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

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 1, Lesson 9 or the optional Entrance Ticket: Unit 1, Lesson 9 ▲.

• Once students have completed their entrance tickets, draw students’ attention to the Significant Ideas anchor chart, and add the significant idea presented in the entrance ticket: Manzanar pulled the Wakatsuki family apart. Use a total participation technique to review students’ responses to the second question on the entrance ticket, and add relevant notes to the anchor chart.

MEETING STUDENTS' NEEDS

During Opening A, invite students who need heavier support to use Entrance Ticket: Unit 1, Lesson 9 ▲. This resource includes a simple graphic organizer to help students organize and record their thinking.

• 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. Tell students that the habit of character focus of this lesson is respect.

A. Close Read: Farewell to Manzanar, Chapter 7 - 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 7 of Farewell to Manzanar."

• Focus students on the Close Readers Do These Things anchor chart and remind them that digging into the text deeper can help them understand it better, so they are going to dig deeper into chapter 7 of Farewell to Manzanar through close reading.

MEETING STUDENTS' NEEDS

In Work Time A, invite students to participate in a Mini Language Dive to explore textual evidence connected to a significant idea: that prejudice was a cause of Japanese American internment camps (SL.8.1a). As in the Mini Language Dive in Lesson 2, this Mini Language Dive also gives students the opportunity for further work with a relative clause, a useful structure for description that students can apply in their own speaking and writing. Help students to notice the connection and similarities between the structure of the sentences in both Language Dives.

In the next lesson, students will participate in a Language Dive using a sentence from Farewell to Manzanar to explore a significant idea from the text in preparation for the collaborative discussion during End of Unit 1 Assessment. 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?

• Move students into predetermined pairs. Use the Close Reading Guide: Farewell to Manzanar, Chapter 7 (for teacher reference) to set the purpose of the close read and to guide students through a close read of this chapter of Farewell to Manzanar. Distribute and display the Close Read: Farewell to Manzanar, Chapter 7 note-catcher. Refer to the guide for how to integrate the note-catcher. Also as necessary, draw on the Synopsis: Farewell to Manzanar, Chapter 7 to guide students in reading the text.

• Refer to Close Reading Guide: Farewell to Manzanar, Chapter 7 (for teacher reference) and Close Read: Farewell to Manzanar, Chapter 7 note-catcher (example for teacher reference) as necessary.

MEETING STUDENTS' NEEDS

To extend work with relative clauses after the optional Mini Language Dive in Work Time A, invite students to practice combining sentences to provide a cohesive description using restrictive (essential) relative clauses beginning with that. Use the following pairs of sentences:

Japanese American internment was something.Something was based on fear of others.

Manzanar was a place. A place had simple, uncomfortable barracks.

In the next lesson, students will participate in a Language Dive using a sentence from Farewell to Manzanar to explore a significant idea from the text in preparation for the collaborative discussion during End of Unit 1 Assessment. 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 emasculation, and select the best definition for the word as it is used in this sentence.

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

B. Culminating Task - RI.8.3 (5 minutes)

• Display and distribute Close Reading Culminating Task: Farewell to Manzanar, Chapter 7. Read the question aloud for students and field any clarifying questions before students work independently to complete the culminating task.

• Monitor students' work as they complete the task, referring to Close Reading Culminating Task: Farewell to Manzanar, Chapter 7 (example for teacher reference) as needed.

• Refocus the whole group. Tell students that their responses to the culminating task will help them participate in a collaborative discussion about Papa.

A. Collaborative Discussion - SL.8.1 (15 minutes)

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

"I can engage effectively in a collaborative discussion about a significant idea in the text by being prepared, drawing on my notes, and following rules for collegial discussions."

• Tell students that they will participate in a collaborative discussion based on the prompt from the culminating task. This discussion will help students practice for the end of unit assessment, which features another collaborative discussion to answer a different question. In both discussions, students will follow discussion norms and draw upon preparation (in this case, their answers to the prompt on the culminating task).

MEETING STUDENTS' NEEDS

Before the collaborative discussion, review the Conversation Cues students have been using while practicing speaking skills associated with SL.8.1. 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.

• Draw students' attention to the Discussion Norms anchor chart. Give them an opportunity to reread the items on the chart. Remind students that effective participation in a discussion requires more than sharing their thoughts aloud; it also requires listening to others, asking questions to better understand what others are saying, and answering questions to clarify their own points.

• Focus students on the Work to Become Ethical People anchor chart. Remind students that it is not easy for everyone to participate in a discussion. Uplift the habit of respect in preparation for the discussion.

• Turn and Talk:

"What does respect look like during a collaborative discussion?" (Responses will vary, but may include: listening carefully and quietly as others share ideas; building on the ideas of others; disagreeing politely.)

• Begin the discussion, using the question from the culminating task. Remind students that their responses should be supported with evidence from the chapter.

"What is one significant idea about Papa that is supported by this chapter? What evidence in the text makes you think that?" (Responses may vary, but are likely to be variations of the idea that Papa feels conflicted because of his loyalties to both the United States and Japan.)

• As needed, use Goal 4 Conversation Cues early in the discussion to spark students' contributions and help them think with others to expand the conversation.

"How is what ____ said the same as/different from what ____ said?"

"Do you agree or disagree with what your classmate said? Why?"

"Who can add on to what your classmate said?"

"Who can explain why your classmate came up with that response?"

• Make sure to reduce the use of Conversation Cues as the discussion progresses so that students assume ownership over the discussion and direct their responses to one another.

MEETING STUDENTS' NEEDS

In advance of the collaborative discussion, 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 things like the following:

"So, do you mean _____?"

"Sure. I think that _____."

"OK. One example is _____."

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

• As the discussion culminates, draw students' attention again to the Significant Ideas anchor chart. Cold-call students to share their understanding of the significant idea about Papa from this chapter and how it is conveyed. Invite students to also reference evidence from other passages in the text that also convey this significant idea (e.g., Papa burning the Japanese flag in chapter 1). Add relevant notes to the anchor chart.

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