A. Engage the Learner - L.8.4 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 1, Lesson 1.

• Once students have completed their entrance tickets, invite them to Turn and Talk to share the dictionary meanings they located for the word internment (the act of imprisoning someone for political reasons or during a war). Refer to Entrance Ticket: Unit 1, Lesson 1 (example for teacher reference). Then, add internment to the domain-specific word wall with translations in home languages where appropriate, and invite students to add the word to their vocabulary logs. Invite students to also add the root intern- and the suffix -ment to their affix lists.

MEETING STUDENTS' NEEDS

As time allows, after completing question 1 on Entrance Ticket: Unit 1, Lesson 1, invite students to generate a list of nouns that end in -ment. To extend learning, have students think about other suffixes that indicate a word is a noun (-ion, -ence, -al) and to generate examples for each of these.

• Tell students that they will continue reading the foreword of Farewell to Manzanar in the following lesson.

• Repeated routine: Follow the same routine as with the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as in previous lessons. Direct students' attention to the Work to Become Effective Learners anchor chart and the Work to Become Ethical People anchor chart. Tell students that the habits of character to focus on in this lesson are respect and collaboration.

MEETING STUDENTS' NEEDS

As time allows, after completing question 1 on Entrance Ticket: Unit 1, Lesson 1, provide a list of nouns that end in -ment on a whiteboard or chart paper. Students can check their own list against this one, and add any new words to their vocabulary logs:

agreement

argument

payment

government

A. Infer the Topic – RI.8.1 (20 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

“I can infer the topic of this module from text and visual resources.”

• Remind students that they have launched past modules using the Infer the Topic protocol. Explain that, in this lesson, they will use a slightly different version of the protocol, but with the same objective: to determine the topic of the module by making inferences that draw from a number of resources.

• Distribute copies of the Directions for Infer the Topic and the Infer the Topic: I Notice/I Wonder note-catcher or the optional Infer the Topic: I Notice/I Wonder note-catcher ▲ to each student. Focus students on the question at the top of the note-catcher, and read it aloud:

“What do you think you will be learning about in this module?”

• Remind students that the purpose of the note-catcher is to record notes that help them remember their thinking. It isn’t something they will hand in for assessment, so they can record in pictures or words. They do not need to write in full sentences. For ELLs and students who require additional support, the Infer the Topic: I Notice/I Wonder note-catcher ▲ can be used to help guide students’ thinking by reducing linguistic barriers and to support vocabulary acquisition.

• Focus students on the Directions for Infer the Topic. Read the directions aloud, and field any clarifying questions about this variation of the protocol.

• Strategically group students into predetermined pairs. Distribute a single resource from the Infer the Topic resources to each pair. Invite students to examine their resource and take notes on their notices and wonderings as they discuss. Remind students to demonstrate respect for their classmates and their environment by taking care of the resources they encounter (i.e., making sure not to crumple, tear, or write on them).

• Give students 3 minutes to examine, take notes on, and discuss their first resource. Move around the classroom and monitor pairs’ discussions. As needed, cue students to listen carefully to one another and expand the conversation:

“Can you repeat what your partner said about this resource?” (Goal 2)

“Do you agree or disagree with what your partner said? Why?” (Goal 4)

“Can you say more about that?” (Goal 1)

• After 3 minutes, play music to indicate that it is time for students to swap their resource with another pair. As the music plays, pairs should move around the room and continue swapping resources with other pairs. When the music stops, pairs should have one new resource in their hands. Direct partners to repeat the process, recording their notices and wonderings on their note-catchers.

• After students have swapped four or five times, refocus whole group. Think-Pair-Share:

“Now that you have examined some of these resources, what do you think this module might be about?” (Responses will vary.)

• Display the topic of the module: Lessons from Japanese American Internment.

• Underline the word Internment. Think-Pair-Share:

“What do you already know about the topic of Japanese American internment? Have you heard of this before?” (Responses will vary.)

“How do the resources you viewed connect to the meaning of the word internment?” (Responses will vary, but may include: Some of the resources show or describe people being taken away against their will and sent to a camp. This relates to the idea of imprisonment in the definition of internment.)

• Underline the word Lessons. Think-Pair-Share:

“What do you think the word lessons means in this context?” (Responses will vary, but may include: In this context, lessons probably means the big takeaways that we can learn from something that happens to us. It probably doesn’t mean the kind of lessons we might expect to be delivered in a classroom.)

• After eliciting students’ responses, confirm that the “lessons” focused on in this module can be thought of as enduring understandings: important ideas that can be taken away from the experiences of Japanese American internment survivors.

• Think-Pair-Share:

“Why might it be meaningful to study this topic?” (Responses will vary, but may include: This seems like an important time in history; the topic of Japanese American internment has lessons that we can learn from; it is always meaningful to study the stories and experiences of other people in history.)

• Invite students to reflect on the habits of character focus in this lesson, respect and collaboration, discussing what went well and what could be improved next time.

B. Introduce the Performance Task and Module Guiding Questions - L.8.4b (10 minutes)

• Direct students' attention to the Performance Task anchor chart, and read the task aloud.

• Students may feel overwhelmed initially to see the demands of the Performance Task anchor chart. Remind them that, as in previous modules, they will work toward the performance task incrementally across the module. By the time they begin the performance task in Unit 3, they will be adequately prepared to successfully and meaningfully complete it.

• Underline the word Activist. Turn and Talk:

"What does this mean? If you've heard of this word or know what it means, share with a partner." (Responses will vary.)

• Invite students to work with partners to verify their definitions of this word using a dictionary or search engine. Use a total participation technique to select a student to share the meaning of word activist (a person who uses or supports strong actions to bring about change in society) with the whole class. Ask students to discuss with their partners the connotation of the word activist:

"Does the word activist have a positive or negative connotation? What makes you think so?" (Responses will vary, but may include: it's positive; activists try to change the world for the better.)

• Invite students to work with partners to verify their definitions of the word assembly using a dictionary or search engine. Ensure that students have selected the most appropriate definition of the multiple-meaning word assembly (a group of people who have gathered together).

• Turn and Talk:

"What do you notice about the task?" (Responses will vary, but may include: the task has a few different parts; each step leads into the next step; our goal is to share our learning with the community.)

"What do you wonder about the task?" (Responses will vary, but may include: What kind of organizations will we interview? What questions will we ask? What leads the focus group discussions during the Activist Assembly?)

"Now that you have analyzed the performance task, has your understanding of this module topic changed? How?" (Responses will vary, but may include: The module topic is about lessons that can be learned from a dark time in history. For the performance task, we will look at how these lessons have been applied to our communities.)

• Direct students' attention to the Module Guiding Questions anchor chart, and read the questions aloud. Remind students that these are the questions that will guide their thinking and learning throughout the module.

• Think-Pair-Share:

"How do these module guiding questions relate to your understanding of the performance task?" (Responses will vary, but may include: the third module guiding question asks something that our performance task can help answer.)

• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.