Alignment to Assessment Standards and Purpose of Lesson

• RI.8.6 – Opening A: On an entrance ticket, students determine the authors’ purpose in writing Farewell to Manzanar.
• RI.8.6 – Work Time A: Students determine the authors’ point of view in chapter 12 of Farewell to Manzanar.
• RI.8.3 – Work Time B: Students analyze how the text makes connections among and distinctions between individuals, ideas, or events in chapter 12 of Farewell to Manzanar.
• RI.8.3 – Closing and Assessment A: Students complete an exit ticket in which they analyze how the text makes connections among and distinctions between individuals, ideas, or events in chapter 12 of Farewell to Manzanar.
• RI.8.6 – Closing and Assessment A: Students complete an exit ticket in which they analyze the authors’ point of view in chapter 12 and how that is conveyed by the connections among and distinctions between individuals, ideas, or events in chapter 12 of Farewell to Manzanar.
• In this lesson, students focus on working to become effective learners by persevering to read independently and collaborating with peers to analyze the text.
• In the excerpt of Farewell to Manzanar read in this lesson, the internees show perseverance as they work to make their lives in Manzanar tolerable in their jobs, hobbies, and improvements to living conditions.
• In Unit 3, students conduct research to learn more about activist organizations whose work embodies lessons from internment in their communities. Begin now to carefully consider the span of the “community” within which students should operate. In urban areas with large populations, it may be sufficient to consider the community to be the neighborhood or city within which students live. In smaller towns, it may be necessary to expand the definition of community to include neighboring cities, counties, or regions in the country.
• Successful participation in Unit 3, Lessons 6–12, requires that students are able to reach a local organization by phone and interview a representative of that organization. Ensure that students are able to make contact with organizations by beginning now to develop a short list of prevetted organizations. Begin to reach out to these organizations now to gauge their willingness to be interviewed and let them know of the date when they may expect a call. In Unit 3, students will be assigned one of the organizations from the list as one of the three organizations they research and prepare to interview.
• At this time, consider inviting community members such as other students, teachers, family members, and people associated with the prevetted organizations to join in the Activist Assembly for the performance task at the end of the module. Students may want to create formal, written invitations to send to these community members.

Opportunities to Extend Learning

• Standard RI.3 in Grades 9–10 requires students to analyze how an author unfolds a series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Have students analyze how the Houstons unfold a series of ideas or events in chapter 12, examining the order of the events and ideas, how they are introduced and developed, and the connections between them. They can create a flowchart of their analysis and share it with their classmates.
• As students read and learn more about the events involved in Japanese American internment in Farewell to Manzanar, invite students to research particular aspects of this time period that are of interest to them, such as daily life in Japanese American internment camps or other experiences in other internment camps. Consider providing questions like the following to guide this exploration:
• Who were the key individuals involved? How are they connected? What distinctions are there between these individuals?
• What are the key ideas or events? How are these ideas or events connected? What distinctions are there between these ideas or events?
• Release more responsibility more quickly to students as they comprehend the tasks or concepts:
• Allow those students who are identifying the gist and other elements quickly the opportunity to develop their own text-dependent questions about the chapter, related to connections and distinctions. Ask these students to share their questions with the group as a way of generating discussion.
• An optional Mini Language Dive, intended for use in Work Time B, is available in the Teacher’s Guide for English Language Learners. ▲

How It Builds on Previous Work

• In previous lessons, students have focused on analyzing Farewell to Manzanar for its connections and distinctions among individuals, ideas, and events. In this lesson, students will continue this analysis and begin to analyze the authors’ point of view as well as how they distinguish their point of view from those of others.

Support All Students

• Presenting learning targets in writing, orally, and if possible, accompanied by symbols will help students to understand the language within them. ▲
• At this point, students should be reading the text independently. However, if some or all students need more support, read several pages aloud and then release students to read independently, in pairs, or in small groups. ▲
• Chapter 12 makes reference to Papa making and drinking alcohol. To support students in processing this content, ask: “What habit of character did you use as you read and discussed this chapter?” Students may need to draw on perseverance, empathy, and compassion as they read and discuss this content, being sensitive to their own and others’ reactions to the information presented.
• As in previous lessons, in Work Time A, present additional options for recording gist rather than just the sticky note, such as using a separate notebook, using a graphic organizer, using highlighters and annotating, or using a voice recorder. Give students options for expressing their understanding of gist (oral, written, or drawing). Also, build in different options for expressing comprehension of the text (written reflection, voice recording, or discussion with partners/groups). ▲

Assessment Guidance

• Review students’ Connections and Distinctions: Farewell to Manzanar note-catcher to ensure students understand how the text makes connections among and distinctions between individuals, ideas, or events in Farewell to Manzanar.
• Although an author’s purpose and point of view are often related, be sure to draw a distinction for students between the two. An author’s purpose is generally to inform, to persuade, or to entertain. Once the authors of Farewell to Manzanar establish their main purpose in the foreword to inform, it remains consistent throughout the text. Their point of view may vary depending on the topic about which they are writing.

Down the Road

• In the next lesson, students will read chapter 13 of Farewell to Manzanar and continue to analyze how the text makes connections and distinctions among individuals, ideas, and events, as well as authors’ point of view.