A. Engage the Learner - L.8.4 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 1, Lesson 5. Once students have completed their entrance tickets, use a total participation technique to review their responses. Refer to Entrance Ticket: Unit 1, Lesson 5 (answers for teacher reference).

• Explain to students that while these new terms are helpful in discussing and understanding the experience of Japanese Americans, the authors of Farewell to Manzanar chose to use the term internment and therefore that term is used in this module. Also, explain that throughout the module, students will read more about these terms and the diverse experiences and responses of Japanese Americans to internment. Additionally, explain that language is a living entity in many ways, and people's changing understandings are often reflected in changing language. In Unit 3, as they read more contemporary texts, students will explore and use terms like incarceration and forced removal to discuss this period in history.

• 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, Chapters 3-4 - 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 chapters 3-4 of Farewell to Manzanar."

• Repeated routine: Read chapters 3-4 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, Chapters 3-4 to each student to review the key details from the chapter.

MEETING STUDENTS' NEEDS

In Work Time A, to provide additional support with participle phrases after the optional Mini Language Dive, invite students to summarize the different ways in which -ing words can function in English (as verbs, nouns [gerunds], or adjectives). To help students continue to build linguistic knowledge of these forms, invite them to find examples from Farewell to Manzanar of each. Students can then explain whether the -ing word they have located is a participle, a gerund, or a verb and what clues within a sentence they used to make the determination.

• Prompt students to Turn and Talk:

"What is the gist of chapters 3-4?" (On the first morning in Manzanar, Jeanne's family wakes up covered in dust; Woody guides them to fix holes and cracks in their barrack. The camp is unlivable: buildings are unfinished, the clothes are too big and US army castoffs, the food is inedible, the bathrooms have poor or no plumbing and are not private.)

• With students' support, record the meanings of assert (to state with force or confidence), cubicle (any very small room or partitioned space, as in an office or dormitory), partitions (a wall or partial wall that separates or divides space), latrine (a toilet for use by many, with or without plumbing, as in a camp or a military barracks), subordinate (make less important than), and desolate (without the things that are necessary or desirable for life; very lonely or without hope) 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.

• Ask students to Think-Pair-Share:

"What examples of habits of character were evident in this chapter?" (Responses will vary, but may mention how Woody demonstrates empathy and compassion for his family and perseverance as he works to improve their living conditions. Also, the old woman in the latrine shows compassion and empathy for Mama's desire for privacy by loaning her the cardboard screen.)

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

B. Analyze Connections and Distinctions: Farewell to Manzanar, Chapters 3-4 - 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."

• Ask students to retrieve the Connections and Distinctions: Farewell to Manzanar note-catcher.

MEETING STUDENTS' NEEDS

In Work Time B, invite students to participate in a Mini Language Dive to explore how the authors compare Woody and Papa (RI.8.3). Building on the Language Dive in Lesson 3, this Mini Language Dive also gives students the opportunity for further work with L.8.1a, as it features a participle phrase functioning as an adjective.

• Think-Pair-Share:

"What is one success you are experiencing with the connections and distinctions analysis so far?" (Responses will vary, but may include: I can determine if something is a connection or a distinction; I can identify the methods used to convey it.)

"What is one challenge you are experiencing? What steps might you take to help you with that challenge?" (Responses will vary, but may include: I sometimes find it hard to know whether something is significant or not, or I have a hard time writing the explanations even though I know what I want to say; I can talk things through with my partner; I can reread the text; I can ask my partner questions.)

• Direct students to keep in mind their successes and challenges as they work with a new partner.

• Focus students on the chapters 3 and 4 table on the note-catcher. Point out that the distinctions and connections for these chapters are again 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 discuss the explanation for the connection in chapter 3 (Woody's/Papa's personality) or the first connection in chapter 4 (military life/internment life). Then students can write the explanation. Pairs can choose or can be assigned the connection for the explanation.

• 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 3 for relevant methods used to the Authors' Methods anchor chart. Refer to the Authors' Methods anchor chart (example for teacher reference) as necessary.

• Explain that in the next lesson, students will have the first of two assessments focused on connections and distinctions and how they help us understand the text. This first assessment will not include the explanation writing, but the one in Unit 2 will. Assure students that they will have more practice writing explanations and getting feedback before that time. The first assessment is composed of selected response and short constructed response items, similar to those on this lesson's exit ticket.

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

A. Exit Ticket – RI.8.3 (10 minutes)

• Distribute Exit Ticket: Unit 1, Lesson 5. Direct students to complete the questions. Collect and review the responses to check for understanding. Refer to Exit Ticket: Unit 1, Lesson 5 (answers for teacher reference).

• The last question on students’ exit tickets challenges students to name a significant idea about Mama that is conveyed through connections and distinctions in this chapter. Using a total participation technique, invite students to share the ideas they generated. As needed, use strategic combinations of Conversation Cues to help students expand and deepen their thinking.

“Can you say more about that?” (Goal 1)

“What in the text makes you think so?” (Goal 3)

“Who can add on to what your classmate said?” (Goal 4)

• Draw students’ attention to the Significant Ideas anchor chart. Add the following significant idea: Mama has a deep sense of personal dignity, which is threatened by the conditions at Manzanar.

• Ask:

“How do the authors convey this significant idea? You can refer to your note-catchers and exit tickets.” (Responses will vary, but may include: through distinctions between Mama’s and Woody’s attitudes to highlight Mama’s outrage at the conditions at Manzanar; through dialogue from Mama—“Animals live like this”; through descriptions of Mama reacting to the disgusting latrines.)

• Invite students to briefly revisit earlier chapters for other passages that convey this significant idea about Mama. If students are struggling to locate passages independently, invite them to work in pairs or triads to examine the passage from chapter 2, in which Mama is offered humiliatingly low prices by a dealer for a precious set of china (12–13). As students report ideas aloud, add relevant notes to the anchor chart. Refer to Significant Ideas anchor chart (example for teacher reference).

MEETING STUDENTS' NEEDS

Invite students to share what their partners said to promote attentive listening, retelling, paraphrasing, and peer language modeling. Since students are accustomed to sharing out their own answer, explain why this is helpful and provide them with frames and a model first: "My partner (or name of student) said __________."

• 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.