Unit 2 Small Group Texts
Unit Home | Writing Task | Anchor Texts | Small Group Texts | Independent Texts
Embedded Files
from Farewell to Manzanar
Vocabulary
Vocabulary
Concept Vocabulary
collaborator
conspirators
espionage
Skill Vocabulary
direct characterization
indirect characterization
inference
first-person point of view
narrative perspective
Analyze Craft & Structure
Analyze Craft & Structure
Focus: Development of Complex Ideas
Standard(s)
11-12.R.5 Cite relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including analyzing where the text implies ambiguity.
🔍11-12.RL.7 Analyze how an author develops a text through complex and/or dynamic characters, interaction with other characters, and advancement of the plot or development of the theme.
Support/Resources
Sharing Perspectives Discussion Prompts
Nearpod VR: Japanese Internment Camps
Word Study
Word Study
Focus: Latin Suffix: -or
Standard(s)
11-12.R.9 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
Support/Resources
Author's Style
Author's Style
Focus: Author's Point of View
Standard(s)
11-12.R.5 Cite relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including analyzing where the text implies ambiguity.
🔍 11-12.R.11 Analyze how an author’s geographic location, identity or background, culture, and time period affect the perspective, point of view, purpose, and implicit/explicit messages of a collective body of work.
Support/Resources
Interview with George Takei
Vocabulary
Vocabulary
Concept Vocabulary
documentary
eyewitness account
framing
Skill Vocabulary
lecture
introduction
rhetorical question
discussion
repetition
conclusion
Writing to Compare
Writing to Compare
💡 Teacher Tip: Since this writing task does not connect to the Performance Mode for this unit, you may choose to have students just complete the compare-contrast activity without writing the essay. If you choose to have students write the essay, keep it brief (1-2 paragraphs).
Focus: Compare-Contrast Essay
Standard(s)
🔍11-12.RL.12 Analyze how a subject and/or content is presented in two or more mediums by determining which details are emphasized, altered, or absent in each account and how these details influence audiences’ experiences and interpretations.
11-12.W.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, and provide a conclusion that follows from and supports the information or explanation presented.
Support/Resources
Supplementary Text
Antojos
Antojos
Vocabulary
cantina
cabana
machetes
Activities
Analyze Craft & Structure: Narrative Structure
Word Study: Loanwords
Conventions: Pronouns and Antecedents
Speaking & Listening: Research
Standard(s)
🔍 11-12.RL.7 Analyze how an author develops a text through complex and/or dynamic characters, interaction with other characters, and advancement of the plot or development of the theme.
11-12.R.10 Analyze and evaluate the effectiveness of structures across multiple texts about similar topics/themes, including whether the structures make points or events clear, effective, convincing, or engaging.
11-12.W.4 Conduct research projects to craft an argument, answer a question, or provide an analysis.
Collaborative Performance Task: Argument
Collaborative Performance Task: Argument
💡Teacher Tip: This is a great discussion question, but for pacing considerations, perhaps a formal debate is not necessary. Instead, you could arrange an informal discussion or Socratic Seminar.
Focus: Debate
Prompt: You have read and heard from people who are either affected by other people'es fears or face their own. Work with your group to plan and present a debate on this question:
Do people usually learn from their fear?
Divide into teams on opposite sides of the argument. Find examples from the texts that you can cite to support your ideas. Then, conduct your debate for the class.
Academic Vocabulary
assert
relevant
certify
immutable
definitive
💡 It is essential to have students use these words throughout the unit, particularly in their performance tasks/assessments.
Standard(s)
🔍 11-12.W.1 Write arguments to support claims in an analysis of complex topics or texts, using logical reasoning and relevant, sufficient evidence, and provide a conclusion that follows from and supports the argument presented.
11-12.SL.1 Participate effectively in a range of conversations and collaborations on topics, texts, and issues.
a. Respond thoughtfully to diverse perspectives in democratic discussions that involve decision-making and roletaking; resolve claims and evidence.
b. Participate in conversations by asking and responding to questions that examine reasoning and evidence, ensuring the opportunity to consider a range of perspectives, and clarify, verify, or challenge ideas and conclusions with evidence.
c. Resolve contradictions when applicable, and determine if additional information or research is required to deepen the investigation or conversation.
11-12.SL.2 Interpret, evaluate, and integrate multiple sources of information presented in various formats and mediums to verify the credibility and accuracy of each source, and note any discrepancies among the data in order to make informed decisions.
Support/Resources
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