A. Analyze the Model: Proof Paragraph 2 – W.8.1b (10 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

“I can identify the point, evidence, and reasoning in Proof Paragraph 2 of a model argument essay.”

• Remind students that one of the most important aspects of a Proof Paragraph is including evidence that directly supports the point stated. The evidence sandwich includes three parts:
• The point (bread)
• The evidence introduced with context (the filling)
• The reasoning (more bread)
• Remind students that in these essays about how faithful the film is to the text of Farewell to Manzanar, there are two evidence sandwiches in each Proof Paragraph. Display and ask students to retrieve their copies of the Model Argument Essay: “How Farewell to Manzanar Conveys Jeanne’s Youth.” Read Proof Paragraph 2 aloud, prompting students to think about these three components of a Proof Paragraph as they follow along.
• Have students practice identifying the important aspects of a Proof Paragraph by finding and discussing the evidence sandwich in Proof Paragraph 2 of their Model Argument Essay: “How Farewell to Manzanar Conveys Jeanne’s Youth.”
• Turn and Talk:

“What do you notice about the organization of this paragraph, as compared to Proof Paragraph 1 ?” (They are organized very similarly. Both start with a description of a moment in the text before moving to discuss the film. Both Proof Paragraphs have two evidence sandwiches—one about the text and the next about the film.)

“What is the point of the Proof Paragraph 2?”

“What is the point/bread for the text evidence sandwich?” (The writer names the moment of Jeanne’s understanding of the word inu.)

“What is the evidence/filling from the text?” (“Jeanne and Mama hear two women call Papa an inu, which means dog in Japanese. At the time, Jeanne thinks the women who said this are just speaking badly about Papa ‘because he never socialized’ (60). Years later, Jeanne would learn that ‘inu also meant collaborator or informer’ (61)—in other words, a traitor.”)

“What is the reasoning/bread for the text evidence?” (“This distinction between Jeanne’s early and later knowledge of this word emphasizes all that Jeanne did not know while she was a child living at Manzanar.”)

“What is the point/bread for the film evidence sandwich in Proof Paragraph 2?” (“In this moment in the film, the filmmakers use dialogue to convey Jeanne’s naivete and confusion.”)

“What is the evidence/filling from the text?” (“In a departure from the text, Jeanne asks Mama what an inu is, and Mama answers in the moment. She says that ‘here, it means worse [than dog]: someone who helps the enemy.’ The camera shows Jeanne looking up, clearly trying to make sense of what she is told. She asks, ‘Who is the enemy?’ Mama is not able to provide an exact answer, suggesting that the answer to this question is more complicated than young Jeanne can comprehend.”)

“What is the reasoning/bread for the film evidence sandwich?” (“In this scene, Jeanne’s questions signal to the viewer that Jeanne does not fully understand what makes an inu or why Papa is being accused of disloyalty. Mama’s response shows that she is not able to give Jeanne a simple answer to her naive question. By using dialogue in this scene, the filmmakers help the viewer to understand that Jeanne’s youth keeps her from comprehending these complicated ideas.”)

• Circulate as students complete the task, clarifying any misconceptions and answering questions.
• Display the Characteristics of Argument Writing anchor chart. Review aspects of Proof Paragraphs with students. Invite students to help record additional important aspects of Proof Paragraphs on the anchor chart.
• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.

C. Practice Essay: Draft Proof Paragraph 2 – W.8.1b, W.8.4 (15 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

“I can write Proof Paragraph 2 for my practice essay.”

• Tell students they are now ready to draft Proof Paragraph 2 of their practice essays. Explain to students that they will draft Proof Paragraph 2 independently.
• Remind them to use the same series of questions used in the rehearsal to guide their writing.

“What is your point/bread?” (Responses will vary.)

“What is your evidence/filling?” (Responses will vary.)

“What is your reasoning/bread?” (Responses will vary.)

• Invite students to retrieve their devices and to gather any remaining materials from the list below, and refer to the Characteristics of Argument Writing anchor chart as they write:
• Model Argument Essay: “How Farewell to Manzanar Conveys Jeanne’s Youth”
• Argument Writing checklist
• Painted Essay® template
• Practice Argument Essay Writing Plan graphic organizer
• Farewell to Manzanar
• Connections and Distinctions: Farewell to Manzanar note-catcher
• Compare Text to Film: Farewell to Manzanar note-catcher
• Close Read: Farewell to Manzanar, Chapter 7 note-catcher
• Significant Ideas anchor chart
• Circulate to support students as they write and to identify common issues to use as whole group teaching points.
• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.