A. Engage the Learner (5 minutes)

• Repeated routine: Follow the same routine as with previous lessons to distribute and review Entrance Ticket: Unit 1, Lesson 12. Students will also need their Module 4 Mid-Unit 1 Assessment with feedback.

• Once all students are ready, invite them to share their stars and steps with a partner. Remind students that everyone is working toward individual goals and that learning is about continued growth and development.

• 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.

A. Read Farewell to Manzanar, Chapter 11 - 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 chapter 11 of Farewell to Manzanar."

• Repeated routine: Read chapter 11 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, Chapter 11 to each student to review the key details from the chapter.

• Prompt students to Turn and Talk:

"What is the gist of chapter 11?" (All internees are asked to sign a loyalty oath; Papa fights with Woody and other internees about it, since it is insulting to both Japanese citizens and Japanese American citizens.)

• With students' support, record the meanings of divisive (creating a division or separation), repatriation (the act of sending a person back to his or her country), contingent (a group or subset of people), livid (enraged, extreme anger), and lament (an expression of sorrow or grief) on the academic word wall and domain-specific 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.

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

B. End of Unit 1 Assessment: Collaborative Discussion: Farewell to Manzanar - SL.8.1a, SL.8.1b (20 minutes)

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

"I can engage effectively in collaborative discussions about one of the module guiding questions by being prepared, drawing on my notes, and following rules for collegial discussions."

• Direct students to the Discussion Norms anchor chart, specifically on the cues and responses. Remind students that a discussion is not just about saying what we want to say. Effective participation is about listening to others and asking and answering questions. Questions help us to be completely clear about what others are saying and to clarify our own points. Inform students that it's important they build off one another's ideas and ask questions of their peers to deepen their understanding throughout the discussion.

• Remind students of the focus standards for this discussion:

  • "SL.8.1a: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion."

  • "SL.8.1b: Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed."

• Distribute and display End of Unit 1 Assessment: Collaborative Discussion: Farewell to Manzanar.

MEETING STUDENTS' NEEDS

Before Work Time B, review the Conversation Cues students have been using while practicing speaking skills associated with SL.8.1b. Work as a class to generate a list of sentence starters based on these, and other phrases, that students can refer to during the text-based discussion.

• Read aloud the directions for the assessment as students read silently to follow along. Ensure all students understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves.

• Invite students to begin composing their QuickWrite. Refer to the End of Unit 1 Assessment: Collaborative Discussion: Farewell to Manzanar (example for teacher reference).

• After 5 minutes have passed, refocus students whole group.

• Focus students on the Work to Become Ethical People anchor chart and the Work to Become Effective Learners anchor chart. Remind students that it is not easy for everyone to participate in a discussion. Uplift the habits of respect, compassion, and empathy in preparation for the discussion.

MEETING STUDENTS' NEEDS

In advance of the assessment, prepare individual sticky notes for students that include a list of sentence starters based on Conversation Cues that students can refer to during the discussion when they wish to elaborate or clarify information. These might include the following:

"So, do you mean _____?"

"Sure. I think that _____."

"OK. One example is _____."

"No, sorry, that's not what I mean. I mean _____."

• Begin the discussion, using the guiding questions. Use the End of Unit 1 Assessment Recording Sheet (for teacher reference) to assess students for SL.8.1a and SL.8.1b as they participate.

"What were the causes and impacts of Japanese American internment camps?" (Responses will vary, but may include any or all of the following:

• • Japanese American internment camps were ordered by President Franklin D. Roosevelt during World War II to incarcerate hundreds of thousands of Japanese Americans in the western United States. These camps were established out of fear and prejudice toward Japanese American people after the attack on Pearl Harbor.

  • Internment camps uprooted people them from their homes and communities, stripped them of their rights, confiscated their personal property, and forced them to live and work in unjust and inhumane conditions.)

• As time allows, use the following questions to extend the discussion:

"Based on your understanding of the text so far, what are some lessons that can be learned from Japanese American internment?" (Responses will vary, but may include any or all of the following:

• • It is wrong to view entire populations as homogeneous.

  • Fear and prejudice can cause people and institutions (governments) to hurt innocent people.

  • Upholding the rights of other human beings is critical work.

  • In times of terrible struggle, people can draw strength from their identities and communities.)

"What connections can you see between this module and our other modules this year?" (Responses will vary, but may include any or all of the following: connections to Holocaust module for the injustice, prejudice, hate, fear.)

• After discussion, remind students they will have more practice and another collaborative discussion assessment later in the module.

A. Track Progress: Collaborative Discussion (5 Minutes)

• Give students specific positive feedback on their completion of the End of Unit 1 Assessment (e.g., "I was pleased to see a lot of you referring to your note-catchers to find details").

• Distribute Track Progress: Collaborative Discussion and Track Progress folders. Tell students that successful learners keep track of and reflect on their own learning.

• Tell students to focus on tracking their progress in the following criteria:

  • SL.8.1a

  • SL.8.1b

• Guide students through completing the form. Encourage students to orally paraphrase the meaning of the Track Progress criteria, self-assess, and discuss the evidence with a partner before they begin writing.

• Invite students to place the form in their Track Progress folder, and collect students' folders.

MEETING STUDENTS' NEEDS

As with previous assessments, if students seem unsure of how to respond to the open-ended questions on the Track Progress: Collaborative Discussion handout, provide examples of statements that answer the questions about previous improvements and goals for future improvement that are directly connected to the criteria within the handout to help students create clear self-reflection and concrete, attainable personal targets such as the following:

"I have improved at posing questions during collaborative discussions."

"In the future, I will improve my participation in a collaborative discussion by making more of an effort to acknowledge new information expressed by others."