2. August 27th, 2014

3. Standard
RI  Cite strong textual evidence to support analysis of what the text says explicitly/ inferences drawn
W  Produce clear and coherent writing in which the development, organization, and style are appropriate.
RI  Determine two or more central ideas of a text and analyze their development

4. Learning Target
Students will understand the power of allies in civil and human rights movements.

5. August 27 Warm up – Journal 12
What does the term “ally,” mean. Do you believe to be an ally, you have to take action? or
Do you think that those who are concerned, but do nothing, are part of the problem?
Justify your answers to either question.

6. Activator
Look at the images and write down what you think they all have in common.

7. August 27 day 1 work session
Watch Viva La Causa, the story of Cesar Chavez While watching the video create a tree map with the following categories. Fill in these categories as they relate to the video. 1.Oppressors – Perpetrators of Injustice 2.Targets of Oppression – Working for Justice 3.Allies – Working for Justice Be ready to discuss after the video

8. Answers The growers supported injustices by harassing the strikers.
Some law enforcement officers supported injustice by arresting strikers.
Some Americans supported injustice by continuing to buy grapes.
Farmworkers worked for justice by fasting to remind everyone about the importance of non violence. Students worked for justice by offering mass when Cesar broke his fast.

21. Answer
All of the images relate to the themes of our next text, the play “Real Women Have Curves” and the themes that are emphasized in the play.

22. Real Women Have Curves Theme List
Definition of a "Real Woman“
Body Consciousness (Weight, Food, Diet Pills)
Women's Roles
Images of Men (not so positive)
Love, Sexuality, Marriage
Friendship, Family, Aging
Code Switching/Intertwining Languages
Socio-Economic Structures
Sweatshops (U.S./East Los Angeles)
Ambition & the Value of Money
Fear of La migra
Documented and Undocumented Immigrants

23. August 28th, 2014
Standards: Assess how point of view or purpose shapes the content and style of the text
Learning Target: Students will assess the strengths and weaknesses of a piece of written commentary that addresses ongoing debates in the U.S. about immigration and immigrant workers.
Work: Debate!
Closing: Ticket out the door

24. August 28, 2014 Warm Up Journal 13
What does the expression “The struggle never ends mean” to you. Does that apply to anything personally in your life, or society.
Examples
School
Neighborhood
State or cities

25. Activator – The Chicano Movement From the 1960’s to Today
Watch the video.
Complete a Bubble map describing people, symbols or other significant parts of the video?
Below your Bubble Map describe how, why or if you can or cannot relate to the video in one paragraph.

26. Work – immigration debate
Read and assess the article Realism, Compassion Missing From Immigration Debate by J. Richard Cohen. Use the Assessing the Commentary handout to assess Cohen’s essay on four levels.
Working in groups or with a partner write a piece of commentary responding to Cohen’s essay.

27. Commentary guidelines
Your commentary should include:
1. Explain and expound on a specific part of something mentioned in the original essay.
2. Express your argument or disagreement with Cohen.
Be ready to share your commentary in the form of a speech/class debate.

28. Commentary example framework
Paragraph One – Introduction in which students tell the reader about Cohen’s essay.
Paragraph Two – Students mention the item that most piqued their interest in Cohen’s article
Paragraph Three-Five – Students research and write about the topic that piqued their interest, presenting at least three related facts.
Paragraph Six – Students agree or disagree with Cohen

29. Closing – Ticket Out the door
What is Cohen’s thesis
What are the points that support his thesis
Do you agree or disagree with Cohen? Why?

30. August 29th, 2014
Standard: Analyze the structure of the texts and how two or more text have a similar theme
Target: Students will draw on a primary source to write a poem about the importance of allies
Work: Making new poems!

31. August 29 - Day 3 Activator – Journal 14
1. What institutions in our country, state, or city could be considered symbols for three of themes from “Real Women Have Curves”?
2. Explain why your chose this institution and what it symbolizes.

32. Work Session - Poetry Activism
Read the Proclamation Handout written by union co-founder Dolores Huerta in Highlight and underline phrases that speak to you. You are looking for phrases, not full sentences. Once you have chosen phrases, arrange them in poetic form, creating an aesthetic reminder of why it’s important to be an ally.

34. closing
Presentation of the poems