Alignment to Assessment Standards and Purpose of Lesson

• RI.8.3 – Opening A: On an entrance ticket, students describe distinctions between events made in chapter 5 of Farewell to Manzanar and relate them to a significant idea conveyed in the text.
• RI.8.3 – Work Time A: Students analyze how connections are made across individuals, events, and ideas in chapter 7.
• RI.8.3 – Work Time B: Students consider connections made across the text and use this information to identify and write a significant idea conveyed about Papa in the text.
• SL.8.1 – Closing and Assessment A: Students participate in a collaborative discussion about a significant idea about Papa that is found in the chapter.
• In this lesson, students focus on working to become effective learners by showing respect to classmates during the close read and collaborative discussion.
• In Work Time A, students participate in a close read of chapter 7 of Farewell to Manzanar. During this close read, students analyze how the text makes connections among individuals, ideas, and events. The Close Reading Guide lists the text excerpts, key questions to ask students, and required instructional moves. Continue to use discussion protocols (e.g., Think-Pair-Share, Conversation Cues, and total participation techniques) to engage all students throughout the close read.

Opportunities to Extend Learning

• For homework, students preread chapters 8 and 9 of Farewell to Manzanar. Invite students to write their own close read questions, modeling them after the questions they encounter during the close read of this lesson. Student-generated questions should center on distinctions and connections made among individuals, ideas, or events in chapters 8 and 9.
• The close read of Work Time A centers on chapter 7 of the text, which depicts an interrogator questioning Papa’s loyalties to Japan and the United States. The chapter is presented entirely in dialogue. Challenge students to rewrite a portion of the chapter in prose, incorporating and embedding direct and partial quotes and paraphrases of the content. This exercise will reinforce students’ understanding of the chapter, as well as provide the opportunity to practice bringing direct quotes into prose, which may be useful as students begin their literary argument essays in Unit 2.
• An optional Mini Language Dive, intended for use after work with SL.8.1a after the close read in Work Time A, is available in the Teacher’s Guide for English Language Learners. ▲

How It Builds on Previous Work

• Earlier in the unit, students analyzed connections made in Farewell to Manzanar across individuals, ideas, and events to build a deep understanding of the text. This work is revisited during the close read of this lesson, as students read and analyze chapter 7 of Farewell to Manzanar. Also, in the previous two lessons, students read supplemental informational texts that described experiences of internment beyond those of the individuals in Farewell to Manzanar. These texts provide context that helps students understand significant ideas in chapter 7.

Support All Students

• Note that there is a differentiated version of Entrance Ticket: Unit 1, Lesson 9 used in Opening A in the separate Teacher’s Guide for English Language Learners. ▲
• Students may need additional support with recording their answers on their note-catchers. Consider sitting those students in a group together for additional support when necessary. ▲
• In chapter 7, during Papa’s interview, he compares the relationship between Japan and the United States to a relationship between two parents fighting. Be mindful that this may be a sensitive topic for some students. As needed, seek the support of a school guidance counselor for further suggestions on how to help students navigate this content.
• Students may need additional support working independently to prepare for the text-based collaborative discussion. Consider grouping ELLs and students who require additional support with peers who have strong language proficiency. ▲
• Create a supportive and inclusive classroom environment by reminding students that everyone is working toward getting better at class discussions. Be sure to highlight and praise growth and development rather than relative performance. ▲

Assessment Guidance

• Review students’ Close Read: Farewell to Manzanar, Chapter 7 note-catchers and culminating task to ensure that students understand how the chapter makes distinctions and connections across people, ideas, and events and supports a significant idea in the text.
• Monitor students’ participation in the collaborative discussion during Closing and Assessment A to ensure that students are following discussion norms.
• The End of Unit 1 Assessment features a collaborative discussion similar to that in Closing and Assessment A. Consider reviewing the End of Unit 1 Assessment Recording Sheet prior to the collaborative discussion of this lesson to better understand what will be expected of students on the assessment. If students struggle during Closing and Assessment A to meet any of the criteria on the recording sheet, additional support can be offered during the lessons leading up to the end of unit assessment.

Down the Road

• In the following lessons, students will continue to read Farewell to Manzanar and watch another corresponding segment of the film. The format of the collaborative discussion in Closing and Assessment A of this lesson will be revisited during End of Unit 1 Assessment. Also, in Unit 2, students have the opportunity to write a pair practice essay about Papa, which may draw from ideas generated during this lesson’s close read.