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

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 1, Lesson 4.

MEETING STUDENTS' NEEDS

After students complete Entrance Ticket: Unit 1, Lesson 4, invite them to share examples of how filmmakers have made choices about the elements of film in popular movies. Students can share these examples with small groups or with the class as a whole.

• Once students have completed their entrance tickets, use a total participation technique to review their responses. Refer to Entrance Ticket: Unit 1, Lesson 4 (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

After students confirm the precise meanings of sequence, blocking, and voiceover, as needed, allow time for students to use dictionaries to confirm the precise meanings of additional words from the entrance ticket, as needed.

A. Analyze Farewell to Manzanar, Part 1 - RL.8.7 (35 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, in four lessons across Units 1 and 2, they are going to watch the Farewell to Manzanar film. The work they complete as they watch the film will inform the literary argument essays that they write during Unit 2. Explain that when a text is made into a film, it is important to recognize how faithfully that film captures the text. Students will conduct this analysis in the four film-watching lessons.

MEETING STUDENTS' NEEDS

Before students view the first segment the film adaptation of Farewell to Manzanar in Work Time A, invite them to make a list of significant ideas from chapters 1 and 2 of the text. This will help to orient students to the film viewing task through review and help them to focus on key events, ideas, and individuals from the text.

• Distribute the Compare Text to Film: Farewell to Manzanar note-catcher. Read the directions aloud and field any immediate questions. Draw students' attention to the first table. Point out the sample responses in both columns of row 1 and in the right-hand column of row 2.

• Invite students to discuss the provided sample answers about the first and second moments in the film. Turn and Talk:

"What do you notice and wonder about the note-catcher and/or sample answers?" (Responses will vary.)

• Students can refer to their entrance tickets for additional examples of filmmakers' choices as needed.

• Clarify that students should focus on completing the left-hand column of the first table as they watch the film. Because the right-hand column requires students to use their texts and Connections and Distinction note-catchers, they will have several minutes after viewing and for homework to complete this work. Also explain to students that the second question in the second column about significant ideas requires a deep understanding of significant ideas in the text. Students will answer the significant ideas questions later, after more of the text has been read and analyzed.

• Finally, note that this film segment contains content from chapters 1, 2, 6, and 22. Since students have only, at this point, read chapters 1 and 2, some of the film content may be new or unfamiliar to them.

• 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.

• Use the device to show the first segment of the film Farewell to Manzanar (00:00:00-00:27:30). As students watch, monitor their attention and progress on their note-catchers, providing encouragement and clarification as needed.

• Pause the film after the party scene (00:05:36), and read aloud the sample notes in each column of the first row on the Compare Text to Film note-catcher, reminding students that the notes in the left-hand column describe the moment in the film including the choices the filmmakers made. The notes in the right-hand column compare the film to the text.

• Before starting the film again, ask students to review the notes in the right-hand column of the second row. They can also use their anchor text, gists, or their Connections and Distinctions: Farewell to Manzanar note-catcher to review the text version of these moments (Papa burns the Japanese flag, Mama reads newspaper, Mama breaks china, family arrives at Manzanar). Then play the remaining minutes of the film segment (to 00:27:30), pausing at the end of each moment as necessary for students to take notes.

• 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, and their Connections and Distinctions note-catcher as they work.

MEETING STUDENTS' NEEDS

To help students navigate the content of the first film segment, cut the bullet points from each row in the first column of the Compare Text to Film: Farewell to Manzanar note-catcher (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.

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

A. Peer Share: Compare Text to Film Note-Catchers - RL.8.7 (5 minutes)

• Direct students to pair up and share their notes about Film Segment 1 on their note-catchers. Each student will give one star and one step to help improve their partner's notes about the choices regarding the three elements in the first segment of the film.

• Monitor students' discussions, and use specific questions to cue students to think with others and expand the conversation:

"How is what you wrote different from what your partner wrote?"

"Can you explain why your partner described the voiceover choices in this way?"

"Can you add to your partner's ideas about the camera work in this scene?"

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