A. Engage the Learner – RI.8.3, RI.8.6 (5 minutes)

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

MEETING STUDENTS' NEEDS

During Opening A, invite students who need heavier support to use Entrance Ticket: Unit 2, Lesson 2 ▲. This resource includes sentence frames 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.

A. Read Farewell to Manzanar, Chapter 13 - RI.8.6 (15 minutes)

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

"I can analyze how the authors' point of view is conveyed and differs from other points of view in chapter 13 of Farewell to Manzanar."

• Repeated routine: Read chapter 13 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, Chapter 13 to each student to review the key details from the chapter.

• Prompt students to Turn and Talk:

"What is the gist of chapter 13?" (Jeanne tries many activities: Glee Club, hiking, camping, baton twirling, Japanese dance, ballet, and studying Catholicism.)

• With students' support, record the meanings of subsided (diminished, lessened), vulnerable (capable of being hurt), geisha (a Japanese woman trained as a performer), rapt (interested, absorbed), and devastated (broken, destroyed) 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.

• Ask students to Think-Pair-Share:

"What is Jeanne's point of view toward her teacher, Lois, the Odori teacher, and the ballet teacher, and how are those points of view conveyed?" (Responses will vary, but may include: Jeanne seems to have a more positive point of view toward the two Caucasian women [teacher and Lois] and a more negative point of view toward the two Japanese women [Odori and ballet teacher]. This is conveyed by her language and description. The Caucasian women are described as "the best teacher I ever had" and "pretty" whereas the descriptions of the Japanese women have more negative connotations, such as "mystery," "old," "occult," "foreign," "now overweight," "sad to watch," "hoisted," "scared me away.")

"What evidence from the text helps to convey that point of view?" (Responses will vary, but may include the evidence mentioned in the response above.)

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

B. Language Dive: Farewell to Manzanar, Page 104 - RI.8.3, RI.8.6 (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, events, and ideas in chapter 13 of Farewell to Manzanar."

• Display the Questions We Can Ask during a Language Dive anchor chart. Ensure students understand how to use these questions, pointing out that the questions underlined on the anchor chart are questions that students should always ask when they dive into a sentence.

MEETING STUDENTS' NEEDS

To extend work with the use of would to convey habitual actions in the past, after the Language Dive in Work Time B, invite students to look for other examples of would used in this way in sentences in chapter 13 of Farewell to Manzanar. Students can share these examples with classmates in small groups or discuss as a whole class.

• Reread aloud the final paragraph on page 104 of Farewell to Manzanar.

• Focus students on the sentence below:

  • "Late afternoons, practicing my baton in the firebreak, angrily I would throw him into the air and watch him twirl, and catch him, and throw him high, again and again and again."

• Use the Language Dive Guide: Farewell to Manzanar, Page 104 and Language Dive: Farewell to Manzanar, Page 104 Sentence Chunk Chart (for teacher reference) to guide students through a Language Dive conversation about the sentence. Distribute and display the Language Dive: Farewell to Manzanar, Page 104 note-catcher and the Language Dive: Farewell to Manzanar, Page 104 sentence chunk strips. Refer to Language Dive: Farewell to Manzanar, Page 104 note-catcher (example for teacher reference).

MEETING STUDENTS' NEEDS

To extend work with the use of would to convey habitual actions in the past, after the Language Dive in Work Time B, display other examples of this form from chapter 13 of Farewell to Manzanar to highlight usage:

"I would always take along a quart jar and a white handkerchief and sit for an hour next to the stream, watching it strain through the cloth, trickling under the glass" (95).

"She would kneel in her kimono and speak very softly in Japanese, while her young assistants would gracefully swing closed knees or bend her swanlike neck to the old geisha's instructions" (98).

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

A. Analyze Connections and Distinctions: Farewell to Manzanar, Chapter 13 - 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, events, and ideas in chapter 13 of Farewell to Manzanar."

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

• Direct students to work with a partner to complete at least one connection or distinction in the table for chapter 13 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 distinction and/or the Language Dive work in Work Time B for 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.

• Using a total participation technique, such as equity sticks, call on a few pairs to share their explanations. 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 for relevant methods used to the Authors' Methods anchor chart. Refer to the Authors' Methods anchor chart (example for teacher reference) as necessary.

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

"What significant idea is conveyed by the distinction and connection in this chapter?" (Jeanne's ambivalence toward her Japanese identity was increased and complicated by her experience at Manzanar.)

• Introduce the word ambivalence as needed to help students explain the tension Jeanne feels between the American and Japanese parts of her identity and how Papa feels in terms of his divided loyalties. Add ambivalence to the academic word wall, with translations in students' home languages. Write synonyms or sketch a visual above the word to scaffold students' understanding. Invite students to record the word in their vocabulary logs.

• 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.