Alignment to Assessment Standards and Purpose of Lesson

• RI.8.4 – Opening A: On an entrance ticket, students analyze the impact of specific word choices on establishing the mood of the camp before the riots.
• RI.8.4 – Work Time A: As they read chapters 8–9 of Farewell to Manzanar, students determine the meanings of words as they are used in the text.
• L.8.4 – Work Time A: As they read chapters 8–9 of Farewell to Manzanar, students use strategies to determine the meanings of words in the text.
• SL.8.1a - Work Time B: Students participate in a Language Dive to examine a sentence that will help them prepare for a collaborative discussion.
• L.8.1b –Work Time B: Students participate in a Language Dive to examine a sentence that uses a verb in passive voice.
• L.8.3a –Work Time B: Students participate in Language Dive to consider how the use of passive voice impacts meaning in a sentence.
• RI.8.3 – Closing and Assessment A: Students analyze how the text makes connections among and distinctions between individuals, ideas, or events in Farewell to Manzanar.
• In this lesson, students focus on working to become ethical people by showing respect and empathy as they reflect on the Wakatsuki family’s experiences and working to become effective learners by collaborating as they work with peers and participate in a discussion.

Opportunities to Extend Learning

• As students read and learn more about the events involved in Japanese American internment in Farewell to Manzanar, invite students to research particular aspects of this time period that are of interest to them, such as psychological effects of internment, corruption in the administration of internment camps, riots in internment camps, or the role of the American Friends Service Committee in helping the internees. Consider providing questions like the following to guide this exploration:
• Who were the key individuals involved? How are they connected? What distinctions are there between these individuals?
• What are the key ideas or events? How are these ideas or events connected? What distinctions are there between these ideas or events?
• Release more responsibility more quickly to students as they comprehend the tasks or concepts:
• Students who finish the entrance ticket quickly can start reading chapters 8 and 9.
• Allow those students who are able to read and identify gist independently to do so.

How It Builds on Previous Work

• In previous lessons, students have focused on analyzing how the text makes connections among and distinctions between individuals, ideas, or events in Farewell to Manzanar and how this helps develop understanding of the text. In this lesson, students continue practicing this analysis and drawing on it as they practice collaborative discussion skills.

Support All Students

• Note that there is a differentiated version of Entrance Ticket: Unit 1, Lesson 10 used in Opening A in the separate Teacher’s Guide for English Language Learners. ▲
• Chapters 8 and 9 contain content that may be distressing for some students. In chapter 8, Jeanne’s father is drunk and beats Jeanne’s mother. Then Kiyo, Jeanne’s brother, defends their mother by punching their father in the face and runs away to an older sister’s barrack. In chapter 9, internees who are tired of unjust treatment riot and are shot at by US military police. Ten internees are injured; two are killed. Create space, like through a QuickWrite, for students to privately reflect on the content of these chapters and process their feelings about it. Construct thoughtful QuickWrite prompts that encourage empathy (e.g., How do you think Jeanne’s mother felt in this scene? How do Jeanne and Kiyo feel during and after this scene? Why do the rioters start the riot? Why do the military police shoot their guns into the crowd?). Review students’ QuickWrite responses, and check in with students as needed.
• As in Lesson 2, in Work Time A, present additional options for recording gist rather than just the sticky note, such as using a separate notebook, graphic organizer, using highlighters and annotating, or a voice recorder. Alternatively, give students options for expressing their understanding of gist (oral, written, or drawing). Also, build in different options for expressing comprehension of the text (written reflection, voice recording, or discussion with partners/groups). ▲
• Before the Language Dive in Work Time B, consider reviewing the structure of active and passive voice. This will help students to navigate work with passive voice and to carry out analysis around the impact its use has on meaning. ▲
• During the Language Dive in Work Time B, students may need to consult a dictionary to verify the meanings of words. Ensure students have access to a dictionary for this portion of the lesson. ▲
• Note that the Language Dive sentence focuses students’ attention on the emasculation that some men felt they experienced at Manzanar. This idea should be approached sensitively, in a way that explores ideas about gender norms that underlie emasculation and have changed over time. Center these attitudes in the individuals and the text rather than as ones that are unchanging or “correct.”

Assessment Guidance

• As students practice collaborative discussion during the Language Dive, use the Grade 8 Speaking and Listening Informal checklist located on the Tools page to provide feedback. The discussion is very brief, so consider focusing on select students who might need more feedback. There will be more practice opportunities before the first collaborative discussion assessment at the end of this unit.
• Review students’ Connections and Distinctions note-catchers 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 watch another segment of the film Farewell to Manzanar, practicing their discussion skills about the content of the film.