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ELA 2019 G8:M4:U2

Write a Literary Argument: Significant Ideas in Farewell to Manzanar

Each unit is made up of a sequence of between 10-18 lessons. The Unit-at-a-Glance charts, available on the grade-level landing pages, break down each unit's lessons, showing CCS standards, agenda breakdown, daily learning targets, and ongoing assessments. The charts also indicate which lessons include mid- and end of unit assessments and the performance task.

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Lesson 1Analyze Point of View, Connections, and Distinctions: Farewell to Manzanar, Chapter 12
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Read Farewell to Manzanar, Chapter 12 – RI.8.6 (15 minutes)

B. Analyze Connections and Distinctions: Farewell to Manzanar, Chapter 12 – RI.8.3 (15 minutes)

3. Closing and Assessment

A. Exit Ticket – RI.8.3, RI.8.6 (10 minutes)

4. Homework

A. Analyze Connections and Distinctions: Students finish completing the note-catcher for chapter 12 as needed.

B. Preread Anchor Text: Students preread chapter 13 (pages 93–104) of Farewell to Manzanar in preparation for studying the chapter in the next lesson.
  • I can analyze the authors' purpose and point of view and how point of view is conveyed in chapter 12 of Farewell to Manzanar. (RI.8.6)
  • I can analyze how the text makes connections among and distinctions between individuals, events, and ideas in chapter 12 of Farewell to Manzanar. (RI.8.3)
  • Opening A: Entrance Ticket: Unit 2, Lesson 1 (RI.8.6)
  • Work Time A: Gist on sticky note
  • Work Time B: Connections and Distinctions: Farewell to Manzanar note-catcher (RI.8.1, RI.8.3)
  • Closing and Assessment A: Exit Ticket: Unit 2, Lesson 1 (RI.8.3, RI.8.6, L.8.5a)

Lesson 2Analyze Point of View, Connections, and Distinctions: Farewell to Manzanar, Chapter 13
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Read Farewell to Manzanar, Chapter 13 – RI.8.6 (15 minutes)

B. Language Dive: Farewell to Manzanar, Page 104 – RI.8.3, RI.8.6 (10 minutes)

3. Closing and Assessment

A. Analyze Connections and Distinctions: Farewell to Manzanar, Chapter 13 – RI.8.3 (15 minutes)

4. Homework

A. Analyze Connections and Distinctions: Students finish completing the Connections and Distinctions: Farewell to Manzanar note-catcher for chapter 13 as needed.

B. Prepare for Farewell to Manzanar Film Viewing: Students preview the prompts for Film Segment 3 on their Compare Text to Film: Farewell to Manzanar note-catcher and skim chapters 5, 8, 9, and 11 of Farewell to Manzanar to be better able to analyze how effectively the film conveys moments in Film Segment 3.
  • I can analyze how the authors' point of view is conveyed and differs from other points of view in chapter 13 of Farewell to Manzanar. (RI.8.6)
  • I can analyze how the text makes connections among and distinctions between individuals, events, and ideas in chapter 13 of Farewell to Manzanar. (RI.8.3)
  • Opening A: Entrance Ticket: Unit 2, Lesson 2 (RI.8.6)
  • Work Time A: Gist on sticky note
  • Work Time B: Language Dive note-catcher (RI.8.3, RI.8.6, L.8.5a)
  • Closing and Assessment A: Connections and Distinctions: Farewell to Manzanar note-catcher (RI.8.3)

Lesson 3Analyze Filmmakers’ Choices: Farewell to Manzanar, Part 3
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. Analyze Farewell to Manzanar, Part 3 – RL.8.7 (35 minutes)

3. Closing and Assessment

A. Peer Share: Compare Text to Film – RL.8.7 (5 minutes)

4. Homework

A. Complete Compare Text to Film Note-Catcher: As necessary, students add notes to their Compare Text to Film: Farewell to Manzanar note-catcher, drawing on their anchor text and Connections and Distinctions note-catchers to determine how the film is faithful to or departs from the text. They also analyze how the moments in the text and film develop significant ideas.

B. Preread Anchor Text: Students skim chapters 14–17 of Farewell to Manzanar in preparation for a jigsaw that centers on these chapters in the next 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. (RL.8.7)
  • Work Time A: Compare Text to Film: Farewell to Manzanar note-catcher (RL.8.1, RL.8.7, RI.8.1, W.8.10)

Lesson 4Jigsaw: Farewell to Manzanar, Chapters 14–17
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Jigsaw: Farewell to Manzanar, Chapters 14–17 – RI.8.3 (25 minutes)

3. Closing and Assessment

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

4. Homework

A. Preread Anchor Text: Students preread chapters 19–20 of Farewell to Manzanar in preparation for studying the chapters in the next 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. (RI.8.3)
  • Opening A: Entrance Ticket: Unit 2, Lesson 4 (RI.8.6)
  • Work Time A: Gist on sticky note
  • Work Time A and Closing and Assessment A: Connections and Distinctions: Farewell to Manzanar note-catcher (RI.8.1, RI.8.3, W.8.10)

Lesson 5Analyze Connections and Distinctions: Farewell to Manzanar, Chapters 19–20
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RI.8.3, RI.8.6 (5 minutes)

2. Work Time

A. Read and Analyze Farewell to Manzanar, Chapters 19–20 – RI.8.3 (35 minutes)

3. Closing and Assessment

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

4. Homework

A. Analyze Connections and Distinctions: Students finish completing the Connections and Distinctions: Farewell to Manzanar note-catcher for chapters 19–20 as needed.

B. Preread Anchor Text: Students preread chapter 21 of Farewell to Manzanar in preparation for studying the chapter in the next lesson.
  • I can determine the meaning of unfamiliar vocabulary in chapters 19-20 of Farewell to Manzanar. (RI.8.4, L.8.4)
  • 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. (RI.8.3)
  • Opening A: Entrance Ticket: Unit 2, Lesson 5 (RI.8.3, RI.8.6)
  • Work Time A: Gist on sticky note
  • Work Time A: Connections and Distinctions: Farewell to Manzanar note-catcher (RI.8.1, RI.8.3, W.8.10)

Lesson 6Analyze Connections and Distinctions: Farewell to Manzanar, Chapter 21
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RI.8.4, L.8.4 (5 minutes)

2. Work Time

A. Read and Analyze Farewell to Manzanar, Chapter 21 – RI.8.3 (25 minutes)

3. Closing and Assessment

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

4. Homework

A. Analyze Connections and Distinctions: Students finish completing the Connections and Distinctions: Farewell to Manzanar note-catcher for chapter 21 as needed.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can determine the meaning of unfamiliar vocabulary in chapter 21 of Farewell to Manzanar. (RI.8.4, L.8.4)
  • 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. (RI.8.3)
  • Opening A: Entrance Ticket: Unit 2, Lesson 6 (RI.8.4, L.8.4)
  • Work Time A: Gist on sticky note
  • Work Time A: Connections and Distinctions: Farewell to Manzanar note-catcher (RI.8.1, RI.8.3, W.8.10)

Lesson 7Mid-Unit 2 Assessment: Analyze Connections, Distinctions, and Point of View: Farewell to Manzanar, Chapter 22
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. Mid-Unit 2 Assessment: Analyze Connections, Distinctions, and Point of View: Farewell to Manzanar, Chapter 22 (35 minutes)

3. Closing and Assessment

A. Track Progress (5 minutes)

4. Homework

A. Preread Anchor Text: Students preread the rest of chapter 22 and the afterword (pages 177–188) of Farewell to Manzanar in preparation for studying the text in the next lesson.
  • I can analyze how the text makes connections among and distinctions between individuals, events, and ideas in chapter 22 of Farewell to Manzanar. (RI.8.3)
  • I can analyze how point of view is conveyed in chapter 22 of Farewell to Manzanar. (RI.8.6)
  • Opening A: Entrance Ticket: Unit 2, Lesson 7
  • Work Time A: Mid-Unit 2 Assessment: Analyze Connections, Distinctions, and Point of View: Farewell to Manzanar, Chapter 22 (RI.8.1, RI.8.3, RI.8.4, RI.8.6, RI.8.10, W.8.10, L.8.5a)
  • Closing and Assessment A: Track Progress: Read, Understand, and Explain New Text

Lesson 8Analyze Significant Ideas and Point of View: Farewell to Manzanar, Chapter 22 and Afterword
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RI.8.3 (10 minutes)

2. Work Time

A. Read Farewell to Manzanar, Chapter 22 and Afterword – RI.8.6 (20 minutes)

B. Analyze Significant Ideas: Farewell to Manzanar – RI.8.3 (10 minutes)

3. Closing and Assessment

A. Exit Ticket – W.8.10 (5 minutes)

4. Homework

A. Prepare for Farewell to Manzanar Film Viewing: Students preview the prompts for Film Segment 4 on their Compare Text to Film: Farewell to Manzanar note-catcher and skim chapters 8, 11, 13, 14, 15, 17, and 22 of Farewell to Manzanar to be better able to analyze how effectively the film conveys moments in Film Segment 4.
  • I can analyze how the connections among and distinctions between individuals, events, and ideas in Farewell to Manzanar convey significant ideas and develop my understanding of the text. (RI.8.3)
  • I can analyze how the authors' point of view is conveyed in chapter 22 of Farewell to Manzanar. (RI.8.6)
  • Work Time A: Gist on sticky note
  • Work Time B: Connections and Distinctions: Farewell to Manzanar note-catcher (RI.8.3)
  • Closing and Assessment A: Exit Ticket: Unit 2, Lesson 8 (W.8.10)

Lesson 9Analyze Filmmakers’ Choices: Farewell to Manzanar, Part 4
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. Analyze Farewell to Manzanar, Part 4 – RL.8.7 (35 minutes)

3. Closing and Assessment

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

4. Homework

A. Complete Compare Text to Film Note-Catcher: As necessary, students add notes to their Compare Text to Film: Farewell to Manzanar note-catcher, drawing on their anchor text and Connections and Distinctions: Farewell to Manzanarnote-catcher to determine how the film is faithful to or departs from the text. They also analyze how moments in the text and film develop significant ideas.

B.Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can analyze the extent to which the film Farewell to Manzanar stays faithful to or departs from the text, evaluating the filmmakers' choices. (RL.8.7)
  • Work Time A: Compare Text to Film: Farewell to Manzanar note-catcher (RL.8.1, RL.8.7, RI.8.1, W.8.10)

Lesson 10Write a Literary Argument Essay: Analyze a Model
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.8.1 (5 minutes)

2. Work Time

A. Find the Gist of a Model Argument Essay (10 minutes)

B. Analyze a Model Argument Essay – W.8.1 (15 minutes)

C. Argument Writing Checklist – W.8.1, W.8.4 (10 minutes)

3. Closing and Assessment

A. Debrief Argument Writing Anchor Chart – W.8.1 (5 minutes)

4. Homework

A. Argument Essay Structure: Students answer selected and constructed response questions about the model essay’s content and structure to complete Homework: Argument Essay Structure.
  • I can find the gist of a model essay. (RI.8.1)
  • I can identify the parts of a model argument essay and explain the purpose of each. (W.8.1)
  • I can generate criteria for an effective argument essay. (W.8.1, W.8.4)
  • Opening A: Entrance Ticket: Unit 2, Lesson 10 (W.8.1)
  • Work Time B: Annotated, color-coded model argument essay (W.8.1, W.8.4)
  • Work Time C: Argument Writing checklist (RI.8.1, W.8.1)

Lesson 11Write a Practice Literary Argument Essay: Create a Plan
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – L.8.2c (5 minutes)

2. Work Time

A. Introduce Practice Essay Prompt – W.8.1, W.8.4 (5 minutes)

B. Identify Evidence in Text and Note-Catchers – RI.8.1 (15 minutes)

C. Plan Practice Argument Essay – W.8.5 (15 minutes)

3. Closing and Assessment

A. Reflect on Learning (5 minutes)

4. Homework

A. Review Practice Argument Essay Plans: Students review the plans created in Work Time C, adding and revising elements to their practice essay plan, as needed.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can annotate and determine the gist of a practice essay prompt. (W.8.4)
  • I can identify evidence that supports a claim. (RI.8.1)
  • I can use my understanding of the elements of an argument essay to create a plan for a practice essay. (W.8.1, W.8.5)
  • Opening A: Entrance Ticket: Unit 2, Lesson 11 (L.8.2c)
  • Work Time B: Evidence on sticky notes
  • Work Time C: Practice Argument Essay Writing Plan graphic organizer (W.8.5)

Lesson 12Write a Practice Literary Argument Essay: Analyze and Draft an Introduction
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.8.5 (5 minutes)

2. Work Time

A. Analyze a Model: Introduction Paragraph – W.8.1a (10 minutes)

B. Practice Essay: Draft an Introduction – W.8.1a, W.8.4 (20 minutes)

3. Closing and Assessment

A. Peer Feedback: Practice Argument Essay Introduction – W.8.5 (10 minutes)

4. Homework

A. Review and Revise Practice Essay Introduction: Students revise their practice essay introduction based on feedback and criteria.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can identify the purpose of each component of an introduction paragraph in a model argument essay. (W.8.1a, W.8.4)
  • I can write the introduction of my practice essay, giving context on the issue and clearly stating my claim. (W.8.1a, W.8.4)
  • I can give kind, helpful, and specific feedback to my partner and incorporate feedback in my essay plan. (W.8.5)
  • Opening: Entrance Ticket: Unit 2, Lesson 12 (W.8.5)
  • Work Time A: Annotated Model Argument Essay (RI.8.1, W.8.1a)
  • Work Time B: Practice Argument Essay Introductory Paragraph (W.8.1a, W.8.4)

Lesson 13Write a Practice Literary Argument Essay: Analyze and Draft Proof Paragraph 1
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.8.1b (5 minutes)

2. Work Time

A. Analyze the Model: Proof Paragraph 1 – W.8.1b (10 minutes)

B. Orally Rehearse Proof Paragraph 1 – W.8.5 (10 minutes)

C. Practice Essay: Draft Proof Paragraph 1 – W.8.1b, W.8.4 (15 minutes)

3. Closing and Assessment

A. Pair Share Proof Paragraph 1 – W.8.1b (5 minutes)

4. Homework

A. Revise Proof Paragraph 1: Students revise Proof Paragraph 1 of their practice argument essay, based on feedback and criteria.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can identify the points, evidence, and reasoning in Proof Paragraph 1 of a model argument essay. (RI.8.1, W.8.1b)
  • I can write Proof Paragraph 1 for my practice essay. (W.8.1b, W.8.4)
  • Opening A: Entrance Ticket: Unit 2, Lesson 13 (W.8.1b)
  • Work Time A: Annotated Model Argument Essay (W.8.1b)
  • Work Time C: Practice Argument Essay Proof Paragraph 1 (W.8.1b, W.8.4)

Lesson 14Write a Practice Literary Argument Essay: Analyze and Draft Proof Paragraph 2
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.8.1b (5 minutes)

2. Work Time

A. Analyze the Model: Proof Paragraph 2 – W.8.1b (10 minutes)

B. Orally Rehearse Proof Paragraph 2 – W.8.5 (10 minutes)

C. Practice Essay: Draft Proof Paragraph 2 – W.8.1b, W.8.4 (15 minutes)

3. Closing and Assessment

A. Pair Share: Proof Paragraph 2 – W.8.1b (5 minutes)

4. Homework

A. Revise Proof Paragraph 2: Students revise Proof Paragraph 2 of their practice argument essay, based on feedback and criteria.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can identify the point, evidence, and reasoning in Proof Paragraph 2 of a model argument essay. (RI.8.1, W.8.1b)
  • I can write Proof Paragraph 2 for my practice essay. (W.8.1b, W.8.4)
  • Opening A: Entrance Ticket: Unit 2, Lesson 14 (W.8.1b)
  • Work Time A: Annotated Model Argument Essay (W.8.1b)
  • Work Time C: Practice Argument Essay Proof Paragraph 2 (W.8.1b, W.8.4)

Lesson 15Write a Practice Literary Argument Essay: Analyze and Draft a Counterclaim
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – L.8.2c (5 minutes)

2. Work Time

A. Analyze a Model: What Is a Counterclaim? – W.8.1a (10 minutes)

B. Language Dive: Model Argument Essay: “How Farewell to Manzanar Conveys Jeanne’s Youth,” Paragraph 4 – W.8.1a (10 minutes)

C. Practice Essay: Rehearse and Write a Counterclaim – W.8.1a, W.8.4 (15 minutes)

3. Closing and Assessment

A. Peer Feedback: Practice Essay Counterclaim – W.8.5 (5 minutes)

4. Homework

A. Revise Counterclaims: Students revise the counterclaim of their practice argument essay based on criteria and feedback.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can identify the purpose of each part of the counterclaim paragraph of a model argument essay. (W.8.1a)
  • I can write the counterclaim of my practice essay. (W.8.1a, W.8.4)
  • Opening: Entrance Ticket: Unit 2, Lesson 15 (L.8.2c)
  • Work Time A: Annotated Model Argument Essay (W.8.1a)
  • Work Time B: Language Dive: Counterclaim note-catcher (W.8.1a, L.8.5b)
  • Work Time C: Practice Argument Essay Counterclaim (W.8.1a, W.8.4)

Lesson 16Write a Practice Literary Argument Essay: Analyze and Draft a Conclusion
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – L.8.2c (5 minutes)

2. Work Time

A. Analyze a Model: Strong Conclusions – W.8.1e (5 minutes)

B. Practice Essay: Rehearse and Write a Conclusion – W.8.1e, W.8.4 (15 minutes)

3. Closing and Assessment

A. Peer Feedback: Practice Essay – W.8.5 (20 minutes)

4. Homework

A. Revise Practice Essay: Students complete and revise their practice essay, based on criteria and feedback received in Closing and Assessment A.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can identify the purpose of each part of the conclusion paragraph of a model argument essay. (W.8.1e)
  • I can write the conclusion of my practice argument essay. (W.8.1e, W.8.4)
  • Opening: Entrance Ticket: Unit 2, Lesson 16 (L.8.2c)
  • Work Time A: Annotated Model Argument Essay (W.8.1e)
  • Work Time B: Practice Argument Essay Conclusion (W.8.1e, W.8.4)

Lesson 17Plan Independent Argument Essay
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.8.1a (5 minutes)

2. Work Time

A. Plan an Argument Essay – RL.8.7, W.8.1, W.8.4 (35 minutes)

3. Closing and Assessment

A. Debrief: Argument Writing Checklist – W.8.1c, L.8.6 (5 minutes)

4. Homework

A. Plan Independent Argument Essay: Students finish planning for their independent argument essay.
  • I can plan an argument to support a claim with clear reasons and relevant evidence. (W.8.1)
  • Work Time A: Argument Essay Writing Plan graphic organizer (RL.8.7, RI.8.7, W.8.1, W.8.4, W.8.5, W.8.9b)

Lesson 18End of Unit 2 Assessment: Write a Literary Argument Essay: Farewell to Manzanar (Lessons 18-19)
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (10 minutes)

2. Work Time

A. End of Unit 2 Assessment: Write a Literary Argument Essay: Farewell to Manzanar (65 minutes)

3. Closing and Assessment

A. Track Progress (15 minutes)

4. Homework

A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can write a literary argument essay about the extent to which the film Farewell to Manzanar stays faithful to or departs from the text, evaluating the filmmakers' choices in conveying a significant idea. (RL.8.1, RL.8.7, RI.8.1, W.8.1, W.8.4, W.8.5, W.8.6, W.8.9b, W.8.10, L.8.2c, L.8.6)
  • Opening A: Entrance Ticket: Unit 2, Lessons 18-19
  • Work Time A: End of Unit 2 Assessment: Write a Literary Argument Essay: Farewell to Manzanar (RL.8.1, RL.8.7, RI.8.1, W.8.1, W.8.4, W.8.5, W.8.6, W.8.9b, W.8.10, L.8.2c, L.8.6)
  • Closing and Assessment A: Track Progress: Argument Writing

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