Teacher(s): Ms.

Castro

Subject: Social Studies

Identify one common core standard and one content (if applicable) :

4. With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose. (Grade specific expectations for writing types
are defined in standards 13 above.) (3.W.4) a. With guidance and support from adults, produce
functional writing (e.g., friendly and formal letters, recipes experiments, notes/messages, labels,
graphs/tables, procedures, invitations, envelopes) in which the development and organization
are appropriate to task and purpose. (AZ.3.W.4)
Classroom Scenario (small group, whole class, self-contained, resource, gen. ed., lab, etc):

General Education
___________________________________________________________________________________________________
Objective (Explicit):

By the end of this lesson students will be able to write a letter with some guidance.
Evidence of Mastery (Measurable):

Students will write a letter with the corresponding parts of a letter. Students will discuss about the Farm
Workers movement in an empathetic way, to reflect all that they have learned from the unit. This final
part will be a closing and a reflection lesson for the students to wrap up their final thoughts.
Sub-objectives, SWBAT (Students will be able to) Sequenced from basic to complex

-Students will be able to identify the parts of a letter.

-Students will be able to write a letter with help from their peers.
-Students will be able to make a final draft of their letter by themselves.
Materials (graphic organizers, specific
books, SMARTBoard, etc.,) :
white board
white board markers
projector
computer
worksheets
envelopes
stamps
Opening (state objectives, connect to previous learning, and make relevant to real life)
Remember what weve been learning this past few days about the Mexican American Civil Rights
movement.
Think to yourselves:
-What do you think the workers were feeling while protesting?
-Why do you think is important to lean about people like Cesar Chavez and Dolores Huerta?
-What are you willing to give up for freedom?
Teacher Will:
Student Will:
-Model the parts of a letter on the board
-Students will be paying close attention to the
Instructio

Key vocabulary:
Letter
Dolores Huerta

like the example.

teacher, listening to the instructions and

concepts

nal Input

-Students will follow the rule (can I have five)

whenever the volume of their voices is too
high.

-The teacher will break out each part of

the letter and explain its function:
Heading
Greeting
Body
Closing
Signature
-The teacher will write an example with
labels of the parts of a letter.
-The model will be on the board at all
times after direct instruction.
-Behavior management strategy: Can I
have 5? (5 means being attentive,
listening, dont speak while the teacher is
talking)
Co-Teaching Strategy (if applicable) :

Which co-teaching strategy will you use to maximize student achievement?

One teach, one assists
____________________________________________________________________________________________
_
Differentiation Strategy:

Guided Practice

For ELLs and special education students there will be sentence starters and an aid will be with
the teacher to help them individually.
Teacher Will:

-The teacher will instruct the students to

get in pairs.
-The letter should be about something
they want to ask Dolores Huerta.
-The teacher will instruct them to make a
letter with help of their friends. This letter
will be a draft.
-The model of the letter will be up on the

Student Will:

-Students will find a buddy to pair u

with to write their first draft of the letter.
-Students will write the letter with the
help of their peer.

board.
-After finishing their first draft the teacher
will have conferences with each team
and tell them what they need to correct.
-Behavior management strategy: Can I
have 5? (5 means being attentive,
listening, dont speak while the teacher is
talking).
Co-Teaching Strategy (if applicable) :

Which co-teaching strategy will you use to maximize student achievement?

One teach, one assists
____________________________________________________________________________________________
_
Differentiation Strategy:

For ELLs and special education students there will be sentence starters and an aid will
be with the teacher to help them individually.

Independent Practice

Teacher Will:

-After conferencing with the students, the

teacher will instruct them to correct any
mistakes and add anything else they
want to their final drafts.
-When the students are done with the
final draft the teacher will give them
envelopes and stamps to put their letters
in them.
-The teacher will collect the letters and
get them ready to send.
-Behavior management strategy: Can I
have 5? (5 means being attentive,
listening, dont speak while the teacher is
talking).

Student Will:

-Students will revise their draft and

make corrections.
-Students will put their letters in the
envelopes and paste the stamp in the
correct place.
-Students will turn in the letters.

Co-Teaching Strategy (if applicable):

Which co-teaching strategy will you use to maximize student achievement?

One teach, one assists
____________________________________________________________________________________
Differentiation Strategy:

For ELLs and special education students there will be sentence starters and an aid will be with
the teacher to help them individually.
Closing/Student Reflection/Real-life connections:

We will close with a reflection of a quote from Cesar Chavez:

There is no such thing as defeat in non-violence. -Cesar Chavez

The teacher will ask the students to imagine themselves in a protest or facing a problem like the farm
workers. The teacher will ask them: how would you figure out a solutions to a problem? Would you
prefer violence or nonviolence actions?

First Draft Papper

Final Drfat paper