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Project GLADSan Marcos Unified School DistrictPeople Who Make a Difference

Written By: Gabriella Gomez, Hugo Orozco, and Silvia-Ventura JacobsenLevel 2

IDEA Pages

Unit Theme-Sub-theme/content areas Understand and appreciate the many ways parents, grandparents, and ancestors have made a

difference in others’ lives. Students will develop a beginning sense of history. Introduction to many people, ordinary and extraordinary who have contributed to their lives and

“made a difference.” Cross-cultural sensitivity theme: Compare multi-cultural heroes from long ago and today and

how they made a difference in others’ lives Individuals can make a difference in others’ lives

Focus and Motivation Passport to visit countries Outlined World Map Inquiry Charts Making a difference motivational awards Pictures of students placed on world map Observation Charts Past and present heroes big book

Closure Process charts and learning Conference-Portfolios Share team explorations and personal explorations (personal timeline) Community service project

ConceptsCalifornia State StandardsHistory/Social Science: Learning and working now and long ago2.1 Students differentiate between those things that happened long ago or yesterday

1. Trace the history of a family through the use of primary and secondary sources including artifacts, photographs, interviews, and documents

2. Compare and contrast their daily lives with those of parents and grandparents3. Place important events in their lives in the order they occurred (e.g., on a timeline or

storyboard). 2.2 Students demonstrate map skills by describing the absolute and relative locations of people,

places and environments1. Locate on a simple letter-number grid system the specific locations and geographic

features of their neighborhood or community (e.g., map the classroom, school). 2. Label from memory a simple map of the North American continent, including the

countries, oceans, Great Lakes, major rivers, mountain ranges. Identify the essential map elements: title, legend, directional indicator, scale, and date.

People Who Make A Difference/Level 2/CASan Marcos Unified School DistrictGabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen

3. Locate on a map where their ancestors live(d), telling when their family moved to the local community, and how and why they made their trip.

4. Compare and contrast basic land use in basic urban, suburban and rural environments in California.

2.5 Students understand the importance if individual action and character and explain how heroes from long ago and the recent past make a difference in others’ lives (e.g. from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride)

Science:Earth Sciences3.0 Earth is made of materials that have distinct properties and provide resources for human activities.

Vocabularyhistory traditions relatives ancestorsneighborhood community suburbs transportationurban rural compass rose time linecountry continent artifact guardiantitle legend scale directional indicatoralike different border local communitytown city heritage great-grandparents journey heirlooms primary source secondary sourceenvironments character hero biographyordinary extraordinary past presentfuture generation decade centuryheroine

English Language Arts StandardsReading1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Decoding and Word

Recognition1.1 Recognize and use knowledge of spelling patterns when reading1.2 Apply knowledge of basic syllabication rules when reading1.3 Decode two-syllable nonsense words and regular multi-syllable words1.4 Recognizer common abbreviations1.5 Identify and correctly use regular plurals and irregular plurals1.6 Read aloud fluently and accurately and with appropriate intonation and expressionVocabulary and Concept Development1.7 Understand and explain common antonyms and synonyms1.8 Use knowledge of individual words in unknown compound words to predict their

meaning1.9 Know the meaning of simple prefixes and suffixes1.10 Identify simple multiple-meaning words

2.0 Reading ComprehensionStructural Features of Informational Materials2.1 Use titles, table of contents, and chapter headings to locate information in expository

text


Comprehension and Analysis of Grade Level Appropriate Text2.2 State the purpose in reading2.3 Use knowledge of the author’s purpose(s) to comprehend informational text2.4 Ask clarifying questions about essential textual elements of exposition2.5 Restate facts and details in the text to clarify and organize ideas2.6 Recognize cause and effect relationships in a text2.7 Interpret information from diagrams, charts, and graphs2.8 Follow two-step written instructions

3.0 Literary response and AnalysisNarrative Analysis of Grade-Level-Appropriate Text3.1 Compare and contrast plots, settings, and characters, presented by different authors3.2 Generate alternative endings to plots and identify the reason or reasons for, and the

impact of, the alternatives3.3 Compare and contrast different versions of the same story that reflect different cultures3.4 Identify the use of rhythm, rhyme, and alliteration in poetry

Writing 1.0 Writing Strategies

Students write clear and coherent sentences in paragraphs that develop a central idea. Their writing shows they consider audience and purpose. Students progress through the stages of the writing process.Organization and Focus1.1 Group related ideas and maintain a consistent focusPenmanship1.2 Create readable documents with legible handwritingResearch1.3 Understand the purpose of various reference materialsEvaluation and Revision1.4 Revise original drafts to improve sequence and provide more descriptive detail

2.0 Applications(Genres and Their Characteristics)Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.2.1 Write brief narratives based on their experiences:

a. Move through a logical sequence of events.b. Describe the setting, characters, objects, and events in detail.

2.2 Write a friendly letter complete with the date, salutation, body, closing and signature.Written and Oral English Language Conventions1.0 Written and Oral English Language Conventions

Students write and speak with a command of Standard English conventions appropriate to this grade level.

Sentence Structure1.1 Distinguish between complete and incomplete sentences.1.2 Recognize and use the correct word order in written sentences.Grammar1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing

and speaking.Punctuation1.4 Use commas in greeting and closure of a letter and with dates and items in a series.


1.5 Use quotation marks correctly.Capitalization1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months

and days of the week, and titles and initials of people.Spelling1.7 Spell frequently used, irregular words correctly.1.8 Spell basic short –vowel, long-vowel, r-controlled, and consonant-blend patterns

correctly.1.0 Listening and Speaking

Comprehension1.1 Determine the purpose or purposes of listening.1.2 Ask for clarification and explanation of stories and ideas.1.3 Paraphrase information that has been shared orally by others.1.4 Give and follow three-and four-step oral directions.Organization and Delivery of Oral Communication1.5 Organize presentations to maintain a clear focus.1.6 Speak clearly and at an appropriate pace for the type of communication.1.7 Recount experiences in a logical sense.1.8 Retell stories, including characters, setting, and plot.1.9 Report on a topic with supportive facts and details.

2.0 Speaking Applications (Genres and Their Characteristics)2.1 Recount experiences or present stories:

a. Move through a logical sequence of events.b. Describe story elements.

2.2 Report on a topic with facts and details, drawing from several sources of information.

ELD Standards-Grade K-2-California Standards

LISTENING AND SPEAKING

Beginning LevelComprehension

Begin to speak with a few words or sentences, using some English phonemes and rudimentary English grammatical forms.

Answer simple questions with one- to two- word responses. Respond to simple directions and questions using physical actions and other means of non-

verbal communication.Comprehension, Organization & Delivery of Oral Communication

Independently use common social greetings and simple repetitive phrases.Early Intermediate Level

Comprehension Begin to be understood when speaking, but may have some inconsistent use of Standard

English grammatical forms and sounds. Ask and answer questions using phrases or simple sentences.Comprehension, Organization & Delivery or Oral Communication Retell familiar stories and short conversations by using appropriate gestures, expressions and

illustrative objects. Orally communicate basic needs. Recite familiar rhymes, songs, and simple stories.


Intermediate LevelComprehension

Ask and answer instructional questions using simple sentences. Listen attentively to stories/information and identify key details and concepts using both verbal

and non-verbal responses.Comprehension, Organization & Delivery of Oral Communication Be understood when speaking, using consistent standard English grammatical forms and

sounds; however, some rules may not be in evidence. Actively participate in social conversations with peers and adults on familiar topics by asking

and answering questions and soliciting information. Retell stories and talk about school related activities using expanded vocabulary, descriptive

words, and paraphrasing.Early Advanced Level

Comprehension Listen attentively to stories/information, and orally identifying key details and concepts.Comprehension, Organization & Delivery of Oral Communication Retell stories in greater details including characters, setting, and plot. Be understood when speaking, using consistent standard English grammatical forms, sounds,

intonation, pitch, and modulation, but may have random errors. Actively participate and initiate more extended social conversations with peers and adults on

unfamiliar topics by asking and answering questions, restating and soliciting information. Recognize appropriate ways of speaking that vary based on purpose, audience, and subject

matter. Ask and answer instructional questions with more extensive supporting elements.

Advanced LevelComprehension

Listen attentively to stories/information on new topics and identify both orally and in writing key details and concepts.

Demonstrate understanding of idiomatic expressions by responding to and using such expressions appropriately.

Comprehension, Organization & Delivery of Oral Communication Negotiate and initiate social conversations by questioning, restating, soliciting information and

paraphrasing. Consistently use appropriate ways of speaking and writing that vary based on purpose,

audience, and subject matter. Narrate and paraphrase events in greater detail, using more extended vocabulary. Speak clearly and comprehensibly using Standard English grammatical forms, sounds,

intonation, pitch and modulation.

READING-Word Analysis (ELD Standards)

Beginning LevelConcepts about Print, Phonemic Awareness, Vocabulary and Concept Development

Recognize English phonemes that correspond to phonemes students already hear and produce.

Early Intermediate LevelConcepts about Print, Phonemic Awareness, Vocabulary and Concept Development

Produce English phonemes that correspond to phonemes students already hear and produce, including long and short vowels and initial and final consonants.


Recognize English phonemes that do not correspond to sounds students hear and produce.Intermediate Level

Phonemic Awareness, Decoding and Word Recognition Produce most English phonemes correctly while reading aloud. Recognize sound/symbol relationship and basic word formation rules in phrases, simple

sentences, or simple text.Concepts about Print

Recognize and name all upper and lower case letters of the alphabet.Early Advanced Level

Phonemic Awareness, Decoding and Word Recognition Use common English morphemes to derive meaning in oral and silent reading. Recognize sound/symbol relationship and basic word formation rules in phrases, simple

sentences, or simple text.Advanced Level

Decoding and Word Recognition Apply knowledge and common morphemes to derive meaning in oral and silent reading.

READING- Fluency and Systematic Vocabulary Development (ELD)

Beginning LevelVocabulary & Concept Development

Read aloud simple words in stories or games. Demonstrate comprehension of simple vocabulary with an appropriate action. Retell simple stories using drawings, words, or phrases. Produce simple vocabulary (single words or short phrases) to communicate basic needs in

social and academic settings.Early Intermediate Level

Vocabulary & Concept Development Produce vocabulary, phrases, and simple sentences to communicate basic needs in social and

academic settings. Read simple vocabulary, phrases, and sentences independently. Read aloud an increasing number of English words. Demonstrate internalization of English grammar, usage, and word choice by recognizing and

correcting some errors when speaking or reading aloud.Intermediate Level

Vocabulary & Concept Development Demonstrate internalization of English grammar, usage, and word choice by recognizing and

correcting errors when speaking or reading aloud. Use decoding skills to read more complex words independently. Use more complex vocabulary and sentences to communicate needs and express ideas in a

wider variety of social and academic settings.Vocabulary & Concept Development, Decoding & Word Recognition

Recognize simple prefixes and suffixes when attached to known vocabulary.Early Advanced Level

Vocabulary & Concept Development Recognize simple antonyms and synonyms in stories or games. Use simple prefixes and suffixes when attached to known vocabulary. Use decoding skills and knowledge of academic and social vocabulary to begin independent

reading.


Advanced LevelVocabulary & Concept Development

Explain common antonyms and synonyms Recognize words that have multiple meanings in texts. Apply knowledge of academic and social vocabulary to achieve independent reading. Read narrative and texts aloud with appropriate pacing, intonation, and expression.Decoding and Word Recognition1.10 Generate the sounds from all the letters and letter patterns, including consonant blends

and long- and short-vowel patterns, and blend those sounds into recognizable words.

1.11 Read common, irregular sight words.1.13 Read compound words and contractions.1.14 Read inflectional forms and root words.

1.15 Read common word families.1.16 Read aloud with fluency in a manner that sounds like natural speech.

READING- Reading Comprehension (ELD)


Respond orally to stories read to them, using physical actions and other means of non-verbal communication.

Respond orally to stories read to them by answering factual comprehension questions using one- or two-word responses.

Draw pictures from student’s own experience related to a story or topic. Understand and follow simple one-step directions for classroom or work-related activities.Comprehension & Analysis of Appropriate Text Identify the basic sequences of events in stories read to them, using key words or pictures.

Early IntermediateComprehension

Respond orally to simple stories read to them by answering factual comprehension questions using phrases or simple sentences.

Draw and label pictures related to a story topic or own experience. Understand and follow simple two-step directions of classroom or work-related activities.Comprehension & Analysis of Grade-Level Appropriate Text Orally identify the basic sequence off text read to them using key words or phrases. Use the content of a story to draw logical inferences.

Intermediate LevelComprehension & Analysis of Grade-Level Appropriate Text

Read and use simple sentences to orally respond to stories by answering factual comprehension questions.

While reading orally in a group, point out basic text features such as title, table of contents, and chapter headings.

Use the content of stories read aloud to draw inferences about the stories. Use simple phrases or sentences to communicate the inferences made.Comprehension

Write captions of words or phrases for drawings related to a story. Understand and follow some multi-step directions for classroom-related activities.

Early Advanced LevelPeople Who Make A Difference/Level 2/CASan Marcos Unified School DistrictGabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen

Comprehension & Analysis of Grade-Level Appropriate Text Read and use detailed sentences to orally identify the main idea and use the idea to draw

inferences about text. Read and orally respond to stories by answering factual comprehension questions about

cause and effect relationships. Write a brief story summary (three or four complete sentences).Comprehension Read and use basic text features such as title, table of contents, and chapter headings. Read and orally respond to stories and texts from content areas by restating facts and details

to clarify ideas.Advanced Level

Comprehension & Analysis of Grade-Level Appropriate Text Prepare an oral or written summary or other information using a variety of comprehension

strategies with literature and content area texts.Comprehension & Analysis of Grade-Level Appropriate Text and Expository Critique

Locate and use text features such as title, table of contents, chapter headings, diagrams and index.

WRITING-Strategies and Applications (ELD Standards)

Beginning LevelPenmanship, Organization & Focus

Copy words posted and commonly used in the classroom.Organization & Focus

Write a few words or phrases about an event or character from a story read by the teacher. Write a phrase or simple sentence about an experience generated froma group story.

Early Intermediate LevelOrganization & Focus

Write simple sentences about events or characters from familiar stories read by the teacher. Write simple sentences using key words posted and commonly used in the classroom.

Organization & Focus, Evaluation, and Revision Write one to two simple sentences.

Intermediate LevelOrganization & Focus

Write short narrative stories that include the elements of setting and character. Produce independent writing that is understood when read, but may include inconsistent use of

standard grammatical forms. Follow a model; use the writing process to independently write short paragraphs of at least

three lines. Write simple sentences appropriate for language arts and other content areas. Write a friendly letter of a few lines.

Early Advanced LevelOrganization & Focus

Write short narratives that include elements of setting, character and events. Use the writing process to write short paragraphs that maintain a consistent focus.

Organization & Focus, Evaluation and Revision Produce independent writing using consistent standard grammatical forms, but with some rules

may not be in evidence.Advanced LevelPeople Who Make A Difference/Level 2/CASan Marcos Unified School DistrictGabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen

Organization & Focus Write short narratives that include examples of writing appropriate for language arts and other

content areas. Write short narratives that describe the setting, character, objects, and events.

Organization & Focus, Evaluation and Revision Produce independent writing using correct grammatical forms. Use the writing process to write clear and coherent sentences and paragraphs that maintain a

consistent focus.

WRITING- Conventions (ELD Standards)

Beginning LevelCapitalization

Use capital letters when writing own name.Early Intermediate Level

Capitalization Use capital letters to begin sentences and proper nouns.

Punctuation Use a period or question mark at the end of a sentence.

Punctuation, Capitalization, Spelling Edit writing for basic conventions and make some corrections.

Intermediate LevelCapitalization, Punctuation, Spelling

Produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling.Sentence Structure, Grammar, Spelling

Use standard word order but may have some inconsistent grammatical forms.Early Advanced Level

Capitalization, Punctuation, Spelling Produce independent writing that may include some inconsistent use of capitalization, periods

and correct spelling.Sentence Structure, Grammar, Spelling

Use standard word order with some inconsistent grammar forms.Punctuation, Capitalization, Spelling

Edit writing for some conventions.Advanced Level

Sentence Structure, Grammar Use complete sentences and correct word order.

Grammar Use correct parts of speech, including correct subject/verb agreement.

Capitalization, Punctuation, Spelling Edit writing for punctuation, capitalization, and spelling.

Sentence Structure, Grammar, Punctuation, Capitalization, Spelling Produce writing that demonstrates a command of the conventions of Standard English.

READING-Literary Response and Analysis (ELD Standards)

Beginning LevelNarrative Analysis of Grade-Level Appropriate Text


Listen to a story and respond orally by answering factual comprehension questions using one- or two-word responses.

Draw pictures related to a work of literature identifying setting and characters.Early Intermediate Level

Narrative Analysis of Grade-Level Appropriate Text Orally respond to stories by answering factual comprehension questions, using simple

sentences. Recite simple poems. Orally identify setting and characters using simple sentences and vocabulary.

Intermediate LevelNarrative Analysis of Grade-Level Appropriate Text

Use expanded vocabulary and descriptive words for oral and written responses to simple texts. Read simple poetry and respond to factual comprehension questions using simple sentences.

Early Advanced LevelStructural Features of Literature

Read short poems and orally identify the basic element.Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism

Read and orally identify literary elements of plot, setting, and characters. Read and identify beginning, middle, and end of a story.

Advanced LevelNarrative Analysis of Grade-Level Appropriate Text

Read and respond both orally and in writing to a variety of children’s literature.Structural Features of Literature

Describe the elements of poetry.Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism

Compare and contrast literary elements of different authors.

ELD Standards –Grade K-2- California Standards

LISTENING AND SPEAKING


Begin to speak with a few words or sentences, using some English phonemes and rudimentary English grammatical forms.

Answer simple questions with one- to two- word responses. Respond to simple directions and questions using physical actions and other means of non-

verbal communication.Comprehension, Organization & Delivery of Oral Communication

Independently use common social greetings and simple repetitive phrases.Early Intermediate

Comprehension Begin to be understood when speaking, but may have some inconsistent use of Standard

English grammatical forms and sounds. Ask and answer questions using phrases or simple sentences.

Comprehension, Organization & Delivery or Oral Communication Retell familiar stories and short conversations by using appropriate gestures, expressions and

illustrative objects. Orally communicate basic needs.


Recite familiar rhymes, songs, and simple stories.Intermediate Level

Comprehension Ask and answer instructional questions using simple sentences. Listen attentively to stories/information and identify key details and concepts using both verbal

and non-verbal responses.Comprehension, Organization & Delivery or Oral Communication

Be understood when speaking, using consistent Standard English grammatical forms and sounds; however, some rules may not be in evidence.

Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.

Retell stories and talk about school related activities using expanded vocabulary, descriptive words, and paraphrasing.

Early Advanced LevelComprehension

Listen attentively to stories/information, and orally identify key details and concepts.Comprehension, Organization & Delivery of Oral Communication

Retell stories in greater detail including characters, setting, and plot. Be understood when speaking, using consistent Standard English grammatical forms, sounds,

intonation, pitch, and modulation, but may have random errors. Actively participate and initiate more extended social conversations with peers and adults on

unfamiliar topics by asking and answering questions, restating and soliciting information. Recognize appropriate ways of speaking that vary based on purpose, audience, and subject

matter. Ask and answer instructional questions with more extensive supporting elements.

Advanced LevelComprehension

Listen attentively to stories/information on new topics and identify both orally and in writing key details and concepts.

Demonstrate understanding of idiomatic expressions by responding to and using such expressions appropriately.Comprehension, Organization & Delivery of Oral Communication

Negotiate and initiate social conversations by questioning, restating, soliciting information and paraphrasing.

Consistently use appropriate ways of speaking and writing that vary based on purpose, audience, and subject matter.

Narrate and paraphrase events in greater detail, using more extended vocabulary. Speak clearly and comprehensibly using Standard English grammatical forms, sounds,

intonation, pitch and modulation.

READING- Word Analysis (ELD Standards)

Beginning LevelConcepts of Print, Phonemic Awareness, Vocabulary and Concept Development

Recognize English phonemes that correspond to phonemes students already hear and produce.

Early Intermediate LevelConcepts of Print, Phonemic Awareness, Vocabulary and Concept Development


Produce English phonemes that correspond to phonemes students already hear and produce, including long and short vowels and initial and final consonants.

Recognize English phonemes that do not correspond to sounds students hear and produce.Intermediate Level

Phonemic Awareness, Decoding and Word Recognition Pronounce most English phonemes correctly while reading aloud. Recognize sound/symbol relationship and basic word formation rules in phrases, simple

sentences, or simple text.Concepts about Print

Recognize and name all upper and lower case letters of the alphabet.Early Advanced Level

Phonemic Awareness, Decoding and Word Recognition Use common English morphemes to derive meaning in oral and silent reading. Recognize sound/symbol relationship and basic word formation rules in phrases, simple

sentences, or simple text.Advanced Level

Decoding and Word Recognition Apply knowledge of common morphemes to derive meaning in oral and silent reading.

READING-Fluency and Systematic Vocabulary Development (ELD)

Beginning LevelVocabulary & Concept Development

Read aloud simple words in stories and games. Demonstrate comprehension of simple vocabulary with an appropriate action. Retell simple stories using drawings, words, or phrases. Produce simple vocabulary (single words or short phrases) to communicate basic needs in

social and academic settings.Early Intermediate Level

Vocabulary & Concept Development Produce vocabulary, phrases, and simple sentences to communicate basic needs in social and

academic settings. Read simple vocabulary, phrases, and simple sentences to communicate basic needs in social

and academic settings. Read simple vocabulary, phrases, and sentences independently. Read aloud an increasing number of English words. Demonstrate internalization of English grammar, usage, and word choice by recognizing and

correcting some errors when speaking or reading aloud.Intermediate Level

Vocabulary & Concept Development Demonstrate internalization of English grammar, usage, and word choice by recognizing and

correcting errors when speaking or reading aloud. Use decoding skills to read more complex words independently. Use more complex vocabulary and sentences to communicate needs and express ideas in a

wider variety of social and academic settings.Vocabulary & Concept Development, Decoding & Word Recognition

Recognize simple prefixes and suffixes when attached to known vocabulary.Early Advanced Level

Vocabulary & Concept DevelopmentPeople Who Make A Difference/Level 2/CASan Marcos Unified School DistrictGabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen

Recognize simple antonyms and synonyms in stories or games. Use simple prefixes and suffixes when attached to known vocabulary. Use decoding skills and knowledge of academic and social vocabulary to begin independent

reading.Advanced Level

Vocabulary & Concept Development Explain common antonyms and synonyms Recognize words that have multiple meanings in texts. Apply knowledge of academic and social vocabulary to achieve independent reading. Read narrative and texts aloud with appropriate pacing, intonation, and expression.

Decoding and Word Recognition1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns and blend those sounds into recognizable words.1.11 Read common, irregular sight words.1.13 Read compound words and contractions.1.14 Read inflectional forms and root words.1.15 Read common word families.1.16 Read aloud with fluency in a manner that sounds like natural speech.

READING-Reading Comprehension-(ELD)


Respond orally to stories read to them, using physical actions and other means of non-verbal communication.

Respond orally to stories read to them by answering factual comprehension questions using one- or two-word responses.

Draw pictures from student’s own experience related to a story or topic. Understand and follow simple one-step directions for classroom or work-related activities.

Comprehension & Analysis of Appropriate Text Identify the basic sequences of events in stories read to them, using key words or pictures.

Early IntermediateComprehension

Respond orally to simple stories read to them by answering factual comprehension questions using phrases or simple sentences.

Draw and label pictures related to a story topic or own experience. Understand and follow simple two-step directions of classroom or work-related activities.

Comprehension & Analysis of Appropriate Text Orally identify the basic sequence of text read to them using key words or phrases. Use the content of a story to draw logical inferences.

Intermediate LevelComprehension & Analysis of Appropriate Text

Read and use simple sentences to orally respond to stories by answering factual comprehension questions.

While reading orally in a group, point out basic text features such as title, table of contents, and chapter headings.

Use the content of stories read aloud to draw inferences about the stories. Use simple phrases or sentences to communicate the inferences made.Comprehension


Write captions of words or phrases for drawings related to a story. Understand and follow some multi-step directions for classroom-related activities.

Early Advanced LevelComprehension & Analysis of Grade-Level Appropriate Text

Read and use detailed sentences to orally identify the main idea and use the idea to draw inferences about text.

Read and orally respond to stories by answering factual comprehension questions about cause and effect relationships.

Write a brief story summary (three or four complete sentences).Comprehension

Read and use basic text features such as title, table of contents, and chapter headings.Comprehension & Analysis of Grade-Level Appropriate Text & Expository Critique

Read and orally respond to stories and texts from content areas by restating facts and details to clarify ideas.

Advanced LevelComprehension & Analysis of Grade-Level Appropriate Text

Prepare an oral or written summary or other information using a variety of comprehension strategies with literature and content area texts.Comprehension & Analysis of Grade-Level Appropriate Text and Expository Critique

Locate and use text features such as title, table of contents, chapter headings, diagrams and index.

WRITING-Strategies and Applications (ELD Standards)

Beginning LevelPenmanship, Organization & Focus

Copy words posted and commonly used in the classroom.Organization & Focus

Write a few words or phrases about an event or character from a story read by the teacher. Write a phrase or simple sentence about an experience generated from a group story.

Early Intermediate LevelOrganization & Focus

Write simple sentences about events or characters from familiar stories read by the teacher. Write simple sentences using key words posted and commonly used in the classroom.

Organization & Focus, Evaluation and Revision Write one to two simple sentences.

Intermediate LevelOrganization & Focus

Write short narrative stories that include the elements of setting and character. Produce independent writing that is understood when read, but may include inconsistent use of

standard grammatical forms. Following a model, use the writing process to independently write short paragraphs of at least

three lines. Write simple sentences appropriate for language arts and other content areas. Write a friendly letter of a few lines.

Early Advanced LevelOrganization & Focus

Write short narratives that include examples of writing appropriate for language arts and other content areas.


Write short narratives that describe the setting, character, objects, and events.Organization & Focus, Evaluation and Revision

Produce independent writing using correct grammatical forms. Use the writing process to write clear and coherent sentences and paragraphs that maintain a

consistent focus.

WRITING-Conventions (ELD Standards)

Beginning LevelCapitalization

Use capital letters when writing own name.Early Intermediate Level

Capitalization Use capital letters to begin sentences and proper nouns.

Punctuation Use a period or question mark at the end of a sentence.

Punctuation, Capitalization, Spelling Edit writing for basic conventions and make some corrections.

Intermediate LevelCapitalization, Punctuation, Spelling

Produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling.Sentence Structure, Grammar, Spelling

Use standard word order but may have some inconsistent grammatical forms.Early Advanced Level

Capitalization, Punctuation, Spelling Produce independent writing that may include some inconsistent use of capitalization, periods

and correct spelling.Sentence Structure, Grammar, Spelling

Use standard word order with some inconsistent grammar forms.Punctuation, Capitalization, Spelling

Edit writing for some conventions.Advanced Level

Structure, Grammar Use complete sentences and correct word order.

Grammar Use correct parts of speech, including correct subject/verb agreement

Capitalization, Punctuation, Spelling Edit writing for punctuation, capitalization, and spelling

Sentence Structure, Grammar, Punctuation, Capitalization, Spelling Produce writing that demonstrates a command of the conventions of Standard English.

READING-Literary Response and Analysis (ELD Standards)

Beginning LevelNarrative Analysis of Grade-Level Appropriate Text

Listen to a story and respond orally by answering factual comprehension questions using one- or two-word responses.

Draw pictures related to a work of literature identifying setting and characters.


Early Intermediate LevelNarrative Analysis of Grade-Level Appropriate Text

Orally respond to stories by answering factual comprehension questions, using simple sentences.

Recite simple sentences Orally identify setting and characters using simple sentences and vocabulary.

Intermediate LevelNarrative Analysis of Grade-Level Appropriate Text

Use expanded vocabulary and descriptive words for oral and written responses to simple texts. Read simple poetry and respond to factual comprehension questions using simple sentences.

Early Advanced LevelStructural Features of Literature

Read short poems and orally identify the basic element.Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism

Read and orally identify literary elements of plot, setting, and characters. Read and identify beginning, middle, and end of a story.

Advanced LevelNarrative Analysis of Grade-Level Appropriate Text

Read and respond both orally and in writing to a variety of children’s literature.Structural Features of Literature

Describe the elements of poetry.Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism

Compare and contrast literary elements of different authors.

Project GLADSan Marcos Unified School District

PEOPLE WHO MAKE A DIFFERENCE(Level 2)


PLANNING PAGES

I. FOCUS/MOTIVATION Passports to visit countries Place student pictures on outline of world map-ethnic roots Inquiry charts:

-What do we know about people from our past?-What would we like to know about the people from the past?

Making a difference motivational awards Observation charts

Ancestors making a difference HistoryExtraordinary and Ordinary People’s InfluencesHeroes from past and present (multi-cultural heroes)Individual responsibilities and actions

Past and present heroes big book Realia Cognitive Content Dictionary Poetry and chants

II. INPUT Narrative input of a family immigrating to America Pictorial input chart-North America-landforms 10/2 with primary language groups Read Aloud/Shared Book Experiences Realia Graphic organizers

III. GUIDED ORAL PRACTICE-Form co-op groups T-graph for social skills cooperation Co-op groups Picture file cards-classifying/categorizing

- list, group, label with picture- numbered heads together with dice

Poetry-chanting, modeling, highlighting Sentence Patterning Chart (a.k.a. Farmer-in-the-Dell) Process Grid


Heroes Ancestors Early Life How They Made a Difference?

Effects on Other

Peoples’ Lives

Our Special

Thoughts

Abraham LIncoln

Albert EinsteinJ.K. Rowling

Walter “Buck”Leonard

Ellen OchoaCesar Chavez

Personal interaction for bonding/cooperation Variety of discussion/exploration groups, primary language and heterogeneous Ongoing oral processing of charts Expert Groups Team maps

IV. READING WRITING ACTIVITIESA. Total class modeling

Model shared reading Group Frame Model shared writing Skills highlighted in context Copied and placed in student’s portfolios Expository, based on process grid Poetry, based on poetry frame Narrative, based on legend or input

B. Small Group-Team Tasks- Variety of Groupings: Focused reading/partner reading Shared, guided/leveled, flexible group reading, Interactive reading Co-op strip paragraph Team task-anything modeled by teacher Expert groups study skills Oral book sharing-in primary language and heterogeneous groups Flip chants Ear-to Ear reading Mind mapping Big Books-In many languages Reader’s Theater

C. Individual practice and ChoiceReading-Writing using student’s own language

Silent sustained reading Silent sustained writing


Individual tasks Interactive Journals Mind mapping Learning Logs International Library Fiction and non-fiction

-Variety of languages-Read aloud by teacher and students of a variety of literature including student’s work

D. Writer’s Workshop Choice Mini-lesson and conferencing Author’s Chair

-Promotes metacognition-Nudges-Questioning/Listening

V. EXTENDED ACTIVITIES FOR INTEGRATION-INTELLIGENCES Sketching and Writing Role-playing and drama Guided Imagery Experiment(s) Poetry Music and Movement Right brain activities

VI. CLOSURE AND EVALUATION Personal exploration/rubric Assessments must match outcomes and standards Team Exploration-Big Book Process charts and learnings Portfolios/conferences Ongoing assessment Alternative Assessment Strategies

-Presentations and demonstrations-Student generated tests

Teaching of study skills and test taking skills


Project GLADSan Marcos Unified School District

PEOPLE WHO MAKE A DIFFERENCE(Level 2)

Sample Daily Lesson Plan

Day 1: AncestorsFOCUS AND MOTIVATION:

Cognitive Content Dictionary with Signal Word Historian Awards Inquiry Charts

-Teacher question -What do we know about our ancestors?-Turn to your neighbor-Share-Teacher charts

Big Book:-Process: Same/Different Chart-Model critical literacy questioning

Observation Charts- What would you like to learn about your ancestors?

INPUT: Geographical information on a world map

-Outline/label continents and oceans-Introduce legend, compass rose/directional indicator-Label countries of origin of student’s family

10:2 Learning Log and ELD Review of World Map Poetry: “Are These Your Ancestors? Yes Ma’am!”

FOCUS AND MOTIVATION: Pass out portfolios Pass out passports

INPUT: Comparative Input-Past and Present Personal interaction

GUIDED ORAL PRACTICE: T-Graph: Cooperation In teams- Sort picture file cards by past and present and give a title:

-work-school-transportation-obtaining food/clothing


-recreation-number heads together to share

Exploration report Poetry: “Traditions Bugaloo”

READING/WRITING: Interactive Journals Flexible group reading

WRITER’S WORKSHOP: Set standards, express free choice writing Mini-lesson

-Use of mind-mapping, sketching when you get stuck, sp strategy Students write, teacher conferences (students may share with each other as they write Author’s Chair (model questioning and listening)

-Nudges-“Who tried something new?”, “Who wants to share?”, “Was it scary?”, “How did it feel?”

CLOSURE: Chant and poems Review day and charts Home-School Connection

Day 2: HistoryFOCUS AND MOTIVATION

Cognitive Content Dictionary with Signal Word Poetry: History Here, History There Historian Award Review World Map with word cards

-Add countries, great lakes, major rivers, and mountain ranges to North American continent -Identify legend, title, directional indicator, scale and date

Read aloud

INPUT: Timeline: Emphasis on Abraham Lincoln Poetry-Abraham Lincoln Here There Learning Log

-ELD Review

READING/WRITING Read Aloud: Abraham Lincoln Learning Log/Personal Interaction: “What was the most interesting thing you learned about

Abraham Lincoln?” Mind Map: Abraham Lincoln Interactive Journals


GUIDED ORAL PRACTICE Expert Group (2) Team Tasks

WRITERS WORKSHOP Mini lesson: Different authors write in different ways Students write, share and teacher conferences Author’s Chair

CLOSURE Home School Connection Read Aloud: Big Book

Day 3: Student’s SelectFOCUS AND MOTIVATION

Cognitive Content Dictionary Share Home-School Connection Review Abraham Lincoln Input

INPUT: Narrative Input: Cesar Chavez Expert Groups (2) Teacher models team tasks

-Team Tasks during expert groups-Oral team evaluation (from T-Graph)-Speech Bubble (Cesar Chavez)

Poetry: “I Know A Hero”

GUIDED ORAL PRACTICE Sentence Patterning Chart (Farmer-in-the-Dell) “Heroes”

-Read-Trade-Flip Chant (Whole Group)

Process Grid: Whole Group Expert Groups

READING AND WRITING ACTIVITIES Co-op Strip Paragraph

-Read-Revise-Edit

Interactive Journal Team Tasks --Flip Book Reading Group: At/Above Readers: Clunkers and Links

READING/WRITING CHOICE TIME Model choices


-Poetry Booklet-Silent Reading-Partner Reading-Read from Portfolio-Read from Books in Research Center (own language)

Teacher conferences and flexible grouping

CLOSURE Guest Speaker: Representative from Migrant Education

Day 4: Student’s SelectFOCUS AND MOTIVATION

Cognitive Content Dictionary with Signal Word Share Home-School Connection Poetry- Marine Cadence

INPUT Review Cesar Chavez Narrative with Vocabulary Cards & Conversation Bubbles Read-aloud –Non-fiction female hero

-ELD Group Frame

GUIDED ORAL PRACTICE Personal interaction - How are your lives the same/different than the female hero?

READING AND WRITING Flexible reading groups

- Clunkers and Links- Expert Group (1)

Team Tasks Focused Reading- Read the walls with a person/ Cognitive Content Dictionary/Picture

Dictionary

READING AND WRITING Ear-to-Ear Reading (Poetry Packet) Listen/Sketch (H.M. 2nd Grade)

Closure Process Inquiry Home/School Connection

Day 5FOCUS AND MOTIVATION

Cognitive Content Dictionary (CCD) with Signal Word Share Home/School Connection Chant poems

GUIDED ORAL PRACTICE Ear-to-Ear reading with Poetry Booklet


-Team oral practice for oral presentation

READING AND WRITING Flexible Reading Group

- Emergent/Struggling Reading Group-Cooperative Strip Paragraph Finish team tasks Team Task

CLOSURE Share team tasks Letter Home about people who make a difference Team evaluation form


Narrative Input: Cesar Chavez

1. Cesar grew up on his family’s 80 acre ranch in the Arizona desert. Much like other children, Cesar loved playing with his brother Richard and his cousins who lived on nearby farms. Cesar lived in a spacious adobe house built by his grandfather. Cesar was even a little afraid when school started. It took 3 days of coaxing to get Cesar back to school. One of the important lessons Cesar’s mother taught him and his brothers and sisters was to never fight, but rather use their minds and mouths to work out conflict.

2. In 1937 when Cesar was 10 years old, a drought was chocking the life out of Arizona. Without rain, the crops could not grow, Cesar’s family had nothing to sell to make money so they lost ownership of their ranch. Cesar’s family had no choice. They had to pack up their belongings and join the hundreds of thousands of people fleeing to California in search of work. Cesar’s life completely changed. He became a migrant worker, moving from place to place in California picking whatever fruits and vegetables were in season.

3. Cesar and his family now lived in sheds with dirt floors, many of them filled with garbage. They had to use outside toilets and had to share water with hundreds of other families. Cesar had no place to play with Richard. He spent his days working in the fields with his family. When he and his family had to pick grapes, pesticides, bug killing chemicals, made his eyes sting and his lungs wheeze. The towns where he worked were worse. Many stores and restaurants had signs that read White Trade Only, meaning that only white customers were allowed inside. Cesar attended 35 schools, was made fun of, and dropped out after only 8th grade to work in the fields full-time.

4. It embarrassed Cesar that he did not continue going to school, but working in order to feed his family was his first priority. Cesar noticed how poorly ranch owners treated their workers. They were not allowed to rest, were not given water or time to use the bathroom. Any worker who complained was fired or brutally beaten. When Cesar was working hard in the fields, he thought about his old life, and working on his own ranch and realized that farm work did not have to be this rough. In his early 20’s he decided to dedicate his life to changing working conditions for migrant farm workers.

5. Cesar decided to convince others to join him in his cause. At first, his meetings did not go well…he was too shy! But he showed the ability to solve problems and people began to trust him because he was patient and compassionate. In his struggle for justice, he told people truth was a better weapon than violence. “Non-violence,” he said “takes more guts.” More and more people agreed with Cesar. He formed the National Farm Worker’s Association.

6. To protest vineyard owners cutting worker’s pay, Cesar organized a strike, meaning that thousands of workers walked off the fields, while ripe grapes hung on the vines. Ripe grapes spoil if they are not picked right away. With no workers, vineyard owners would loose their crops and lots of money! The company tried to fight back with violence. Cesar and his supporters did not fight back with violence but rather with their words and minds, just like Cesar’s mom had taught him.

7. He organized a peaceful 300 mile march to the state capitol to ask for the governments help. The marchers yelled, “Si se puede,” or “Yes. It can be done.” Along the way, the marchers were given food and water by other farm workers. In the meantime, the grapes in the fields turned white with mold. The march alerted all of California about how poorly farm workers were treated and Cesar received much attention. The grape company could no longer stand to loose so much money. They


contacted Cesar and asked him to sing a contract that became the first contract for farm workers in American history. This contract promised a pay raise and better working conditions.

8. Although they had won, Cesar reminded his supporters that the battle was not over. “It is well to remember, there must be courage but also that in victory there must be humility.” Cesar Chavez was an ordinary boy, who grew to be an extraordinary man by making a difference in many people’s lives. He dedicated his life to making sure that farm workers were treated fairly and respectfully by land owners.



Interactive

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Yes Ma’amBy: Hugo Orozco, Gabriella Gomez, and Silvia Ventura-Cannon

Are these your ancestors? Yes Ma’am.Are these your ancestors? Yes Ma’am.How do you know? They’re related to me.How do you know? They lived in the past.

Do you know where they came from? Yes Ma’am.Do you know where they came from? Yes Ma’am.How do you know? From primary sources.Give me some examples. Photos and heirlooms.

Did they come from many continents? Yes Ma’am.Did they come from many continents? Yes Ma’am.Give me some examples. Africa and Asia.Give me more examples. Europe and Australia.

Did they make different journeys? Yes Ma’am.Did they make different journeys? Yes Ma’am.How do you know? Some traveled by horse.Give me an example. Some traveled by ship.

Did they make a difference? Yes Ma’am.Did they make a difference? Yes Ma’am.How do you know? They passed down traditions.Give some examples. Celebrations and customs.


Yes SirBy: Hugo Orozco, Gabriella Gomez, and Silvia Ventura-Cannon

Are these your ancestors? Yes Sir.Are these your ancestors? Yes Sir.How do you know? They’re related to me.How do you know? They lived in the past.

Do you know where they came from? Yes Sir.Do you know where they came from? Yes Sir.How do you know? From primary sources.Give me some examples. Photos and heirlooms.

Did they come from many continents? Yes Sir.Did they come from many continents? Yes Sir.Give me some examples. Africa and Asia.Give me more examples. Europe and Australia.

Did they make different journeys? Yes Sir.Did they make different journeys? Yes Sir.How do you know? Some traveled by horse.Give me an example. Some traveled by ship.

Did they make a difference? Yes Sir.Did they make a difference? Yes Sir.How do you know? They passed down traditions.Give some examples. Celebrations and customs


Historian BugalooBy: Hugo Orozco, Gabriella Gomez, and Silvia Ventura-Cannon

I’m a historian and I’m here to say,The past is what I study everyday.I research events in history,And report them to you academically.

History, heroes, ancestors too,Doing the historian bugaloo!

History tells us what happened in the past,Learning all about it will be a blast.Reading books and historical documents,Increases our knowledge of events.


Heroes make a difference for you and me,Many have changed the course of history.From the recent past or long ago,Their contributions we must know.


Important ancestors on your family tree,Have traveled long distances to this country.Through continents, oceans, mountains and lakes,Ancestors have left behind many keepsakes.



History Here, History ThereBy; Gabriella Gomez, Hugo Orozco and Silvia Ventura-Cannon

History here, history there,History, history everywhere!

Ancient history informing,Exciting history changing,Fascinating history unfolding,And interesting history evolving.

History in the past,History in libraries,History on the Internet,And history all around us.

History here, history there,History, history everywhere!

History is ________________________________!


Abraham Lincoln Here, Abraham Lincoln ThereBy: Gabriella Gomez, Hugo Orozco, and Silvia Ventura-Cannon

Abraham Lincoln here, Abraham Lincoln there, Abraham Lincoln, Abraham Lincoln everywhere!

Intelligent Lincoln reading,Articulate Lincoln debating,Courageous Lincoln liberating,And compassionate Lincoln forgiving.

Lincoln in a log cabin,Lincoln in the fields,Lincoln in the White House, and Lincoln in Ford’s Theatre.

Abraham Lincoln here, Abraham Lincoln there, Abraham Lincoln, Abraham Lincoln everywhere!

Abraham Lincoln was _____________!


Marine CadenceBy: Gabriella Gomez, Hugo Orozco and Silvia Ventura-Cannon

We just know what we’ve been toldHeroes are good as gold.Making a difference here and there,Changing lives because they care.

Sound off - HeroesSound off – ExtraordinarySound off – One, Two, Three, Four, change lives!

Heroes from the past and present,Strive to make our lives so excellent.Through science, sports, medicine, and art,Heroes have proven they are smart.


Heroes start as ordinary,Their actions make them extraordinary.Their accomplishments we study as you can see,Their names have gone down in history.



I KnowBy: Gabriella Gomez, Hugo Orozco and Silvia Ventura-Cannon

I know a heroine,A very extraordinary heroine,A very extraordinary heroine named Sally Ride.

Confident, determined and courageous.Intelligent, scientific, focused,She is dedicated and inquisitive. I know a heroine,A very extraordinary heroine,A very extraordinary heroine,Who was the first woman to orbit Earth.


The Important Book About People Who Make a DifferenceBy: Gabriella Gomez, Hugo Orozco, and Silvia Ventura-Cannon

The important thing about people who make a difference is that they have improved the quality of our lives.

Our parents, grandparents and ancestors from long ago, have made a difference in our lives. They teach us our family history, language and traditions. Many of our ancestors have journeyed long distances to come to the United States to provide a better quality of life for their descendents.

But the important thing about people who make a difference is that they have improved the quality of our lives. (Page 1)


Some people who make a difference are called heroes. Heroes make a difference by solving problems in our communities and countries. Police and firefighters improve the quality of our lives by keeping us safe from crime and danger. Some of our presidents have been heroes like Abraham Lincoln who liberated thousands of people who were slaves.



Some heroes are scientists such as George Washington Carver, Marie Curie, Charles Drew, and Louis Pasteur. These scientists have found cures for diseases, established blood banks, and made milk safe to drink. Other heroes are inventors such as Thomas Edison, Benjamin Franklin and Bill Gates. Their inventions include the light-bulb, electricity, and software for computers to work.



Authors, musicians, and artists also make a difference by bringing beauty to our lives. J.K. Rowling, Dr. Seuss, and Roald Dahl have written great works of children’s literature such as Harry Potter, The Cat in the Hat, and Charlie and the Chocolate Factory. Musicians such as Beethoven, Mozart and…have composed and performed some of the most beautiful music in the world. Michaelengelo, Frida Kahlo, and Diego Rivera painted and sculpted extraordinary works of art.

But the important thing about people who make a difference is that they have improved the quality of our lives. People Who Make A Difference/Level 2/CASan Marcos Unified School DistrictGabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen

(Page 4)


Athletes such Buck Leonard, Fernando Valenzuela, Mary-Lou Retton and Michelle Kwan have brought pleasure to sports fans and have served as role-models for young people.



Individuals, ordinary or extraordinary, can make a difference in other people’s lives. It takes special courage, responsibility, dedication, and hard work to make a positive contribution to our school, our community and our world. We can all make a difference!



Home-School ConnectionDay 1

Interview a family member. Ask them what countries your ancestors came from. Write and sketch their answers below.

Intrevista a un miembro de tu familia. Pregúntale de cuál país vinieron. Escribe o haz un bosquejo de su respuesta.

Parent Signatura/Firma de padre: _____________________________



In class we have constructed a timeline of the important events in Abraham Lincoln’s life. Create a timeline of the important events of your life. Have a family member help you with any important dates.

En clase hemos construído una línea cronológica de los eventos importantes de la vida de Abraham Lincoln. Escribe una línea cronológica de los eventos importantes de tu vida. Pide a un miembro de la familia que te ayude.




In class we have been studying about people who made a difference in our lives. Sketch and write about a person who has made a difference in your life.

En clase hemos estudiado acerca de personas que han mejorado nuestras vidas. Escribe y haz un bosquejo acerca de una persona que ha mejorado tu vida.




Write a letter and add sketches, to your family explaining what you have learned this week. Share the letter with your family.

Escribe una carta y añade un bosquejo a tu familia explicando lo que haz aprendido en clase. Comparte la carta con tu familia.



World Map


Ellen Ochoa

Early Life Ellen Ochoa was born on May 10, 1958 in Los Angeles, California. She always wanted to be an astronaut. She worked hard in school and loved math and music. In college she studied math and science and went to college for many years and became an engineer.

Individual Action She helped invent new things and even learned to fly a plane. In 1990, she finally got a chance to be an astronaut. In April 1993, Ellen’s dream came true. She became the first Hispanic woman to go into space. With four other astronauts, she traveled in the Space Shuttle Discover. She went into space three more times in 1994, 1999, and 2002. In space, Ellen did experiments to learn about the Sun. She also worked on the International Space Station.

How She Made a Difference in Others’ Lives Her inventions help people identify objects or know what objects are. Now Ellen visits schools and tells school children to do well in school so that they can be successful. Ellen Ochoa proved that Hispanics and girls can do whatever they want if they work hard and study.

Character Ellen had to practice and train to improve her skill to be selected by NASA. She had to pay attention to all the details and she improved her skill through long hours of drill and practice. Early in her life, Ellen knew she loved science. Because she knew clearly who she was she developed poise.

Other Ellen lived in La Mesa and went to college in San Diego.


Cesar ChavezEarly Life Cesar Chavez was born in Yuma, Arizona, in 1927. Cesar’s parents worked on a farm. When he was 10 years old, his family lost their farm. His family, along with many other farmers, decided they could earn money in California as migrant farm workers. Migrant farm work was very hard as he and his family traveled all over California picking crops. They were paid low wages, worked long hours, and had poor working conditions.

Individual Action Because he knew that farm workers were treated poorly, Cesar unionized or got the farm workers to cooperate and work together in a labor union called the United Farm Workers Union (UFW). Once the farm workers were unionized they demanded that their employers give them better or fair pay and better working conditions. In addition to unionizing the farm workers, Cesar Chavez hired lawyers to make sure that farm workers were treated fairly.

How He Made a Difference in Others’ Lives After boycotts, protesting, and marching the farm workers got their employers to give them better working conditions, and better pay. They also were able to see a lawyer when they thought their employer was not treating them fairly.

Character Cesar Chavez knew he had to take action to help farm workers. He was a shy person who didn’t like to speak but he overcame his shyness because he had to help farm workers. Even though Cesar took action to help farm workers, when the growers tried to start fights, Cesar reminded farm workers about self control. Cesar stayed calm and reminded the farm workers to be peaceful or not to fight.


Other After Cesar Chavez was gone farm workers still remember what they learned from him. They learned how to cooperate with each other. Cesar Chavez did some remarkable things for farm workers like go on a hunger strike so that people would know about the conditions farm worker faced.


Albert Einstein

Early Life Albert Einstein was born on March 14, 1879 in Ulm, Germany. He was a lonely, shy boy who spent his time daydreaming and thinking. Albert’s father had a business that sold batteries, generators, and wire. He was fascinated with electricity and always pestered his father and uncle with questions about electricity. He also always wondered about the compass and why the needle always pointed north. He wasn’t interested in sports and did not fit in with the other boys at school.

Individual Action Albert discovered that light travels very fast and bends as it travels. He learned

that all stars, including the sun, are always moving in space. Later he discovered that all matter, whether it be a feather or a rock, contains energy.

How He Made a Difference in Others Lives Scientists today use Einstein’s discoveries on light and matter to learn more information. In his time he was so famous that he managed to get people interested in science.

Character Early in his life, he became a free thinker. He didn’t think like other boys his age.

This free thinking helped Albert Einstein have confidence or to have a feeling his ideas were good, because he was careful in his thinking and experiments. There were many people who thought his ideas were wrong but later on they realized Einstein was correct.

OtherIn 1922 Einstein received the Nobel Prize on photoelectrical effect which later

resulted in the invention of the television.


Rosa Parks

Early Life Rosa Parks was born in 1913 in Alabama. During this time it was common for schools and public places to be segregated. She attended a segregated primary school. In 1924 she attended a private school where she learned, “… I was a person with dignity and self respect and I should not set my sights lower than anybody else just because I was black.” When she turned 16 she had to drop out of school to take care of her grandmother and later her mother.

Individual Action After Rosa Parks got married she became involved in the civil rights movement. She wanted African Americans to have the same rights as other Americans. In 1945 she registered to vote even though many African Americans were not allowed to vote. Then in 1955 after a long day at work a white American asked Rosa to give up her seat in the colored section of the bus to him. Rosa refused and was arrested, jailed, and had to pay a $10 fine and $4 in court costs. The black community organized and organized a bus boycott for 381 days.

How She Made a Difference in Others’ Lives In 1956 the Supreme Court ordered the busses to desegregate. All people were now allowed to sit anywhere on busses. Rosa Parks actions inspired other people to protest and demand that their civil rights be respected.

Character Rosa showed determination she tried to register to vote several times until finally she was allowed to vote. She worked hard with her husband to try to improve the conditions of blacks in our country. She tried to get some innocent men released from jail.

Other Because Rosa Parks worked hard to make sure that we treat all Americans fairly in 1980 she received the Martin Luther King Jr. Award. Then in 1996 President Clinton awarded her the Presidential Medal of Freedom. In 1999 she received the


Congressional Medal. She is a heroine that reminded us that we must treat all people in this country with fairness and she helped our country become a better place for all people to live.

.


Heroes/Heroines Early Life Individual Action Made a difference in others’ lives Character Other Interesting FactsAbraham Lincoln Born in 1809 in

KentuckyAttended ABC school less than one full yearRead a lot Saw a slave auction

Debated Douglas on slaveryRan for president and was electedFights to “preserve, protect, and defend” the ConstitutionIssues Emancipation ProclamationDelivers Gettysburg Address

Educated people about slaveryHelp keep our country unitedFreed slaves in the Confederate statesReminded people to forgive others during the war

EnthusiasmLoyalty

Condition for surrender was must ratify 13th Amendment

Albert Einstein Born 1879 in GermanyFascinated with electricityLonely boy spent time daydreaming

Discovered light travels very fast and bendsKnew all stars are always moving in spaceStated all matter contains energy

Scientists today use Einstein’s discoveries on light and matter to learn more informationGot people to be interested in science

ConfidenceFree thinker

1922 received the Nobel Prize on photoelectrical effect which later resulted in the invention of the television

Rosa Parks Born in 1913 in AlabamaReceived her primary education in a segregated schoolThought she was a person with dignity and self respectDropped out at 16 to care for grandmother and then mother

Registered to vote in 1945December 1955 refused to give up her seat to a white man in the colored section of the busCommunity organized a bus boycott for 381 days

In 1956 the Supreme Court ordered the busses to desegregateInspired other people to protest for their civil rights

DeterminationHard work

Received in 1980 the Martin Luther King Jr. AwardIn 1966 President Clinton awarded her the Presidential Medal of Freedom1999 received the Congressional Medal

Cesar Chavez Born in 1927 in ArizonaFamily lost their farm when he was 10yrsFamily migrated to CA as migrant farm workers

Started the United Farm Workers Union (UFW)Helped farm workers get fair pay and better working conditionsHired lawyers to make sure workers are treated fairly

Farm workers received better working conditions, better pay, and had lawyers to make sure they were treated fairly

ActionSelf-control

Taught farm workers how to cooperateWent on a hunger strike

Ellen Ochoa Born in 1958 in CA.wanted to be an astronautin school she worked hard and loved math and musicIn college studied math and science and became an engineer

She invented new thingsFirst Hispanic woman to travel to spacePerformed experiments to learn more about the sunWorked on the International Space Station

Her inventions help people identify objectsTells children to do well in school so that they can be successfulProved to Hispanics and girls that they can do whatever they want if they work hard

SkillPoise

She learned how to pilot a plane.She lived in La Mesa and went to school in San Diego


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