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

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 2, Lesson 4 or the optional Entrance Ticket: Unit 2, Lesson 4 ▲. Once students have completed their entrance tickets, use a total participation technique to review their responses. Refer to Entrance Ticket: Unit 2, Lesson 4 (example for teacher reference). Students will need to refer to the Significant Ideas anchor chart to complete the entrance ticket.

• Using a total participation technique, invite students to share aloud their answers to the last question on the entrance ticket. Add new relevant evidence to support a significant idea on the Significant Ideas anchor chart.

• Direct students’ attention to the Work to Become Effective Learners anchor chart, and tell students that the habit of character to focus on in this lesson is collaboration. As needed, invite students to share ideas about what effective collaboration looks and sounds like.

MEETING STUDENTS' NEEDS

During Opening A, invite students who need heavier support to use Entrance Ticket: Unit 2, Lesson 4 ▲. 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. Jigsaw: Farewell to Manzanar, Chapters 14-17 - RI.8.3 (25 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 chapters 14-17 of Farewell to Manzanar to develop my understanding of the text."

• Explain that students will use the Jigsaw protocol to analyze connections and distinctions in chapters 14-17 of Farewell to Manzanar. Students will become an expert on one of the chapters, and then report their findings to classmates who read different chapters.

MEETING STUDENTS' NEEDS

At the beginning of Work Time A, in preparation for the jigsaw activity, help students recall strategies for reading unfamiliar texts. Invite them to apply these while reading the independent research case studies:

Chunk the text into manageable amounts, e.g., sentences or paragraphs.

Circle unfamiliar words.

Use context or a dictionary to define unfamiliar words.

Annotate unfamiliar words with synonyms.

Underline important people, places, and things.

Read aloud.

Read repeatedly.

Silently paraphrase the chunks.

Summarize what you read for someone else, perhaps first in your home language.

• Review the jigsaw procedure: Students have expert groups and home groups. They will first work with their expert groups to read and analyze a chapter of Farewell to Manzanar. Then, they will share what they learned with their home groups and also learn about the other groups' chapters.

• Display expert group (e.g., AAAA, BBBB, CCCC, DDDD) and home group (e.g., ABCD) assignments. Have students move into their expert groups. Group(s) A will read chapter 14, group(s) B will read chapter 15, group(s) C will read chapter 16, and group(s) D will read chapter 17.

• Once students are settled in their expert groups, they can begin reading their assigned chapter with their classmates. Monitor the reading progress of the groups. Use the Text Guide: Farewell to Manzanar (for teacher reference) for comprehension and vocabulary questions as needed. 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 Work Time A, for ELLs who require heavier support, provide a summary of each chapter in English prior to the jigsaw activity. This will orient ELLs to the content they will encounter, helping them to balance the cognitive and linguistic demands of navigating new texts. For increased support, provide summaries in students' home languages.

• Students should not spend more than 15 minutes reading their assigned chapter, recording the gist, and updating the gist anchor chart. If students need additional support finishing the chapter on time, distribute Synopsis: Farewell to Manzanar, Chapters 14-17 to each student to review the key details from the chapter.

• When students have finished reading their assigned chapters, they can retrieve their Connections and Distinctions: Farewell to Manzanar note-catchers.

• Direct students to work with their expert groups to complete at least one connection or distinction in the tables for their assigned chapter on the Connections and Distinctions: Farewell to Manzanar note-catcher. Remind them to use the Authors' Methods anchor chart as needed. Refer to the Authors' Methods anchor chart (example for teacher reference) as necessary.

• Monitor the progress of jigsaw home groups, referring to Connections and Distinctions: Farewell to Manzanar note-catcher (example for teacher reference) as needed.

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

A. Jigsaw Share: Farewell to Manzanar, Chapters 14-17 - RI.8.3 (15 minutes)

• Direct students to return to their home groups (ABCD). Tell students that they are now going to consolidate their learning from the jigsaw and learn about the connections and distinctions made in chapters assigned to other expert groups.

• Students within home groups will take turns sharing aloud the significant connections and distinctions from their assigned chapters that they captured on their note-catchers.

• As students listen to the other students in their home group share out their identified connections and distinctions, they should take notes directly onto their own note-catchers.

• Circulate around the room to monitor progress. As productive, use strategic combinations of Conversation Cues to help students both be understood and understand others.

"Can you say more about that connection your expert group identified?" (Goal 1)

"So, do you mean ____?" (Goal 1)

"Who can repeat what your classmate said in your own words?" (Goal 2)

• Focus students on the Significant Ideas anchor chart, and ask jigsaw groups to share evidence to add to the chart. Some relevant connections and distinctions from the jigsaw chapters, which could serve as evidence to support significant ideas, are listed below.

  • Chapter 15: The distinction between Papa leaving for war and Woody leaving for war is evidence of the significant idea that Jeanne's youth impacts her understanding of events in the text.

  • Chapter 16: The distinction between Jeanne's ideas about "outside" America and the reality of America outside the camps is evidence of the significant idea that Jeanne's ambivalence toward her Japanese identity was increased and complicated by her experience at Manzanar.

  • Chapter 17: The connection between the Pearl Harbor and Hiroshima bombings is evidence of the significant idea that the idea of internment was created out of dangerous and unsupported assumptions.

• It is important that all students understand the significant ideas and events in these chapters. Circulate during student discussions to ensure students comprehend the significant events in the chapters. If not, distribute the Synopsis: Farewell to Manzanar, Chapters 14-17, and review the document as a class, highlighting key events such as the following: Jeanne's sister has a baby; Woody leaves for war; the Supreme Court declares the camps are illegal, but Jeanne's family doesn't leave right away because they don't have a home; on August 6, 1944, the United States bombs Hiroshima and WWII ends; in October, Jeanne's family leaves Manzanar.

• See the Connections and Distinctions: Farewell to Manzanar note-catcher (example for teacher reference) for more detailed explanations of these distinctions and connections and their relationships to significant ideas in the text.

MEETING STUDENTS' NEEDS

During the jigsaw share, invite students to share what their partners said to promote attentive listening, retelling, paraphrasing, and peer language modeling. Since students are accustomed to sharing out their own answer, explain why this is helpful, and provide them with frames and a model first: "My partner (or name of student) said __________."

• Note that the significant idea addressed in chapter 17, internment was created out of dangerous and unsupported assumptions, was added to the Significant Ideas anchor chart during the optional Mini Language Dive of Unit 1, Lesson 9. If students did not participate in that Mini Language Dive, add this idea to the anchor chart now. Invite students to share evidence that supports this significant idea, including meaningful connections and distinctions that emerged in chapter 17 and in earlier chapters.

• 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, collaboration, discussing what went well and what could be improved next time.