A. Engage the Learner - RL.8.7 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 1, Lesson 11.

MEETING STUDENTS' NEEDS

After completing Entrance Ticket, Unit 1, Lesson 11, invite students to give examples of how the film elements of setting, music and sound, and body language were used in the first segment of the film adaptation of Farewell to Manzanar, which students viewed in Lesson 4. This will help students to deepen their understanding of each element and set them up for success in viewing the second segment of the film in this lesson.

• Once students have completed their entrance tickets, use a total participation technique to review their responses. Refer to Entrance Ticket: Unit 1, Lesson 11 (answers 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. Direct students' attention to the Work to Become Effective Learners anchor chart, and tell students that the habit of character to focus on in this lesson is perseverance.

MEETING STUDENTS' NEEDS

To help students fully grasp the film elements on Entrance Ticket, Unit 1, Lesson 11, show examples from the film adaptation of Farewell to Manzanar that illustrate the examples of setting, music and sound, and body language. This will help students to deepen their understanding of each element and set them up for success in viewing the second segment of the film in this lesson.

A. Analyze Farewell to Manzanar, Part 2 - RL.8.7 (30 minutes)

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

"I can analyze the extent to which the film Farewell to Manzanar stays faithful to or departs from the text, evaluating the filmmakers' choices."

• Tell students that they are now going to watch another segment of the film Farewell to Manzanar and continue adding to their Compare Text to Film: Farewell to Manzanar note-catchers from Unit 1, Lesson 4. Invite students to retrieve their note-catchers, and give them a moment to review their earlier notes to remind themselves of their work surrounding the first film segment.

MEETING STUDENTS' NEEDS

Before students view the second segment the film adaptation of Farewell to Manzanar in Work Time A, invite them to make a list of significant ideas from chapters 3-9 of the text. This will help to orient students to the film viewing task and help them to focus on key events, ideas, and individuals from the text.

• Draw students' attention to the second table on the note-catcher. Ask students to note the moments of focus described in the left-hand column of the table. Remind students that these moments are the sections of the film segment that they will focus on as they watch. Notes in the left-hand column should focus on filmmakers' choices. Students can refer to their entrance tickets for examples of filmmakers' choices as needed.

• Refer students to the page numbers included in the right-hand column of the second table. Remind students that this is where these moments can be found within the chapters they have already read. Ask students to retrieve their copies of the text Farewell to Manzanar and give them a few minutes to revisit these pages, reminding themselves of the content and the way that the authors have conveyed these moments in the text.

• Students can refer to their entrance tickets for additional examples of appropriate answers as needed.

• Remind students to keep in mind the habits of character on the Work to Become Effective Learners anchor chart and the Work to Become Ethical People anchor chart as they watch the film.

MEETING STUDENTS' NEEDS

To help students navigate the content of the second film segment, cut the bullet points from each row in the first column of the Compare Text to Film: Farewell to Manzanar note-catcher (example for teacher reference) into strips to make a tactile activity. Students can put the strips in order as they watch the film and then record the key ideas and events on their Compare Text to Film: Farewell to Manzanar note-catchers.

• Use the device to show the second segment of the film Farewell to Manzanar (00:27:31-00:52:46). As students watch, monitor their attention and progress on their note-catchers, providing encouragement and clarification as needed. If necessary, to support student note-taking, pause the film at the end of moment as indicated in the Compare Text to Film note-catcher. Refer to the Compare Text to Film: Farewell to Manzanar note-catcher (example for teacher reference) as needed.

• After students watch the first segment, provide a few moments for students to clean up, clarify, or add to their notes. Remind students that they can refer back to the anchor text, Farewell to Manzanar, as they work.

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

A. Make Connections to Text - RL.8.7 (10 minutes)

• Draw students' attention to the right-hand column of the first and second tables in the Compare Text to Film note-catcher, and read the additional question in each row: how do these moments convey significant ideas from the text? Remind students that this note-catcher is intended to help students understand how the filmmakers use film elements to convey significant ideas from the text.

• Display the following significant idea: Papa felt painfully conflicted because of his loyalties to both the United States and Japan. Students likely produced a similar answer on their Close Reading Culminating Task: Farewell to Manzanar, Chapter 7 handouts from Unit 1, Lesson 9. Students completed this task after participating in a close reading of chapter 7 from the text and then discussed their answers to the task during a collaborative discussion at the end of that lesson.

• Tell students that they should work in triads to share and examine the notes they have collected so far for the first and second film segments. Within their notes, they should locate choices made by the filmmakers that help convey the idea that Papa feels conflicted because of his loyalties to both the United States and Japan. In triads, students will discuss how these choices convey this significant idea and then add notes that represent their thinking to the corresponding section of right-hand columns of the first two tables on the note-catcher.

• Circulate around the room, and monitor students' responses as they discuss and complete this section of their note-catchers. Take note of students who may need additional support, and check in with them moving forward.

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