Lesson Title: 
"De Colores"

Grade Level: 
Grade One Lesson 3

Unit of Study: 
A Child’s Place in Time and Space

History-Social Science Standard: 
1.4.3   Recognize similarities and differences of earlier generations in such areas as work (inside and outside the home), dress, manners, stories, games, and festivals, drawing from biographies, oral histories, and folklore.

Correlation to K-8 California Adopted Textbooks: 
Harcourt Brace: A Child’s Place. Unit 1: School Days. Lesson 4. Unit 2: At Home with My Family. Lesson 4. Unit 5: Introduction My Country, My Heroes.
McGraw-Hill: My World. Unit 5: It Happened in America. Lessons 1-6.

Setting the Context:
Songs are a way that individuals and cultures may pass traditions on from one generation to the next. They are also an effective way of expressing feelings toward a person or an event. Unions have used songs throughout the years to express their feelings towards management. The farm workers did the same thing with “De Colores.”

Focus Question: 
Why would César E. Chávez use this song at Union meetings? What emotions and visions does it invoke?

Expected Learning Outcomes: 
Students will be able to see how a cultural song can invoke visions and emotions. Students will be able to identify reasons that César would play this song at meetings.

Assessment:  
Students will create images formed from listening and visualizing the song "De Colores." Images will be placed together to form a mural. Teacher will look at the pictures to see that they portray aspects of the song and that the student uses color to convey feels.

Key Concepts: 
Cultures have songs and traditions that are passed on from generation to generation.
Songs can evoke emotions in people and give them strength.
Songs can be used to give strength to those who are being treated unfairly by bringing people together.

Essential Vocabulary: 
The seasons, animals, and colors in Spanish
"Cuenta" (song)
union
power
strength
mural
warm colors
cool colors
background watercolors 

Primary Sources: 
Song "De Colores” 
K-2 Biography of César E. Chávez 

Visuals: 
Photos of people of different cultures singing

Procedure

Motivation: 
Teacher allows students to lie on the floor or just close their eyes as she/he plays the song. The teacher then asks students to try and visualize what the song may be about as they listen to the song again. Students get into groups and discuss what they thought the song was about.

Making Connections: 
Teacher asks the class what they do to cheer up when they don’t feel good. Maybe it is something that someone else does for them. If no one says ‘sing a song,’ the teacher may state that some people sing songs to cheer up and gain strength. Teacher asks students to think of songs or traditions that make them feel strong when they are feeling down. Teacher allows class to share in small groups their songs or traditions.

Vocabulary Activities: 
Students are presented with the English and Spanish words for the colors, animals, and seasons. Whole class or in groups, students match up the English to the Spanish words. Whole class goes over the pairs of words. Words are placed on the board under the title “Word Bank” for students to refer to.

Guided Instruction:
Teacher goes over the meaning of the song "De Colores" (See translation). The teacher explains how, when the farm workers were feeling down, they cheered themselves up with this song. The teacher explains how often times people would play the song at meetings where César spoke as a way to bring people together and to demonstrate the strength in numbers and the power of organizing.

Students will then work independently, in pairs, or in small groups to create a picture that depicts some part of the song "De Colores". The teacher may choose any art medium for this project. The paper or fabric that is used should be in the shape of a square. When that square is completed, students then do a square depicting the workers in the field, Chávez, or the Union Flag. Students then lay out the squares to make one big mural. Squares should alternate between those of the song and those of Chávez, the flag, or farm workers. Squares are taped together or glued on to a large backing. If using fabric, iron the squares on to a backing with fusible webbing or sew pieces together.