A. Engage the Learner - W.8.1b (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 2, Lesson 14.

• Once students have completed their entrance tickets, use a total participation technique to review their responses. Refer to Entrance Ticket: Unit 2, Lesson 14 (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.

A. Analyze the Model: Proof Paragraph 2 – W.8.1b (10 minutes)

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

“I can identify the point, evidence, and reasoning in Proof Paragraph 2 of a model argument essay.”

• Remind students that one of the most important aspects of a Proof Paragraph is including evidence that directly supports the point stated. The evidence sandwich includes three parts:

  • The point (bread)

  • The evidence introduced with context (the filling)

  • The reasoning (more bread)

• Remind students that in these essays about how faithful the film is to the text of Farewell to Manzanar, there are two evidence sandwiches in each Proof Paragraph. Display and ask students to retrieve their copies of the Model Argument Essay: “How Farewell to Manzanar Conveys Jeanne’s Youth.” Read Proof Paragraph 2 aloud, prompting students to think about these three components of a Proof Paragraph as they follow along.

MEETING STUDENTS' NEEDS

In the next lesson, students will participate in a Language Dive using a sentence from Model Argument Essay: "How Farewell to Manzanar Conveys Jeanne's Youth" to explore how a writer introduces a counterclaim in an argument essay. 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.

• Have students practice identifying the important aspects of a Proof Paragraph by finding and discussing the evidence sandwich in Proof Paragraph 2 of their Model Argument Essay: “How Farewell to Manzanar Conveys Jeanne’s Youth.”

• Turn and Talk:

“What do you notice about the organization of this paragraph, as compared to Proof Paragraph 1 ?” (They are organized very similarly. Both start with a description of a moment in the text before moving to discuss the film. Both Proof Paragraphs have two evidence sandwiches—one about the text and the next about the film.)

“What is the point of the Proof Paragraph 2?”

“What is the point/bread for the text evidence sandwich?” (The writer names the moment of Jeanne’s understanding of the word inu.)

“What is the evidence/filling from the text?” (“Jeanne and Mama hear two women call Papa an inu, which means dog in Japanese. At the time, Jeanne thinks the women who said this are just speaking badly about Papa ‘because he never socialized’ (60). Years later, Jeanne would learn that ‘inu also meant collaborator or informer’ (61)—in other words, a traitor.”)

“What is the reasoning/bread for the text evidence?” (“This distinction between Jeanne’s early and later knowledge of this word emphasizes all that Jeanne did not know while she was a child living at Manzanar.”)

“What is the point/bread for the film evidence sandwich in Proof Paragraph 2?” (“In this moment in the film, the filmmakers use dialogue to convey Jeanne’s naivete and confusion.”)

“What is the evidence/filling from the text?” (“In a departure from the text, Jeanne asks Mama what an inu is, and Mama answers in the moment. She says that ‘here, it means worse [than dog]: someone who helps the enemy.’ The camera shows Jeanne looking up, clearly trying to make sense of what she is told. She asks, ‘Who is the enemy?’ Mama is not able to provide an exact answer, suggesting that the answer to this question is more complicated than young Jeanne can comprehend.”)

“What is the reasoning/bread for the film evidence sandwich?” (“In this scene, Jeanne’s questions signal to the viewer that Jeanne does not fully understand what makes an inu or why Papa is being accused of disloyalty. Mama’s response shows that she is not able to give Jeanne a simple answer to her naive question. By using dialogue in this scene, the filmmakers help the viewer to understand that Jeanne’s youth keeps her from comprehending these complicated ideas.”)

• Circulate as students complete the task, clarifying any misconceptions and answering questions.

MEETING STUDENTS' NEEDS

In the next lesson, students will participate in a Language Dive using a sentence from Model Argument Essay: "How Farewell to Manzanar Conveys Jeanne's Youth" to explore how a writer introduces a counterclaim in an argument essay. 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 wish to add any unknown vocabulary to their vocabulary logs.

• Display the Characteristics of Argument Writing anchor chart. Review aspects of Proof Paragraphs with students. Invite students to help record additional important aspects of Proof Paragraphs on the anchor chart.

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

B. Orally Rehearse Proof Paragraph 2 - W.8.5 (10 minutes)

• Ask students to join their practice essay partner. Provide students an opportunity to orally review or add to the plan they created for Proof Paragraph 2 of their practice essay, planned in Lesson 11. Students should orally rehearse both evidence sandwiches they plan on using in their practice essay Proof Paragraph 2. Students can draw on their Practice Argument Essay Writing Plan graphic organizer to guide their planning and oral rehearsal.

• As applicable, support students by prompting pairs to ask each other the following six questions:

"What will you write as your text point/bread?" (Responses should identify the reasons students already planned together in Lesson 11.)

"What will you write as your text evidence/filling?" (Responses will vary.)

"What will you write as your text reasoning/bread?" (Responses will vary.)

"What will you write as your film point/bread?" (Responses should identify the reasons students already planned together in Lesson 11.)

"What will you write as your film evidence/filling?" (Responses will vary.)

"What will you write as your film reasoning/bread?" (Responses will vary.)

• Consult the Practice Argument Essay Writing Plan graphic organizer (example for teacher reference) for possible student responses.

• Provide time for students to make revisions to their plans as needed. Students will use the updated plans to draft Proof Paragraph 2 independently.

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

C. Practice Essay: Draft Proof Paragraph 2 – W.8.1b, W.8.4 (15 minutes)

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

“I can write Proof Paragraph 2 for my practice essay.”

• Tell students they are now ready to draft Proof Paragraph 2 of their practice essays. Explain to students that they will draft Proof Paragraph 2 independently.

• Remind them to use the same series of questions used in the rehearsal to guide their writing.

“What is your point/bread?” (Responses will vary.)

“What is your evidence/filling?” (Responses will vary.)

“What is your reasoning/bread?” (Responses will vary.)

• Invite students to retrieve their devices and to gather any remaining materials from the list below, and refer to the Characteristics of Argument Writing anchor chart as they write:

  • Model Argument Essay: “How Farewell to Manzanar Conveys Jeanne’s Youth”

  • Argument Writing checklist

  • Painted Essay® template

  • Practice Argument Essay Writing Plan graphic organizer

  • Farewell to Manzanar

  • Connections and Distinctions: Farewell to Manzanar note-catcher

  • Compare Text to Film: Farewell to Manzanar note-catcher

  • Close Read: Farewell to Manzanar, Chapter 7 note-catcher

  • Significant Ideas anchor chart

• Circulate to support students as they write and to identify common issues to use as whole group teaching points.

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

A. Pair Share: Proof Paragraph 2 - W.8.1b (5 minutes)

• Organize students into their pairs from Work Time B.

• Display and invite students to retrieve their copies of the Argument Writing checklist. Point out the following criteria on the checklist:

  • "W.8.1a: My reasons and evidence are organized logically, in a way that is easy to follow."

  • "W.8.1b: I support my claim with logical reasoning and relevant evidence."

• Invite partners to swap Proof Paragraphs, with partner A reading the work partner B did on Proof Paragraph 2, and vice versa, paying attention to the criteria listed above.

MEETING STUDENTS' NEEDS

As in Lesson 13, during the pair share portion of this lesson, encourage students to generate a list of three specific stars and three specific steps for improvement for their partners. Encourage celebration and build students' confidence by inviting each student to share out one special strength they identified in their partner's introduction.

• Ask students to share relevant feedback and to note any necessary revisions.

• As necessary, ask questions such as the following:

"What strengths can you identify in your partner's work?"

"What next steps can you name for your partner?"

• Invite students to record "Y" for Yes and the date in the final column of their Argument Writing checklist if they feel the criteria marked on their checklists have been achieved in their writing in this lesson. Remind students to revise Proof Paragraph 2, as needed.

MEETING STUDENTS' NEEDS

As in Lesson 13, during the pair share, to maximize feedback, have students work in small groups of three or four, rather than pairs, to provide an opportunity for students to receive feedback from more than one person. This will also allow students to see multiple examples of others' writing, which will help to inform students' own work, as well.