Give students worksheet 2 and explain what they are to do.
Say: I want you to briefly answer each question. Include only the most important information from the book to answer it. You can refer back to the book if you need to. When you have finished, we can use your answers to retell the life of Cesar Chavez.
After students have completed the worksheet, have them share their answers. Point out examples of good summarization, and explain why they are good examples. 

Discuss students’ personal reactions to the text.
Ask: Did you learn something you didn’t know before by reading this biography? What did you learn? How do you feel about Cesar Chavez? Do you think he deserved to receive the Presidential Medal of Freedom? Why or why not? What did he do to promote freedom?  

Word Work
Content Vocabulary
Have students refer to worksheet 1. Have them find the words from the worksheet in the text and read the sentences in which they are found. Then have them complete the After Reading column. When they are finished, have them compare their ideas about the words before and after reading the text. Their definitions or ideas about the vocabulary itself may have been correct, but the definition may not have explained the specific significance the words had to the life of Chavez and to the topic of farm labor unions. They may have chosen a different meaning of the word than was used in the text. Ask if thinking about the words before they read the book helped give them some ideas or questions about what they were going to read. Discuss how they were able to work out the meanings of the words. Review other bold-faced words in the text. Ask whether students were able to use the context, or whether they used the glossary to determine the meanings. 

Grammar
Prefix in
Have students find and read the sentence on page 4: “he and his younger brother were inseparable.” Ask students what the word inseparable means. Explain that it begins with the prefix in, and that sometimes this prefix means "not." In this case, it means that the boys could not be separated. Have students read the sentence on page 5: “She insisted that Cesar never react violently to the injustice he witnessed and experienced” and define the word injustice. Have students brainstorm a list of words that use the prefix in meaning "not." Some words they might suggest are: insensitive, inhuman, indifferent, independent, indefinite, inanimate, incapable, indirect. 

Writing Connection
Have students write an imaginary letter to the President in which they recommend that Chavez be given the Presidential Medal of Freedom. To begin, have them brainstorm a list of reasons why he should receive this award. Review the structure of a formal letter, and provide an example for students who may need a format to follow. 

Assessment

• Listen to students’ ideas about the vocabulary prior to reading. Note if their predictions about the vocabulary are logical based on the information at hand. Review their completed worksheet after reading to determine if they understand the vocabulary and how it relates to Chavez’s life.
• Review completed worksheet 2 to assess if students can summarize the text using the questions who, what, why, where, when, and how. Note if their answers to the questions are concise and contain only important information.
• Note if students can use the conventions of a formal letter correctly. Note if they can provide persuasive reasons for awarding the medal.