Alignment to Assessment Standards and Purpose of Lesson

• RI.8.4 – Opening A: On an entrance ticket, students determine the meanings of unfamiliar words as they are used in chapter 21 of Farewell to Manzanar.
• L.8.4 – Opening A: On an entrance ticket, students use strategies to determine the meanings of unfamiliar words as they are used in chapter 21 of Farewell to Manzanar.
• RI.8.3 – Work Time A: Students analyze how the text makes connections among and distinctions between individuals, ideas, or events in chapter 21 of Farewell to Manzanar.
• RI.8.3 – Closing and Assessment A: Students share their analysis, explaining 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 persevering as they read and analyze the complex anchor text.

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 21, 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.
• Encourage students to express what they have learned from their independent research reading using multimodalities. Students could create a collage, podcast, poem, or game to synthesize their learning.

How It Builds on Previous Work

• In the previous lesson, students read chapters 19–20 of Farewell to Manzanar. Students analyzed the chapters for meaningful connections and distinctions as well as significant ideas. Students complete similar tasks in this lesson, reading chapter 21 and analyzing distinctions, connections, and significant ideas.

Support All Students

• 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. ▲
• The subject matter in chapter 21 includes descriptions of appearance, gender, race, and sexuality. For example, Jeanne admires Caucasian ideals of beauty: “ideas about how a girl should look and dress and talk and act, and ideas of male beauty—which was why so many of the boys I liked were Caucasian” (154). She has a recurring dream in which there is “a young, beautifully blond and blue-eyed high school girl moving through a room full of others her own age, much admired by everyone” (154). Later, when Jeanne dresses in an “exotic” way and wins carnival queen, her father chastises her for “showing off [her] body” (158). He tries to impose Japanese ideas of beauty on her: “Modesty is important. A graceful body is important”; also important are not walking in an “assertive” way and not smiling (159). Some students may find objection with the procession of the carnival queen and her court. Offer support as students process these passages. Invite students to discuss their reactions aloud, practicing respect and empathy for one another’s feelings and for Jeanne, who lived in a different era. Use point of view work to help students establish distance from the ideas presented in the text; by more directly assigning the text’s ideas to the individuals in the text, students can better balance an understanding of Jeanne and others’ attitudes with their own rejection of those attitudes.
• During the independent research reading share, pair students who need heavier support. Invite them to select short passages from their independent research reading texts and read them aloud to their partners. This will reinforce speaking and intonation practice. ▲

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.

Down the Road

• In the next lesson, students will take the Mid-Unit 2 Assessment. The mid-unit assessment asks students to complete tasks that directly reflect the work students have done in class (i.e., use textual evidence to determine how the text makes connections among and distinctions between individuals, events, and ideas).