- I can analyze how the text makes connections among and distinctions between individuals, events, and ideas in chapter 7 of Farewell to Manzanar. (RI.8.3)
- I can engage effectively in a collaborative discussion about a significant idea in the text by being prepared, drawing on my notes, and following rules for collegial discussions. (SL.8.1)
Focus Standards: These are the standards the instruction addresses.
- RI.8.3, SL.8.1
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.8.2
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket: Unit 1, Lesson 9 (RI.8.3)
- Work Time A: Close Read: Farewell to Manzanar, Chapter 7 (RI.8.3)
- Work Time B: Close Reading Culminating Task: Farewell to Manzanar, Chapter 7 (RI.8.3)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engage the Learner - RI.8.3 (5 minutes) 2. Work Time A. Close Read: Farewell to Manzanar, Chapter 7 - RI.8.3 (20 minutes) B. Culminating Task - RI.8.3 (5 minutes) 3. Closing and Assessment A. Collaborative Discussion - SL.8.1 (15 minutes) 4. Homework A. Preread Anchor Text: Students preread chapters 8 and 9 of Farewell to Manzanar in preparation for studying these chapters in the next lesson. |
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
- Ensure there is a copy of Entrance Ticket: Unit 1, Lesson 9 at each student’s workspace.
- Strategically group students into pairs for the close read of Work Time A. Be mindful of students’ needs when selecting students to work together. For example, consider pairing ELLs who need heavier support with ELLs who need lighter support, rather than with students who do not need any additional support understanding English. A smaller difference in range of language ability may help prevent one student from dominating the activity. ▲
- Preview Close Reading Guide: Farewell to Manzanar, Chapter 7 (for teacher reference), Close Read: Farewell to Manzanar, Chapter 7 note-catcher (example for teacher reference), and Close Reading Culminating Task: Farewell to Manzanar, Chapter 7 (example for teacher reference) to become familiar with what is required of students.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Work Times A and B: Students may complete their note-catchers and culminating task using an online word-processing platform such as http://eled.org/0158.
- Work Time A: For students who will benefit from hearing the texts read aloud multiple times, use a text-to-speech tool such as http://eled.org/0103. Note that to use a web-based text-to-speech tool, an online doc will need to be created—for example, http://eled.org/0158, containing the text. ▲
- Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 8.I.A.1, 8.I.A.2, 8.I.B.6, and 8.II.A.1.
Important Points in the Lesson Itself
- To support ELLs, this lesson features a close read of chapter 7 of Farewell to Manzanar with a culminating task and a practice collaborative discussion connected to chapter 7 of the text. This work will help to prepare students for the End of Unit 1 Assessment in Lesson 12, in which students will discuss the causes and impacts of Japanese American internment camps. Students will also be introduced to the concept of significant ideas and consider how significant ideas in a text differ from central ideas. This will further help students to prepare for the End of Unit 1 Assessment and will, in general, provide students with a tool for making meaning of Farewell to Manzanar and of other texts they encounter in this module and beyond.
- ELLs may find it challenging to differentiate between significant ideas and central ideas in Farewell to Manzanar. Doing so will require a deep understanding of both isolated events and ideas and overarching themes, all of which require a solid grasp of language to interpret. Support students in noticing and identifying what they can, and assure them that they will continue to build proficiency in identifying significant ideas in the unit and throughout the Module. ELLs might also find it challenging to articulate their ideas during the collaborative discussion. Use Conversation Cues and sentence starters to support students in navigating this task effectively.
Vocabulary
N/A
Materials from Previous Lessons
Teacher
Student
- Significant Ideas anchor chart (one for display; from Module 4, Unit 1, Lesson 3, Opening A)
- Close Readers Do These Things anchor chart (one for display; from Module 1, Unit 1, Lesson 4, Opening B)
- Discussion Norms anchor chart (one for display; from Module 1, Unit 1, Lesson 14, Work Time B)
- Work to Become Ethical People anchor chart (one for display; from Module 1, Unit 1, Lesson 1, Work Time D)
- Vocabulary logs (one per student; from Module 1, Unit 1, Lesson 2, Opening A)
- Farewell to Manzanar (text; one per student; from Module 4, Unit 1, Lesson 2, Work Time A)
New Materials
Teacher
Student
- Entrance Ticket: Unit 1, Lesson 9 (answers for teacher reference)
- Close Reading Guide: Farewell to Manzanar, Chapter 7 (for teacher reference)
- Close Read: Farewell to Manzanar, Chapter 7 note-catcher (example for teacher reference)
- Close Reading Culminating Task: Farewell to Manzanar, Chapter 7 (example for teacher reference)
- Entrance Ticket: Unit 1, Lesson 9 (one per student)
- Entrance Ticket: Unit 1, Lesson 9 ▲
- Close Read: Farewell to Manzanar, Chapter 7 note-catcher (one per student and one for display)
- Synopsis: Farewell to Manzanar, Chapter 7 (one per student)
- Close Reading Culminating Task: Farewell to Manzanar, Chapter 7 (one per student and one for display)
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 – RI.8.3 (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. Close Read: Farewell to Manzanar, Chapter 7 - RI.8.3 (20 minutes)
"I can analyze how the text makes connections among and distinctions between individuals, events, and ideas in chapter 7 of Farewell to Manzanar."
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For Lighter Support
For Heavier Support
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B. Culminating Task - RI.8.3 (5 minutes)
|
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Closing & Assessments
Closing | Levels of Support |
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A. Collaborative Discussion - SL.8.1 (15 minutes)
"I can engage effectively in a collaborative discussion about a significant idea in the text by being prepared, drawing on my notes, and following rules for collegial discussions."
"What does respect look like during a collaborative discussion?" (Responses will vary, but may include: listening carefully and quietly as others share ideas; building on the ideas of others; disagreeing politely.)
"What is one significant idea about Papa that is supported by this chapter? What evidence in the text makes you think that?" (Responses may vary, but are likely to be variations of the idea that Papa feels conflicted because of his loyalties to both the United States and Japan.)
"How is what ____ said the same as/different from what ____ said?" "Do you agree or disagree with what your classmate said? Why?" "Who can add on to what your classmate said?" "Who can explain why your classmate came up with that response?"
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For Lighter Support
For Heavier Support
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Homework
Homework |
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A. Preread Anchor Text
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