Alignment to Assessment Standards and Purpose of Lesson

• Work Time A: Students complete the Mid-Unit 2 Assessment. Students read the beginning of chapter 22 in Farewell to Manzanar (pages 165–177) and answer selected response and short constructed response questions about how connections and distinctions are made among individuals, ideas, and events and the significance of those connections as well as how point of view is conveyed (RI.8.1, RI.8.3, RI.8.4, RI.8.6, RI.8.10, W.8.10, L.8.5a).
• In this lesson, students focus on working to become effective learners by reading and answering questions independently for the mid-unit assessment. Prompt students’ perseverance by reminding them that assessments are meant to inform instruction. Use assessment data to make choices about what should be retaught and how to adjust the pacing. Encourage students not to be afraid of making mistakes; an accurate assessment is crucial for tailoring lessons to students’ needs.

Opportunities to Extend Learning

• Some students may not need extensive review of the assessment directions. Release them to begin working on the assessment while clarification is provided to other students who need more support.

How It Builds on Previous Work

• In the first half of this unit, students continued reading the anchor text, Farewell to Manzanar, building their knowledge about the events prior to and during Jeanne’s family time at a Japanese American internment camp and analyzing the authors’ use of connotative and figurative language as well as how connections among and distinctions between individuals, events, and ideas are made in the text. This lesson continues those routines in an assessment, asking students to apply their learning to a new chapter of the anchor text.

Support All Students

• Chapter 22 makes reference to an older white woman hurling racial slurs at Jeanne and Kiyo as well as Jeanne’s fears about the FBI showing up at Jeanne’s door to take her away again. 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.
• Some students may struggle to understand the assessment feedback they receive for the End of Unit 1 Assessment. Additionally, students who performed below their expectations on the End of Unit 1 Assessment may struggle with confidence after seeing feedback. Highlight strengths and assets to help students approach the Mid-Unit 2 Assessment with a positive mindset. ▲
• As with any assessment, students may feel nervous to read new passages independently and answer questions about them. Point out all the preparation they have had through activities, homework, and in-class reading time. Also, remind them there will be other opportunities throughout Module 4 to demonstrate what they have learned.
• Review the directions of the assessment carefully with students to ensure that they understand the tasks they are being asked to carry out. ▲
• If students receive accommodations for assessments, communicate with the cooperating service providers regarding the practices of instruction in use during this study as well as the goals of the assessment.
• For some students, this assessment may require more than the 35 minutes allotted. Provide time over multiple days if necessary. ▲
• An opportunity to track their progress after the assessment helps students reflect on and celebrate their growth.

Assessment Guidance

• All assessment materials for Mid-Unit 2 Assessment: Analyze Connections, Distinctions, and Point of View: Farewell to Manzanar, Chapter 22 are included in the Assessment Overview and Resources.
• When assessing and providing feedback on this assessment, use the answer key and sample student responses (see Assessment Overview and Resources) to help complete students’ Track Progress recording form.
• Using information from this assessment, students are tracking progress toward anchor standards:
• R.1: By the end of Grade 12, I will be able to: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• R.4: By the end of Grade 12, I will be able to: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
• R.10: By the end of Grade 12, I will be able to: Read and comprehend complex literary and informational texts independently and proficiently.

Down the Road

• In the next lesson, students finish reading and viewing Farewell to Manzanar and prepare to write collaborative and independent argument essays.
• Students’ Mid-Unit 2 Assessments will be returned in Lesson 17 with feedback.