Creating lesson plans is an important component of teaching. It glues everything together. having a lesson plan allows teachers to also reflect back on what went well and what could be improved. I wrote a unit over Labor Unions and Labor Laws for my Teaching Social Studies, K-8 class.

Below are the five lessons in my unit.

Lesson One

Title: Cesar Chavez

Duration: 5 class periods, 40 minutes each class

Grade Level: 4th Grade

CCSS:

CCSS.ELA-Literacy.RI.4.3

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based off specific information in the text.

NCSS:

  1. Individuals, Groups, and Institutions
  2. Power, Authority, and Governance
  3. Civic Ideals and Practices

Essential Question: What are Unions?

Guiding Questions: Who are migrant workers?  Who is Cesar Chavez?

Bloom’s Taxonomy Questions: Used for formative assessment at the end of the lesson.

  1. Who was Cesar Chavez?
  2. What facts or ideas show the conditions migrant workers worked in?
  3. What questions would you ask in an interview with Cesar Chavez? With a migrant worker?
  4. Why do you think Cesar Chavez wanted to create a union?
  5. Based off of what you know, how would you explain The Grape Strike? Use evidence from the text.
  6. Suppose you could go back to 1965. What would you do to help support migrant workers and Cesar Chavez?  What would you do if you were a migrant worker at that time?

Materials:

  • Cesar Chavez: Migrant Hero
  • Pencil
  • Highlighter
  • 4 globes
  • Questions worksheet

Hook/Engage: Approximately 5-10 minutes.

  • Ask students to look at the globe on their group of desks.
    • Have them study the globe.
    • “While looking at the globe, what do you notice?”
      • Answers may vary.
        • “I see a lot of countries.”
        • “There’s a lot of water.”
        • “There’s large areas of land.”
      • “What if we took a closer look? What about the people, the animals, and the food? What jobs do they have? What’s the climate like?”
        • Answers may vary.
          • “This area is in a tropical area, so they probably have a lot of fruit.”
          • “There’s a lot of ocean surrounding this place, maybe they eat a lot of seafood.”
          • “This is the jungle. There’s got to be giraffes!”
          • “Maybe they’re teachers and doctors. Maybe they work in fields.”
          • “It must be cold.”
          • “If it’s hot, maybe they work outside a lot.”

Explore: Approximately 25-30 minutes.

  • “Now that we’ve discussed a little about the world, let’s get more specific.”
  • “Today we are going to read Cesar Chavez: Migrant Hero.
  • Does anyone know what Cesar Chavez is famous for?”
    • If there is no response, “Let’s read and find out!”
    • If there is a response, listen and write down their thoughts and ideas on the whiteboard.
      • “Wonderful. Let’s read to add to these statements.”
    • “Before we begin, I want you to pay close attention to the story. There is a lot of great information in this book.”
    • “Please underline any vocabulary that you are unsure of and highlight what you believe is important. Feel free to write in the margins as well any thoughts or ideas.”
    • Read aloud Cesar Chavez: Migrant Hero.
      • Each student should have their own copy.
      • Stop and discuss questions/thoughts/comments throughout the story.

Explain: Approximately 10 minutes.

  • This will be an area where students break up into groups and answer Blooms questions
    • Who was Cesar Chavez?
    • What facts or ideas show the conditions migrant workers worked in?
    • What questions would you ask in an interview with Cesar Chavez? With a migrant worker?
    • Why do you think Cesar Chavez wanted to create a union?
    • Based off of what you know, how would you explain The Grape Strike?
    • Suppose you could go back to 1965, what would you do to help support migrant workers and Cesar Chavez?  What would you do if you were a migrant worker at that time?

Elaborate: Approximately 10 minutes or can be used as homework.

  • Compare migrant workers to other workers.
    • What is the same?
    • What is different?
  • For an extra challenge, students can look up another important figure in the creation of unions and write three facts about him or her.

Evaluate:

  • Formative Assessments:
    • Collection of graphic organizers.
    • Collection of worksheets with responses.
    • Observations while listening to students discuss the questions.
  • Summative Assessments:
    • There are no summative assessments at this point in the unit.

Differentiation:

  • Students may listen to the audio version of the story.
  • Students may dictate their answers to either the teacher or to an ed-tech.
  • Students will be grouped based off of their skill level.
    • Allows similar skilled students to work together.
    • Or different skill levels grouped together.
  • Students can read the story in their native language.

 

Lesson Two

Title: Can I Get Some Information?

Duration: 5 class periods, 40 minutes each class

Grade Level: 4th Grade

CCSS:

CCSS.ELA-LITERACY.RI.4.6

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

NCSS:

  1. Individuals, Groups, and Institutions
  2. Power, Authority, and Governance
  3. Civic Ideals and Practices

Essential Question: What are Unions?

Guiding Questions: What is an informational essay? How do we write an informational essay? How do we use resources to create this type of essay?

Bloom’s Taxonomy Questions:

  1. What is Cesar Chavez and the Delano Grape Strikeabout?
  2. How would you classify this type of story’s point of view?
  3. What examples can you find to compare this version of the story to Cesar Chavez: Migrant Hero?
  4. What motive does Cesar Chavez have in this story?
  5. What choice would you have made if you were sitting in the crowd? Why?
  6. What would happen if the two labor movements never combined to go against the farm companies?

Materials:

  • Cesar Chavez and the Delano Grape Strike
  • Cesar Chavez: Migrant Hero
  • Double-Entry Chart for Close Reading
  • Main Idea graphic organizer
  • Lined paper for final draft
  • Questions worksheet
  • Rubric
  • Checklist

Hook/Engage: Approximately 5-10 minutes.

  • Ask students, “Why is it important to know anything?”
    • Answers may vary.
      • “So, we get smart.”
      • “If we know about things, we can tell other people about it too.”
    • “Where might we find information?”
      • Answers may vary.
        • “In books.”
        • “Online.”
        • “From other people.”

Explore: Approximately 25-30 minutes.

  • ReadCesar Chavez and the Delano Grape Strike.
    • Each student will have their own copy.
  • “What are some similarities between this book and Cesar Chavez: Migrant Hero?”
    • Answers may vary.
  • “Now that we have more information about Cesar Chavez and migrant workers, let’s write about it.”
    • “Our writing will be informational. Can anyone tell me what an informational essay is?”
      • “An informational essay is an essay that informs people about a topic, place, person, or thing.”
    • “Use this graphic organizer, Double-Entry Chart for Close Reading,and with your group fill in the boxes with as much detail and ideas as you can.”
      • Hand out graphic organizer.
      • “For example, this quote, “They say if they even think we are talking about a union they will make sure no other farms hire us” (page 2), discusses the fear people had about leaving their jobs to go on strike. I will highlight the quote in my booklet and write it down. Remember to write down the page number when you are using quotes.”
        • “Next, I will write down why I believe it is important. You may write an observation, a comment, or a question you may have.”
      • Walk around the room and have discussions with each group to gage where they are in their understanding.
      • Lead them to using key details.
      • Lead them to using quotes.
    • “Using the main idea graphic organizer, what are three main ideas that you can think of that represent either migrant workers, Cesar Chavez, or both?”
  • “Use this guided writing paper to help you write your essay.”
    • Go through the guided writing paper to demonstrate.
      • Might be helpful to come up with the three main ideas as a class.
        • Students can add their evidence themselves.

Explain: Approximately 10 minutes.

  • Turn and share with a partner your informational essay.
    • Is there anything you want to add?
      • If so add it on a sticky note and attach it to the side.
    • “What evidence did you use to support your claim?”

Elaborate: Approximately 10 minutes or can be used as homework.

  • Sign-in to Tinkercad and create the most important piece from your story to 3D print.

Evaluate:

  • Formative Assessments:
    • Collection of graphic organizers.
    • Collection of worksheets with responses.
    • Observations while listening to students discuss the questions.
  • Summative Assessments:
    • There are no summative assessments at this point in the unit.

Differentiation:

  • Students may listen to the audio version of the story.
  • Students may dictate their answers to either the teacher or to an ed-tech.
  • Students will be grouped based off of their skill level.
    • Allows similar skilled students to work together.
  • Students can read the story in their native language.
  • For an extra challenge, students can look up another important figure in the creation of unions and write three facts about him or her.

 

Lesson Three

Title: The Grape Strike

Duration: 5 class periods, 40 minutes each class

Grade Level: 4th Grade

CCSS:

CCSS.ELA-LITERACY.RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

NCSS:

  1. Individuals, Groups, and Institutions
  2. Power, Authority, and Governance
  3. Civic Ideals and Practices

Essential Question: What are Unions?

Guiding Questions: What was the Grape Strike? What are Visual Thinking Strategies?

Bloom’s Taxonomy Questions:

  1. What is the Visual Thinking Strategy?
  2. What facts or ideas show your thinking in these pictures?
  3. How would you apply what you learned to develop a statement about the pictures?
  4. What are the features of the picture you picked that captivated you to write a narrative?
  5. What information would you use to support your view as the character in the picture?
  6. What would happen if your character was against creating a union?

Materials:

  • Pictures (4) of the Grape Strike
  • “Activists for Worker’s Rights”
  • Paper for narrative writing
  • Building a Paragraph graphic organizer
  • Questions worksheet
  • Rubric
  • Checklist

Hook/Engage: Approximately 5-10 minutes.

  • Read “Activists for Worker’s Rights.”
  • Have class discussion about the importance of Dolores Huerta.
    • “Why is Dolores so important to worker’s rights?
    • “What connection does Dolores have to migrant workers? To Cesar Chavez?
    • “Where have we seen Dolores before?”
      • InCesar Chavez and the Delano Grape Strike.

Explore: Approximately 25-30 minutes.

  • “In front of you all are pictures from the Grape Strike.”
  • “We are going to practice our Visual Thinking Skills.”
    • “What do you think Visual Thinking Skills are?”
      • “Take a close look at the picture in front of you.”
    • “What is going on in this picture?”
      • After student response, ask “What do you see that makes you say that?”
      • After student response, ask “What more can we find?”
    • Have students write down their observations at each group of tables.
      • Students will record four pictures.
    • Once students have gone through each station, they can pick one to write about.
    • “Pick the picture you had the most curiosity with.This will be the picture you write a narrative about.”
      • Have students tell you which picture they picked so you can give them a copy to write about.
      • “Your narrative will be about the person in the picture. Pretend like you are this person. Explain what is happening. Use the setting and details in the picture to help you write.”

Explain: Approximately 10 minutes.

  • Share with a partner.
    • What was similar with your stories?
    • What was different? The same?

Elaborate: Approximately 10 minutes or can be used as homework.

  • If you could go back in time, what piece of advice would you give migrant workers? Why?
  • 3D print something that can help migrant workers. Explain why it is important.

Evaluate:

  • Formative Assessments:
    • Collection of graphic organizers.
    • 3D printed item and explanation.
    • Observations while listening to students discuss the questions.
  • Summative Assessments:
    • There are no summative assessments at this point in the unit.

Differentiation:

  • Students may listen to the audio version of the story.
  • Students may dictate their answers to either the teacher or to an ed-tech.
  • Students will be grouped based off of their skill level.
    • Allows similar skilled students to work together.
  • Students can read the story in their native language.
  • For an extra challenge, students can look up another important figure in the creation of unions and write three facts about him or her.

 

Lesson Four

Title: Songs and Poems of Unions

Duration: 5 class periods, 40 minutes each class

Grade Level: 4th Grade

CCSS:

CCSS.ELA-LITERACY.RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

NCSS:

  1. Individuals, Groups, and Institutions
  2. Power, Authority, and Governance
  3. Civic Ideals and Practices

Essential Question: What are Unions?

Guiding Questions: What do songs and poems tell us about that time period? What do songs and poems tell us about a particular event?

Bloom’s Taxonomy Questions:

  1. Why did people choose poems and songs to express their ideas about unions?
  2. What is the main idea of the song, “Union ABCs” by Kristin Lems?
  3. How would you use the poem, “The Union Man” by Mary Gilmore to identify similarities with the migrant workers?
  4. How would you rate the effectiveness of the song “The Union Grand” by Jack Chernos? If you were looking to join a union would this song convince you? Why or why not?
  5. How would you compare the ideas of “Union ABCs” and “The Union Grand?”
  6. What important details are included in a poem or a song about unions?

Materials:

  • “Union ABCs” by Kristin Lems: http://unionsong.com/u653.html
  • “The Union Man” by Mary Gilmore: http://unionsong.com/u409.html
  • “Bread and Roses” by James Oppenheim
  • “United” by Ginger Tom: http://unionsong.com/u256.html
  • “Factory” Bruce Springsteen: https://www.azlyrics.com/lyrics/brucespringsteen/factory.html
  • Questions worksheet
  • “There is Power in a Union” by Billy Bragg
  • Laptops
  • Songs and Poems about Unions worksheet
  • Rubric
  • Checklist

Hook/Engage: Approximately 5-10 minutes.

  • Listen and read the lyrics to “Union ABCs.”

Explore: Approximately 25-30 minutes.

  • Ask students who else is effected by unions?
  • “Why are unions so important?
  • “Why might people use songs and poems to discuss creating unions?
    • A form of propaganda.
    • Using a universal form of communication allows people to relate to it better.
  • “Today you all will be listening or reading poems about unions.”
  • Each of you can pick one of the given materials, either a song or a poem.
    • Pick from one or all the piles of materials to choose one to focus on.
    • Read the song lyrics and listen to the song or read the poem.
      • Answer questions on “Song and Poems of Unions.”
    • After they finish answering the questions, students may work on the Questions worksheet to connect other ideas.
      • Have students work in partners or individually.
      • Walk around to discuss their thoughts.
    • Have students begin to think about their poem ideas.
      • Can be about other workers who want a union.
      • Can be about unions in general.
      • Can be about migrant workers.

Explain: Approximately 10 minutes.

  • Now that you have an understanding about your poem or song, find a friend and share.
    • Find a partner that also picked the same idea. Either a song or a poem.
    • What were similarities? Differences?

Elaborate: Approximately 10 minutes or can be used as homework.

  • Have the students pair up and create their own poem about unions.
    • “Based off of what we have learned so far, what are important components to unions that should be incorporated into your poems?”
      • Thoughts, feelings, descriptions.
      • These can be written about migrant workers or

Evaluate:

  • Formative Assessment:
    • Worksheets
    • Discussions
    • Observations
  • Summative Assessment:
    • Poem

Differentiate:

  • Students can listen to the poems in the audio version.
  • Students can read the lyrics instead of listening to the music.
  • Students can read and listen to the poems and songs in their native language.
  • Students can write the poems on lined paper.
    • With a maker.
    • On a laptop
    • Speech to text.

 

Lesson Five

Title: Farm Companies and Migrant Workers

Duration: 5 class periods, 40 minutes each class

Grade Level: 4th Grade

CCSS:

CCSS.ELA-LITERACY.W.4.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.

NCSS:

  1. Individuals, Groups, and Institutions
  2. Power, Authority, and Governance
  3. Civic Ideals and Practices

Essential Question: What are Unions?

Guiding Questions: How do migrant workers make a difference in their rights as workers? What role do they play? How do farm companies impact migrant workers?

Bloom’s Taxonomy Questions:

  1. What is the importance of migrant workers?
  2. How would you compare migrant workers to farm companies based off of the books we have read and discussed?
  3. What examples can you find to support both migrant workers and farm companies?
  4. What is the relationship between creating a union and a migrant worker?
  5. What information could you use to support the creation of a union?
  6. Suppose you were a migrant worker, how would you convince farm companies to create a union? Suppose you were an employee at a farm company, how would you react to the request of a union?

Materials:

  • Questions worksheet
  • Laptops
  • Lined paper to take notes
  • Poster paper
  • Markers for poster paper
  • Rubric
  • Checklist

Hook/Engage: Approximately 5-10 minutes.

  • Watch “Norma Rae Final Stand” https://www.youtube.com/watch?v=UGXW-PpVL7I

Explore: Approximately 25-30 minutes.

  • “What did you notice about the movie clip?”
  • “Why is this so important? So powerful?
  • After watching this clip, have the student turn and talk about the clip.
    • Have students volunteer to talk about their opinions.
    • Relate it back to migrant workers.
      • What are the similarities?
      • What are the differences?
      • Why does this make a difference?
    • Have students answer the Questions worksheet.
      • Students may work with a partner or individually.
      • Discuss questions as a whole class.
    • Split the class into two groups.
      • One side will be migrant workers.
      • One side will be a farm company.
    • “You will be working in groups to create a debate against each other. You should have three main topics to cover during the debate.”
      • If you’re a migrant worker:
        • Working conditions.
        • Salary
        • Why you need and want a union.
      • If you’re a farm company:
        • Jobs
        • Hiring people and what to do if there are no workers.
        • Why you do not want a union.

Explain: Approximately 10 minutes.

  • “Based off of your research, what did you find?”
  • “How does your research help you in your debate?”
    • Explain that having facts when debating is very important. This is how students learn to support their claim.
    • Remind students that when they debate, they can look back at their notes.
  • Have students use laptops to research debating skills and information about migrant workers and farm companies to help their claim.
  • Discuss as a group what is important for your ideas.
    • Write these ideas down on a piece of paper.
    • Create a poster of the important facts to present during the debate.

Elaborate: Approximately 10 minutes or can be used as homework.

  • Why is practicing debating important?
    • How does this help us understand the process of creating a union?
  • “Go over your information and create a plan so everyone can have the opportunity to speak during the debate.”

Evaluate:

  • Formative Assessment:
    • Class discussions
    • Questions worksheet
  • Summative Assessment
    • Debate

Differentiate:

  • Students can write either in pencil, pen, or marker.
  • Students can write in their native language and then receive help with the translation.
  • Students can write their speaking moment.
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