Unit-at-a-Glance Detail | EL Education CurriculumTEST2

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ELA G8:M3A:U2

Being Made Invisible: Imprisoned and Interned

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Key Incidents Reveal Aspects of Character: Survival at Sea

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Things Good Writers Do: Narrative Technique of Pacing (8 minutes)

B. Reviewing Learning Targets (1 minute)

2. Work Time

A. Key Incidents Reveal Aspecta of Character: Survival at Sea (35 minutes)

3. Closing and Assessment

A. Preview Homework (1 minute)

4. Homework

A. Read pages 169-175 and 179-181 in Unbroken Complete the structured notes.

  • Unbroken structured notes, pages 147–168 (from homework)
  • Things Good Writers Do note-catcher
  • Think-Pair-Share

Lesson 2Introducing a Thematic Concept in This Unit: The “Invisibility” of Captives during WWII

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Structured Notes Vocabulary (7 minutes)
B. Reviewing Learning Targets (1 minute)

2. Work Time

A. Introducing a “Thematic Concept in This Unit: The “Invisibility of Captives during WWII (35 minutes)

3. Closing and Assessment

A. Preview Homework (2 minute)

4. Homework

A. Read pages 181-183 (halfway), skip second half of page 183 and 184, and read pages 184-188 in Unbroken. Complete the structured notes.

  • Unbroken structured notes, pages 169–181 (from homework)
  • Give One-Get One-Move On

Lesson 3Analyzing a Thematic Concept: The Invisibility of Captives during WW II

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader :Dignity (8 minutes)

B. Reviewing Learning Targets (1 minute)

2. Work Time

A. Analyzing a Thematic Concept: Invisibility (25 minutes)

B. Collecting Evidence: Introduction to the Gathering Textual Evidence Note-Catcher (10 minutes)

3. Closing and Assessment

A. Preview Homework (1 minute)

4. Homework

A. Read pages 189-190, the summary of pages190-192, and read pages 192-197 in Unbroken. Complete the structured notes.

  • Unbroken structured notes, pages 181–188 (from homework)
  • Understanding Invisibility note-catcher

Lesson 4Understanding Perspective: Japanese Society’s Impact on Japanese Guards

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader :Dignity (10 minutes)

B. Reviewing Learning Targets (5 minute)

2. Work Time

A. Written Conversation: Understanding How Society Affects the individual (20 minutes)

B. Exit Tickets: Analyzing Theme (5 minutes)

3. Closing and Assessment

A. Preview Homework (5 minute)

A. Homework

A. Read “The Life of Miné Okubo” and write the gist of what the text was about on the structured notes. (You will complete the rest of the structured notes after Lesson 5)

  • Unbroken structured notes, pages 189–197 (from homework)
  • Written Conversation
  • Exit ticket

Lesson 5Building Background Knowledge: The Internment of Japanese-Americans during WWII, Part 1

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader :Discussing the Gist (5 minutes)

B. Reviewing Learning Targets (5 minute)

2. Work Time

A. Character Study: Miné Okubo (25 minutes)

3. Closing and Assessment

A. Quick Write and Preview Homework (10 minute)

4. Homework

A. Read “The Life of Miné Okubo” and complete the “The Life of Mine Okudo” structured notes (from Lesson 4) Answer the focus question: “How did war affect Okubo? Cite two specific examples from the text to support your answer”

  • “The Life of Miné Okubo” structured notes, gist notes (from homework)
  • Understanding Miné: Character Traits graphic organizer
  • Understanding Miné: Character Traits QuickWrite

Lesson 6Building Background Knowledge: The Internment of Japanese-Americans during WWII, Part 2

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Reader: Discussing the Focus Question and Vocabulary (8 minutes)

B. Reviewing Learning Targets (2 minutes)

2. Work Time

A. Understanding Primary Sources (34 minutes)

3. Closing and Assessment

A. Preview Homework (1 minute)

4. Homework

A. Finish reading the Primary Sources: Japanese-American Internment during World War II packet. Answer the text-dependent questions for each source.

  • “The Life of Miné Okubo” structured notes, focus question and vocabulary (from homework)
  • Primary Sources: Japanese-American Internment during World War II packet

Lesson 7Building Background Knowledge: The Internment of Japanese-Americans during WWII, Part 3

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Discussing the Gist (6 minutes)

B. Reviewing Learning Targets (2 minutes)

2. Work Time

A. Analyzing Primary Sources: Text-Dependent Questions Review (10 minutes)

B. Analyzing Primary Sources: Conflicting Accounts (25 minutes)

3. Closing and Assessment

A. Preview Homework (2 minute)

4. Homework

A. Reread the primary source documents from today’s lesson and complete the QuickWrite.

  • Primary Sources: Japanese-American Internment during World War II packet (text-dependent questions) (from homework)
  • Source Comparison strips

Lesson 8Building Background Knowledge: The Internment of Japanese-Americans during WWII, Part 4

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Discussing the Focus Question (4 minutes)

B. Reviewing Learning Targets (1 minutes)

2. Work Time

A. Analyzing Primary Sources: Different Mediums(30 minutes)

3. Closing and Assessment

A. Exit Ticket and Preview Homework (10 minute)

4. Homework

A. Fill in a Venn diagram to compare and contrast Louie Zamperini’s and Mine Okudo’s experience during WWII. Use specific details and evidence from Unbroken and “The Life of Mine Okudo.”

  • Primary Sources: Japanese-American Internment During World War II QuickWrite (from homework)
  • Analyzing Mediums Exit Ticket

Lesson 9Gathering Textual Evidence: “Invisibility” of Those Interned

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Discussing the Homework (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. The “Invisibility” of Japanese-American Internees (23 minutes)

B. Gathering Evidence of “Invisibility” (10 minutes)

3. Closing and Assessment

A. Reviewing Learning Targets (1 minute)

B. Preview Homework (1 minute)

4. Homework

A. Finish adding evidence from primary sources and “The Life of Mine Okudo” to your Gathering Textual Evidence Note-Catcher.

  • Venn diagram: Miné and Louie (from homework)
  • Gathering Textual Evidence note-catcher (from Lesson 3)

Lesson 10Mid-Unit Assessment: Classifying and Evaluating Primary Sources

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (4 minutes)

2. Work Time

A. Mid-Unit Assessment: Gallery Walk (40 minutes)

2. Closing and Assessment

A. Preview Homework (1 minute)

4. Homework

A. Read the summary of pages 200-203, 203-210 from the book, and the summary of pages 212-229. Answer the focus question: “The men imprisoned at Ofuna participate in small acts of rebellion and subversion. In what way do they rebel, and what is the effect of these acts on the prisoners?”

  • Gathering Textual Evidence note-catcher (from homework)
  • Mid-Unit 2 Assessment

Lesson 11Analyzing Author’s Craft: Analyzing Hillenbrand’s Language Techniques

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Written Conversation (12 minutes)

B. Reviewing Learning Targets (3 minutes)

2. Work Time

A. Analyzing Voice: Conditional and Subjunctive Mood (15 minutes)

B. Author’s Craft Things Good Writers Do (10 minutes)

3. Closing and Assessment

A. Debrief Learning Targets and Preview Homework (5 minutes)

4. Homework

A. Read 230–234, skip 235–237 (top), avoid 236, read pages 237–238, 239–242, and the summary of pages 242–244, read 244–247 and complete the structured notes.

  • Unbroken structured notes, pages 200–229 (from homework)
  • Written Conversation
  • Conditional and Subjunctive Mood handout
  • Written Conversation

Lesson 12Character Analysis: Resilience

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Things Good Writers Do: Author’s Word Choice (8 minutes)

B. Reviewing Learning Targets (1 minute)

2. Work Time

A. Studying Theme (20 minutes)

B. Gathering Evidence Note-Catcher (10 minutes)

3. Closing and Assessment

A. Preview Homework (1 minute)

B. Return Mid-Unit 2 Assessment (5 minutes)

4. Homework

A. Read pages 248–253, summary of pages 253–258, “Louie’s letter” on pages 256–257, pages 259–261, in Unbroken. Complete the structured notes and answer the focus question, “In what ways does Louie continue to resist invisibility?”

  • Unbroken structured notes, pages 230–247(from homework)
  • Word Choice note-catcher
  • Gathering Textual Evidence note-catcher

Lesson 13Analyzing Theme: The Invisibility of Captives during WWII

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Frayer Model (13 minutes)

B. Reviewing Learning Targets (3 minutes)

2. Work Time

A. Discussing the Focus Question (15 minutes)

B. Written Conversation: Comparing Louie and Mine (13 minutes)

3. Closing and Assessment

A. Preview Homework (1 minute)

4. Homework

A. Read the summaries provided on the structured notes and pages 291–293 and 301–308 in Unbroken. Complete the focus question and vocabulary on the structured notes.

  • Unbroken structured notes, pages 248–261 (from homework)
  • Gathering Textual Evidence note-catcher
  • Written Conversation

Lesson 14Analyzing Evidence: Writing about Theme

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Writer: Discussing the Focus Question (5 minutes)

B. Reviewing Learning Targets (3 minutes)

2. Work Time

A. Understanding Invisibility (20 minutes)

B. Understanding Resistance (15 minutes)

3. Closing and Assessment

A. Preview Homework (2 minutes)

4. Homework

A. Look back at your Gathering Textual Evidence note-catcher. Choose the six strongest pieces of evidence to use in your essay (three about the POWs and three about the Japanese-American internees). Place a star in the “Used in your writing?” column next to these six pieces of evidence.

  • Unbroken structured notes, pages 261–329 (from homework)
  • Gathering Textual Evidence note-catcher

Lesson 15Informational Essay Planning: Essay Rubric and Planner

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Writer and Reviewing Learning Targets (7 minutes)

2. Work Time

A. Reviewing Essay Rubric (20 minutes)

B. Language Mini Lesson (5 minutes)

C. Planning the Essay (10 minutes)

3. Closing and Assessment

A. Preview Homework (3 minutes)

4. Homework

A. Finish your Informational Essay Planner

  • Gathering Evidence note-catcher

Lesson 16End of Unit Assessment, Part 1: Best First Draft of an Informational Essay

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (3 minutes)

2. Work Time

A. End of Unit 2 Assessment, Part 1: Drafting the Essay (40 minutes)

3. Closing and Assessment

A. Debrief Essay Writing (2 minutes)

4. Homework

A. Finish your Informational Essay Drafts

  • End of Unit 2 Assessment, Part 1 (students may complete in class or finish for homework)

Lesson 17Introducing a Thematic Concept: Becoming Visible Again after Captivity

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Writer: Turn in Informational Essay (2 minutes)

B. Reviewing Learning Targets (1 minute)

2. Work Time

A. Read-aloud: Louie Returns Home (11 minutes)

B. Introducing a Thematic Concept: Becoming Visible after Captivity (30 minutes)

3. Closing and Assessment

A. Preview Homework (1 minute)

4. Homework

A. Read pages 334–338 and the summary of pages 339–344 in Unbroken. Complete the structured notes.

  • End of Unit 2 Assessment, Part 1 (students may complete in class or finish for homework)
  • Think-Pair-Share

Lesson 18Analyzing a Thematic Concept: Becoming Visible after Captivity (pages 334–344)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Language Techniques (15 minutes)

B. Reviewing Learning Targets (1 minute)

2. Work Time

A. Analyzing the Thematic Concept: Becoming Visible after Captivity (28 minutes)

3. Closing and Assessment

A. Preview Homework (1 minute)

4. Homework

A. Read pages 345–353 in Unbroken and complete the structured notes.

  • Unbroken structured notes, pages 334–344 (from homework)
  • Double Arrow Visibility graphic organizer

Lesson 19End of Unit 2 Assessment, Part 2: Revising the Informative Essay

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Writer: Review Feedback on Essay (9 minutes)

2. Work Time

A. End of Unit Assessment, Part 2: Complete Final Draft of Essay (35 minutes)

3. Closing and Assessment

A. Preview Homework (1 minute)

4. Homework

A. Read pages 354–356 (top), the summary of pages 356–361, and pages 363–376 and 377–380 in Unbroken. Complete the focus question and vocabulary on the structured notes.

  • Unbroken structured notes, pages 345–353 (from homework)
  • End of Unit 2 Assessment, Part 2End of Unit 2 Assessment, Part 1 (students may complete in class or finish for homework)

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