Compare and Contrast:

Cesar Chavez and African-American Historical Figure

Fourth/Fifth Grade
Subject: Writing

Time: about 60-90 minutes

Standard:

AZCCRS.ELA-LITERACY.RI.5.5 Compare and contrast the overall structure (e.g.,

comparison, cause/effect) of events, ideas, concepts, or information in two or more
texts.

Learning Objectives:

Students will be able to write an essay comparing and contrasting information across
two different subjects.

Materials and Preparation:

Cesar Chavez Book by Juan Felipe Herrera
African-American Historical Figures Handout (writing work previously compiled)
Graphic organizer
Pencils
Erasers
Paper
Construction Paper
Computer (PPT presentation /Youtube.com video)
Integrated Standards:
AZCCRS.SS.S1.Concept 8: Great Depression and World War II 1929 1945 Domestic
and world events, economic issues, and political conflicts redefined the role of
government in the lives of U.S. citizens.
AZCCRS.SS.S1.Concept 9: Postwar United States 1945 1970s Postwar tensions led
to social change in the U.S. and to a heightened focus on foreign policy.
AZCCRS.SS.S1.Concept 10: Contemporary United States 1970s Present Current
events and issues continue to shape our nation and our involvement in the global
community.
Vocabulary:
Huelga, Boycott, Strike, fasting, NFWA, ayuno, leadership, activist, civil rights, SI SE
PUEDE!, equal rights, fair, wages, etc.
SIOP Features:
Preparation, scaffolding, grouping, integration, application and assessment.

Lesson Introduction (no more than 30 minutes)

Anticipatory
1. Say: Do you know what we celebrate March 31st? (students should think about
the question and respond).
2. Say: Do you know what happened during Cesar Chavezs time? (students
should think about the question and answer).
3. Say: Do you know why we celebrate it? (students should think about the
question and respond).
4. Say: Do you know what happened during your Af-Am Historical figures time?
(students should think about the question and talk about the similarities and
differences).
5. Show the PPT slide presentation on Cesar Chavez (ask students to read aloud).
6. Show a short youtube.com video on Cesar Chavez
7. Students will collaborate in a Venn Diagram (on Promethean Board)
8. Students will then organize their thoughts in a graphic organizer.

Independent Working Time (ELA/SLA Writing integration no more than 30

minutes)
Ask each student to write introduction paragraph
Ask each student to write body paragraph
Ask each student to write conclusion paragraph
COMPONENTS 1-3:

Students will have 30 minutes to write their rough draft.

Introductory Paragraph (no more than 10 minutes)

Grab the readers attention by using a hook.
Give a summary of the hook.
Close with a hypothesis statement that reveals the topic (compare and contrast)
to be presented.

Body Paragraphs (no more than 10 minutes)

Each body paragraph should focus on one piece of evidence.
Within each paragraph, provide sufficient supporting detail.

(REMEMBER THAT IN A COMPARE AN CONTRAST THE BODY HAS 2

PARAGRAPHS ONE FOR EACH PERSON YOU ARE COMPARING &
CONTRASTING!!!)

Concluding Paragraph (no more than 10 minutes)

Restate and reinforce the thesis and supporting evidence.

Review Assessment, Review and Closing (30 minutes)

Over the next 3 days students will have the opportunity to write, edit and finalize their
compare and contrast essays on the similarities and differences between Cesar Chavez
and African-American Historical Figure. I will then ask my students to: edit, proof,
finalize, and read their essays out loud. We will display the students written work on the
bulletin wall at the landing.

Resources:

www.azed.gov/standards-practices

www.youtube.com CESAR CHAVEZ videos

https://youtu.be/Wznw9TA2jXk

https://youtu.be/lZC14nUhta0