Alignment to Assessment Standards and Purpose of Lesson

• RI.8.6 – Opening A: As part of the entrance ticket, students determine Jeanne’s point of view and analyze how she responds to Papa’s opposing viewpoint.
• RI.8.3 – Work Time A: During the Jigsaw protocol, students work with their expert groups to analyze how the text makes connections among and distinctions between individuals, ideas, or events in their assigned chapters of Farewell to Manzanar.
• RI.8.3 – Closing and Assessment A: Students share their jigsaw findings with their home groups, describing key connections among and distinctions between individuals, ideas, or events in their assigned chapters.
• In this lesson, students focus on working to become to become effective learners by collaborating during the Jigsaw protocol.
• Protocols are an important feature of our curriculum because they are one of the best ways we know to engage students in discussion, inquiry, critical thinking, and sophisticated communication. A protocol consists of agreed-upon, detailed guidelines for reading, recording, discussing, or reporting that ensure equal participation and accountability in learning. The Jigsaw protocol is a particularly valuable tool for both supporting and pushing student learning because it (a) eases the reading load expected of each student, (b) creates opportunities for deeper, more focused analysis, (c) holds students accountable for their own learning by inviting them to report findings to classmates, and (d) is rooted in collaboration and co-construction of meaning.
• One of the challenges of a jigsaw is to ensure students understand all the important aspects of all the chapters. The homework prereading ensures initial comprehension of the chapters. Also, circulating in Closing and Assessment A to ensure thorough sharing and note-taking in the expert groups will ensure students understand the significant ideas developed in each chapter.

Opportunities to Extend Learning

• Chapter 16 of the text, read by group C during the jigsaw of Work Time A, describes several of the court cases brought against the internment camps. Consider extending instruction by inviting students to conduct further research into the three court cases described on pages 113–114. Students can analyze the arguments made against the internment camps and those made by the courts who chose to uphold the army’s decision to evacuate and intern Japanese Americans. To reinforce work with RI.8.9, students can identify where written arguments disagree on matters of fact or interpretation related to the issue of internment.

How It Builds on Previous Work

• In previous lessons, students determined how the authors of Farewell to Manzanar make connections among or distinctions between individuals, ideas, and events in chapters of the text. In this lesson, students continue this work through a Jigsaw protocol. They analyze the connections and distinctions made in their assigned chapters and then share their findings with classmates.

Support All Students

• Note that there is a differentiated version of Entrance Ticket: Unit 2, Lesson 4 used in Opening A in the separate Teacher’s Guide for English Language Learners. ▲
• During the jigsaw of Work Time A, groups A–D read chapters 14–17, respectively. As chapters 14 and 15 are shorter than chapters 16 and 17, consider assigning ELLs and other readers who need additional support to expert groups A and B. Reading and interpreting a shorter chapter will help students preserve the cognitive energy needed for a thorough analysis and presentation of the connections and distinctions that emerge in the chapter. ▲
• During the jigsaw, students will read their assigned chapter and then analyze the chapter within their expert groups. They will work with expert groups to make thoughtful and strategic choices about how to read the chapter together. If grouped students have a similar reading level and are comfortable reading independently, encourage them to read the chapter and record its gist silently before collaborating to add to their Connections and Distinctions: Farewell to Manzanar note-catchers. If grouped students have disparate reading levels and would benefit from additional support, encourage them to designate a group member to read the chapter aloud while the others in the group follow along. ▲
• Strategically determine home groupings for Closing and Assessment A. If students need additional or heavier support, consider assigning expert-group partners to the same home group (e.g., AABCD). The two students can work together to explain the connections and distinctions of their assigned chapter to the other members of their home 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.
• Monitor students’ progress during the jigsaw share of Closing and Assessment A to ensure that they are effectively presenting their group’s ideas and comprehending the ideas of other groups.

Down the Road

• In the next lesson, students will continue to read Farewell to Manzanar, chapters 19–20, and continue their work in analyzing how connections and distinctions add to our understanding of the text. Students will apply their learning to the Mid-Unit 2 Assessment.