https://www.youtube.com/watch?v=QFXQOBsOmRw)
○ The class will then briefly discuss the video.
● Teacher modeling (8 minutes)
○ The teacher will begin a brief introduction to the Grape Strike to provide students with another example of strikes and boycotts, in addition to the information they learned in the lesson on the 1966 Melon Strike.
■ Topics to discuss will include:
● An overview of what a strike and boycott are
○ Peaceful strikes and boycotts are protected by the 2nd Amendment of the United States Constitution
○ The teacher will quickly show students the following website and discuss the information listed under the 2nd Amendment
https://billofrightsinstitute.org/founding-documents/bill-of-rights/
● Where the Grape Strike occurred
● When the Grape Strike occurred
● Why the Grape Strike occurred
○ The teacher will also demonstrate to students how to create effective posters and flyers for striking.
■ This will be accomplished by showing students an example of posters and a flyer that was used during the Grape Strike.
■ The teacher will discuss the necessary components of posters and flyers to contribute effectively to a strike
● Examples for posters include:
○ Stating what you want from the strike (“We want equal pay”) in brief statements
○ Writing large enough for people to see from far away
● Examples for flyers include:
○ Bringing light to current negative situations (“Is it fair for anyone to be paid only $0.25 an hour for 10 hour days?”)
○ Appealing to public
● Guided practice (10 minutes)
○ To prepare students for their individual assignment, the teacher and students will work together to analyze a flyer used during the Grape Strike.
○ The students will begin by reading the flyer silently to themselves, then the teacher will read it aloud to the class.
○ Once read, the class will engage in a discussion on the content of the flyer.
■ Topics to be discussed will include:
● What issue the flyer was acknowledging
● What did the writer of the flyer want people to understand about this issue
● In what way did the flyer call the public to action
○ The class will then discuss possible statements that could be recorded on posters to support the cause of the writer of the flyer.
■ Examples could include:
● “We Deserve Better Pay”
● “No Improvement, No Grapes”
● “Farm Owners Need Farm Workers”
● Practice (independent, partner, group) (15 minutes)
○ Students will work independently for this project.
○ Students will utilize their newfound knowledge of creating statements for posters regarding certain issues to create their own poster.
○ Each student will be given the opportunity to choose an issue to strike about from a list of common issues that lead to the formation of strikes.
■ Some examples of issues will include the following:
● Higher minimum wage
● Lower tuition for college
● Equal pay for women
■ If a student wishes to discuss an issue that is not on the list, but meaningful to them, approval is needed by the teacher to ensure appropriateness.
■ It is acceptable for more than one student to present a particular issue.
○ Every student will be given a medium sized poster and markers to neatly create their poster.
■ Students will be instructed to incorporate drawings or cut-outs from magazines to highlight the issue they are fighting for.
● Closure (8 minutes)
○ Once students have completed their strike posters, the students will lay them out on their desk.
○ The class will then participate in a gallery walk in which they will walk around and look at their classmates posters.
○ The teacher and students will then return to their seat and engage in a discussion on some of the topics chosen.
■ The teacher will ask students to volunteer to discuss the issues they talked about.
■ Students who came up with issues not on the list will be encouraged to discuss this issue to introduce their classmates to additional issues.

























Lesson 2
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/06/18 at 2:30 PM (50 min lesson)
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will also review the graphic organizer made and check it for accuracy.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(13) Economics. The student understands patterns of work and economic activities in the United States. The student is expected to: (E) explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States.
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and- contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas;
Objectives:
1. TSW discuss the events of two interrelated strikes - the Delano Grape and Melon strike.
2. TSW analyze (compare and contrast) the strikes and create a graphic organizer with supported information.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Documentaries on Delano Grape and Melon Strike
● Writing utensils (pencil and markers)
● Post it paper (or large piece of paper)
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of this lesson for students is to introduce them to the events of the Grape Strike, as well as the reasons that initiated the strike. The purpose is also to reinforce students’ understanding of how to compare and contrast landmark events that had major impacts on society.
○ Students will engage in a teacher-initiated discussion on the effects that strikes such as the Grape Strike and the 1966 Melon Strike have on communities. The teacher will discuss how strikes such as these can pave the way for positive change amongst small or large groups of people.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they learned about strikes during the first lesson on the Grape Strike and the lesson on the 1966 Melon Strike.
■ Topics to discuss will include:
● What a strike is
● Some common reasons for the initiation of a strike
● The difference between peaceful and violent strikes or demonstrations
● The significance of marches conducted during strikes
● Examples of everyday situations that students believe are wrong
○ An example is the situation discussed in the lesson plan on the 1966 Melon Strike with Jamal who wanted to buy a doll but was told he could not because he is a boy.
○ Students will be encouraged to recall the information learned about the 1966 Melon Strike to complement instruction concerning the Grape Strike.
● Teacher modeling (10 minutes)
○ The teacher will continue more in-depth instruction on the Grape Strike, making sure to present information that both differs and relates to the 1966 Melon Strike.
■ Topics to discuss will include:
● Who was involved in the Grape Strike
○ Cesar Chavez
○ Larry Itliong
○ Filipino farm workers (AWOC)
○ Mexican farm workers (NFWA)
● What happened during the Grape Strike
○ Formation of the UFW
○ Nearly 300-mile march
○ Temptations for violence
■ Resolved by Cesar Chavez’s 25-day fast
○ Public boycotting of grapes
● What was the result of the Grape Strike
○ Grape companies signed contracts granting farm workers better pay and more productive working conditions
○ The information listed here will be presented in the documentary on the Delano Grape Strike, which will be shown during this portion of lesson. Discussion on content of video will be discussed after the video is shown.
● Guided practice (7 minutes)
○ The teacher and students will engage in a classwide discussion in which similarities and differences between the Grape Strike and the 1966 Melon Strike will be talked about. Students will be encouraged to acknowledge any similarities and differences they know of between the two strikes, with the teacher guiding them to recognize new ones. This discussion will prepare students to be ready for the next portion of this lesson.
● Practice (independent, partner, group) (15 minutes)
○ Students will be placed in groups of 4 for this part of the lesson.
○ Each group will be given a large sheet of paper and markers.
○ Students will work with their group to develop their own graphic organizer that will be used to portray the similarities and differences of the Grape Strike and the 1966 Melon Strike.
■ Students will use the information discussed during the Guided Practice portion of the lesson to complete this project.
■ Students can choose to create a Venn diagram on their large sheet of paper or they can create their own graphic organizer.
● The teacher will be monitoring to ensure that students are organizing their information neatly.
● Closure (8 minutes)
○ Each group will place their large sheet of Post-It paper somewhere around the classroom.
■ There will be 7 groups.
○ The students will stay with their group to complete a gallery walk in which each group will view each other’s work.
■ Each group will be given about 1 minute to look at the other 6 group’s work, including the content and the organization of the material.
○ After the gallery walk, the entire class will engage in a short discussion recapping what was learned during the lesson.


























Lesson 3
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/07/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will also review the research paper written by students and make any revisions, if needed. Additionally, paper will be checked for accuracy but will not be taken for a grade.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
5) History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to: (C) identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics.
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) compiles important information from multiple sources;
Objectives:
1. TSW articulate the leaders of the UFW related to the Delano Grape strike (aside from Cesar Chavez) and appraise their attributes.
2. TSW compose a well written biography with the information found on the leader chosen.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Pencil and paper
● Computer
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (2 minutes)
○ The purpose of this lesson is to familiarize students with inspirational people who sought to fight for equality for both Filipino and Mexican farm workers during the Grape Strike.
○ The teacher will briefly go over the objectives for the lesson, specifically the overall goal for them to research and gain an appreciation for one of the heroes of the Grape Strike and the UFW in general.
● Accessing prior knowledge (7 minutes)
○ The class will engage in a discussion on what they have learned so far about Cesar Chavez.
■ Topics that will be discussed about Cesar Chavez include:
● His role in the NFWA and the UFW
● His dedication during the Grape Strike
○ The class will also discuss what they have learned about the Grape Strike. Students will recap this knowledge so they can make the connection to the men and women who led the strike.
■ Topics that will be discussed include:
● The joining of the AWOC and the NFWA to become the UFW
● The result of the Grape Strike
● Teacher modeling (8 minutes)
○ To prepare students for the individual research portion of lesson plan, the teacher will model proper ways to conduct research and format a biography.
■ To prepare students, the teacher will do the following:
● Show students how to conduct proper research using a projector and internet.
○ This includes helping them to distinguish between reliable and unreliable sources (Wikipedia)
● Show students how to organize their information using a graphic organizer or a list.
● Guided practice (7 minutes)
○ The teacher and students will work together to conduct quick research on Cesar Chavez to practice before they work on their own. The information will be organized on a graphic organizer.
■ This practice will provide students with knowledge of how to conduct their own research and organize their findings.
● Practice (independent, partner, group) (20 minutes)
○ For this portion of the lesson, each student will be provided with a list of leaders of the UFW and people who played a significant role in the Grape Strike.
■ Examples of people will include:
● Dolores Huerta
● Philip Vera Cruz
● Larry Itliong
● Benjamin Gines
● Pete Velasco
○ Each student will choose one person from the list and conduct research on that person. This information will be organized by the student into a biography.
■ Examples of information to be included in biography will be:
● Birthdays
● Home life growing up
○ Work life (from childhood to adulthood)
● Their role in the Grape Strike and/or the UFW
● Closure (6 minutes)
○ Once students have completed their biographies, the class will engage in a discussion on the heroes of the Grape Strike
○ Students will be encouraged to discuss the leader that they chose for the biography.
■ All 5 leaders mentioned above must be discussed so that students can learn about other leaders in addition to the one that they researched.







Lesson 4
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/08/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will take notes of each performance and take note of the key concepts/facts students are making. The information provided during the performance will be fact checked and a grade will be given for participation and accuracy of information.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (4) History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to: (G) identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups.
Standards: §117.119. Theatre, Grade 5, Adopted 2013. (2) Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to: (E) create simple stories collaboratively through imaginative play, improvisations, and story dramatizations, demonstrating a logical connection of events describing the characters, their relationships, and their surroundings.
Objectives:
1. TSW arrange a role play where he/she is the activist/leader they previously researched and summarize their life to the class.
2. TSW participate in a class discussion involving current activists and how they compare to the Delano Grape strike leaders.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Pen and paper
● Props (for performance)
● Newspaper clipping of activists
● Videos of current activists in the news
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson is for students to be given an opportunity to demonstrate what they know about the leaders from the UFW. The students are also able to connect what they’ve learned about history to our current society.
● Accessing prior knowledge (5 minutes)
○ The teacher will begin a discussion with the students:
■ Topics to discuss will include:
● What is an activist
● What issues are important in today’s society
● What did you learn about the activists researched
● Teacher modeling (8 minutes)
○ The teacher will discuss what he/she learned about Dolores Huerta and perform a quick performance, pretending to be her.
○ Dolores (the teacher) will ask students to do the same with their activists.
● Guided practice (10 minutes)
○ The teacher will search via Google activists today and ask the students how they’re similar to Cesar Chavez, Dolores Huerta, Eugene Nelson etc.
○ Once the students have learned about a few current activists, they’ll be asked to perform in front of the class.
● Practice (independent) (15 minutes)
○ Students will perform a short skit on their activist
■ Example: “Hi, I’m ___. I was born in ____. I was __ years old when I decided to strike against the grape growers. I didn’t think we were being paid enough.” etc
● Closure (5 minutes)
○ Students will reflect via discussion on the new activists they have learned about and share their opinions, questions, comments and concerns.

















Lesson 5
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/09/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher will provide a 12 question multiple choice quiz that the students are expected to complete to the best of their ability.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (26) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.
Objectives:
1. TSW reflect on the poster created during lesson 1 and defend what they wrote.
2. TSW have a class discussion analyzing solutions for what they are striking/boycotting.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Posters (created in lesson 1)
● Pen and paper
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson for students is to reflect on what a strike and boycott is. All week they worked on learning new information, analyzing it, applying it and now constructing new opinions. They will extend the original lesson, by creating solutions to their daily issues.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they learned throughout the week.
■ Topics to discuss will include:
● What a strike and boycott is.
● Why strikes or boycotts are used.
● The difference between peaceful and violent strikes or demonstrations.
● The issues they created posters about.
● Possible solutions and outcomes for these issues.
● Teacher modeling (8 minutes)
○ The teacher will begin a brief summarization of the Delano Grape and Melon strike. He/She will present the poster created (by the teacher) and summarize what was written and why.
■ Topics to discuss will include:
● An overview of what a strike and boycott are.
○ Peaceful strikes and boycotts are protected by the 2nd Amendment of the United States Constitution.
● Guided practice (10 minutes)
○ The teacher will ask a student to present the flyer they created and begin summarizing why they created the poster.
○ Once read, the class will engage in a discussion on the content of the flyer.
■ Topics to be discussed will include:
● What issue the flyer was acknowledging.
● What did the writer of the flyer want people to understand about this issue.
● In what way did the flyer call the public to action.
● What solutions can be presented and why.
● Practice (group) (15 minutes)
○ Students will swap posters around, possibly with their neighbor or students from another group, and will begin analyzing the poster.
○ Students will be asked to formulate solutions for their issues.
■ Example: problem - the cafeteria doesn’t serve good food solution - ask students to create a survey of what they like or don’t like. The cafeteria can then serve what the majority of the school favors.
● Closure (20 minutes)
○ Once students have completed possible solutions for the issues they are striking/boycotting, they will then tape the work to the wall.
○ The class will then participate in a gallery walk in which they will walk around and look at their classmates posters.
○ The teacher and students will then return to their seat and engage in a discussion on some of the topics chosen.
■ The teacher will ask students to volunteer to discuss the issues they talked about.
○ Lastly, students will complete at 12 multiple choice quiz assessing the information taught throughout the week.





























Lesson 1
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/05/18 at 2:30 PM (50 min lesson)
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(20) Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. The student is expected to: (A) describe the fundamental rights guaranteed by each amendment in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney;
Standards: §117.117. Art, Grade 5, Adopted 2013. (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to: (A) develop and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
Objectives:
1. TSW define a strike and boycott, while associating the two acts with amendments.
2. TSW create a poster supporting the students opinions on what they feel is unfair in their daily lives, either personally or as a society..
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Writing utensils (pencil and markers)
● Post it paper (or large piece of paper)
● Constitutional Amendments website (https://billofrightsinstitute.org/founding-documents/bill-of-rights/)
● Videos of strikes and boycotts
● Images from Delano Grape Strike
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson for students is to understand what a strike and boycott are. With their new knowledge, they should be able to analyze common issues and create their own materials to engage in a strike for resolution of such issues.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they think a strike is.
■ Topics to discuss will include:
● What a strike and boycott is
● Why strikes or boycotts are used
● The difference between peaceful and violent strikes or demonstrations
● Wrong or issues they face
○ Once the class has discussed this, the teacher will show them a video about a famous boycott, the Montgomery Bus Boycott. This will show students what exactly what a boycott is and the impact they have on society.
(https://www.youtube.com/watch?v=QFXQOBsOmRw)
○ The class will then briefly discuss the video.
● Teacher modeling (8 minutes)
○ The teacher will begin a brief introduction to the Grape Strike to provide students with another example of strikes and boycotts, in addition to the information they learned in the lesson on the 1966 Melon Strike.
■ Topics to discuss will include:
● An overview of what a strike and boycott are
○ Peaceful strikes and boycotts are protected by the 2nd Amendment of the United States Constitution
○ The teacher will quickly show students the following website and discuss the information listed under the 2nd Amendment
https://billofrightsinstitute.org/founding-documents/bill-of-rights/
● Where the Grape Strike occurred
● When the Grape Strike occurred
● Why the Grape Strike occurred
○ The teacher will also demonstrate to students how to create effective posters and flyers for striking.
■ This will be accomplished by showing students an example of posters and a flyer that was used during the Grape Strike.
■ The teacher will discuss the necessary components of posters and flyers to contribute effectively to a strike
● Examples for posters include:
○ Stating what you want from the strike (“We want equal pay”) in brief statements
○ Writing large enough for people to see from far away
● Examples for flyers include:
○ Bringing light to current negative situations (“Is it fair for anyone to be paid only $0.25 an hour for 10 hour days?”)
○ Appealing to public
● Guided practice (10 minutes)
○ To prepare students for their individual assignment, the teacher and students will work together to analyze a flyer used during the Grape Strike.
○ The students will begin by reading the flyer silently to themselves, then the teacher will read it aloud to the class.
○ Once read, the class will engage in a discussion on the content of the flyer.
■ Topics to be discussed will include:
● What issue the flyer was acknowledging
● What did the writer of the flyer want people to understand about this issue
● In what way did the flyer call the public to action
○ The class will then discuss possible statements that could be recorded on posters to support the cause of the writer of the flyer.
■ Examples could include:
● “We Deserve Better Pay”
● “No Improvement, No Grapes”
● “Farm Owners Need Farm Workers”
● Practice (independent, partner, group) (15 minutes)
○ Students will work independently for this project.
○ Students will utilize their newfound knowledge of creating statements for posters regarding certain issues to create their own poster.
○ Each student will be given the opportunity to choose an issue to strike about from a list of common issues that lead to the formation of strikes.
■ Some examples of issues will include the following:
● Higher minimum wage
● Lower tuition for college
● Equal pay for women
■ If a student wishes to discuss an issue that is not on the list, but meaningful to them, approval is needed by the teacher to ensure appropriateness.
■ It is acceptable for more than one student to present a particular issue.
○ Every student will be given a medium sized poster and markers to neatly create their poster.
■ Students will be instructed to incorporate drawings or cut-outs from magazines to highlight the issue they are fighting for.
● Closure (8 minutes)
○ Once students have completed their strike posters, the students will lay them out on their desk.
○ The class will then participate in a gallery walk in which they will walk around and look at their classmates posters.
○ The teacher and students will then return to their seat and engage in a discussion on some of the topics chosen.
■ The teacher will ask students to volunteer to discuss the issues they talked about.
■ Students who came up with issues not on the list will be encouraged to discuss this issue to introduce their classmates to additional issues.

























Lesson 2
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/06/18 at 2:30 PM (50 min lesson)
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will also review the graphic organizer made and check it for accuracy.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(13) Economics. The student understands patterns of work and economic activities in the United States. The student is expected to: (E) explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States.
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and- contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas;
Objectives:
1. TSW discuss the events of two interrelated strikes - the Delano Grape and Melon strike.
2. TSW analyze (compare and contrast) the strikes and create a graphic organizer with supported information.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Documentaries on Delano Grape and Melon Strike
● Writing utensils (pencil and markers)
● Post it paper (or large piece of paper)
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of this lesson for students is to introduce them to the events of the Grape Strike, as well as the reasons that initiated the strike. The purpose is also to reinforce students’ understanding of how to compare and contrast landmark events that had major impacts on society.
○ Students will engage in a teacher-initiated discussion on the effects that strikes such as the Grape Strike and the 1966 Melon Strike have on communities. The teacher will discuss how strikes such as these can pave the way for positive change amongst small or large groups of people.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they learned about strikes during the first lesson on the Grape Strike and the lesson on the 1966 Melon Strike.
■ Topics to discuss will include:
● What a strike is
● Some common reasons for the initiation of a strike
● The difference between peaceful and violent strikes or demonstrations
● The significance of marches conducted during strikes
● Examples of everyday situations that students believe are wrong
○ An example is the situation discussed in the lesson plan on the 1966 Melon Strike with Jamal who wanted to buy a doll but was told he could not because he is a boy.
○ Students will be encouraged to recall the information learned about the 1966 Melon Strike to complement instruction concerning the Grape Strike.
● Teacher modeling (10 minutes)
○ The teacher will continue more in-depth instruction on the Grape Strike, making sure to present information that both differs and relates to the 1966 Melon Strike.
■ Topics to discuss will include:
● Who was involved in the Grape Strike
○ Cesar Chavez
○ Larry Itliong
○ Filipino farm workers (AWOC)
○ Mexican farm workers (NFWA)
● What happened during the Grape Strike
○ Formation of the UFW
○ Nearly 300-mile march
○ Temptations for violence
■ Resolved by Cesar Chavez’s 25-day fast
○ Public boycotting of grapes
● What was the result of the Grape Strike
○ Grape companies signed contracts granting farm workers better pay and more productive working conditions
○ The information listed here will be presented in the documentary on the Delano Grape Strike, which will be shown during this portion of lesson. Discussion on content of video will be discussed after the video is shown.
● Guided practice (7 minutes)
○ The teacher and students will engage in a classwide discussion in which similarities and differences between the Grape Strike and the 1966 Melon Strike will be talked about. Students will be encouraged to acknowledge any similarities and differences they know of between the two strikes, with the teacher guiding them to recognize new ones. This discussion will prepare students to be ready for the next portion of this lesson.
● Practice (independent, partner, group) (15 minutes)
○ Students will be placed in groups of 4 for this part of the lesson.
○ Each group will be given a large sheet of paper and markers.
○ Students will work with their group to develop their own graphic organizer that will be used to portray the similarities and differences of the Grape Strike and the 1966 Melon Strike.
■ Students will use the information discussed during the Guided Practice portion of the lesson to complete this project.
■ Students can choose to create a Venn diagram on their large sheet of paper or they can create their own graphic organizer.
● The teacher will be monitoring to ensure that students are organizing their information neatly.
● Closure (8 minutes)
○ Each group will place their large sheet of Post-It paper somewhere around the classroom.
■ There will be 7 groups.
○ The students will stay with their group to complete a gallery walk in which each group will view each other’s work.
■ Each group will be given about 1 minute to look at the other 6 group’s work, including the content and the organization of the material.
○ After the gallery walk, the entire class will engage in a short discussion recapping what was learned during the lesson.


























Lesson 3
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/07/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will also review the research paper written by students and make any revisions, if needed. Additionally, paper will be checked for accuracy but will not be taken for a grade.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
5) History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to: (C) identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics.
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) compiles important information from multiple sources;
Objectives:
1. TSW articulate the leaders of the UFW related to the Delano Grape strike (aside from Cesar Chavez) and appraise their attributes.
2. TSW compose a well written biography with the information found on the leader chosen.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Pencil and paper
● Computer
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (2 minutes)
○ The purpose of this lesson is to familiarize students with inspirational people who sought to fight for equality for both Filipino and Mexican farm workers during the Grape Strike.
○ The teacher will briefly go over the objectives for the lesson, specifically the overall goal for them to research and gain an appreciation for one of the heroes of the Grape Strike and the UFW in general.
● Accessing prior knowledge (7 minutes)
○ The class will engage in a discussion on what they have learned so far about Cesar Chavez.
■ Topics that will be discussed about Cesar Chavez include:
● His role in the NFWA and the UFW
● His dedication during the Grape Strike
○ The class will also discuss what they have learned about the Grape Strike. Students will recap this knowledge so they can make the connection to the men and women who led the strike.
■ Topics that will be discussed include:
● The joining of the AWOC and the NFWA to become the UFW
● The result of the Grape Strike
● Teacher modeling (8 minutes)
○ To prepare students for the individual research portion of lesson plan, the teacher will model proper ways to conduct research and format a biography.
■ To prepare students, the teacher will do the following:
● Show students how to conduct proper research using a projector and internet.
○ This includes helping them to distinguish between reliable and unreliable sources (Wikipedia)
● Show students how to organize their information using a graphic organizer or a list.
● Guided practice (7 minutes)
○ The teacher and students will work together to conduct quick research on Cesar Chavez to practice before they work on their own. The information will be organized on a graphic organizer.
■ This practice will provide students with knowledge of how to conduct their own research and organize their findings.
● Practice (independent, partner, group) (20 minutes)
○ For this portion of the lesson, each student will be provided with a list of leaders of the UFW and people who played a significant role in the Grape Strike.
■ Examples of people will include:
● Dolores Huerta
● Philip Vera Cruz
● Larry Itliong
● Benjamin Gines
● Pete Velasco
○ Each student will choose one person from the list and conduct research on that person. This information will be organized by the student into a biography.
■ Examples of information to be included in biography will be:
● Birthdays
● Home life growing up
○ Work life (from childhood to adulthood)
● Their role in the Grape Strike and/or the UFW
● Closure (6 minutes)
○ Once students have completed their biographies, the class will engage in a discussion on the heroes of the Grape Strike
○ Students will be encouraged to discuss the leader that they chose for the biography.
■ All 5 leaders mentioned above must be discussed so that students can learn about other leaders in addition to the one that they researched.







Lesson 4
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/08/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will take notes of each performance and take note of the key concepts/facts students are making. The information provided during the performance will be fact checked and a grade will be given for participation and accuracy of information.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (4) History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to: (G) identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups.
Standards: §117.119. Theatre, Grade 5, Adopted 2013. (2) Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to: (E) create simple stories collaboratively through imaginative play, improvisations, and story dramatizations, demonstrating a logical connection of events describing the characters, their relationships, and their surroundings.
Objectives:
1. TSW arrange a role play where he/she is the activist/leader they previously researched and summarize their life to the class.
2. TSW participate in a class discussion involving current activists and how they compare to the Delano Grape strike leaders.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Pen and paper
● Props (for performance)
● Newspaper clipping of activists
● Videos of current activists in the news
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson is for students to be given an opportunity to demonstrate what they know about the leaders from the UFW. The students are also able to connect what they’ve learned about history to our current society.
● Accessing prior knowledge (5 minutes)
○ The teacher will begin a discussion with the students:
■ Topics to discuss will include:
● What is an activist
● What issues are important in today’s society
● What did you learn about the activists researched
● Teacher modeling (8 minutes)
○ The teacher will discuss what he/she learned about Dolores Huerta and perform a quick performance, pretending to be her.
○ Dolores (the teacher) will ask students to do the same with their activists.
● Guided practice (10 minutes)
○ The teacher will search via Google activists today and ask the students how they’re similar to Cesar Chavez, Dolores Huerta, Eugene Nelson etc.
○ Once the students have learned about a few current activists, they’ll be asked to perform in front of the class.
● Practice (independent) (15 minutes)
○ Students will perform a short skit on their activist
■ Example: “Hi, I’m ___. I was born in ____. I was __ years old when I decided to strike against the grape growers. I didn’t think we were being paid enough.” etc
● Closure (5 minutes)
○ Students will reflect via discussion on the new activists they have learned about and share their opinions, questions, comments and concerns.

















Lesson 5
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/09/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher will provide a 12 question multiple choice quiz that the students are expected to complete to the best of their ability.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (26) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.
Objectives:
1. TSW reflect on the poster created during lesson 1 and defend what they wrote.
2. TSW have a class discussion analyzing solutions for what they are striking/boycotting.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Posters (created in lesson 1)
● Pen and paper
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson for students is to reflect on what a strike and boycott is. All week they worked on learning new information, analyzing it, applying it and now constructing new opinions. They will extend the original lesson, by creating solutions to their daily issues.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they learned throughout the week.
■ Topics to discuss will include:
● What a strike and boycott is.
● Why strikes or boycotts are used.
● The difference between peaceful and violent strikes or demonstrations.
● The issues they created posters about.
● Possible solutions and outcomes for these issues.
● Teacher modeling (8 minutes)
○ The teacher will begin a brief summarization of the Delano Grape and Melon strike. He/She will present the poster created (by the teacher) and summarize what was written and why.
■ Topics to discuss will include:
● An overview of what a strike and boycott are.
○ Peaceful strikes and boycotts are protected by the 2nd Amendment of the United States Constitution.
● Guided practice (10 minutes)
○ The teacher will ask a student to present the flyer they created and begin summarizing why they created the poster.
○ Once read, the class will engage in a discussion on the content of the flyer.
■ Topics to be discussed will include:
● What issue the flyer was acknowledging.
● What did the writer of the flyer want people to understand about this issue.
● In what way did the flyer call the public to action.
● What solutions can be presented and why.
● Practice (group) (15 minutes)
○ Students will swap posters around, possibly with their neighbor or students from another group, and will begin analyzing the poster.
○ Students will be asked to formulate solutions for their issues.
■ Example: problem - the cafeteria doesn’t serve good food solution - ask students to create a survey of what they like or don’t like. The cafeteria can then serve what the majority of the school favors.
● Closure (20 minutes)
○ Once students have completed possible solutions for the issues they are striking/boycotting, they will then tape the work to the wall.
○ The class will then participate in a gallery walk in which they will walk around and look at their classmates posters.
○ The teacher and students will then return to their seat and engage in a discussion on some of the topics chosen.
■ The teacher will ask students to volunteer to discuss the issues they talked about.
○ Lastly, students will complete at 12 multiple choice quiz assessing the information taught throughout the week.