Search
Interactive Reading with Visuwords: Dolores Huerta
Details
Activity Description
Students will read about Dolores Huerta and learn how to develop vocabulary by using Visuwords
Preparation
- Make sure that the Example Web Site (above) is not blocked at your school site.
- The site is Flash based, so be sure that the Internet browsers you plan to use have the current version of the Flash plug-in.
- Prepare a list of commonly-used (and overused) words to assign (such as big, nice, good, etc.). The Example Document (above) shows a synonym chart for the word "big."
- Become familiar with the site and its legend.
- Decide if you will have students work individually, in pairs, or in small groups. Also decide how to distribute the link to the Web site to your students. There are some options shown in the Teaching Tips section below.
Program Areas
- ESL: English as a Second Language
- ABE: Adult Basic Education
- ASE: High School Equivalency Preparation
Levels
- Intermediate Low
- Intermediate High
- Advanced
Lesson Plan
Show a picture of Dolores Huerta. Ask students if they recognize her or know what causes she might be associated with.
Prompt discussion questions like:“What is an activist?”
“Have you heard of Dolores Huerta?”
“What do you think an activist does?”
Write down key terms students mention (e.g., leader, activist, community, rights) to build interest and vocabulary.
Briefly explain who Dolores Huerta is: a co-founder of the United Farm Workers and a significant leader in advocating for farmworkers’ rights.
Set reading goals:“Today, we’ll learn about Dolores Huerta’s contributions to social justice.”
“Pay attention to why she became an activist and the challenges she faced.”
Review the Vocabulary using the vocabulary worksheet.
On the worksheet you will see a column for Visuword sample. Have students go to Visuword.com and type the word in. HThat will bring up a word map such as this:
Distribute the reading, and ask students to read the first paragraph silently.
Model a “think-aloud” by reading the first paragraph out loud and explaining your thoughts: “When I read that Dolores wanted to change unfair conditions, I think about someone who really cares about justice.”
Continue with paired reading, where students take turns reading aloud in pairs, pausing to ask each other comprehension questions after each section.
Guided Questions:
Provide questions that students answer individually or in pairs to reinforce their understanding:
- What motivated Dolores Huerta to become an activist?
- How did she help improve conditions for farmworkers?
- What were some challenges she faced in her work?
Have students complete the evaluation which consists of 5 multiple-choice questions.
Divide the students into small groups to answer the discussion questions.
Another possibility is to create an exit ticket Ask each student to write one sentence about something they learned from Dolores Huerta’s story and one quality they admire in her.
Reflection: Have students share what surprised them about Dolores Huerta or what they found inspiring.
Writing Prompt: Have students write a short paragraph on how they would like to help their community. Encourage them to use vocabulary from the lesson (e.g., rights, advocate, justice)
Documents
- Synomyms for Big.doc - Sample Synonyms for Big Chart
- Dolores Huerta Vocabulary Worksheet.docx - Vocabulary Worksheet
- Quiz for Dolores Huerta Reading.docx - Quiz for Dolores Huerta Reading
Subjects
- English Language Arts
- American Literature
- English 1-4
- English Electives
- Journalism
- Literature
- Speech
- World Literature
- Language Arts - Reading
- Analysis
- Comprehension
- Inference and Interpretation
- Synthesis and Generalization
- Language Arts - Writing
- Language Facility
- Organization of Ideas
- Writing Conventions
Standards
- Reading Foundational Skills
- RF.2 - Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (Phonological Awareness)
- RF.3 - Know and apply grade-level phonics and word analysis skills in decoding words. (Phonics and Word Recognition)
- RF.4 - Read with sufficient accuracy and fluency to support comprehension. (Fluency)
- Reading
- CCR Anchor 1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- CCR Anchor 2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
- CCR Anchor 3 - Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
- CCR Anchor 4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
- CCR Anchor 5 - Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
- CCR Anchor 6 - Assess how point of view or purpose shapes the content and style of a text.
- CCR Anchor 7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- CCR Anchor 8 - Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
- CCR Anchor 9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
- CCR Anchor 10 - Read and comprehend complex literary and informational texts independently and proficiently.
- Writing
- CCR Anchor 1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- CCR Anchor 2 - Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
- CCR Anchor 3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
- CCR Anchor 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCR Anchor 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- CCR Anchor 6 - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
- CCR Anchor 7 - Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
- CCR Anchor 8 - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
- CCR Anchor 9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
- Language
- CCR Anchor 6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.
Tags
Tools
Creative Commons License
