A. Introduce Significant Ideas Anchor Chart - RI.8.3 (5 minutes)

• Invite students to retrieve their Connections and Distinctions: Farewell to Manzanar note-catchers. Then, display the Significant Ideas: Farewell to Manzanar anchor chart. Explain that, as students read Farewell to Manzanar, they will be tracking their understanding of significant ideas that are conveyed in the text.

• Draw student attention to the top of the anchor chart, which features the criteria for a significant idea. Read these criteria aloud. As needed, clarify that, in this module, a significant idea is an understanding that readers infer from a text. It often emerges from connecting events and/or individuals in a text to create a deeper understanding of some important aspect of the text. This can be different from a central idea, which explains what a text is about. Significant ideas might just be related to one element of the text, like an event or individual. Recognizing significant ideas helps us understand the text more deeply because we have a better understanding of people's relationships, motivations, and fears, and how events play a part in these.

• Point out the example significant idea on the anchor chart: Jeanne's youth impacts her understanding of and reactions to events in the text. Point out that this significant idea is related to the first example on students' note-catchers about the distinction between Jeanne's and Mama's reactions to Papa's absence. Invite students to reread the example explanation of this distinction on their note-catchers.

• Turn and Talk:

"How does this distinction between Jeanne's and Mama's reactions convey the significant idea that Jeanne's youth impacts her understanding of events in the text?" (Responses will vary, but may include: Jeanne's reaction to Papa's absence shows that she doesn't fully understand why Papa was taken away or how it might affect the family. The distinction between Jeanne's and Mama's responses makes this significant idea more clear.)

• Add the following note to the second table of the anchor chart as a model:

Jeanne's youth impacts her understanding of events in the text.

How do the authors convey this significant idea?

Distinction between Jeanne's and Mama's reactions to Papa's absence that show that Jeanne does not understand why Papa was taken away or what might happen to the family (8)

• Tell students that they will continue to add to this anchor chart across Units 1 and 2 as they read and analyze Farewell to Manzanar.

• 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

After students complete Entrance Ticket: Unit 1, Lesson 3, build in time to discuss the vocabulary from "The Power of Words Handbook." Use Goal 4 Conversation Cues.

A. Read Farewell to Manzanar, Chapter 2 - 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."

• Repeated routine: Read chapter 2 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 2 to each student to review the key details from the chapter.

• Prompt students to Turn and Talk:

"What is the gist of chapter 2?" (Jeanne's family moves to Terminal Island; Jeanne is scared of the island kids because they are Asian and rough; the US government moves Jeanne's family to the ghetto of Boyle Heights and then a few months later to Manzanar.)

• With students' support, record the meanings of Samurai (a warrior in the service of a lord in medieval Japan), patriarch (a man who is the leader of a family or tribe), remoteness (the quality of being at a far distance in space or time), anguish (terrible pain or suffering of the mind or body), chow/mess (food; a meal eaten by a group), and tarpaper (a thick, heavy paper saturated or coated with tar, used as a waterproof underlay in roofing and for other building purposes) 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. As necessary, review the term ghetto 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 mother and brother demonstrate perseverance and collaboration as they work to provide for the family and keep everyone together.)

• 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. Language Dive: Farewell to Manzanar, Page 12 - RI.8.3 (10 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."

• 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.

MEETING STUDENTS' NEEDS

To extend work with participle phrases after the Language Dive in Work Time B, invite students to look for other examples of participle phrases functioning as adjectives in chapters 1 and 2 of Farewell to Manzanar. Students can share these examples with classmates in small groups or discuss as a whole class.

• Reread paragraph 2 on page 12 of Farewell to Manzanar.

• Focus students on the sentence below:

  • "The secondhand dealers had been prowling around for weeks, like wolves, offering humiliating prices for goods and furniture they knew many of us would have to sell sooner or later."

• Use the Language Dive Guide: Farewell to Manzanar, Page 12 (for teacher reference) and Language Dive: Farewell to Manzanar, Page 12 Sentence Chunk Chart (for teacher reference) to guide students through a Language Dive conversation about the sentence. Distribute and display the Language Dive: Farewell to Manzanar, Page 12 note-catcher and the Language Dive: Farewell to Manzanar, Page 12 sentence chunk strips. Refer to Language Dive: Farewell to Manzanar, Page 12 note-catcher (example for teacher reference).

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

MEETING STUDENTS' NEEDS

• To build in work the supporting standards during the Language Dive in Work Time B, consider the following:

  • L.8.1c and L.8.3a: Students can replace would with other conditional verbs and verbs in other moods to explore the meaning and effects created by each one.

  • L.8.2a:

"Can you figure out why the authors included a comma in front of like wolves?" (to indicate a pause, which emphasizes the information)

• • L.8.4a: Students can discuss how context contributes to their understanding of individual words in the sentence.

• To extend work with participle phrases after the Language Dive in Work Time B, display other examples of participle phrases functioning as adjectives from chapters 1 and 2 of Farewell to Manzanar.

  • ". . . joining the line of boats heading out past the lighthouse, into the harbor" (4).

  • ". . . watching" (5).

  • ". . . wondering why everyone was crying" (8).

  • ". . . just quivering and glaring at the retreating dealer . . ." (13).

A. Analyze Connections and Distinctions: Farewell to Manzanar, Chapter 2 - 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. Review the directions, fielding any outstanding questions after yesterday's lesson.

• Ask a student to revoice the definition of significant to help ground the students as they begin to analyze the significant connections and distinctions in chapter 2.

• Focus students on the chapter 2 table on the note-catcher. Point out that the distinctions and connections for this chapter are provided in the note-catcher.

• Direct students to work with a partner to add in the methods for each of the listed distinctions and connections on the Connections and Distinctions: Farewell to Manzanar note-catcher. Remind them to use the Authors' Methods anchor chart as needed. Then direct them to collaboratively write the explanation for the third row--distinctions between Ocean Park, Terminal Island, Boyle Heights, and Manzanar.

MEETING STUDENTS' NEEDS

Distribute a pre-annotated copy of the text excerpt, highlighting key statements in the text with notes or small drawings that illustrate meaning. This support will help direct students' mental energy toward the goal of this activity (making connections between events and ideas), rather than meaning-making.

• Using a total participation technique, such as equity sticks, call on a few pairs to share their initial thoughts. 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 from chapter 2 for relevant methods used to the Authors' Methods anchor chart. Refer to the Authors' Methods anchor chart (example for teacher reference) as necessary.

• With 5 minutes remaining in the period, distribute Exit Ticket: Unit 1, Lesson 3. Direct students to complete the questions. Explain that the question formats used on the exit ticket will be used on the Mid-Unit 1 Assessment, which is focused on connections and distinctions. Collect and review the responses to check for understanding. Refer to Exit Ticket: Unit 1, Lesson 3 (answers for teacher reference).

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

"What significant idea is conveyed by this distinction in this chapter?" (Responses will vary, but may include: The distinctions in places the family lived show how drastic the changes were for them. They went from a stately home near the beach to ghettos and then to even worse conditions of unfinished barracks in the camp. These differences in the living conditions emphasize how Manzanar was completely unlivable and how it affects each member of the family, especially Mama and her sense of dignity.)

• Add the significant idea to the anchor chart. Refer to Significant Ideas anchor chart (example for teacher reference).

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