A. Engage the Learner – RI.8.3 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 1, Lesson 2 or the optional Entrance Ticket: Unit 1, Lesson 2 ▲. Students will need their Infer the Topic: I Notice/I Wonder note-catcher from Lesson 1 to complete this entrance ticket. Once students have completed their entrance tickets, use a total participation technique to review their responses. Refer to Entrance Ticket: Unit 1, Lesson 2 (answers for teacher reference).

MEETING STUDENTS' NEEDS

This lesson is the first in a sequence of lessons with a focus on work with RI.8.3. In Opening A, stop after each learning target has been read to ask students what they think they will be doing in this lesson. Invite students to rephrase the learning target in their own words to ensure comprehension and build a strong foundation for the tasks in this lesson and the two that follow.

• 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.

• With students, use the vocabulary strategies on the Close Readers Do These Things anchor chart to deconstruct the word distinction (recognition of differences). Record the word on the academic word wall with translations in home languages, where appropriate, and invite students to record the word in their vocabulary logs.

MEETING STUDENTS' NEEDS

Guide students to annotate their copies of Entrance Ticket: Unit 1, Lesson 2 with synonyms and/or definitions for the terms connections and distinctions. This will help with carrying out the task at hand, while also building understanding of these terms as students begin their work with RI.8.3 throughout this unit.

A. Read Farewell to Manzanar: Foreword, Epigraphs, and Chapter 1 - 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 1 of Farewell to Manzanar."

• Distribute the text Farewell to Manzanar, and ask students to examine the cover picture and read the title, subtitle, and back cover.

• Prompt students to Think-Pair-Share:

"Based on what you learned in the infer the topic activities in Lesson 1 and your examination of the cover, title, and subtitle, what do you think this text will be about?" (the author's childhood experience of living in Manzanar, a Japanese American internment camp)

• Read aloud the first page of the foreword, up to "where my family spent three and a half years" (ix), and ask students to Turn and Talk:

"Who wrote the foreword?" (Jeanne Wakatsuki Houston) "Who wrote the book?" (Jeanne and her husband, James)

"What was the Houstons' purpose in writing the book?" (to describe and explain life in the camps)

• Continue reading aloud the foreword from "We began with a tape recorder" to "with the impact these years have had on my entire life" (ix-x). Prompt students to Turn and Talk:

"How did writing the book affect Jeanne?" (It brought up a lot of emotions and let her deal with those emotions and the memories of living in the camps.)

• Finish reading aloud the foreword, and ask students to Turn and Talk:

"How did the Houstons write this book? What kind of book is it?" (They gathered lots of information, personal stories, and historical details. The book is a memoir, the story of a family, not a historical book.)

"What is the gist of the foreword?" (Houstons wrote the book to tell about life in Japanese American internment camps, which helped Jeanne process her internment experience.)

• Record this gist on the Gist: Farewell to Manzanar anchor chart. As necessary, consult the Gist: Farewell to Manzanar anchor chart (example for teacher reference).

• Repeated routine: Read the epigraph (quotes at the beginning of the chapter) and chapter 1 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.

• Prompt students to Turn and Talk:

"What is the gist of the epigraphs?" (Article: Japanese Americans interned for disloyalty but none were disloyal. Poem: Life's challenges have given me wrinkles, but nature renews me.)

• If students need additional support in interpreting the figurative language in the poem, ask them to Think-Pair-Share:

"What is another way of saying that life has 'left her footprints on my forehead'? What is the speaker saying about what life has been like and how it has affected the speaker's face?" (Life has been challenging and given the speaker wrinkles.)

"Consider the images in the rest of the poem. What helps to renew the speaker or wipe the footprints from the speaker's forehead?" (Nature renews the speaker.)

"What is the gist of chapter 1?" (Japan bombs Pearl Harbor, US naval base; the US government confiscates the property of and arrests people of Japanese descent living on the West Coast.)

• If students do not finish reading the chapter within the allotted reading time, distribute Synopsis: Farewell to Manzanar, Chapter 1 to each student to review the key details from the chapter.

• With students' support, record the meanings of naturalization (the act, on the part of a government, of granting full citizenship to a foreign-born person), alien (someone who lives in a country who is not a citizen of that country), evacuees (people who have been removed from a place, especially for safety), evacuation (the removal of citizens, soldiers, or the like from an endangered place), Issei (first generation; people born in Japan), Nisei (second generation; people born in the United States; children of people born in Japan), Sansei (third generation; children of people born in the United States) and saboteur (a person who attacks or damages something, usually in secret) on the academic word wall and the domain-specific word wall, with translations in students' home languages. Write synonyms or sketch a visual above the words to scaffold students' understanding. As necessary, review the term concentration camp from Module 3. 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 father demonstrates integrity as he refuses to allow the FBI to take his dignity during his arrest.)

• Remind students that over the course of this unit, they will continue to track gist and habits of character.

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

• N/A

B. Analyze Connections and Distinctions: Farewell to Manzanar, Chapter 1 - RI.8.3 (20 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, events, and ideas in chapter 1 of Farewell to Manzanar to develop my understanding of the text."

• Distribute and introduce the Connections and Distinctions: Farewell to Manzanar note-catcher. Chorally read the directions. Point out that there are two authors for this text, hence the reference to "authors" as plural. Also remind students not to refer to the people in Farewell to Manzanar as characters as this text is narrative nonfiction; while it reads like a novel, it is, in fact, an informational text.

MEETING STUDENTS' NEEDS

During Work Time B, as time allows, invite students to find examples of the methods listed on the Authors' Methods anchor chart from previous modules or from independent research reading texts. Students can share and discuss their examples in small groups or with the class as a whole.

In Work Time B, invite students to participate in a Mini Language Dive to explore how the authors use comparison to make a connection (RI.8.3). This Mini Language Dive also gives students the opportunity for work with a relative clause, a useful structure for description that students can apply in their own speaking and writing.

In the next lesson, students will participate in a Language Dive using a sentence from Farewell to Manzanar. Provide ELLs with the Language Dive sentence ahead of time. Invite students who need lighter support to predict some of the questions that the Language Dive may ask. This will improve students' metacognition and challenge their awareness of the most interesting or meaningful elements of the sentence. Students may also choose to carry out one of the following:

Paraphrase the sentence using your own words.

Underline all noun phrases, circle all verb phrases, and star all adjective and adverb phrases. What words do you have left? What are the functions of these phrases?

• Direct students' attention to the word significant in the directions on the note-catcher.

• Think-Pair-Share:

"What does the word significant mean?" (Responses will vary, but may include: important, worthy of attention, noteworthy, having particular meaning.)

• Explain that specific content in a text can have varying levels of significance. Likewise, the connections and distinctions made in a chapter by the authors will also have varying levels of significance. Remind students that they'll be looking for connections and distinctions that seems to hold importance for the chapter and/or the whole book.

• Explain that authors use various methods to create connections among and distinctions between individuals, ideas, and events to help readers build understanding of the text. Careful readers take note of how a writer makes connections and distinctions among those individuals, events, and ideas. Explain that starting in this lesson, students will analyze some of those connections and distinctions and how they are made in Farewell to Manzanar.

• Display and introduce the Authors' Methods anchor chart. Remind students that they have learned about and worked with all these methods throughout the year and in previous years. Briefly, review the methods listed and their definitions. Explain that students will be learning more about each method and adding examples from the text to the anchor chart throughout this module. Explain that students are going to apply this beginning understanding about authors' methods to chapter 1.

• Review the provided sample from chapter 1, modeling the thinking needed to complete it as well as how it shows the directions for the table. Refer to the Authors' Methods anchor chart as needed when adding the methods. Note that the sample uses exposition/narration and reflection as its methods.

• Think-Pair-Share:

"Exposition/narration is direct explanation of a topic. The authors use narration when they tell the story of how Mama and Jeanne reacted. Why might an author use exposition/narration when writing a text?" (Responses will vary, but may include: it's an efficient and quick way to convey information; it is clear and direct for a reader to process; it provides context and background to help situate readers before moving to more complex ideas, concepts, events.)

"Why might it be important to use other methods along with exposition when writing a text?" (Responses will vary, but may include: to make the writing more engaging and interesting to read, to make it more creative, to provide evidence to develop the ideas presented in exposition, to bring in other perspectives besides the authors'.)

"Reflection is direct thoughts of an individual shared with the reader. The authors use reflection when they tell how Jeanne remembers clinging to her Mama's legs and not understanding what is happening. Why might an author use reflection when writing a text?" (Responses will vary, but may include: it's an effective way for the writer to step into the moment with additional information gained with the passage of time; it adds another layer of meaning and lets the reader better understand what the writer has learned about this moment that she may not have understood or thought about at the time it originally happened.)

• Direct students to read the explanation for the sample.

MEETING STUDENTS' NEEDS

During Work Time B, to help students understand the concepts on the Authors' Methods anchor chart, preselect additional examples for each method from previous texts used in previous modules. This will help students to better understand each method within the context of texts and topics they are deeply familiar with.

In the next lesson, students will participate in a Language Dive using a sentence from Farewell to Manzanar. Provide ELLs with the Language Dive sentence ahead of time. Encourage students who need heavier support to independently reflect on this sentence and its meaning before the next lesson. Students may also choose to carry out one of the following:

Make a guess about what the "chunks" of the sentence might be.

Use a dictionary to look up the word prowling, and select the best definition for the word as it is used in this sentence.

• Think-Pair-Share:

"What do you notice about the content of the first sentence of explanation?" (It names the pairing, the distinction, the methods used, and the location in the text.)

"What do you notice about the content of sentences 2 through 4?" (These sentences explain Mama's reaction; they paraphrase evidence from the text to support the explanation.)

"What do you notice about the content of sentences 5 through 7?" (These sentences explain Jeanne's reaction; they use evidence from the text to support the explanation; sentence 5 starts with "in contrast," which highlights that this is a distinction.

"What do you notice about the content of sentences 8 and 9?" (These sentences explain the significance of this moment in the text and the meaning of the distinction.)

• Let students know they're going to work as a class to complete this work for chapter 1. Focus students on the chapter 1 table on the note-catcher. Point out that one additional distinction (fishing trips) and one connection (Papa/enemy) for chapter 1 are provided in the note-catcher.

• Direct students to pages 6 and 7, and ask them to review the section that makes the connection between Papa and "the enemy."

• Think-Pair-Share:

"What methods are used to convey this connection?" (Simile and description.)

• Call on students to share their initial thoughts. As students share, be sure to unpack methods terms and definitions as needed and add examples from chapter 1 for relevant methods used to the Authors' Methods anchor chart. Refer to the Authors' Methods anchor chart (example for teacher reference) as necessary.

• Direct students to work with a partner to complete the Explanation box for this connection. Remind them to use the sample and their analysis of the sample to help them construct their explanations. Refer to Connections and Distinctions: Farewell to Manzanar note-catcher (example for teacher reference).

• Explain that students will share their explanations for feedback in the closing.

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

A. Pair Share - RI.8.3 (5 minutes)

• Direct pairs to join another pair and share their explanations. Each pair will give one star and one step to help improve their explanation.

• As students meet, circulate, and review the responses and discussion to ensure students are developing a beginning understanding about how to analyze how the text makes connections among and distinctions between individuals, ideas, or events in Farewell to Manzanar.

• Once pairs are done sharing, encourage them to make revisions to their note-catchers. Also field any new questions about the specifics of the explanation or the note-catcher. Explain that they will continue to analyze how connections and distinctions within a text help to develop our understanding of the individuals, events, and ideas in the text during the rest of Unit 1 and Unit 2.

• 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.

MEETING STUDENTS' NEEDS

ELLs may find reading unfamiliar texts challenging. In preparation for the at-home reading assigned as homework, help students recall strategies for reading unfamiliar texts, generating a list as a class. Invite them to practice these strategies while reading from Farewell to Manzanar independently, at home. Examples:

Chunk the text into manageable amounts, e.g., sentences or paragraphs.

Circle unfamiliar words.

Use context or a dictionary to define unfamiliar words.

Annotate unfamiliar words with synonyms.

Underline important people, places, and things.

Read aloud.

Read repeatedly.

Silently paraphrase the chunks.

Summarize what you read for someone else, perhaps first in your home language.