A. Engage the Learner - RI.8.3 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 2, Lesson 5. Once students have completed their entrance tickets, use a total participation technique to review their responses. Refer to Entrance Ticket: Unit 2, Lesson 5 (answers 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 the Significant Ideas anchor chart to support the idea that Jeanne's ambivalence toward her Japanese identity was increased and complicated by her experience at Manzanar.

• Direct students' attention to the Work to Become Effective Learners anchor chart, and tell students that the habit of character of focus for this lesson is perseverance as students read and analyze the complex anchor text. Students can also set personal goals to ensure continued effective perseverance in this lesson.

• 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 and Analyze Farewell to Manzanar, Chapters 19-20 - RI.8.3 (35 minutes)

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

"I can determine the meaning of unfamiliar vocabulary in chapters 19-20 of Farewell to Manzanar."

"I can analyze how the text makes connections among and distinctions between individuals, events, and ideas in chapters 19-20 of Farewell to Manzanar to develop my understanding of the text."

• Repeated routine: Read chapters 19-20 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, Chapters 19-20 to each student to review the key details from the chapter.

• Prompt students to Turn and Talk:

"What is the gist of chapter 19?" (The Wakatsukis return to California in a car Papa bought; they find an apartment in a housing project.)

"What is the gist of chapter 20?" (Jeanne starts school and faces racism when excluded from activities; she immerses herself in activities and befriends Radine, who sticks up for her.)

• With students' support, record the meanings of volition (preference, choice, made of own will), amorphous (having no particular shape, changeable), premonitions (forewarnings, hunches, apprehensions), guileless (honest, straightforward, innocent), intangible (not definite or clear, abstract, unreal), and gaudiness (showy, cheap, tasteless) 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:

"Consider the titles of each chapter. What do they suggest are the important events or ideas in the chapters?" ("Re-entry" suggests that the important events in chapter 19 are around the Wakatsukis returning to California and trying to start their life over again. "A Double Impulse" suggests that important ideas in chapter 20 are around Jeanne's impulses to want to fit in to American society and her desire to disappear.)

• Ask students to keep these important events and ideas in mind as they identify significant connections and distinctions and how they deepen understanding of the text. Have students retrieve their Connections and Distinctions: Farewell to Manzanar note-catchers.

• Direct students to work independently (if they are ready) or in pairs to complete at least one connection or distinction in the tables for each 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.

• Use a total participation technique to have students share the connections and distinctions they identified and their explanation. 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 targets.

A. Significant Ideas: Farewell to Manzanar, Chapters 19–20 – RI.8.3 (5 minutes)

• Refocus the class on the Significant Ideas anchor chart. Ask students to Think-Pair-Share:

“What significant ideas are conveyed in chapters 19 and 20? How are these ideas conveyed? What details, connections, or distinctions develop these ideas?” (Chapter 19: The connection between the cloud and hatred toward the Japanese is evidence of the significant idea that the effects and impact of being interned were experienced long after the closing of and departure from the camps. Chapter 20: The distinction between Woody and Papa upon their return to normal life is evidence of the significant idea that the effects and impact of being interned were experienced long after the closing of and departure from the camps; Jeanne’s determined attempts to live in the new world—trying to be American by baton twirling and joining clubs but not being fully accepted by her Caucasian peers nor her father because she is not Japanese enough.)

MEETING STUDENTS' NEEDS

Invite students to share what their partners say about significant ideas 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 __________."

• Record student responses on the Significant Ideas anchor chart. See the Connections and Distinctions: Farewell to Manzanar note-catcher (example for teacher reference) and the Significant Ideas anchor chart (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

Have students sketch a visual representation of the significant idea that the effects and impacts of being interned were experienced long after the closing of and departure from the camps. This will help students to process and demonstrate their receptive understanding of the text in an asset-based way that doesn't rely on speaking proficiency.

• Invite students to reflect on the habits of character focus in this lesson, perseverance, discussing what went well and what could be improved next time.