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1、The Life of Cesar ChavezLesson PlanLeveLY Y1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Biography Page Count:26 Word Count:2,189Book SummaryCesar Chavez is one of the most famous labor union leaders in the world.His family lost their farm in 1937 and became migra
2、nt farmworkers.His dissatisfaction with the way migrant farmworkers were treated led to his nonviolent fight for dignity and fairness for farmworkers everywhere.About the LessonTargeted Reading Strategy SummarizeObjectives Summarizetounderstandtext Identifyelementsofabiography Recognizecompoundsente
3、nces UnderstandandusesynonymsandantonymsMaterialsGreentext indicates resources available on the website BookThe Life of Cesar Chavez(copy for each student)Chalkboardordry-eraseboard Thesaurus Summarize,compoundsentences,synonymsandantonymsworksheets Discussion cardsIndicatesanopportunityforstudentst
4、omarkinthebook.(Allactivitiesmaybe demonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:boycotts(n.),civil diso
5、bedience(v.),labor contractors(n.),labor union(n.),migrant farm workers(n.),nonviolence(n.)Enrichment:barrios(n.),drudgery(n.),fasts(n.),grass roots(n.),Great Depression(n.),meager(adj.),picket line(n.),poll(n.)Before ReadingBuild BackgroundHavestudentsexplainwhattheythinkitwouldbeliketoworkforsomeo
6、newhopaidthemanunfairlylowwage.Askstudentstobrainstormideasofwhattheycoulddotochangethesituation.Askstudentsiftheyhaveeverheardofamannamed,CesarChavez(CHA-vez).InvitestudentstoshareanypriorknowledgetheymayhaveaboutMr.Chavez.ExplainthatCesarChavezplayedan important role in helping people who were pai
7、d an unfairly low wage receive better wages.Invitestudentstosharewhattheyknowaboutlaborunions.Explainthattheywillbereadingabout how Cesar Chavez created a labor union to help people.The Life of Cesar ChavezLesson Plan(continued)LeveLY Y2 Learning AZ All rights reserved.www.readinga-Preview the BookI
8、ntroduce the Book Givestudentsacopyofthebook.Havethempreviewthefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers and offer ideas as to what kind of book this is and what it might be about.Directstudentstothetableofcontents.Remindthemthatthetableofcontentsprovidesano
9、verview of the book.Each section title describes a topic they will read about in the book.Have students discuss what they know about any of the topics listed.Introduce the Reading Strategy:Summarize Revieworexplaintostudentsthatonewaytounderstandandrememberinformationintextisto summarize paragraphs
10、or sections of the book in their mind or on paper.Modelhowtosummarizeasyoupreviewthebook.Think-aloud:To summarize what Ive read,I need to decide whats important and what isnt.Then,in my mind,I organize the important information into a few sentences and think about them.If I am writing a summary,I pu
11、t the information in my own words.Since I havent read the book yet,I dont know whats important.After looking at the section titles in the table of contents,I think all of the sections must contain some important information about Cesar Chavez,but Ill have to read the book to find out.Havestudentspre
12、viewtherestofthebook.Discussthephotosandcaptions.Encouragestudentsto turn to page 25,which lists resources for learning more about Cesar Chavez.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Remindstudentsofth
13、estrategiestheycanusetoworkoutwordstheydontknow.Forexample,theycanusewhattheyknowaboutletterandsoundcorrespondencetofigureoutaword.Theycanlookforbasewordswithinwords,prefixes,andsuffixes.Theycanusethecontexttoworkout meanings of unfamiliar words.Modelhowtoapplyword-attackstrategies.Pointoutawordinbo
14、ld,suchasthewordnonviolenceonpage4.Modelhowstudentscanusepriorknowledgealongwithprefixandcontextcluestogetanideaofthewordsmeaning.Revieworexplainthattheprefixnon-meansnot or the opposite of.Pointoutthatmanyprefixeshavemorethanonemeaninganditsuptothem to determine which meaning fits best.Have student
15、s look at the word nonviolence again.Explainthattheycanusewhattheyknowabouttheprefixtofigureoutthemeaningoftheunfamiliar word.Writethewordscivil disobedienceontheboard.Tellstudentsthataprefixhasbeenaddedto the beginning of the word disobedience to make a new word that means“the opposite of obedience
16、.”Havestudentsidentifytheprefix.Remindstudentstocheckwhetherawordmakessensebyrereadingthewordinthesentence.Set the Purpose HavestudentsreadtofindoutmoreaboutthelifeofCesarChavez.Remindthemtopauseattheendofeachsectiontosummarizewhattheyhaveread.Reinforcethatputtingthesummaryintotheirownwords,ratherth
17、antryingtomemorizetheauthorswords,willhelpthemunderstandand remember what they read.During ReadingStudent Reading Guide the reading:Have students read to the end of page 7.Encourage them to think about the topic and important information in each section.The Life of Cesar ChavezLesson Plan(continued)
18、LeveLY Y3 Learning AZ All rights reserved.www.readinga- Whentheyhavefinishedreading,askstudentstotellwhatthe“Introduction”isabout(abriefsummaryofChavezslifeorganizingfarmlaborers).Askstudentstoexplainwhatthesectiononpage5,“AHumbleBeginning,”isabout(hisearlychildhoodexperiences).Askstudentstoexplainw
19、hatinformationtheyfoundastheyreadthispage.Makealistontheboard.Reviewthelistandhavestudentsexplainwhichdetailsareimportantandwhicharent.Crossouttheunimportant information.Modelsummarizingtheimportantinformationinthissection,usingtheinformation students provide.Think-aloud:Ill use the information on t
20、he board to create a summary in my own words.I might say:Cesar Chavez was born in 1927 near the town of Yuma,Arizona.He grew up on the family farm.He enjoyed learning and reading,but did not like the way he was treated at school because he was Mexican-American.When he was young he learned that he sh
21、ouldnt fight with people who mistreated him or made fun of him.Encouragestudentstoreadtheremainderofthebook,lookingforthemostimportantinformationineachsection.Remindstudentstostopaftereachsectiontosummarizetheimportant information in their minds.Independentpractice:Introduce,explain,andhavestudentsc
22、ompletethesummarize worksheet.Iftimeallows,discusstheiranswers.Have students make a question mark in their book beside any word they do not understand or cannot pronounce.Encourage them to use the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhat
23、wordstheymarkedintheirbooks.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Reinforcehowmentallysummarizingtheimportantinformationineachsectionhelpskeep them actively engaged as they are reading and helps them understand and rem
24、ember what they have read.Introduce the Comprehension Skill:Elements of a biography HavestudentstellwhattheylearnedaboutCesarChavezthattheydidnotknowbeforereadingthe book.Discuss what it would be like to leave their homes and live like the Chavez family did as migrantworkers.DiscusswhyCesarsmotherga
25、vefoodtopeoplewhowereevenlessfortunatethantheywere.AskstudentshowtheythinkthisaffectedCesar.HavestudentsexplaintheeffecttheteachingsofGandhihadonChavez.AskstudentstoexplainhowChavezworkedtopromotefreedom.Askstudentstoexplainthedifferencebetweenabiographyandanautobiography(biography:astoryofapersonsl
26、ife;autobiography:thestoryofapersonslifewrittenbythat person).Askstudentswhichkindofbookthisis.Explainthattheinformationwritteninabiography often answers the questions of Who?,What?,Where?,When?,Why?,and How?Explaintostudentsthatbystructuringthestoryaroundthesequestions,theauthorisabletopresentimpor
27、tantinformationaboutthelifeoftheperson.Explaintostudentsthatbyusingthesesamequestions,theycansummarizethemaineventsthathappenedinChavezslife.Build SkillsGrammar and Mechanics:Compound sentences Writethefollowingsentenceontheboard:Cesar Estrada Chavez was born March 31.1927,near Yuma,Arizona.Explaint
28、hatthisisasimple sentence.Ithasonesubjectandonepredicate.Revieworexplainthatthesubject of a sentence tells who or what the sentences is about,and that the predicate tells what the subject is or does.The Life of Cesar ChavezLesson Plan(continued)LeveLY Y4 Learning AZ All rights reserved.www.readinga-
29、 Writethefollowingsentenceontheboardandhavestudentsfinditonpage5inthebook:Cesar loved reading and learning,but his early experiences with school were not positive.Revieworexplainthatacompound sentence contains two or more simple sentences connected by a connecting word called a coordinating conjunct
30、ion.Writethefollowinglistofconnectingwordsontheboard:and,but,or,nor,and yet).Explainthatinacompoundsentence,eachsimplesentenceexpressesacompletethought.Inacompoundsentenceacommaisusedbeforetheconnectingwordtojointhetwothoughts.Pointoutthewordbut in the sentence on the board andexplainthatthecommaisu
31、sedtojointhetwosentences.Encouragestudentstofindanothercompoundsentenceinthesameparagraphthatisconnectedusing the word but(Cesars family spoke only Spanish at home,but at school Cesar was punished with a smack of a ruler across his knuckles if he used his native language).Have them identify the twos
32、implesentencesjoinedtoformthecompoundsentence.Pointoutthatacommahasbeenused before the word but.Have students find a compound sentence in the first paragraph that is connected with the word and(He and his younger brother Richard were inseparable,and).Have them identify the simple sentences that were
33、 joined to form the compound sentence.Independent practice:Introduce,explain,andhavestudentscompletethecompound sentences worksheet.Iftimeallows,discussstudentresponses.Word Work:Synonyms and antonyms Writethewordbadontheboard.Askstudentstosuggestawordthatmeansalmostthesamething(poor,terrible).Revie
34、worexplainthatawordthatmeansthesameoralmostthesameasanother word is called a synonym.Askstudentstosuggestawordthatmeanstheoppositeofbad(good,excellent).Revieworexplainthatawordthatmeanstheoppositeofanotherwordiscalled an antonym.Havestudentsturntothesecondparagraphonpage5andfindthewordthattellshowCe
35、sarfelt about reading and learning(loved).Askstudentstosuggestasynonym(cherished,treasured,and so on).Askstudentstosuggestanantonym(hated,disliked,and so on).Check for understanding:Have students find the word in the last sentence on page 6 that tells the kind of shacks that many families had to cro
36、wd into(tiny).Give pairs of students a thesaurus.Askthemtofindthewordtiny.Haveavolunteernamethesynonymslisted.Ifthethesauruslistsantonyms,have them also find antonyms for tiny.Ifneeded,provideadditionalpracticeusing a thesaurus.Independent practice:Introduce,explain,andhavestudentscompletethesynonym
37、s-and-antonymsworksheet.Iftimeallows,discusstheirresponses.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,encouragepartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings
38、,orfriends.Extend the ReadingWriting ConnectionThePresidentialMedalofFreedom,thenationshighestcivilianaward,recognizesexceptionalmeritoriousservice.Explaintostudentsthatthirteenpeopleweregiventhishonorin2004,includingDorisDay,PopeJohnPaulII,EsteeLauder,ArnoldPalmer,andothers.Havestudentsresearchthis
39、prestigiousaward.ReviewtheworkChavezdidforfarmlaborers.Encouragestudentsto write why Chavez or any other people they found in their research deserved this honor.Have students share their information with the class.The Life of Cesar ChavezLesson Plan(continued)LeveLY Y5 Learning AZ All rights reserve
40、d.www.readinga-Social Studies ConnectionDiscusslaborunions.Ifpossible,havearepresentativefromateachersunionand/oranotherlocaluniontalktostudentsaboutthebenefitsofunions.Havestudentsdiscusswhatastudentsunionmight represent.Skill ReviewDiscussion cardscoveringcomprehensionskillsandstrategiesnotexplici
41、tlytaughtwiththebook areprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthe
42、questionsasapurpose for reading.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:accuratelydetermineimportantinformationintextduringdiscussionanduseittocreate a written summary on a worksheet correctlyidentifytheelementsofabiographyduringdiscussion correctlyrecognizeandwritecompoundsentencesindiscussionandonaworksheet consistentlyunderstandandusesynonymsandantyonymsduringdiscussionandonaworksheetComprehension Checks Book Quiz RetellingRubric