School Information
English 12 Section
Spanish I Section
Student Differentiation
Greetings Students!

Welcome to Mr. Harney's informational website! This semester, we get to be part of a great new educational program that will connect the students of three different classes and content areas together in an integrated thematic unit! We will be working with Mrs. Hinojosa's Spanish I class and Mr. Oliver's English 12 class, all together during 4th period. During this unit, there will be opportunities for the three classes to work together, individually, and too cooperate together in a community service activity/service learning project.

Together, Mrs. Hinojosa, Mr. Oliver, and myself have developed this website to go you, the students, and overview of some of the activities, lessons, and important thought processes that we will be using to develop a great understanding of Cesar Chavez, the United Farm Wrokers of America, and the agricultural movement during the 1960s. Our class, United States History, will be focusing on the historical aspects of the movement.This will include researching the backgrounds of the different peoples that made up the agricultural movement, the conditions that the agricultural workers had to deal with, the process of uniting and organizing the movement, connecting this movement with other important social, economic, and political movemetns of this era, and the consequences of this movement.

Below, I have provided the lesson plan that will outline the first day of the unit, and the first time that we will all work together with Mrs Hinojosa's and Mr. Oliver's classes!

ITU Outline and Research Day
11th Grade US History
Day 1 of Unit
A unit on social, economic, and political movements during the 1960s
A. Enduring Understanding
  1. The experiences of Pilipino Americans in the United States leading up to the agricultural movement.
  2. The experiences of Hispanic Americans in the United States leading up to the agricultural movement.
B. Essential Questions
  1. What were the conditions like that the agricultural workers had to deal with before the movement?
  2. Why caused the formation of the Agricultural Workers Organizing Committee?
  3. What caused the formation of the National Farm Workers Association?
  4. What similar situations caused the AWOC and the NFWA to want to join together to form the United Farm Workers of America?
C. Reason for Instructional Strategies and Student Activities
The reasons for this lesson are for the students to get an outline of what the ITU entails for this unit. The students will be using school technology to help them research about the topic and those involved. The students will use this research to form a base for the following lessons and the information that they will be learning about.
11.8 Students analyze the economic boom and social transformation of post-World War II America.
  1. Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.

Reading Comprehension, Cluster 3, EA:
Apply knowledge of language to achieve comprehension of informational materials, literary texts, and texts in content areas.

A. Cognitive
The students will be learning about the experiences of the different ethnic groups that would come to make up the majority of the agricultural movements of the 1960s.

B. Affective
This portion of research will more than likely have a strong connection to some of the students in the classroom. They might have relatives who were in the movement or who are part of the industries that the movement affected.

C. Psychomotor
The students will be rotating about the media center in their learning groups. At each station, they will be focusing on a particular content area’s research questions for the lesson.

D. Language Development
The students will be reading important documents based on the content area they are focusing on. They will develop important academic language that will be used throughout the unit and research that will be pertinent to later areas of study in the unit.

A. Diagnostic/Entry Level
The initial portion of the class will the outlining of the ITU with the class, explaining what will be accomplished, and then going about the class asking questions for comprehension.

B. Formative-Progress Monitoring
During the research portion of the class, Teachers will monitor the media center, asking the students guiding questions while they are doing their online searches for information based on their content area.

C. Summative
Once the research portion of the class is completed, the students will return to their respective classrooms and there will be a closing discussion about what they researched.
  1. Anticipatory Set/Into (5 Minutes)
- This Day in History – important events that occurred on the particular day in the past. Teacher will read off 3 important events and have a discussion with the students about how they affect modern society.
  1. Instruction/Through (5 Minutes)
- Teacher will outline what an ITU is, and how it will affect this particular unit of study.
- Teacher will explain the cooperation between Mrs. Hinojosa’s Spanish I class and Mr. Oliver’s English 12 class.
- Teacher will give a general overview of the content that will be studied during the unit.

  1. Guided Practice/Through (5 Minutes)
- Teacher will give an outline of the day’s activities.
- An explanation will be given for going to the media center.
- Students will be broken up into learning groups of 4-5 students through random selection.
- Expectations on what the students will be researching, and how they will be conducting this research, will be given to the students.
- Teacher hands out the worksheet that will have guiding questions and research websites for the students to focus on while they are at the ‘history” stations.
- Teacher will walk the class over to the media center

  1. Independent Practice/Through (60 Minutes)
- Once we have reached the media center, the combined class will have a quick discussion together about what they will be researching at which station, based on the content area.
- The other two teachers will then pass out their class worksheets to the students that have not received them yet.
- Teachers will direct their students to break off into their classes, and then their learning groups, into one of three research areas, each focusing on History, Spanish, or English.
- One learning group to each computer.
- While students are researching for their worksheets, teachers will be monitoring the students for progress and focus.
- After 20 minutes, teachers will direct students to rotate to the next content area research station and work on that area’s worksheet.
- After 20 minutes, teachers will direct students to rotate to the next content area research station and work on that area’s worksheet.
- Once each class has rotated through each research station, teachers will lead their classes back to their rooms.

  1. Closure (10 Minutes)
- Closing discussion on what the students learned during the research day.
- Go over their worksheets as a class, sharing the information that they found and ensuring that all students have similar information.

  1. Beyond (5 Minutes)
- Outline what they next day in the ITU will look like.
- Answer any questions the students may have.
  1. Anticipatory Set/Into (5 Minutes)
- Students will listen to the This Day in History and take part in a quick discussion about these events.

  1. Instruction/Through (5 Minutes)
- Students will take note of what an ITU is and how it affects them.
- Students will understand that they will be working with classes of other content areas during this unit.
- Students will write down what they unit looks like in the notebook

  1. Guided Practice/Through (5 Minutes)
- Students will write in their agendas what they will be doing during the day’s lesson.
- Students will sit together in the learning groups that they will be part of during the unit.
- Students will take note of what the teacher’s expectations are in term of working at the media center.
- Students will receive the worksheet that outlines what information they should be looking for while they are working at the ‘history’ stations.
- The class will walk together to the media center

  1. Independent Practice/Through (60 Minutes)
- Students from combined classes will listen to the discussion that the teachers will have.
- Students receive worksheets from the other two content area teachers for their research stations.
- Students will break off into their classes, then their learning groups towards the computers.
- There will be one learning to group to each computer.
- Students will use the provided websites on their worksheets to answer the questions on the worksheets.
- After 20 minutes, the content classes will rotate to a new learning area and begin to research the questions from that content area’s worksheet.
- After 20 minutes, the content classes will rotate to a new learning area and begin to research the questions from that content area’s worksheet.
- Once the students have been to each research area, the students will be led back to their classrooms.

  1. Closure (10 Minutes)
- Students will participate in a classroom discussion about the information that they learned while researching for their worksheets.
- Students will share what information they found with their peers and make sure that everybody has the same information.

  1. Beyond (5 Minutes)
- Students will take note of the focus for the next day will be in the ITU.
- Students will present any questions they might have to the teacher.
- Daily/Unit agendas for the students
- Worksheets based on content areas for the students – includes guiding questions for research, appropriate websites for the students to visit