A. Engage the Learner (5 minutes)

• Invite students to retrieve their Compare Text to Film: Farewell to Manzanar note-catchers. Draw their attention to the table for Film Segment 4. Ask students to note the six moments of focus described in the left-hand column of the table. Remind students that these moments are the six sections of the film segment that they will focus on as they watch.

• Refer students to the page numbers included in the right-hand column of the table. Remind students that this is where these moments can be found within the chapters they have already read. Ask students to retrieve their copies of the text Farewell to Manzanar, and give them a few minutes to revisit these pages, reminding themselves of the content and the way that the authors have conveyed these moments in the text.

MEETING STUDENTS' NEEDS

For additional support in the opening of the lesson, work as a class to generate a list of notes about the important moments in the text that students will encounter while viewing the final segment of the film adaptation of Farewell to Manzanar. This will help students to process and retain this information as they view the film.

• 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 Farewell to Manzanar, Part 4 - RL.8.7 (35 minutes)

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

"I can analyze the extent to which the film Farewell to Manzanar stays faithful to or departs from the text, evaluating the filmmakers' choices."

• Tell students that they are now going to watch the fourth segment of the Farewell to Manzanar film. They will use their Compare Text to Film: Farewell to Manzanar note-catchers, taking notes in the fourth table. Give students a moment to review their notes from the previous film segments to remind themselves of their earlier work.

MEETING STUDENTS' NEEDS

Before students view the final segment of the film adaptation of Farewell to Manzanar in Work Time A, invite them to make a list of significant ideas from chapters 8, 11, 13, 14, 15, 17, and 22 of the text. This will help to orient students to the film viewing task through review and help them to focus on key events, ideas, and individuals from the text.

• Remind students to keep in mind the habits of character on the Work to Become Effective Learners anchor chart and the Work to Become Ethical People anchor chart as they watch the film.

• Use the device to show the fourth segment of the film Farewell to Manzanar (01:15:21-01:46:00). As students watch, monitor their attention and progress on their note-catchers, providing encouragement and clarification as needed. If necessary to support student note-taking, pause the film at the end of each moment as indicated in the Compare Text to Film note-catcher. Refer to the Compare Text to Film: Farewell to Manzanar note-catcher (example for teacher reference) as needed.

MEETING STUDENTS' NEEDS

As in previous lessons, to help students navigate the content of the final film segment, cut the bullet points from each row in the first column of the Compare Text to Film: Farewell to Manzanar note-catcher (example for teacher reference) into strips to make a tactile activity. Students can put the strips in order as they watch the film and then record the key ideas and events on their Compare Text to Film: Farewell to Manzanar note-catchers.

• After students watch the fourth segment, allow students time to add notes to the right-hand column of the note-catcher. Remind students that these notes should describe the extent to which the moments analyzed in the film stay faithful to or depart from the text as well as how these moments develop significant ideas in the text. Students should use their copies of the Farewell to Manzanar text and the Connections and Distinctions: Farewell to Manzanar note-catcher to help them recall how moments were conveyed in the text. Students will have additional time to complete these notes for homework as well. Refer to the Connections and Distinctions: Farewell to Manzanar note-catcher (example for teacher reference).

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

A. Make Connections to Text - RL.8.7 (5 minutes)

• Draw students' attention to the second row of notes in the table for Film Segment 4. This is where students captured notes about the moments surrounding the loyalty oath meeting.

• Using a total participation technique, ask:

"What is the general mood at the loyalty oath meeting in the film and text?" (Responses will vary, but may include: there is a general mood of disagreement, tension, conflict, frustration.)

"What are the causes of tension and conflict at the loyalty oath meeting?" (Responses will vary, but may include: people disagree about their loyalties to the United States versus Japan.)

"What is one significant idea about the text that is supported by this scene in the text and film?" (Responses will vary. Help students recognize the effects of the internment experience on this tension and conflict.)

• Throughout the discussion, use strategic combinations of Conversation Cues to clarify, challenge, and expand students' thinking.

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

"Can you figure out why the filmmakers made that choice?" (Goal 3)

"Who can add on to what your classmate said?" (Goal 4)

"How does our discussion add to your understanding of significant ideas in the text and film?" (Goal 3)

• Add the following significant idea to the Significant Ideas anchor chart: The experiences of internment led to tension and conflict among the Japanese American internees. Students should also add notes to the right-hand column of the fourth table in their Compare Text to Film note-catchers, under the question "How do these moments help convey a significant idea in the text?" Refer to Significant Ideas anchor chart (example for teacher reference).

• As time allows, invite students to note other significant ideas already written on the anchor chart that were conveyed through the filmmakers' choices in this segment of the film (e.g., the filmmakers' choices as Mama and Papa sang the Japanese national anthem conveyed the significant idea that Papa feels deeply conflicted loyalties, both to Japan and to America). Remind students that new details from the text will contribute to the development of previously identified significant ideas.

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