Alignment to Assessment Standards and Purpose of Lesson

• RL.8.7 – Work Time A: Students use note-catchers to track the choices made by the filmmakers of Farewell to Manzanar to convey the text.
• RL.8.7 – Closing and Assessment A: Students draw connections between the text and the film Farewell to Manzanar.
• In this lesson, students focus on working to become effective learners by demonstrating perseverance as they complete the final segment of the Farewell to Manzanar film.

Opportunities to Extend Learning

• Provide additional time for rewatching the film for students who would like to do a more thorough analysis.
• As a way to reinforce work with RL.8.7, encourage reflection on the Farewell to Manzanar film as a whole, and better prepare students to analyze the model literary argument essay in the following lesson, invite students to discuss the questions below in small groups:
• Which major moments or scenes from the text were excluded from the film?
• Which major moments or scenes in the film did not take place in the text?
• How do these departures from the text impact your experience of watching the film?
• Which one or two significant ideas do you think were most effectively conveyed by the film? Why?
• Which one or two significant ideas do you think were less effectively conveyed by the film? Why?
• To help them answer the questions, students can refer to their copies of the text, gist notes, Compare Text to Film note-catchers, Connections and Distinctions note-catchers, and Close Read note-catchers, as well as the Significant Ideas anchor chart. Use Conversation Cues throughout discussion to expand students’ thinking and help students seek to understand the ideas of others.

How It Builds on Previous Work

• This is the final lesson in which students watch and analyze a segment of the Farewell to Manzanar film. As in previous lessons, students analyze moments in a film segment and determine the extent to which the moments stay faithful to or depart from corresponding chapters in the text. They also explain how the film moments convey significant ideas in the text.

Support All Students

• The film segment shown in this lesson contains content from chapters 8, 11, 13, 14, 15, 17, and 22. Provide additional time as needed for students to review these chapters before watching the film. ▲
• Continue to use closed captioning to add English subtitles to the film, supporting listening comprehension for ELLs. ▲
• This segment of the film features sensitive content and situations that some students may find upsetting. For example, Papa, drunk and angry, accuses Mama of gossiping about him and lying about where she is. He pushes her to the ground and is only stopped from seriously hurting her when he is punched in the nose by his son. Even though this scene is not particularly graphic, its content is heavy and may be difficult for students to process. As needed, build time into the lesson for students to examine their feelings about this abuse aloud with a partner or privately in writing.
• This segment also presents news of Richie’s death at war and shows the Wakatsukis’ subsequent grief. Mama’s reaction, especially, may be upsetting for some students; the film depicts Mama weeping and screaming Richie’s name. Students may process this event in the film differently from one another; for example, students who have experienced profound loss may find these scenes more challenging to endure. Be mindful of students’ needs and responses. Note, too, that this death does not take place in the text. Consider warning students about this scene before playing the film segment so that students can prepare themselves as needed.
• If necessary, to support students’ note-taking, pause the film at the end of each moment as indicated in the Compare Text to Film note-catcher. ▲

Assessment Guidance

• Review students’ Compare Text to Film note-catchers to ensure that students are meaningfully and accurately capturing the ways in which the filmmakers convey significant ideas from the text.

Down the Road

• In the next lesson, students will analyze a model literary argument essay using the Painted Essay® structure. The model essay uses ideas and evidence that have been captured on students’ Compare Text to Film note-catchers. In later lessons, students will work in pairs to plan and write practice essays that address a similar prompt.