Name: Christine Ha School Site: James McKee Elem.

Grade: 2
Lesson: Cesar Chavez Title: Harvesting Hope Read-Aloud & Book

Content Standard: SOCIALSCIENCE.2.5

Students understand the importance of individual action and character and explain how heroes
from long ago and the recent past have made a difference in others lives

ELD Standard: 2.1.A.1

Exchange information and ideas with others through oral collaborative conversations on a range
of social and academic topics.

Anti-Bias Framework Anchor Standard and Domain: DI.8

Students will respectfully express curiosity about the history and lived experiences of others and
will exchange ideas and beliefs in an open-minded way.

Grade Level Outcome: DI.2.8

I want to know about other people and how our lives and experiences are the same and
different.

Cohesiveness/Continuity
Students have already explored the various crops grown in California as well as the process in
which food is produced and distributed. They have seen a video about and discussed the
importance of farm workers in food production and distribution as well as done computer
research on Cesar Chavez. They will now read a book on Cesar Chavez and create an
informational book about him.

Materials
- Harvesting Hope - Writing Worksheet
- Tablet/DocuCam (Ladybug) - Pencil
- Student Notebooks

Differentiation
Modification of the process based on student readiness because some students need assistance
reading notes and writing down their thoughts.
List Measureable Objectives in this column.
Note: The objectives will match the standards.
Content Objective: Students (A) will be able to
reconstruct (B; B-5) a biography of Cesar Chavez (C) in
a booklet with at least five facts about Cesar Chavez,
including his birthday and why he is important (D).
Social Skill Objective: Students (A) will be able to
achieve (B) consensus (C) by working together to agree
on the order of the facts they want to include in their
booklet (D).
How will you teach the social skill? Will you use
looks like/sounds like/feels like chart, a book,
modeling, etc.?
I will remind students what achieving consensus looks
like with our Looks Like, Sounds Like, Feels Like chart
for reference.
Language Objective: Students (A) will be able to
explain (B; B-2) the importance of Cesar Chavez (C) by
using the sentence frame, Cesar Chavez is a hero
because (D).
Which language demand will you need to teach to
achieve the content objective? Write all the demands
that could be taught in the lesson with what you
would specifically teach next to it. (If there is a
demand that isnt applicable write it with N/A next to
it.) Then bold the demand that you will write the
language objective for and teach to the students.
1. Language practices/functions - Explain
2. Organization of text Sequential
3. Sentence structure SVO
4. Grammar Capitalization/Punctuation
Brick Words:
- Farm worker hero
- Conditions respect
- Wage injustice
Social Justice/Multicultural Objective:
Students (A) will be able to explain (B; DoK-3) the
importance of treating farm workers with respect (C) by
sharing it aloud with a partner (D).
Describe Assessment Tool and Criteria
How will you CFU?
I will CFU during the lesson by seeing if students are
able to share information about Cesar Chavez from the
book.
What and how will you assess during collaboration?
I will circulate during collaboration and informally
assess whether students are able to work together to
create a timeline of events or facts about Cesar Chavez
based on their notes.
What and how will you assess during independent
learning?
Students booklets will allow me to see if they are able
to share at least five facts about Cesar Chavez.
What and how will you assess the social skill during
collaboration?
Observation during collaboration and taking anecdotal
notes on how students are achieving consensus by using
the appropriate language and mannerisms from the
LLSLFL chart will allow me to assess the social
objective.
How will you CFU?
I will CFU during the lesson by seeing if students are
able to use the sentence frame to explain the importance
of Cesar Chavez.
What and how will you assess during collaboration?
I will circulate during collaboration and informally
assess whether students are using the sentence frame to
explain the importance of Cesar Chavez in their notes.
What and how will you assess during independent
learning?
Students narratives will allow me to see if students are
able to use the sentence frame to explain the importance
of Cesar Chavez in writing.
How will you CFU?
I will CFU during the lesson by seeing if students are
able to verbally explain why it is important to treat farm
workers with respect.
 Lesson Implementation

Engagement (Hook/Focus Lesson)

- Hook: To pique students interest, I will share some of the riddles they created about
crops that are grown in California.
- Objectives are stated in student-friendly language
o After completing this lesson, I will be able to give five facts about Cesar Chavez
and tell why he is a hero.
- Clear explanation of purpose and relevance
o Cesar Chavez stood up for farm workers and their rights, and we need to learn
about him so that we can also learn to stand up for others when we see injustice.
One person can make a difference, and that person can be you.
- Building Background
o Concepts explicitly linked to students background experiences
Have students who are born in December stand up.
For the rest of this month, students born in December will get
twenty-five cents for any good deed or work that they do. Everyone
else will get a penny. Also, students born in December get
unlimited bathroom passes and water breaks, but everyone else
has to go to the bathroom and get water before and after school
only.
Discuss how they are doing the same amount of work but not
getting the same rewards.
o Links explicitly made between past learning and new concepts
This situation was the same for migrant workers when Cesar Chavez was
one. What were some of the things youve learned about Cesar Chavez in
your research yesterday?
o Key vocabulary emphasized (e.g. introduced, written, repeated, and highlighted
for students to see)
Farm worker Migrant worker
- Modeling of the new learning (think aloud and/or demonstration)
o I will be using think aloud to model thinking about Cesar Chavez and how to
create a biography.
Guided Instruction
1. Read-Aloud of Harvesting Hope.
2. Ask students what else they learned about Cesar Chavez from the book and how they
would feel if they were Cesar Chavez.

Explicit Teaching of Social Skill and Activity

- Review LLSLFL chart for Achieving Consensus.

Collaboration
1. Give students time to add some info they learned about from the book into their notes.
2. Have students work together to put their facts/notes from
http://www.ducksters.com/biography/cesar_chavez.php and Harvesting Hope into
sequential order.
a. They must use at least five facts.

Student Reflection (Social)

- Why do you think I had you practice achieving consensus for this activity?
- Why did we have to put our facts in sequential order?

Guided Instruction
1. Students will create a biography booklet about Cesar Chavez using information they
organized in the collaboration activity.
a. Guide students with Title Page: A Biography of Cesar Chavez
b. Guide students with Page 1: Cesar Chavez was born on.

Independent Practice
1. Students will work on their own to complete the biography booklet about Cesar Chavez
using information they organized in the collaboration activity.
a. Students can select any three facts they found on Cesar Chavez to fill their book.
b. The last page must explain why Cesar Chavez was a hero using the sentence
frame: Cesar Chavez was a hero because
c. Students may then go back and draw illustrations to represent the facts they
presented in the biography.

Student Reflection
- Content:
o Who was Cesar E. Chavez?
o Why was he a hero?
- Process:
o What did you like most or helped you learn the most about the lesson?