Dolores Huerta

Show a photo of Dolores Huerta holding a "Huelga" (Strike) sign or a "Sí Se Puede" poster.
A1-A2: Ask, "What is she holding? Is she happy or serious? What do you think her job is?"
B1-B2: Ask, "What does 'activism' mean to you? Have you ever protested for something?"
C1-C2: Discuss the quote "Sí, se puede." How has this phrase influenced modern political movements?

Introduce Dolores Huerta: A teacher turned activist who co-founded the United Farm Workers (UFW).
Objective: Today we will learn how one person’s voice can change laws and improve lives.

Skip this section for the low beginning students

Vocabulary Overview for Intermediate Advanced Students-Review this document with the vocabulary words. Next give students a copy of the reading and have them hunt for the words in the reading and copy the text into the example column. This will engage the students with the usage of the vocabulary word.

For lower level students, hand out the simplified reading and read it aloud with the students, discussing the words in bold as you read. Write a list of new words on the board and ask students to make flash cards or a vocabulary notebook.

For the higher level students have students read the article in pairs and underline any words they may not no in addition to the words on their vocabulary list.Discuss the new words with the class as a whole.

Divide the students into pairs. Have the students read the article again. Hand out the discussion questions for the intermediate/advanced students and have the read and discuss the answers. When finished have the whole group come up with the best answers.

For the lower level students do the same activity using this set of questions.

There are many possible ways to evaluate your students.

1. 

Activity: Oral or Written "3-2-1" Check.

3 Facts: Name three things Dolores Huerta did (e.g., She was a teacher. She helped workers. She started a union).
2 Vocabulary Words: Use two new words in a sentence (e.g., "The farm is big" or "She is a leader").
1 Quote: What is her famous phrase? (Students say/write "¡Sí, se puede!").

Activity 2:

Activity: The Problem-Action-Result Map.

Ask students to fill out a three-column chart based strictly on the article:

Problem: (e.g., "Children were hungry and shoeless" / "Low wages").
Action: (e.g., "Huerta organized a boycott" / "Negotiated contracts").
Result: (e.g., "First successful union contracts" / "Better pay").

Students shoud do the writing activity at home based on their level.

• Beginning Writing
• Intermediate Writing
• Advanced Writing