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ELA G7:M2A:U2

Case Study: How Working Conditions Change: Chávez and the UFW

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Building Background Knowledge: Who Changes Working Conditions?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the interactions between individuals, events, and ideas in a text. (RI.7.3)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
  • I can define “agent of change” and apply that knowledge to working conditions.
  • I can explain the significant facts about the life and work of César Chávez.
  • Building Background Knowledge Worksheet
  • Admit and Exit Tickets
  • Tea Party

Lesson 2Reading Closely: Introducing Chávez’s Commonwealth Club Address and Considering the Plight of the Farmworker

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine a theme or the central ideas of an informational text. (RI.7.2)
  • I can analyze the development of a theme or central idea throughout the text. (RI.7.2)
  • I can analyze the organization of an informational text (including how the major sections contribute to the whole and to the development of the ideas). (RI.7.5)
  • I can determine one of César Chávez’s main claims and identify the supporting evidence for it.
  • I can analyze the development of a central claim in César Chávez’s speech.
  • I can analyze the structure of Chávez’s speech and explain how each section contributes to his central claim.
  • Students’ annotated text of the Commonwealth Club Address
  • Admit and Exit Tickets

Lesson 3Reading Closely and Introducing Rhetoric Toolbox: Unions as Agents of Change—Part 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine a theme or the central ideas of an informational text. (RI.7.2)
  • I can analyze the development of a theme or central idea throughout the text. (RI.7.2)
  • I can determine one of César Chávez’s main claims and identify the supporting evidence for it.
  • I can identify basic rhetorical strategies and analyze how Chávez uses them to develop his claims.
  • Students’ annotated texts of the Commonwealth Club Address
  • Admit and Exit Tickets
  • Think-Pair-Share

Lesson 4Speech Structure: Unions as Agents of Change—Part 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine a theme or the central ideas of an informational text. (RI.7.2)
  • I can analyze the development of a theme or central idea throughout the text. (RI.7.2)
  • I can analyze the organization of an informational text 
  • (including how the major sections contribute to the whole and to the development of the ideas). (RI.7.5)
  • I can determine one of César Chávez’s main claims and identify the supporting evidence for it.
  • I can analyze the structure of Chávez’s speech and explain how each section contributes to his central claim.
  • Forming Evidence-Based Claims graphic organizer for Paragraphs 8–15
  • None

Lesson 5Mid-Unit Assessment: How Chávez Develops His Claims in the Commonwealth Club Address

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can determine a theme or the central ideas of an informational text. (RI.7.2)
  • I can analyze the development of a theme or central idea throughout the text. (RI.7.2)
  • I can analyze the interactions between individuals, events, and ideas in a text. (RI.7.3)
  • I can analyze the organization of an informational text (including how the major sections contribute to the whole and to the development of the ideas) (RI.7.5)
  • I can determine one of César Chávez’s main claims and identify the supporting evidence for it.
  • I can analyze the development of a central claim in César Chávez’s speech.
  • I can analyze the structure of Chávez’s speech and explain how each section contributes to his central claim.
  • Mid-Unit 2 Assessment: How Chávez Develops His Claims in the Commonwealth Club Address
  • Admit and Exit Tickets

Lesson 6Speech Structure: Part 2 of the Commonwealth Club Address

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the organization of an informational text (including how the major sections contribute to the whole and to the development of the ideas). (RI.7.5)
  • I can analyze the interactions between individuals, events, and ideas in a text. (RI.7.3)
  • I can analyze the structure of Chávez’s speech and explain how each section contributes to his central claim.
  • I can find examples in the story of the UFW of how the government and workers can affect working conditions.
  • Commonwealth Speech Structure anchor chart
  • Text-Dependent Questions for Paragraphs 16–21
  • Admit and Exit Tickets
  • Think-Pair-Share

Lesson 7Synthesizing Chávez’s Central Claim

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the development of a theme or central idea throughout the text. (RI.7.2)
  • I can analyze the organization of an informational text (including how the major sections contribute to the whole and to the development of the ideas). (RI.7.5)
  • I can analyze the structure of Chávez’s speech and explain how each section contributes to his central claim.
  • I can identify basic rhetorical strategies and analyze how Chávez uses them to develop his claim.
  • Commonwealth Club Address Structure anchor chart
  • Admit and Exit Tickets

Lesson 8End of Unit Assessment: Analyzing the Structure of Chávez’s Wrath of Grapes Speech

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can determine a theme or the central ideas of an informational text. (RI.7.2)
  • I can analyze the development of a theme or central idea throughout the text. (RI.7.2)
  • I can analyze the interactions between individuals, events, and ideas in a text. (RI.7.3)
  • I can analyze the organization of an informational text (including how the major sections contribute to the whole and to the development of the ideas). (RI.7.5)
  • I can analyze the development of a central idea in a César Chávez speech.
  • I can analyze interactions between individuals, events, and ideas in a Chávez speech.
  • I can analyze how paragraphs of Chávez’s speech contribute to the development of the central claim.
  • End of Unit 2 Assessment: Analyzing the Structure of Chávez’s Wrath of Grapes Speech
  • Admit and Exit Tickets

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