Alignment to Assessment Standards and Purpose of Lesson

• RL.8.7 – Work Time A: Students use note-catchers to track the choices by the filmmakers of Farewell to Manzanar to convey the text.
• RL.8.7 – Closing and Assessment A: Students draw connections between the text and the film Farewell to Manzanar.
• In this lesson, students focus on working to become ethical people by showing respect, compassion, and empathy as they watch and process sensitive content in the Farewell to Manzanar film.

Opportunities to Extend Learning

• Students can read chapter 6 and analyze how it compares to similar moments in the film. They can then add this analysis to the Compare Text to Film note-catchers.
• The RL.7 standard for Grades 9–10 asks students to analyze the representation of a subject or key scene in two different artistic mediums, including what is emphasized in each treatment. Ask students to find a photograph of a key moment in Manzanar, such as the riot, and analyze the film and archival photographic versions of the moment, noting what is emphasized in each treatment. They can create a Venn diagram of the text, film, and photograph and share the diagram with their classmates.

How It Builds on Previous Work

• This lesson is the third of four in which students watch and analyze a segment of the Farewell to Manzanar film. As in previous lessons, students analyze moments in a film segment and determine the extent to which the moments stay faithful to or depart from corresponding chapters in the text.

Support All Students

• The film segment shown in this lesson contains content from chapters 5, 8, 9, and 11. Provide additional time as needed for students to review these chapters before watching the film. ▲
• Continue to use closed captioning to add English subtitles to the film, supporting listening comprehension for ELLs. ▲
• This segment of the film features sensitive content and situations that some students may find upsetting. For example, a riot breaks out at Manzanar, and the guards at Manzanar fire gunshots at protestors. A subsequent scene suggests that some protestors have been killed. Though the riots are not depicted with graphic or overly violent imagery, students may still find this content challenging to process. As needed, build time into the lesson for students to examine their feelings about the riot aloud with a partner or privately in writing.
• This film segment also shows Papa drinking. Because his dangerous relationship with alcohol is described in the accompanying chapters of the text, students are unlikely to be surprised to see this conveyed on screen; nonetheless, some students may find it challenging to watch Papa drink so much as to “seek oblivion,” as Jeanne narrates in a voiceover. Continue to monitor students to determine if there are issues surfacing as a result of the content that need to be discussed as a whole group, in smaller groups, or individually.
• 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. ▲
• For homework, as an alternative to having students scan chapters 14–17 of Farewell to Manzanar, assign each student to preread the chapter for the text they will be responsible for during the jigsaw in Lesson 4. ▲

Assessment Guidance

• Review students’ Compare Text to Film note-catchers to ensure that students are meaningfully and accurately capturing the ways in which the filmmakers convey significant ideas from the text.

Down the Road

• In the next lesson, students will participate in a Jigsaw protocol to read chapters 14–17 of Farewell to Manzanar. They will continue to identify and analyze connections between and distinctions among individuals, events, and ideas in the text.