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

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 1, Lesson 10 or the optional Entrance Ticket: Unit 1, Lesson 10 ▲. Once students have completed their entrance tickets, use a total participation technique to review their responses. Refer to Entrance Ticket: Unit 1, Lesson 10 (example for teacher reference).

• 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.

MEETING STUDENTS' NEEDS

During Opening A, invite students who need heavier support to use Entrance Ticket: Unit 1, Lesson 10 ▲. This resource features selected response options to help students organize and record their thinking.

A. Read Farewell to Manzanar, Chapters 8-9 - RI.8.4, L.8.4 (15 minutes)

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

"I can determine the meaning of unfamiliar vocabulary in chapters 8-9 of Farewell to Manzanar."

• Repeated routine: Read chapters 8 and 9 in Farewell to Manzanar. Use the Text Guide: Farewell to Manzanar (for teacher reference) for comprehension and vocabulary questions as needed. Students who are ready to read independently or in small groups should be released to do so. Students continue to record the gist on sticky notes, unpack and record unfamiliar vocabulary in their vocabulary logs, update the Gist: Farewell to Manzanar anchor chart, and reflect on their reading as they choose. Refer to the Gist: Farewell to Manzanar anchor chart (example for teacher reference) and Work to Become Ethical People anchor chart as needed.

• If students do not finish reading the chapter within the allotted reading time, distribute Synopsis: Farewell to Manzanar, Chapters 8-9 to each student to review the key details from the chapter.

• Prompt students to Turn and Talk:

"What is the gist of chapter 8?" (Papa stays in the family's barracks, drinks alcohol, and is abusive to the family members; other internees think he is an "inu" or traitor.)

"What is the gist of chapter 9?" (Some internees beat a man because they think he is helping the US officials; a cook is arrested for the beating; a riot ensues; two internees are killed; ten internees are injured.)

• With students' support, record the meanings of enflame (intensify, increase), oblivion (state of forgetting or unconsciousness), vulnerability (open to being wounded or hurt), emasculation (to deprive of strength, weaken; deprive a man of his male identity or role), and renounce (disown, give up) on the academic word wall, with translations in students' home languages. Write synonyms or sketch a visual above the words to scaffold students' understanding. Invite students to record these words in their vocabulary logs.

• Ask students to Think-Pair-Share:

"What examples of habits of character were evident in this chapter?" (Responses will vary, but may mention how Jeanne's mother and brother demonstrate perseverance and collaboration as they work to provide for the family and keep everyone together.)

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

B. Language Dive: Farewell to Manzanar, Page 65 - SL.8.1a (10 minutes)

• Display the Questions We Can Ask during a Language Dive anchor chart. Ensure students understand how to use these questions, pointing out that the questions underlined on the anchor chart are questions that students should always ask when they dive into a sentence.

• Remind students to refer to the Discussion Norms anchor chart during the discussion as part of the Language Dive.

• Reread paragraph 1 on page 65 of Farewell to Manzanar.

MEETING STUDENTS' NEEDS

To extend work with passive voice after the Language Dive in Work Time B, students can search Farewell to Manzanar for textual examples of passive voice. Students can then consider why the authors used passive voice and how the meaning of each sentence is impacted by this decision.

• Focus students on the sentence below:

  • "This kind of emasculation was suffered, in one form or another, by all the men interned at Manzanar."

• Use the Language Dive Guide: Farewell to Manzanar, Page 65 (for teacher reference) and Language Dive: Farewell to Manzanar, Page 65 Sentence Chunk Chart to guide students through a Language Dive conversation about the sentence. Distribute and display the Language Dive: Farewell to Manzanar, Page 65 note-catcher and the Language Dive: Farewell to Manzanar, Page 65 sentence chunk strips. Refer to Language Dive: Farewell to Manzanar, Page 65 note-catcher (example for teacher reference).

MEETING STUDENTS' NEEDS

To extend work with passive voice after the Language Dive in Work TIme B, students can practice changing sentences from active to passive voice and vice versa. After rewriting each sentence, they can discuss how the shift impacts the meaning of the sentence and what effects it creates:

Japanese Americans were interned at Manzanar by the US government.

The Wakatsuki family shared mealtimes at home before coming to Manzanar.

A. Analyze Connections and Distinctions: Farewell to Manzanar, Chapters 8-9 - RI.8.3 (15 minutes)

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

"I can analyze how the text makes connections among and distinctions between individuals, ideas, or events in Farewell to Manzanar to develop my understanding of the text."

• Ask students to retrieve the Connections and Distinctions: Farewell to Manzanar note-catcher.

• Remind students to use their gist understanding to help focus their attention on possible significant connections and distinctions in these two chapters. Chapter 8 is focused on Papa, and chapter 9 is focused on the tension and different perspectives among those in camp. These might be fruitful places to begin their analysis.

• Direct students to work with a partner to complete at least one connection or distinction in the tables for chapters 8 and 9 on the Connections and Distinctions: Farewell to Manzanar note-catcher. Remind them to use the Authors' Methods anchor chart as needed. Refer to the Authors' Methods anchor chart (example for teacher reference) as necessary.

• Using a total participation technique, such as equity sticks, call on a few pairs to share their explanations. Refer to Connections and Distinctions: Farewell to Manzanar note-catcher (example for teacher reference). As students share, be sure to unpack methods terms and definitions as needed and add examples for relevant methods used to the Authors' Methods anchor chart. Refer to the Authors' Methods anchor chart (example for teacher reference) as necessary.

• Draw students' attention to the Significant Ideas anchor chart, and ask them to Think-Pair-Share:

"What significant ideas are conveyed by the connections and distinctions in these chapters?" (Refer to Significant Ideas anchor chart [example for teacher reference].)

• Add the significant ideas to the Significant Ideas anchor chart.

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

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