- I can analyze the extent to which the film Farewell to Manzanar stays faithful to or departs from the text, evaluating the filmmakers' choices. (RL.8.7)
Focus Standards: These are the standards the instruction addresses.
- RL.8.7
Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.
- RI.8.1, RI.8.10, W.8.10, SL.8.1
Daily Learning Targets
Ongoing Assessment
- Work Time A: Compare Text to Film: Farewell to Manzanar note-catcher (RL.8.1, RL.8.7, RI.8.1, W.8.10)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. Analyze Farewell to Manzanar, Part 4 - RL.8.7 (35 minutes) 3. Closing and Assessment A. Make Connections to Text - RL.8.7 (5 minutes) 4. Homework A. Complete Compare Text to Film Note-Catcher: As necessary, students add notes to their Compare Text to Film: Farewell to Manzanar note-catcher, drawing on their anchor text and Connections and Distinctions: Farewell to Manzanarnote-catcher to determine how the film is faithful to or departs from the text. They also analyze how moments in the text and film develop significant ideas. B.Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. |
Alignment to Assessment Standards and Purpose of Lesson
Opportunities to Extend Learning
How It Builds on Previous Work
Support All Students
Assessment Guidance
Down the Road
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In Advance
- Prepare the fourth film segment of Farewell to Manzanar (01:15:21-01:46:00). Review the segment for possible content that may be sensitive for students, and consider ways to support them.
- Cue the film to the correct spot, and ensure that the sound and display are functioning as needed.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Work Time A: Select closed captioning on the film settings to provide subtitles and support listening comprehension and auditory processing.
Supporting English Language Learners
Supports guided in part by CA ELD Standard 8.I.B.6.
Important Points in the Lesson Itself
- To support ELLs, this lesson guides students through viewing the final segment of the film adaptation of Farewell to Manzanar. Students will continue to use their Compare Text to Film: Farewell to Manzanar note-catchers to track moments in the text and then draw connections between the film and significant ideas and events in the text. The Closing and Assessment of the lesson includes opportunities for students to probe into the filmmakers' decisions, which helps them to understand significant ideas from the text more deeply.
- ELLs may find it challenging to record notes while they watch the film, as this requires careful attention to both visual and linguistic input (the film's content) and output (writing on the note-catcher). As in other lessons in which students view the film, encourage students to take notes using simple words and phrases while watching and to then go back and refine what they have written immediately after viewing the film. Remind students that the sequence of events in the film may not follow the sequence of events in the text exactly and to be mindful of differences and potentially new content as they watch.
Vocabulary
- N/A
Materials from Previous Lessons
Teacher
Student
- Compare Text to Film: Farewell to Manzanar note-catcher (example for teacher reference) (from Module 4, Unit 1, Lesson 4, Work Time A)
- Farewell to Manzanar film DVD (one per classroom; from Module 4, Unit 1, Lesson 4, Work Time A)
- Work to Become Effective Learners (one for display; from Module 1, Unit 2, Lessons 4-5, Work Time D)
- Work to Become Ethical People anchor chart (one for display; from Module 1, Unit 1, Lesson 1, Work Time D)
- Connections and Distinctions: Farewell to Manzanar note-catcher (example for teacher reference) (from Module 4, Unit 1, Lesson 2, Work Time B)
- Connections and Distinctions: Farewell to Manzanar note-catcher (one for display; from Module 4, Unit 1, Lesson 2, Work Time B)
- Significant Ideas anchor chart (example for teacher reference) (from Module 4, Unit 1, Lesson 3, Opening A)
- Significant Ideas anchor chart (one for display; from Module 4, Unit 1, Lesson 3, Opening A)
- Compare Text to Film: Farewell to Manzanar note-catcher (one per student; from Module 4, Unit 1, Lesson 4, Work Time A)
- Farewell to Manzanar (text; one per student; from Module 4, Unit 1, Lesson 2, Work Time A)
- Connections and Distinctions: Farewell to Manzanar note-catcher (one per student; from Module 4, Unit 1, Lesson 2, Work Time B)
- Independent reading journal (one per student; begun in Module 1, Unit 1, Lesson 6, Work Time B)
New Materials
Teacher
Student
- Device to play the film
- N/A
Assessment
Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Levels of Support |
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A. Engage the Learner (5 minutes)
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For Lighter Support
For Heavier Support
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Work Time
Work Time | Levels of Support |
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A. Analyze Farewell to Manzanar, Part 4 - RL.8.7 (35 minutes)
"I can analyze the extent to which the film Farewell to Manzanar stays faithful to or departs from the text, evaluating the filmmakers' choices."
|
For Lighter Support
For Heavier Support
|
Closing & Assessments
Closing |
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A. Make Connections to Text - RL.8.7 (5 minutes)
"What is the general mood at the loyalty oath meeting in the film and text?" (Responses will vary, but may include: there is a general mood of disagreement, tension, conflict, frustration.) "What are the causes of tension and conflict at the loyalty oath meeting?" (Responses will vary, but may include: people disagree about their loyalties to the United States versus Japan.) "What is one significant idea about the text that is supported by this scene in the text and film?" (Responses will vary. Help students recognize the effects of the internment experience on this tension and conflict.)
"So, do you mean ___?" (Goal 1) "Can you figure out why the filmmakers made that choice?" (Goal 3) "Who can add on to what your classmate said?" (Goal 4) "How does our discussion add to your understanding of significant ideas in the text and film?" (Goal 3)
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Homework
Homework |
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A. Complete Compare Text to Film Note-Catcher
B. Independent Research Reading
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