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1、Cesar Chavez:Migrant HeroLesson PlanLEVELQ Q1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Biography Page Count:16 Word Count:1,018Book SummaryWhen Cesar Chavez was a child,his family lost their farm and had to become migrant farm workers.Seeing and experiencing ho
2、w many migrant farm workers were treated made a lasting impression on Chavez.In this biography,students will learn how Cesar Chavez led a nonviolent movement for the dignity and fair treatment of U.S.farm workers and became one of the most famous union leaders in the world.About the LessonTargeted R
3、eading Strategy AskandanswerquestionsObjectives Askandanswerquestionstounderstandtext Identifyproblemsandsolutions Recognizeanduseprepositionalphrases IdentifyandunderstandhomophonesMaterialsGreen text indicates resources are available on the website.BookCesar Chavez:Migrant Hero(copy for each stude
4、nt)Chalkboardordry-eraseboard KWLS/askandanswerquestions,prepositionalphrases,homophonesworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are
5、reused.)Vocabulary*Boldfacevocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:boycott(v.),conditions(n.),labor union(n.),migrant(n.),organizing(v.),strike(n.)Enrichment:cheated(v.),immigrants(n.),persuasive(adj.),social justice(n.),toiled(v.),wages(
6、n.)Before ReadingBuild Background Havestudentsthinkofatimewhentheyweretreatedunfairly.Askthemhowtheyfeltwhenthey were treated this way and encourage students to share these experiences with the class.Askstudentsifandhowthesituationwasresolved.Showstudentsthecoverofthebookandreadthetitle.Writetheword
7、Heroontheboard.Askstudentstosharetheirideasofwhataherois.Recordtheirresponsesontheboard.Explaintostudents that a hero is someone who does something courageous to help other people.Often,aherohelpspeoplewhoarebeingtreatedunfairly.Askstudentstonamepeopleintheirlivesthey consider to be heroes and to ex
8、plain why.Cesar Chavez:Migrant HeroLesson Plan(continued)LEVELQ Q2 Learning AZ All rights reserved.www.readinga- ExplaintostudentsthattheywillbereadingaboutamannamedCesarChavez.Explain to them that Chavez worked very hard to help a specific group of people who were being treated unfairly and that ma
9、ny people consider him a hero because of this work.DistributetheKWLS/ask-and-answer-questionsworksheettostudents.Havethemwritewhatthey know about Cesar Chavez or what they know about heroes in the K section of the chart.ExplaintostudentsthattheK section contains all the information they already know
10、 prior to reading the book.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthe title.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhat type of book it is(genre,text type,and so on)and what it might be about.Showstuden
11、tsthetitlepage.Discusstheinformationonthepage(titleofbookandauthorsname).Introduce the Reading Strategy:Ask and answer questions Explaintostudentsthateffectivereadershelpthemselvestounderstandwhattheyarereadingbyaskingquestionsbefore,during,andafterreading.Discusswithstudentshowinteractingwiththetex
12、tbyaskingquestionswillhelpthemunderstandandrememberwhattheyread.Directstudentstothetableofcontents.Remindthemthatthetableofcontentsprovidesanoverview of the information in the book and how it is organized.Point out the photograph accompanying the table of contents and remind students to use the phot
13、ographs in the book tohelpthemunderstandthetext.Afterpreviewingthetableofcontents,useittomodel askingquestions.Think-aloud:I can use the table of contents to think of questions Id like to have answered about the work of Cesar Chavez.As I look at the photograph on page 3 and read the table of content
14、s,I wonder if Chavez tried to help farm workers.I wonder why he wanted to help the workers and why they needed his help.I also want to know how Chavez was able to help them.I wonder who considers Cesar Chavez a hero.I will write these questions in a chart,so as I am reading,I can look for the answer
15、s in the text.CreateachartontheboardsimilartotheKWLS/ask-and-answer-questionsworksheet.Writeyourquestionsfromthethink-aloudonit.InvitestudentstocontributetheirownquestionsandwonderingsaboutthelifeandworkofCesarChavez.HavethemwritetheirquestionsintheW sectionontheirworksheet.Invitethemtosharesomeofth
16、eirquestions,andwritethemontheclass chart.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Problem and solution Writethewordsproblem and solution ontheboard.Askstudentstoexplaintheirunderstandingof the
17、meaning of each word.Revieworexplainthataproblem is something that is difficult to deal with or hard to understand andmustbeworkedoutorsolved.Asolution is an act or process of solving a problem.Modelidentifyingaproblemandsolution:Think-aloud:One time I decided to bake cookies to bring into my class
18、the next day.As I began to cook,I gathered all of the ingredients that I would need.As I collected the ingredients,I realized that I did not have any eggs,and I needed them to make the cookies.This was a problem because without the eggs,the cookies would not taste right.I had several choices about h
19、ow to solve this problem:I could go to the store,or I could borrow some eggs from my neighbor.Because I know my neighbor and she is a very generous and helpful person,I walked next door and borrowed two eggs.This was a simple solution to my problem of not having eggs to make the cookies.Cesar Chavez
20、:Migrant HeroLesson Plan(continued)LEVELQ Q3 Learning AZ All rights reserved.www.readinga- Explaintostudentsthatsomeproblemscanhavesimplesolutionsbutthatotherproblemscanbemorecomplicated,andthesolutioncanbehardertofind.Askstudentstoshareexamples of a problem they faced and how they found a solution
21、for,or solved,the problem.Explaintostudentsthateffectivereadersofnonfictionlookforproblemsandsolutionsastheyread.Identifying problems and solutions helps readers understand and remember what they have read.Introduce the Vocabulary Introducethestory-criticalvocabularywordslistedinthevocabularysection
22、ofthislesson.Reviewthecorrectpronunciationforthemultisyllabicwordsboycott,conditions,migrant,and organizing.Turntotheglossaryonpage16.Readtheallofthewordsanddiscusstheirmeaningsaloud.Remindstudentsofthestrategiestheycanusetosoundoutwordstheydontknow.Forexample,they can use what they know about lette
23、r and sound correspondence to figure out the word.Theycanlookforwordswithinwords,andprefixesandsuffixes.Theycanusethecontexttoworkoutthemeaningsofunfamiliarwords.Forexample,say:If I did not know the meaning of the word migrant,I could read the definition in the glossary,but I could also turn to the
24、page its found on and read the words and sentences around it.When I read page 4,I can see that the word must mean a worker who moves from place to place looking for work.Set the Purpose HavestudentsreadtofindoutmoreaboutthelifeandworkofCesarChavez.Encouragestudentstoaskandanswerquestionswhilereading
25、.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendofpage8.RemindthemtolookforinformationthatwillanswerquestionsontheirKWLSchart.Encouragethosewhofinishearlytogobackandreread.Askstudentstogobackandlookattheirask-and-answer-questionsworksheetandseeifthispartofthetextansweredthei
26、rquestion(s).Whentheyhavefinishedreading,havestudentscircleanyquestionsontheirKWLSchartthatwereansweredandaddanynewquestionsthatweregenerated.ModelansweringaquestionandfillingintheLsectionoftheKWLSchartontheboard.Think-aloud:Before reading,more than one question came to mind about this book.I was cu
27、rious to know if Cesar Chavez helped farm workers.After reading page 4,I now know that Chavez spent his life trying to help migrant workers.I also wanted to know why he helped them.I learned that Chavezs family lost their farm when he was a little boy,and they were forced to become migrant workers.B
28、ecause of this experience,Chavez and his family experienced firsthand the unfair treatment of the workers.It was this experience that made Chavez want to help other workers.I also wanted to know why the migrant workers needed his help.I learned that the workers were treated very unfairly and were no
29、t paid well or sometimes not paid at all for the work they did.The workers needed Chavezs help to have better working conditions and better wages.The last question I recorded on my chart was how Chavez helped the workers.I have not yet read any information that provides me with details about how he
30、helped the workers,so I will keep this question in mind as I continue to read.Askstudentstowriteanswerstotheirquestion(s)andanyadditionalquestionstheyraisedontheirKWLSworksheet.Invitethemtosharetheinformationtheylearnedandthequestionstheygenerated as they read the book.Write shared responses on the
31、class KWLS chart on the board.Havestudentsturntopage5.Askthemtounderlinethesentencethatdescribestheproblem the Chavez family faced.(In 1937 they lost their land.)Havestudentscirclethesentencethat describes the solution to this problem.(The family joined the many other poor families who traveled west
32、 during the Great Depression,looking for jobs as migrant farm workers.)Cesar Chavez:Migrant HeroLesson Plan(continued)LEVELQ Q4 Learning AZ All rights reserved.www.readinga- DiscusswithstudentshowCesarChavezmusthavefeltwhenhewasaboytolosehishomeandtobecomeamigrantworker.Invitestudentstosharetheirtho
33、ughtsaboutthefamilyssolutiontotheproblemoflosingtheirhome.Explaintostudentsthatatthistime,duringtheGreatDepression,it was very difficult to find work and to support a family,so many people had to traveltowherevertheycouldfindwork.Explaintostudentsthatoftentimesasolutionto a problem may not be ideal
34、and may be necessary.Havestudentsworkwithapartnertodiscussthemanyproblemsfacedbymigrantworkers(worked long hours in the sun,not enough wages to afford food,poor living conditions,no opportunity for education,and so on).Invite pairs of students to discuss what caused these problems(farmers wanting to
35、 make as much profit as possible).Encouragestudentstothinkabout and discuss possible solutions to the problem of migrant workers being treated unfairly.Check for understanding:Havestudentsreadtotheendofpage10.Havethemwriteanswersthey found while reading on the L sectionoftheKWLSworksheetandanyadditi
36、onalquestionsthatcametomind.Invitethemtosharetheinformationtheylearnedandthequestionstheygenerated as they read this section.Havestudentsreadtheremainderofthebook.RemindthemtolookforandwriteanswersontheirKWLSworksheet.Encouragethemtoaddnewquestionstheymighthavetotheirworksheetastheyread.Remindthemto
37、takenoteofanyproblemsmentionedinthetext as well as any solutions to these problems.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.After Reading Askstudentswhatwords,ifany
38、,theymarkedintheirbook.Usethisopportunitytomodel how they can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Reinforcethataskingquestionsbeforeandduringreading,andlookingfortheanswerswhilereading,keeps readers interested in the topic.It also encourages t
39、hem to keep reading to find answerstotheirquestionsandhelpsthemunderstandandenjoywhattheyread.Think-aloud:Before reading,I wanted to know how Cesar Chavez helped the migrant workers.I learned that Chavez created labor unions,or groups of workers who worked to gain rights and benefits for migrant wor
40、kers.I also learned that Chavez led strikes in which the workers refused to work as a way to protest unfair treatment.Chavez also went on three hunger strikes in his life as a way to fight for workers rights.Finally,Chavez encouraged boycotts of certain goods.It was through these peaceful ways that
41、Chavez was able to help migrant workers.Independent practice:Pointouttostudentsthatalloftheirquestionsmaynothavebeenansweredin this text.Generate a list of other sources they might use to locate additional information to answertheirquestions(forexample,websites,books,andsoon).Invitestudentstowriteat
42、leastonemorequestiontheystillwouldliketoknowaboutCesarChavez.HavethemwritetheirquestionsintheSsectionoftheKWLSchart.Askstudentstosharequestionstheyadded.Reflect on the Comprehension Skill Discussion:ExplaintostudentsthattheauthoraddressesseveralspecificproblemsthatCesarChavezhelpedtosolveduringhisli
43、fe.Havestudentsnamesomeoftheseproblems(Filipinoworkers wanted higher wages,the children of migrant workers are often not able to obtain aneducation,migrantworkersareexposedtotoxicpesticides).Explaintostudentsthatmany of these same problems still exist in our country and that migrant workers continue
44、 to fight for fair pay and treatment.Cesar Chavez:Migrant HeroLesson Plan(continued)LEVELQ Q5 Learning AZ All rights reserved.www.readinga- Independent practice:Havestudentsworkinsmallgroupstodiscussthevariousproblemsfacingmigrantworkers.Havestudentscreateanddiscusssolutionstotheseproblems.Invitethe
45、mtoconsider the importance of nonviolent solutions.Enduring understanding:Inthisbook,youlearnedaboutthelifesworkofCesarChavez.Whydo you think the author titled this book Cesar Chavez:Migrant Hero?In what ways was Cesar Chavez a hero?Build SkillsGrammar and Mechanics:Prepositional Phrases Writethefol
46、lowingsentenceontheboard:I brush my teeth before I go to bed.Point out the word before.Askstudentstoexplainthewordsmeaninginthesentence.(It explains when something will be done.)Revieworexplainthatbefore is preposition and that prepositions are words that show a relationshipbetweenthings.Theyprovide
47、informationaboutwhere,when,how,why,and with what somethinghappens.Askstudentstoidentifypossibleprepositionsthatidentifywhere,when,how,why,orwithwhatsomethinghappens.Recordtheseinalistontheboard.Alist ofcommonprepositionsinclude:about,across,after,against,along,among,around,at,before,behind,below,ben
48、eath,beside,between,beyond,but,by,down,during,expect,for,from,in,inside,into,like,near,of,off,on,out,over,past,since,through,throughout,to,toward,under,underneath,until,up,upon,with,within,and without.Explainthataphraseisashortgroupofwordsandthataprepositional phrase is a group of words beginning wi
49、th a preposition and ending with the word that is the object of the preposition.Refertothesentence:I brush my teeth before I go to bed.Askstudentsto identify the prepositional phrase(before I go to bed).Check for understanding:Havestudentslookthroughthetextandcircleexamplesofprepositional phrases.Ci
50、rcle the prepositions listed on the board that students identify in the book.Discuss the type of information each prepositional phrase provides(how,when,why,and so on)and how each one links the words in the sentence.Independent practice:Introduce,explain,and have students complete the prepositional