In this lesson, students will begin to work with the central text, César Chávez’s Commonwealth Club Address (1984). This text is challenging. Therefore, students will first read and listen to large chunks of the speech for gist. Then they will reread and analyze each selection in greater depth.
Then students dive deeper into the first seven paragraphs of the Commonwealth Club Address to analyze one of Chávez’s claims. In Unit 1, students formed evidence-based claims after collecting evidence. Here they reverse that process: they are given the claim but must find evidence to support it. The examples provided in the teacher versions are possibilities meant more to illustrate the process than to shape textual analysis. Instruction will be most effective if the evidence used in modeling flows naturally from the textual ideas and details that you and the students find significant and interesting.
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These resources, developed by the New York State Education Department, provide standard-level scaffolding suggestions for English Language Learners (ELLs) to help them meet grade-level demands. Each resource contains scaffolds at multiple levels of language acquisition and describes the linguistic demands of the standards to help ELA teachers as well as ESL/bilingual teachers scaffold content for their English learning students.