A. Engage the Learner - L.8.4 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 2, Lesson 6. Once students have completed their entrance tickets, use a total participation technique to review their responses. Refer to Entrance Ticket: Unit 2, Lesson 6 (answers for teacher reference).

• Using a total participation technique, invite students to share their definitions. Then, with students' support, record the meanings of diverged (having gone different directions, separated, divided), capitulate (give up, surrender), mediate (settle, negotiate, solve), assertive (forward or aggressive in speech or action), ultimatum (uncompromising demand), and obstinance (reluctance, stubbornness) 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.

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

MEETING STUDENTS' NEEDS

Build in time to discuss students' responses to the entrance ticket. Encourage students to explain how they used context clues, affixes, and roots to determine the meaning of each word. Students may also benefit from verifying the meaning of vocabulary in a dictionary.

• 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 Chapter 21 - RI.8.3 (25 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 chapter 21 of Farewell to Manzanar."

"I can analyze how the text makes connections among and distinctions between individuals, events, and ideas in chapter 21 of Farewell to Manzanar to develop my understanding of the text."

• Repeated routine: Read chapter 21 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 21 to each student to review the key details from the chapter.

• Prompt students to Turn and Talk:

"What is the gist of chapter 21?" (Jeanne wins carnival queen at school; her teachers and Papa try to stop her from becoming queen, her teachers because she is too Asian, Papa because she is not Asian enough.)

• Ask students to Think-Pair-Share:

"Consider the title of the chapter. What does it suggest are the important events or ideas in the chapter? Who is the 'girl of my dreams'? What does this metaphor convey?" ("Girl of My Dreams" suggests that the important events and ideas in chapter 21 are around Jeanne's struggle to fit into and be accepted by Anglo-American culture, to become a girl of her dreams. The "girl of my dreams" is both the blond, blue-eyed girl in Jeanne's dream (and popular, accepted girls like Lois and Radine), and it is also the girl that Jeanne hopes to become, her own person, accepting of self and accepted by others.)

• Ask students to keep these important events and ideas in mind as they identify significant connections and distinctions. 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. Refer to the Connections and Distinctions: Farewell to Manzanar note-catcher (example for teacher reference) as needed.

• Display the Significant Ideas anchor chart. Ask students to Think-Pair-Share:

"What significant ideas are conveyed in chapter 21? How are these ideas conveyed? What details, connections, or distinctions develop these ideas?" (Chapter 21: The idea conveyed is that Jeanne's ambivalence toward her Japanese identity was increased and complicated by her experience at Manzanar. Distinction between Radine's and Jeanne's social success; distinction between Jeanne's and Papa's ideas about what it means to be feminine and what's appropriate for Jeanne as a teenage girl; details about Jeanne's recurring dream; details about Jeanne's failed attempts at Odori classes; Jeanne makes progress toward understanding herself, but not yet there: She realizes that being the queen in this high school world is not who she is ("make believe carpet") but is not yet sure about herself ("I did not yet know of any truer destination").)

• 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.

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

A. Share Independent Research Reading - RL.8.10, RI.8.10 (15 minutes)

• Remind students that the purpose of research reading is to build their content knowledge on the topic so that many of the ideas and domain-specific vocabulary words become familiar. This makes complex texts easier to read and understand. Remind students that they are expected to read independently for 20 minutes each day for homework, logging their reading and choosing and responding to a prompt in their independent reading journals.

MEETING STUDENTS' NEEDS

During the independent research reading share, strategically use combinations of Conversation Cues to challenge students who need lighter support to deepen their thinking and expand the conversation:

"Can you say more about that?" (Goal 1)

"Can you figure out why [the author presented the information in that way]?" (Goal 3)

"How is what ___ said the same as/different from what ___ said?" (Goal 4)

• Explain that when a person is honest and follows through on tasks like homework, this demonstrates integrity. Consult the Work to Become Ethical People anchor chart to review integrity as necessary.

• Refer to the Independent Reading Sample Plans located on the Tools page) to guide students through a research reading share, or use another routine.

MEETING STUDENTS' NEEDS

During the Independent Research Reading share, strategically use combinations of Conversation Cues to help students who need heavier support be understood and improve their metacognition:

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

"What strategies have helped you succeed in your independent research reading?" (Goal 3)

• 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.