A. Engage the Learner - RI.8.6 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 2, Lesson 1. Once students have completed their entrance tickets, use a total participation technique to review their responses. Refer to Entrance Ticket: Unit 2, Lesson 1 (example for teacher reference).

MEETING STUDENTS' NEEDS

Invite students to briefly recall and review purpose and point of view using the text from Module 2: The Omnivore's Dilemma. In Module 2, students read this text and considered Michael Pollan's purpose and motivation in writing the text and in sharing information, and determined his point of view toward various concepts and practices. Recalling this information will help to ground students in concepts of point of view and purpose as they begin work with these in this unit.

• Explain that beginning in this lesson, students will be analyzing the authors' point of view toward the individuals, events, and ideas in the book. Remind them that an author's purpose is often revealed through an examination of point of view.

• 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

Review the concepts of purpose and point of view to help students understand the differences between the two. Create a simple chart with two columns, one labeled "point of view," and one labeled "purpose." Invite students to generate examples of their point of view and purpose in doing familiar activities like the following:

- Attending school:

- Purpose: to learn

- Point of view: It's fun to see my friends at school.

- Reading a book:

- Purpose: to gather information

- Point of view: It's harder than watching TV.

Point out to students that there is more than one possible purpose and point of view for each activity. Help students to understand that when authors write a text, they also have a purpose for doing so and a point of view about the topic. Likewise, individuals within a book have a point of view toward ideas, events, experiences, and other individuals.

A. Read Farewell to Manzanar, Chapter 12 - RI.8.6 (15 minutes)

• Repeated routine: Read chapter 12 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.

MEETING STUDENTS' NEEDS

In the next lesson, students will participate in a Language Dive using a sentence from Farewell to Manzanar. 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?

• If students do not finish reading the chapter within the allotted reading time, distribute Synopsis: Farewell to Manzanar, Chapter 12 to each student to review the key details from the chapter.

• Prompt students to Turn and Talk:

"What is the gist of chapter 12?" (The family moves to a new block; life becomes "tolerable" with more room, more finished buildings, work, school, and hobbies.)

• With students' support, record the meanings of shrewd (perceptive, smart), turmoil (confusion, disturbance), sustenance (means of sustaining life), subdued (quiet, repressed, controlled), and suspended (stopped temporarily, interrupted) on the academic 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.

MEETING STUDENTS' NEEDS

In the next lesson, students will participate in a Language Dive using a sentence from Farewell to Manzanar. 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 twirling, and select the best definition for the word as it is used in this sentence.

• Ask students to Think-Pair-Share:

"What examples of habits of character were evident in this chapter?" (Responses will vary, but may mention how the internees show perseverance as they work to make their lives in Manzanar tolerable in their jobs, hobbies, and improvements to living conditions.)

• Ask students to Think-Pair-Share:

"What is the authors' point of view toward Manzanar in the spring of 1943, and how do they convey that point of view?" (Responses will vary, but may include: The authors seem to convey a more positive attitude toward Manzanar due to the changes that occurred in the spring of 1943. They convey this by explaining those changes and by providing examples of the activities and events that helped the internees feel like they had a more normal life.)

"What evidence from the text helps to convey that point of view?" (Responses will vary, but may include: ". . . those trees stand in my memory for the turning of our life in camp, from the outrageous to the tolerable" (85).

B. Analyze Connections and Distinctions: Farewell to Manzanar, Chapter 12 - 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."

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

MEETING STUDENTS' NEEDS

After Work Time B, invite students to participate in a Mini Language Dive in small groups to explore how the writers use an analogy to make a connection between the mountains and forces in life that cannot be changed (RI.8.3). This sentence also helps to address RI.8.6, as it gives insight into Papa's point of view toward his experience during the war and, perhaps, toward life in general. Lastly, it helps students to address L.8.1a, as it contains a participle adjective phrase (reminding a man that sometimes he must simply endure that which cannot be changed).

In the next lesson, students will participate in a Language Dive using a sentence from Farewell to Manzanar. 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?

• Direct students to work with a partner to complete at least one connection or distinction in the table for chapter 12 on the Connections and Distinctions: Farewell to Manzanar note-catcher. Suggest that they revisit the point of view work from Work Time A to uncover one possible connection. Remind them to use the Authors' Methods anchor chart as needed. Refer to the Authors' Methods anchor chart (example for teacher reference) as necessary.

• Use a total participation technique to have each pair share the connection/distinction they identified and explained in their note-catcher. If students don't mention analogy or don't understand the analogy in chapter 12, review it as a class. Ask students to Think-Pair-Share:

"What is an analogy? How do the authors use the mountains as part of an analogy in chapter 12?" (An analogy is a comparison that explains a potentially new idea or thing by connecting it to a different and familiar idea or thing. The authors use the mountains as an analogy to the ways of thinking by the internees that helped them to survive.)

• Invite pairs who explained unique connections or distinctions to come to different sections of the board or chart paper posted around the room to record their explanation. Allow several minutes for students to find on the board or chart papers a connection/distinction that is different from the one they explained. They can read the posted explanation and record the connection/distinction in their note-catcher. Refer to Connections and Distinctions: Farewell to Manzanar note-catcher (example for teacher reference).

MEETING STUDENTS' NEEDS

In the next lesson, students will participate in a Language Dive using a sentence from Farewell to Manzanar. 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 twirling, and select the best definition for the word as it is used in this sentence.

• Refocus the class to unpack methods, terms, and definitions as needed and add examples for relevant methods used to the Authors' Methods anchor chart, including adding analogy. Refer to the Authors' Methods anchor chart (example for teacher reference) as necessary.

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

A. Exit Ticket - RI.8.3, RI.8.6 (10 minutes)

• Distribute Exit Ticket: Unit 2, Lesson 1. Direct students to complete the questions. Collect and review the responses to check for understanding. Refer to Exit Ticket: Unit 2, Lesson 1 (answers for teacher reference).

• Draw students' attention to the Significant Ideas anchor chart, and ask:

"What significant idea is conveyed by the connection on the exit ticket?" (Jeanne's family found solace and the strength to survive by turning to nature and its lessons of endurance and patience.)

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

• 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.