EL Ed Central 6-8 - EL

These are DRAFT materials developed by OUSD teachers for OUSD teachers, not yet a complete core ELD program.
Grade 8 Module 4 Designated ELD Scope and Sequence may be viewed here for context and big picture.
Please consider filling out the Designated ELD for EL Ed Lesson Feedback Form to help us improve the Designated ELD lessons, units and modules.

G8-M4-U2-L1 - Pictorial Slides and Student Handout

G8-M4-U2-L2-3 Language Dive Slides

G8-M4-U2-L6-L7 Language Dive Slides and Student Handout and Sentence chunks

G8-M4-U2-L13 Language Dive Slides and Student Handout and Sentence chunks and Model Essay

G8-M4-U2-L16-L17 Language Dive Slides and Student Handout and Sentence chunks

G8-M4-U2-L18 Text Based Discussion Slides and Student Handout and Anchor Chart

Unit Description

In this unit, students continue to explore the topic of Japanese American internment and analyze how significant ideas from Farewell to Manzanar are conveyed in the film adaptation of the text. In the first half of the unit, students read Part 2 of Farewell to Manzanar and continue to track connections and distinctions between individuals, ideas, and events in the text and answer selected and constructed response questions about connection and distinctions, point of view, vocabulary, and language to consider meaning in the text. For example, students consider how the authors use figurative language to make a connection between the narrator Jeanne Wakatsuki's baton and her father to convey Jeanne's anger toward her father. This work prepares students for the Mid-Unit 2 Assessment. Students also watch the third segment of the film adaptation of Farewell to Manzanar in Lesson 3 and continue to track the extent to which the film Farewell to Manzanar stays faithful to or departs from the text.

In the second half of Unit 2, students read the final chapters of Farewell to Manzanar while tracking connections and distinctions in the text and finish watching the film adaptation of Farewell to Manzanar. For the End of Unit 2 Assessment, students choose a significant idea from Farewell to Manzanar and write a literary argument essay to evaluate how effectively the film conveys this significant idea. In preparation for this assessment, students analyze a model essay that centers on how the film conveys the significant idea that Jeanne Wakatsuki's youth impacts her understanding of events in the text. They will then plan and draft a practice essay with partners to evaluate how the film conveys the significant idea that Jeanne's father feels deeply conflicted loyalties, both to Japan and to America. Finally, they will plan and draft their assessment over a series of scaffolded lessons.

Habits of Character/Social-Emotional Learning Focus

Central to the EL Education curriculum is a focus on "habits of character" and social-emotional learning. Students work to become effective learners, developing mindsets and skills for success in college, career, and life (e.g., initiative, responsibility, perseverance, collaboration); work to become ethical people, treating others well and standing up for what is right (e.g., empathy, integrity, respect, compassion); and work to contribute to a better world, putting their learning to use to improve communities (e.g., citizenship, service).

In this unit, students focus on working to become ethical people habits of character as they practice respect, empathy, and compassion when reading about the experiences of Japanese American internment and with peers who may have personal connections to the experiences described. Students also focus on working to become effective learners as they collaborate with peers to write a practice literary argument essay and as they persevere to write an essay independently for the End of Unit 2 Assessment.

Texts

Farewell to Manzanar (DVD)

by John Korty, director

one per classroom

Farewell to Manzanar

by Jeanne Wakatsuki Houston and James D. Houston

one per student

Preparation and Materials

Prepare vocabulary logs and independent reading journals.

Ensure that families are aware of the sensitive content of Farewell to Manzanar, such as prejudice and unjust treatment toward Japanese Americans, alcoholism, challenging family dynamics, and the deaths of individuals in the text, and prepare students who may be affected by this content in advance.

The following materials from Module 4, Unit 1 are referenced throughout this unit:

Authors' Methods anchor chart
Connections and Distinctions: Farewell to Manzanar note-catcher
Significant Ideas anchor chart
Compare Text to Film: Farewell to Manzanar note-catcher

In Unit 3, students will conduct research to learn more about activist organizations whose work embodies lessons from internment in their communities. Begin to carefully consider the span of the "community" within which students should operate. In urban areas with large populations, it may be sufficient to consider the community to be the neighborhood or city within which students live. In smaller towns, it may be necessary to expand the definition of community to include neighboring cities, counties, or regions in the country.

Successful participation in Unit 3, Lessons 6-12, requires that students are able to reach a local organization by phone and interview a representative of that organization. Ensure that students are able to make contact with organizations by beginning now to develop a short list of prevetted organizations. Begin to reach out to these organizations now to gauge their willingness to be interviewed and let them know of the date when they may expect a call. In Unit 3, students will be assigned one of the organizations from the list as one of the three organizations they research and prepare to interview.

Also at this time, consider inviting community members such as other students, teachers, family members, and people associated with the prevetted organizations to join in the Activist Assembly. Students may want to create formal, written invitations to send to these community members.