Embedded Files
Lesson Title
Cesar Chavez an American Hero
Topic
Historical Figure
Grade Level
Kindergarten
Subject
Oral Language: Speaking and Listening
Established Goals
Derived from Common Core or Next Generation Science
(If you do not use either, please indicate and link what standards you refere
nce here:_______________)
ELA-Literacy/SL/K/1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
Essential Questions
Who is Cesar Chavez?
How did Cesar Chavez help farm workers?
Understandings
Students will understand that...
Cesar Chavez is an American Hero.
Students will know that Cesar Chavez was concerned about how farmworkers were treated.
Students will be able to participate in small and large group conversations to discuss 3 ways that Cesar Chavez helped farm workers.
Simply reference the number and letter (e.g., “2c)
Simply reference the number and letter (e.g., “2c)
Assessment Evidence
Performance Tasks:
-Participate in small and large groups to share learning about who Cesar Chavez was and how he helped people .
-Students will complete a self-assessment form to reflect their understanding of Cesar Chavez’s accomplishments..
Self Assessment:
Students will pr
ovide answers using a self-assessment form.
Other Evidence:
Learning Plan
Inquiry Hook:
I asked if anyone knew who Cesar Chavez was. None of the students were familiar with Cesar Chavez, so I briefly explained that he is an American hero who helped migrant farmworkers. They then watched a video entitled Cesar Chavez.
http://www.watchknowlearn.org/Video.aspx?VideoID=26812
Activity Procedure:
- After viewing the video students were placed into small groups where they discussed the essential questions.
- Each group shared out what they discussed.
- I used the document camera and projector to chorally read Cesar Chavez A Leader for Change.
http://www.scholastic.com/content/collateral_resources/pdf00premium/01/0439774101_e004.pdf
4. Students did a pair share to discuss who Cesar Chavez is and what did he do for farm workers.
5. We then created a web describing who Cesar Chavez is and his accomplishments on a sheet
of chart paper.
6. Students were given a self-assessment to reflect their understanding.
7. I used a document camera to display the self-assessment to
ol and read the questions to them
since most of them cannot read yet.
Reflection Methods:
See step 6 in procedures.
Materials
Facilities: Classroom
Equipment (non-tech):
- chart paper
-pencils
-markers
self-assessment
Equipment (tech):
-laptop
-projector
document camera
-video
-smart board
Cesar Chavez Video.
http://www.watchknowlearn.org/Video.aspx
Cesar Chavez A Leader for Change.
http://www.scholastic.com/content/collateral_resources/pdf00premium/01/0439774101_e004.pdf
Student Sample
Here is my student sample.
When crafting this lesson for my kindergarten students, I started with the following common core standards: First, ELA-Literacy/SL/K/1 (Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and large groups), Second, EL
A-Literacy/RI/K/1 (With prompting and support, ask and answer questions about key details). Next I wanted to select content that allowed for inquiry-based learning and also had a performance-based assessment system built in. My pedagogical approach for this lesson was to provide an engaging community project-based learning experience, with real world problem solving implications and applications. Finally, I wanted to strategically integrate developmentally appropriate technology that enhanced the learning experience and promoted creativity, communication, collaboration, and critical thinking skills while supporting the diverse
learning styles and needs of the children in my class.
I was able to successfully weave technology strategies into this lesson but it was challenging to find ways for my kindergarten students to have significant hands-on experiences using technology independently because of their limited ability levels. They are still learning to read and write so they require a lot of modeling. Some of the children have not yet grasped identification of letters and their sounds so it would have been highly inappropriate for me to require them to do independent research, gathering and evaluating information using digital tools about Cesar Chavez. Many of their technology based-lessons center around procedural computer literacy skills like logging in and typing in the addresses for websites they commonly visit in my class like i-ready.com, starfall.com, abcya.com and pbskids.org.
As I reflect upon the implementation of this lesson, it is my opinion that I successfully facilitated and inspired my students to think critically, and engage in a real world
hands-on meaningful learning experience. They had a choice and a voice in how they could make this world a better place and they effectively developed and implemented their community service project.
Overall, I am quite pleased with the way this lesson increased student learning outcomes in an engaging, positive and exciting way. They loved going around the campus picking up trash as demonstrated in the photos I submitted. They were running around and acting as if they were on an Easter egg hunt. If I had a access to a video camera, I could extend this lesson by having them create a public service announcement to the other children in the school encouraging them to make a difference by helping keep our campus free of litter.
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