TSE II - Spring Unit Plan

Farewell to Manzanar:
Learning From Our Past
2017 Spring Unit Plan
Stephanie Williams
Johns Hopkins University School of Education
Master of Arts in Teaching (MAT) Program
English Education, 2016-2017
Swill221@jhu.edu
301-704-3032
Johns Hopkins University MAT Program, English Education

Instructor: Dr. Kate Allman
sallman1@jhu.edu
Part I: Unit Plan Introduction
A) UNIT OVERVIEW
This unit focuses on the theme of Facing Injustices. The students will read a memoir
written by a woman who was placed in the Japanese Internment camps when she was 7. It
is a story of her and her familys experiences both in the camp and after the camp. Students
will be focusing on the authors use of purposeful language throughout the book and
applying that to their own writings. Students will also have the chance to complete a
research project on an injustice of their choosing; they will research this event/topic and
then teach the rest of the class about it. Students will also be reading other supplemental
texts throughout the unit.
B) CONTEXT FOR LEARNING
1) Classroom Census:
Unit Plan Class: English Language Arts 7th Grade On-Level
Gender/Racial Composition of Class #1
Black White Latin@ Asian Other Total by % by

Gender Gender
Male 16 27 12 8 2 65 60%
Female 10 14 8 6 6 44 40%
Total/Race 26 41 20 14 8
% by Race 24% 38% 18% 14% 7%
TOTAL NUMBER OF STUDENTS 109
Special Needs Composition of Class #1
# with % with # with % with # served % served Total % of

IEP IEP 504 Plan 504 Plan as ELL as ELL students
w/
Male 13 12% 5 5% 5 5% special
needs
Female 5 5% 1 1% 2 2%
Totals 18 17% 6 6% 7 6%
28%
2
2) Special Needs Accommodations:
Pseudonyms are used to protect student information
1) Tom Jones
Tom is a 7th grade male African American student with an IEP. He is a year older than the
rest of his classmates. Some of the accommodations he receives through his IEP are
checking for understanding, chunking larger portions of information, extended time, graphic
organizers, frequent breaks, preferential seating, reduced distractions, repetition of
directions, and visual and verbal cues. Toms seat is at the front of the classroom right next
to the teachers desk. He was in a different seat, but he asked to be moved forward. This
seat allows for easy access to check for understanding, repetition of directions, and visual
and verbal cues. He is offered the chance to be taken out of the room during assessments
such as a test to help reduce distractions. He does not always take this option, but it is
available to him.
2) Jorge Luis
Jorge is a 7th grade student who has an IEP and is in the ELL program. His grasp on the
English language is so low that his schedule was modified to allow him to have ELA class
twice each day. Jorges accommodations include extended time, monitored test responses,
reader for entire test, reduced distractions, respond on the test booklet, and a scribe. Jorge
stays in ELA class for the first period and then, when possible, the special education co-
teacher takes him out during the second period to work on improving his language abilities.
3) Stephanie Bertran
Stephanie is an English Language Learner who came to the United States right at the
beginning of the school year. While she speaks some conversational English, her academic
English is nonexistent. She is in a class with 5 other Spanish-speaking ELL students.
There is an ELL teacher in the class with her, but she mainly relies on 2 of the other ELL
students who have a better understanding of English. They tend to translate any specific
directions that are given to their group. Most of the time, the 6 of them are taken out of the
classroom to work with the ELL teacher.
C) Essential Questions
1. How does an individuals response to prejudice and injustice reveal his or her true
character?
2. What is the value of learning about injustice from the point of view of someone who has
experience it?
3. What are the causes and consequences of prejudice and injustice?
3
Part II: Standards
Students will be able to:
Analyze the connection between prejudice and injustice (RL2, NCTE3)
Analyze the authors purposeful use of language (RL4, L5, NCTE3)
Examine and apply elements of explanatory writing (W2, W4, NCTE5)
Locate, evaluate, and use information from various sources to support a thesis (W7,
W8, NCTE7)
Document sources using MLA format (W8, NCTE7)
4
Part III: Unit Outline
5
WEEK ONE
Content: Content: Content: Content: Content:
Students will read, Students will Students will Students will Students will be
discuss, and summarize the work on spend the class assigned an Ansel
answer questions first two completing their in their Adams picture. They
on the first two chapters, answer storyboard for the discussion will fill out a graphic
chapters of FtM discussion chapters they have groups organizer with details
questions in read. They will answering from the picture and
Standards: assigned read sections of questions about another with vivid
SL 1 discussion ch. 3-5 and answer their readings. images from the book.
RL 1 groups comprehension They will go
RL 2 questions back into the text Standards:
Standards: and find quotes RL 1
Assessments: SL 1 Standards: to support their RL 2
Students will be RL 1 SL 1 answers. They RL 4
gauged on their RL 2 RL 1 will then share W3
answers to the RL 2 their answers
questions and their Assessments: with the class. Assessments:
class discussion Students will Assessments: Students will be
complete a 3 Students will be Standards: assessed on their
Objectives sentence assessed on their SL 1 completion of the two
Students will be summary of storyboard, their RL 1 graphic organizers and
able to understand what has comprehension RL 2 their participation in
and summarize the happened in the questions, and the class discussion
first two chapters first two chapters their closure (Hold Assessments:
that Thought) Students will be Objectives
Lesson Plan #1 Objectives assessed on their Students will be able
Students will be Objectives discussion to write a creative
able to Students will be question answers piece based on a
understand and able to complete provided picture
summarize the comprehension Objectives:
first two chapters questions while Students will Lesson Plan #5
reading work together in
Lesson Plan #2 groups to
Lesson Plan #3 complete
provided
discussion
questions about
the chapters
Lesson Plan #4
WEEK TWO
Content: Content: Content: Content: Content:
Students will Students will Students will take Students will Students will review
spend the class analyze a poem a quiz on chapters listen to the what happened in
writing a creative for tone, theme, 1-8 in FtM audio, which class the day before.
piece about the and images. will be paused at They will then get into
assigned picture. They will then Standards: opportune times their discussion
They will write 4 write a well- RL 1 to discuss the groups and answer
diary entries from written response. RL 3 reading. They discussion questions
the viewpoint of RL 6 will then answer on chapters 9-11
one of the people Standards: sample questions
in the picture RL 1 Assessments: from the loyalty Standards:
RL 2 Students will be oath the SL 1
Standards: RL 4 assessed on their Japanese RL 1 6
RL 1 W2 reading quiz they internees had to RL 2
RL 2 take on take. A class
7
Part IV: Assessments
Pre-Assessment
NAME: ____________ PERIOD:_____________ DATE:____________
Poetry Analysis
DIRECTIONS:
1) Read the following poem
2) Mark the following items in three different colors:
a) the theme of the poem
b) The tone of the poem
c) Images created by the words in the poem
3) Write a well-written and well-organized response incorporating the 3 things you
identified.
4) Make sure to quote and cite at least 1 line of the poem in your response.
SILENCE NO MORE - Vikash Jaiswal
Silence means you never hate me 1

silence means you will again date me
silence means you need some time
silence means you are fine
silence means the hopes are alive 5
tears came out of my eyes
silence is no more surprise
silence is only you know

silence is what you show
silence is to only glow
10
silence means only to give
silence means you will forgive
tears pours out of my eyes
silence is no more surprise...
please break the silence 15
8
Post-Assessment
Poetry Analysis
DIRECTIONS:
Using the TP-CASTT organizer, you are going to write at least two well-written paragraphs.
Make sure to include:
Theme
Tone
Your interpretation of the poem
Importance of the title
At least 2 pieces of evidence (with proper citation)
It Couldnt Be Done
By Edgar Albert Guest
Somebody said that it couldnt be done

But he with a chuckle replied
That maybe it couldnt, but he would be one
Who wouldnt say so till hed tried.
So he buckled right in with the trace of a grin
On his face. If he worried he hid it.
He started to sing as he tackled the thing
That couldnt be done, and he did it!
Somebody scoffed: Oh, youll never do that;

At least no one ever has done it;
But he took off his coat and he took off his hat
And the first thing we knew hed begun it.
With a lift of his chin and a bit of a grin,
Without any doubting or quiddit,
He started to sing as he tackled the thing
That couldnt be done, and he did it.
There are thousands to tell you it cannot be done,

There are thousands to prophesy failure,
There are thousands to point out to you one by one,
The dangers that wait to assail you.
But just buckle in with a bit of a grin,
Just take off your coat and go to it;
Just start in to sing as you tackle the thing
9
That cannot be done, and youll do it.
TP-CASTT Poetry Analysis
TITLE:
Consider the title and make a prediction about what the poem is about.
__________________________________________________________________
PARAPHRASE:
Translate the poem line by line into your own words on a literal level. Look for
complete thoughts (sentences may be inverted) and look up unfamiliar words.
__________________________________________________________________
CONNOTATION:
Examine the poem for meaning beyond the literal. Look for figurative language,
imagery, and sound elements.
__________________________________________________________________
ATTITUDE/TONE:
Notice the speakers tone and attitude. Humor? Sarcasm? Awe?
__________________________________________________________________
SHIFTS:
Note any shifts or changes in speaker or attitude. Look for keywords, time
change, punctuation.
__________________________________________________________________
TITLE:
Examine the title again, this time on an interpretive level.
__________________________________________________________________
THEME:
Briefly state in your own words what the poem is about (subject), then what the
poet is saying about the subject (theme).
__________________________________________________________________
10
11
12
Scanned by CamScanner
13
14
Assessment Using Technology

FarewelltoManzanarChapters18Score:
1.Jeanne'sfamilywasdependentonherfathertomakedecisions.
ATrue
BFalse
2.WhatwasthethingintheWakatsuki'shomethatconnectedthe
family?
3.Internmentmeans:
A Tointerestsomeoneinsomething
B Tobeunfairtowardssomeoneorsomething
C Tobeimprisonedagainstyourwill
4.Provide3examplesofhowtheWakatsukifamilymemberswere
victimsofignoranceandhostility
5.whatistheimportanceofthephrase"shikataganai"throughout
thetext?
6.Patriarchmeans:
A Maleheadofafamily
15
B Peoplewhodamageacountryspropertyorresources
C Processofformalexaminationandquestioning
D Removalorwithdrawalofoccupants
7.WheredoesJeannesayherlifebegan?
8.WhatbegantohappentofamiliesoncetheymovedtoManzanar?
9.Entrepreneursmeans:
A Personwhobuysandsellsitemsforprofit
B Personwhoexercisespowerinacruelorunjustmanner
C Peoplewhoorganizeandrunneworriskybusinesses
D Personwhosupportsorencouragesanotherperson
E Officerwhoadministersthelaw
10.WhenPapajoinedhisfamilyatManzanar,heisolatedhimself,
alwaysdrinkingandyellingathisfamily.Whatwastherealreasonfor
hisangerandisolation?
11.Inuisaslangwordfor"dog."WhywouldpeoplebecallingPapa
that?
16
12.JeannefeltcomfortablewithotherAsianspriortothebombingof
PearlHarbor.
A True
B False
13.WhydoyouthinkMamawaswillingtotakePapa'sabuse?
14.WhatwerethereasonsforinterningJapaneseAmericans?What
wasthedocumentthatmadeitpossible?
17
Summative
Name: __________________ Date: ________ Period: __________
Farewell to Manzanar Reading Quiz - Chapters 18-22
**REMEMBER** Include the page number when you write down a quote.
1. What is the overall tone of the last chapters in this novel? Explain how you came to
that answer. Use at least one quote to prove your opinion. (4)
2. Why did Jeanne go back to Manzanar? Use a quote in your answer. (4)
3. Jeanne believes that the ill-treatment of the Japanese in America took place because
they were not seen as individuals. Do you agree with her? Explain why or why not. Use
evidence from the book to backup your answer. (4)
4. Do you think Papa should have imposed instruction about Japanese traditions on
Jeanne? Should he have just let her be American? Explain your answer. Use a quote
from the book. (4)
5. How did Woodys visit to Toyo affect his feelings for Papa and their future
relationship? Use a quote from the book. (4)
6. The Wakatsukis chose to not use the bus provided by the government to leave the
camps. (4)
Part 1: What mode of transportation did they use to leave Manzanar?
Part 2: What did the choice of transportation reveal about Papas character at the time?
Use evidence from the book
19
20
Student Examples
21
22
23
24
25
Performance Assessment
Name: ____________________________ Date: __________ English, Pd.: ____
FACING INJUSTICE: Cornerstone Task

The Assignment: For this Cornerstone Task, you will practice the
steps of researching from start to finish in order to research an act of
injustice from history long ago or more recently. You will present
your newfound knowledge with the class through a multimedia
presentation. You will be graded on the notes you take, your works
cited page, your multimedia product, your presentation and a
research reflection.
You must address the following questions in your research/product:

What are the important details about the injustice?
Who (groups/individuals) is/was effected by the injustice?
Who (groups/individuals) is/was fighting against the injustice?
What were the direct cause(s) of the injustice?
What were the indirect cause(s) (contributing factors) of the
injustice?
What was/is the historical context of the injustice?
What are/were the consequence(s) of the injustice?
What can we learn about a persons character in his response

to injustice?
What is the value of learning about injustices throughout
history?
How can ordinary citizens help prevent injustices like this from
happening again?
How can we ensure that all people are treated equally under
the laws
of a country?
26
Name: _____________________________ Date: __________ English, Pd.: ____
FACING INJUSTICE Cornerstone Task Research

Guide
The _____ STEPS OF RESEARCHING
Research What it entails: My Notes:

Step:
Step :
TASK What am I being asked _____ _______________________
DEFINITION ____ ?
What _________ to be done? _______________________
What ________ do I need? _______________________
_______________________
Step : _______________________
INFORMATION What resources can I
_______________________
SEEKING __________ ?
STRATEGIES _______________________
Step : _______________________
LOCATION & __________ can I find the
ACCESS sources? _______________________
27
Step : _________ can I ______ from _______________________
USE OF the sources?
INFORMATION What should I ______ with _______________________
the _________ ? _______________________
Step :
SYNTHESIS What __________ can I create
to show what I ___________ ? _______________________
What am I _____________ to _______________________
do? _______________________
Step :
EVALUATION _______ did I do? What could
I have done _________ ? _______________________
_______________________
28
Name: _____________________________ Date: __________ English, Pd.: ____
FACING INJUSTICE Cornerstone Task

Reflection
Rate your response to each question on the
scale. Then choose 2 of the questions on which to
elaborate.
--------------------------------------------------------------
----------------------
No, absolutely not Sort of Yes,
absolutely
(1) Overall, I feel confidant about following the steps of the

research process. I could follow the steps by myself and
conduct research independently.
--------------------------------------------------------------
----------------------
(2) I feel comfortable using online databases like SIRS and

History Reference Center.
--------------------------------------------------------------
----------------------
(3) I feel confidant in selecting reliable websites for my

research.
--------------------------------------------------------------
----------------------
29
(4) I am able to successfully take notes from sources. I am
able to select important details, paraphrase the information,
and use note-taking strategies like bullets, abbreviations,
and organizing my notes by like information.
--------------------------------------------------------------
----------------------
(5) I am happy with my final product how I chose to share

the information I learned. I wouldnt do anything differently if
I were to do it again.
--------------------------------------------------------------
----------------------
(6) I am happy with the presentation I gave in class. I

wouldnt do anything differently if I were to do it again.
--------------------------------------------------------------
----------------------
(7) I regularly checked the assignment description, rubrics,

and research guide to make sure I was doing everything I
was supposed to.
--------------------------------------------------------------
----------------------
(8) I used the generous amount of time I was given to work

in school well. I used all available resources and stayed on
task to make sure I did as well as possible on this project.
--------------------------------------------------------------
----------------------
30
# ______ :
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________
# ______ :
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________
31
Informal
A Kahoot! game used to assess student knowledge on PowerPoint presentations before

they were required to create one.
32
Formative
Chapters 1- 2
Comprehension Questions:
1. How did Papa show that he took great pride in his work? (Page 3)
2. Why was Papa arrested after the Japanese bombing of Pearl Harbor? What was the
reaction of his family? (Page 6)
3. What did Jeanne mean when she said that Papa had become a man without a
country? (Page 5-6)
4. Why was Chapter Two entitled Shikata Ga Nai? (Page 11)
5. How did Jeanne feel toward other Asians prior to the bombing of Pearl Harbor?
Find a quote from the story to show Jeannes opinion. Remember the page number. (Page
8)
6. Why did Mama move the family to Terminal Island after Papa was taken into custody?
(Page 7)
33
7. What hardships did the Wakatsuki family, as well as other interned Japanese
Americans, face upon their arrival at Manzanar? (Page 14-16)
Chapters 1 -2
Discussion Questions:
1. In what ways were the family members victims of greed, ignorance, hostility, and
bigotry?
2. Why do you think the farmer family structure of a patriarchy made life more difficult
for the Wakatsuki family after Pearl Harbor?
3.Read the quotation by Henry Steele Commager at the beginning of Part One of
Farewell to Manzanar. Then consider the fact that citizens of German and Italian descent
were not interned during War World II even though the United States was at war with
those countries. Do you think the United States government was justified in passing
Executive Order 9066 and interning loyal Issei, most whom had been denied citizenship
by the United States, as well as Nisei, who were United States citizens by birth?
34
Part V: Lesson Plans
Unit Title: Facing Injustice Grade Level: 7th Grade

Class: English Language Arts Standard/Honors/AP:
Standard
Lesson Title: Instagram Vocabulary Day: 1 of 39
Essential Questions:
What vocabulary words are necessary to know to understand the story of Farewell to
Manzanar?
Specific Lesson Objectives
Students will understand: (aligned to Maryland ELA, local, and professional standards):
That one word can have multiple meanings and definitions (L4. L6, NCTE6)
Students will be able to: (aligned to Maryland ELA, local, and professional standards):
Define a vocabulary word using a dictionary (L4, NCTE10)
Create connections between the word and images (L4, NCTE9, NCTE10)
Be able to explain their assigned word to other classmates (L5, NCTE6)
Materials/Resources
List of vocabulary words from unit*
Daily instruction sheet*
Teacher model*
White paper
Colored Pencils
Dictionaries
Discipline-Specific Tool(s) of Inquiry
Vocabulary Instruction - Memoir
Technology Needs
Computer
Document Camera
Projector
LESSON ACTIVITIES
35
Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)
Students will enter the classroom and find numbers assigned to each desk. These numbers will
put students in pairs. Once they have found their pair, they will discuss the different ways they
have learned vocabulary over the years. Together, they will pick their favorite way to study new
words.
Detailed Procedures: Include all sections that apply to this lesson; combine as necessary.
Section Time What the Teacher will do: What the Students will do:
Statement of 5 min The objectives and essential Students will read the
Objective & questions will be written on the objectives and essential
Purpose
blackboard at the front of the room. questions written on the
blackboard at the front of the
With your partner, identify two room.
ways you have studied vocabulary in
the past. Then decide what your Students will complete the
favorite way is. warm-up in pairs.
Input, 10 min Today we are going to do an activity Students will participate in the
Modeling, & called Instagram Vocabulary. How class discussion about the
Check for
Understanding
many of you either use Instagram or model vocabulary word.
have seen someones Instagram
page? You are going to recreate a
page for a vocabulary word.
Students will pretend that the word is

a person who is posting pictures on
their Instagram page. They will draw
four pictures they think are closely
associated with the word.
I have drawn up a model for one of

our vocabulary words: Interlace.
Looking at the definition, how do
you think these four pictures connect
to the word?
I will lead the students in a class

discussion about what their
Instagram pages should look like.
Guided 10 min Students will receive a slip of paper Students will work in their pairs
Practice with their assigned vocabulary word to set up their Instagram pages
on it. and define their vocabulary
36
words.
The first thing you should do is
draw out your Instagram layout on
your piece of blank paper. After you
have done that, set up the word at the
top of the page. Then use one of the
dictionaries to look up the definition
of the word.
The students will work together to set

up their pages and locate their words
definition.
Independent 20 min Now that you have completed your Students will work together to
Practice/ page set up and written the definition, draw four pictures that
Homework
you can start working on the pictures. represent their assigned word.
With your partner, decide what your
four pictures are going to be.
Remember to make them big enough
to be seen from the wall of the
classroom.
I will walk throughout the classroom

during the lesson monitoring student
activity. I will also be available to
help any students who are stuck on a
word.
Closing/ 10 min Students will have the opportunity at Students will volunteer to show
Summary the end of the lesson to play their work at the front of the
teacher. Volunteers will come up room under the document
and put their Instagram page under camera. They will then explain
the document camera. The pair will their decisions to their
then share with the class why they classmates.
chose the images they did and how
those represent the word.
Assessment of Student Learning
Students will be turning in their Instagram page at the end of the class. They will also be
assessed on their ability to explain their assigned vocabulary words to their classmates.
Differentiation
37
Strategies that you employ to reach the following groups:
ELLs: This lesson creates visuals for the vocabulary words that will show up throughout the
book the students will be reading. These will be hung around the classroom to help students as
they are reading. Students will also be encouraged to look up the words in their native
language before beginning to create the Instagram page.
Gifted: This lesson asks students to create pictures that reflect the meaning of the words. It
asks them to move past the literal level to the figurative level of the words definition.
Socioeconomic: Everything the students will need in this lesson plan will be provided to them
in the class. There will be nothing they need to take home and finish and there is little
background knowledge of popular culture they need to reflect on.
Exceptionalities: Since students will be working in pairs, they will be able to tailor the lesson
to their abilities. As the teacher, I will be asking that students be trying for the whole lesson;
they can draw on each of their strengths to complete the lesson.
Lesson Reflection
How did the lesson demonstrate the following:
Rigor: Students will be working with words they have not had much experience with in
the past. This lesson will be working with some of the hardest vocabulary words from
the upcoming unit.
Relevance: This lesson helps prepare students for the upcoming unit. The students
will be creating helpful hints for vocabulary words they can use as they are reading the
book.
Quality learning environment: Students will be working in pairs to complete this

lesson. I will be walking around to make sure that everyone is staying on track. The
students will be completing vocabulary pages that will be hung around the classroom
as student work decorations.
What modifications would be necessary next time?: Instead of having the students
share their vocabulary words under the document camera, I might have them hang
them up on the wall and then do a gallery walk around the room.
38
Instagram Vocabulary!!
Today we are going to create fun and colorful vocabulary sheets to hang up
around the room. These are all vocabulary words from our next book.
Directions:
Look up the definition of your vocabulary word in the

dictionary
Draw your Instagram layout on your paper
Write the definition under the word
With your partner, decide on 4 pictures you think help define

the word
Draw them on your paper
39
Vocabulary Words
Vigil
Saboteurs
Patriarch
Persecute
Edicts
Permeate
Ventilation
Entrepreneurs
Tyrant
Magistrate
Patron
Emasculation
Commotion
Plaintive
Martial
Rescind
Sustenance
Foreshadow
Posthumous
Lethargic
Amorphous
Benevolent
Ludicrous
Accumulate
Tranquil
Guileless
Affirm
Interim
Validation
Obelisk
Pilgrimage
40
41
42
Student Work
43
44
45
46
47
Unit Title: Facing Injustices Grade Level: 7
Standard
Lesson Title: A Picture Can Tell a Story Day: 5 of 39
What is the purpose of vivid imagery in a text?
How can history and literature be connected in creative writing?
What were the experiences of the internees in the Japanese-American internment
camps?
What the internment camps looked like in real life (RL1, NCTE 9)
The importance of vivid imagery and word choice in pieces of writing (L5, NCTE 3)
Identify vivid images from a memoir (L5, NCTE 2)
Read a photograph and identify details that connect to the senses (RL1, NCTE 1)
Write a creative story about the experiences of the Japanese internees (W3, NCTE 5)
Materials/Resources
A Picture Can Tell a Story handout*
Daily Materials and Warm-Up Sheet*
Farewell to Manzanar
Ansel Adams photograph on Power Point*
Highlighter
Timer
Farewell to Manzanar Jeanne Wakatsuki Houston (Memoir)
Photograph Ansel Adams
Technology Needs
Document Camera
Projector
LESSON ACTIVITIES
48
Students will complete a journal warm-up at the beginning of the class. They will answer the
question: Describe the Setting of the Photograph. There will be a photo projected at the front of
the room.
Objective & questions will be written on the board objectives and essential
Purpose
at the front of the room. questions from the blackboard.
Please take out your journal The students will have five
notebook and start writing your minutes to complete their
journal entry. You will have five journal entry.
minutes to complete this journal.
Make sure to use descriptive words.
Input, 10 min Put away your journal notebook and The students will take a
Modeling, & pull out the new handouts titled A moment to skim over their new
Check for
Understanding
Picture Can Tell a Story. Take a assignment sheet.
moment to put your name and period
on the paper and skim it quickly.
The students will mark up their
We will read over the assignment assignment sheet and write
sheet together as a group. Using the down any new notes discussed
document camera, I will highlight the as a class.
important parts of the assignment and
write down any notes discussed as a
class. The students will follow along
while taking notes and asking
questions.
Guided 10 min As a class, we will look at the first Students will turn to the first
Practice graphic organizer. We will do one graphic organizer.
example together as a class.
49
Together, we are going to find an Students will brainstorm
example of vivid imagery in the different ideas of vivid imagery.
book. First, lets brainstorm about They will then find a quote for
different ideas of vivid imagery in the one of the examples.
book. What do you guys
remember?
Lets pick this example. Go ahead
and find it in the book and pick out a
quote that shows vivid imagery.
What did you find?
Independent 20 min Now that we have done an example Students will spend time
Practice/ together, go ahead and find at least finding two more examples of
Homework
two more examples of vivid imagery vivid imagery from the book.
in the book. This is an individual
assignment. Please ask me if I have
any questions. Students will then come back
together as a whole class and
I will walk around the room helping identify details from the picture.
students who are struggling.
Now we are going to move on to the

second graphic organizer. Take a
minute and look at this picture. What
do you see? We are going to pull out
specific details from this picture and
connect them to one of the five
senses. Make sure you are following
along and filling in the organizer with
us.
Closing/ 5 min Think-Ink-Link: Think of one thing The students will complete a
Summary you want to include in your story Think-Ink-Link about what they
tomorrow and why. Write that down. will put in their story.
Find a partner and share it with them.
There will be multiple forms of assessment. At the end of the day, the students will have one
graphic organizer filled out with details from the picture and one graphic organizer filled with
examples and quotes of vivid imagery from Farewell to Manzanar. After the second day, the
students will have a creative story written about the internment camps, utilizing the vivid imagery
discussed on the first day.
Differentiation
50
ELLs: This lesson incorporates pictures and visuals. This helps show them what the camp
actually looked like if they were not able to follow along with the reading. There is also no
length requirement. This allows students who struggle with English some flexibility.
Gifted: The creativeness and flexibility of the assignment allows for gifted students to push the
limits of the assignment. It is a very individual assignment, allowing each student to show his
or her strengths.
Socioeconomic: All parts of this assignment will be completed in class. Students will not need
to do anything at home or have any materials outside of what is provided in class.
Exceptionalities: Being a creative assignment, the students are able to reflect on their
strengths and weaknesses and identify what is best for the story.
Lesson Reflection
Rigor: This lesson asks the students to take their knowledge of the book and their
analysis of the photograph to the next level by writing a creative piece. It asks them to
transform this knowledge into something original and different. This incorporates the
higher levels of Blooms Taxonomy.
Relevance: This lesson comes after the students have read several chapters of the
book. We have been talking about vivid imagery and the importance of it as well as
what life was like in the internment camps. This assignment connects both of these
things.
Quality learning environment: This lesson works to create a learning environment

that incorporates both group work and individual work. Throughout the lesson, the
students will alternate between working as a whole class and time working alone. It
allows students to be engaged as a group, but also time to work at their own pace and
skill.
What modifications would be necessary next time?: I would like to find some way
to incorporate small group work into this lesson. I think that would allow students to
get the most out of this lesson by individually working, listening to whole class
discussions, and working with a few other people. If time allows, I would like students
to share their graphic organizer and what they come up with to a partner.
51
Wednesday 2/15/17
Please Have Out:

Notebook, open to the back (journal entries)
Pen or Pencil
A Picture Can Tell a Story (NEW)
Homework: Story Board Packet
PLEASE DO THIS RIGHT NOW:

1) After thoughtful reflection, write Facing Injustice Journal #7
in 5 minutes.
Facing Injustice Journal #7 2/16/17

Describe the setting in the picture. Use detailed words.
Record your response in your notebook with the title Injustice

Journal and todays date.
Homework:
(1) Review Classwork

(2) Keep working on your infercabulary vocab climb
(3) Review picture on Canvas
Write journal
Introduce assignment
Read over instructions together
Class example of vivid imagery in book
Work in pairs to complete graphic organizer 1
52
Class completes graphic organizer 2 together
Think-Ink-Link: one thing you want to include in your story and why
53
54
NAME: ____________ PERIOD:_____________ DATE:____________
A Picture Can Tell a Story

Today, you will be writing a creative piece based on an Ansel Adams picture. You will
take the details from the picture and write the background story to it. This story will be
written in class.
DIRECTIONS: Pick a person in the photograph to write about. Write 4 diary entries
from their point of view. Use details from both the book and the picture to tell your story.
Make sure to use vivid imagery in your writing. Each entry must have at least 1 major
event with supporting details. You may use anything we have discussed in class as
inspiration, but do not just copy the events from the book. Use your imagination.
THINGS TO INCLUDE:
Who they are
Where they came from
How they came to be in the camp
Details about their life in the camp (Make sure to use all 5 senses)
What does that person smell?
What does that person taste?
What does that person see?
What does that person hear?
What does that person feel?
POINT VALUE: 30 Points
BRAINSTORMING SPACE: Use this space to brainstorm ideas for your story.
55
56
IMAGERY DETAILS FROM FAREWELL TO MANZANAR
QUOTE SUMMARY OF QUOTE PAGE

NUMBER
57
58
DETAILS FROM THE PICTURE
DETAIL (DESCRIBE SPECIFIC PARTS OF WHICH OF THE 5 SENSES DOES IT

THE IMAGE) INVOLVE?
59
60
Construct Measured SCORE OF 4 SCORE OF 3 SCORE OF 2 SCORE OF 1
Development of Ideas The writing The writing The writing The writing
consistently uses frequently uses occasionally uses little to no use of
precise words and precise words precise words and precise words and
phrases, relevant and phrases, phrases, relevant phrases, relevant
descriptive details, relevant descriptive details, descriptive details,
and sensory descriptive and sensory and sensory
language to details, and language to language to capture
capture the action, sensory capture the action the action and
and convey and language to and convey and convey and develop
develop capture the develop experiences,
experiences, action and experiences, characters, and
characters, and convey and characters, and events
events develop events
experiences,
characters, and
events
Organization The writing The writing The writing The writing
effectively mostly effective inconsistently fails to engage and
engages and engagement and engages and orient the reader by
orients the reader orientation of orients the reader ineffectively
by establishing a the reader by by ineffectively establishing a
context, point of establishing a establishing a context. a point of
view, and, when context, a point context, a point of view, and, when
appropriate of view, and, view, and, when appropriate,
introducing a when appropriate, introducing a
narrator and/or appropriate, introducing a narrator and/or
characters introducing a narrator and/or characters
effectively narrator and/or characters fails to organize an
organizes an event characters inconsistently event sequence in a
sequence that most effective organizes an event manner that unfolds
unfolds naturally organization of sequence that naturally and/or
and logically (The an event unfolds naturally logically (The order
order of the sequence that and logically (The of the entries
entries makes unfolds naturally order of the makes sense)
sense) and logically entries makes little to no use of
effectively uses a (The order of the sense) transition words,
variety of entries makes inconsistently phrases, and/or
transition words, sense) uses a variety of clauses to convey
phrases, and/or most effective transition words, sequence, signal
clauses to convey use of a variety phrases, and/or shifts from one
sequence, signal of transition clauses to convey time frame or
shifts from one words, phrases, sequence, signal setting to another,
time frame to and/or clauses to shifts from one and show the
setting to another, convey time frame or relationships
and show the sequence, signal setting to another, among experiences
relationship among shifts from one and show the and events
experiences and time frame or relationships
events setting to among
another, and experiences and
show the events
61
relationships
among
experiences and
events
Language and The writing The writing The writing The writing
Conventions demonstrates a demonstrates demonstrates a has no command of
full command of some command limited command standard English
standard English of standard of standard conventions; errors
conventions; English English interfere with
errors do not conventions; conventions; understanding
interfere with errors may errors interfere employs language
understanding interfere with with and tone that are
effectively understanding understanding inappropriate to
employs language mostly employs inconsistently audience and
and tone language and employs language purpose (Strong
appropriate to tone appropriate and tone Imagery)
audience and to audience and appropriate to has severe
purpose (Strong purpose (Strong audience and sentence formation
Imagery) Imagery) purpose (Strong errors and/or a lack
has sentences that has some Imagery) of sentence variety
are complete with sentence has frequent in length and
few minor errors formation errors sentence structure
and sufficient and/or a lack of formation errors
variety in length sentence variety and/or a lack of
and structure in length and sentence variety in
structure length and
structure
62
63
64
65
66
Standard
Lesson Title: Loyalty Oath Day: 9 of 39
What can we learn from reading primary source documents about experiences in the
past?
Do humans have a breaking point for handling injustices?
The process the Japanese-American Internees had to go through to leave the camps (RI1,
NCTE1)
Analyze the text and answer comprehension questions with evidence from the book (RL1,
NCTE2)
Discuss what the author is saying in the text (RL1, RL2, SL1, NCTE11)
Materials/Resources
Reading Packet*
Loyalty Oath questions*
Daily Materials and Warm-Up Sheet*
Farewell to Manzanar Jeanne Wakatsuki Houston (Memoir)
Loyalty Oath (Informational Text/Primary Source)
Technology Needs
Document Camera
Projector
Timer
LESSON ACTIVITIES
67
Students will complete a journal warm-up at the beginning of the class. They will have two
options to choose from. They must choose one. Question: Have you ever been treated unfairly
because of your race, your religion, the way you look, or just because you are "different"? How
did you react? How did it make you feel? - OR - Write a diary entry from Jeannes point of
view.
Purpose
Please take out your journal The students will have five
notebook and start writing your minutes to complete their
journal entry. You will have five journal entry.
minutes to complete this journal.
Students will be given time Students will share with the

reminders throughout the 5 minutes. class
Would anyone like to share what

they come up with in your journal
warm-up?
I will encourage students to share

their writings with the class.
Input, 10 min Last night you read chapters 9 and Students will pair up with their
Modeling, & 11 in Farewell to Manzanar. classmates to answer the
Check for
Understanding
Working with a partner, answer the comprehension questions
questions associated with chapters 9 associated with chapters 9 and
and 11. Make sure you go back into 11.
the book to answer the question.
Now that you have had some time to

answer these questions, lets come Students will share their
back together and go over the answers with the class.
answers as a class.
Students will be called upon by using
name cards. This allows for
objective calling on students and
promotes all student engagement and
participation in class.
68
Guided 20 min Students will be given slips of papers Students will answer the
Practice with a question about themselves. questions on the slips of paper
They will be given no context on independently.
what these questions are for or about.
Take a couple minutes to look over Students will get into their
your question and answer it to the heterogeneous groups that I
best of your ability. have created. In those groups,
they will answer the discussion
After the students had some time to questions in their packets.
answer the questions, we will move
into the discussion questions for
Chapters 9 and 11.
Get into your normal discussion

groups and answer the discussion
questions in your packet for Chapters
9 and 11.
Independent 10 min What did you think about the Students will discuss the loyalty
Practice/ questions I gave you to answer? oath questions.
Homework
Why did I ask you them?
Through this exercise I am
I will lead the students in a hopeful that students will begin
discussion about the loyalty oath to understand the difficulty
questions they were given. We will associated with answering these
touch on how they felt answering the questions.
questions and how the Japanese-
Americans would feel being required
to take the test.
After answering the questions I will

ask them the following question:
How would you feel if you and your
family were forced to answer these
questions and return them to the
government? How would that make
you feel? This will be used to start
a class discussion.
Closing/ 5 min Students will complete an exit slip at Students will complete the exit
Summary the end of class: What is your slip
opinion about the Loyalty Oath?
Should the internees have been
69
forced to take it?

Students will be assessed on their understanding of the chapters they read for homework through
the comprehension and discussion questions. The students will be writing their answers down in
a packet and sharing those answers with the class. I will also be walking around and checking in
with each group as they work.
Differentiation
ELLs: This lesson has students in heterogeneous groups. This allows the students with
different academic levels to learn from each other.
Gifted: This lesson has a mixture of individual and group work. This allows for gifted students
to be pushed further. These students will find more quotes and evidence to answer the
questions.
Socioeconomic: Everything the students will need to complete the lesson will be provided in
the classroom.
Exceptionalities: Students will be able to use their own lives as the basis for the answers to the
questions.
Lesson Reflection
Rigor: This lesson asks the students to go back into the text, support their answers
with evidence, and asks them to apply it to their own lives.
Relevance: This lesson includes activities that involve the primary documents that the
people in the book had to take. The idea of testing peoples loyalty also relates to
todays society.
Quality learning environment: The students will be having a discussion in class. The
discussion will be set up in a respectful and understanding manner.
What modifications would be necessary next time?: If possible, I would like to allow for
more time with the loyalty oath. Maybe have the students rewrite the loyalty oath to
what they think should have been asked.
70
Friday 2/24/17
Please Have Out:

Notebook, open to the back (journal entries)
Pen or Pencil
Reading Packet

1) After thoughtful reflection, write Facing Injustice Journal #10
in 5 minutes.
Facing Injustice Journal #10 2/24/17

Have you ever been treated unfairly because of your race, your
religion, the way you look, or just because you are "different"?
How did you react? How did it make you feel?
- OR -
Write a diary entry from Jeannes point of view
Record your response in your notebook with the title Facing

Injustice Journal and todays date.
Write journal
Read chapter 9
Hand out questions
Read chapter 11
Answer questions
71
Discuss the loyalty oath
72
5. Last two addresses at which you lived 3 months or more:
___________________________ From___________ to__________________

___________________________ From___________ to__________________
6. Sex______________ Height_______________ Weight________________
11. Relatives in the United States (if in military service, indicate whether a selectee or
volunteer):
________________________________________________________________________
_
(Name) (Relationship to you) (Citizenship)
________________________________________________________________________
__
(Complete Address) (Occupation) (Volunteer or selectee)
________________________________________________________________________
_
(Name) (Relationship to you) (Citizenship)
________________________________________________________________________
__
(Complete Address) (Occupation) (Volunteer or selectee)
14. Foreign travel (give dates, where, how, for whom, with whom, and reasons
therefore):
________________________________________________________________________
________________________________________________________________________
____
16. Religion_______________
Membership in religious groups______________________
17. Membership in organizations (clubs, societies, associations, etc.)

Give name, kind of organization, and dates of membership
________________________________________________________________________
________________________________________________________________________
____
20. List five references, other than relatives or former employers preferably persons
resident in areas where you formerly resided, giving address, occupation, and number of
years know:
________________________________________________________________________
__
73
(Name) (Complete Address) (Occupation) (Years Know)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______
22. Give details of any foreign investments:

(a) Accounts in foreign banks. Amount $__________
Bank___________________ Date account opened________________
(b) Investments in foreign companies. Amont $_____________
Company__________________ Date acquired____________
Contents_____________
23. List contributions you have made to any society, organization, or club:
Organization Place Amount Date

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______
24. List magazines and newspapers to which you have subscribed or have customarily
read:
________________________________________________________________________
________________________________________________________________________
___
74
Chapters 9-11
Comprehension Questions:
1. Why did the men at Manzanar experience greater personal destruction than the
women and children?
2. Why did Jeanne think that December Riots were inevitable?
3. What did the incident that occurred in the reservoir shack reveal about the
relationship between Japanese Americans and the United States military?
4. What was the purpose of the loyalty oath? What three routes out of Manzanar
were offered to loyal internees?
1) 2) 3)
5. Why were questions 27 and 28 of the loyalty questionnaire difficult for the
internees to answer? Why were those two questions particularly unfair to the
Issei?
6. What were Papas answers to the loyalty questions going to be? Why did he go to
the meeting that was held to debate the matter?
Chapters 9-11
Class Discussion Questions:
1. Do you think riots were a natural result of conditions at Manzanar?
2. Why do you think the Japanese national anthem was particularly poignant to Papa
on the night after the debate?
75
Standard
Lesson Title: Research Tips Day: 15 of 39
What can we learn from injustices in the world?
Is there a connection or theme between all the researched injustices?
How to refine their search words for research (W8, NCTE7)
Research a chosen topic (W6, W7, RI1, NCTE1, NCTE8)
Identify reliable sources to use (W8, RI1, NCTE3)
Take notes that will be used in a future presentation (W2, W4, NCTE12)
Relationship between standards and learning outcomes:
Materials/Resources
Research Assignment Sheet*
VideoScribe video*
PowerPoint
Informational Texts (Research)
Technology Needs
Teacher Computer
Projector
Media Cart (laptops for students to use)
LESSON ACTIVITIES
When the students come in, there will be a warm-up projected on the board. The students will
answer the following question: What do you plan to accomplish in todays class?
76
Purpose
Please take out your journal and Students will complete the
write down what you plan to journal warm-up.
accomplish in todays class.
Input, 8 min Today, we are going to spend some Students will watch the video
Modeling, & time looking at research tips. This and take down notes.
Check for
Understanding
will help you as you are researching
your topic. Heres a little clip of
some helpful tips.
I will play the VideoScribe video

with some tips on using keywords in
a search engine. After we watch the
video, well talk about what they just
saw.
Guided 7 min I will walk the students through some Students will practice entering
Practice examples based on their research keywords into a search engine.
topics.
Independent 25 min The students will take the rest of Students will spend time
Practice/ class researching their chosen topic. researching.
Homework
Closing/ 5 min Students will write down something Students will complete the exit
Summary interesting they learned about in their slip.
research today on a sticky note and
put them on the back wall.
I will use the sticky notes as an assessment of student learning. I will be checking up with them
77
on their research throughout the class period.
Differentiation
ELLs: Students will be able to research in either English or their native language. The research
tips will help them narrow down the research in English.
Gifted: This lesson allows students to work mainly on their own. They can structure their
research in the way that works best for them.
Socioeconomic: Everything the students need will be provided to them in class. They will be
given computers to work on.
Exceptionalities: Allowing the students to pick their own topic and conduct their own research
allows for them to make the lesson uniquely theirs.
Lesson Reflection
Rigor: This lesson asks that students learn new skills and immediately apply them to
their work. It pushes them beyond just preliminary research.
Relevance: Research is a skill that the students will need for the rest of their lives.
This lesson helps give them tools to help refine that skill.
Quality learning environment: This lesson will be a mostly independent lesson.

Students will be working on their own and at their own pace. I will be moving around
the classroom checking up on each student.
What modifications would be necessary next time?: Depending on how the lesson
goes, there might need to be more time spent on the research tips and less on actual
research.
78
Monday 3/6/17
Please Have Out:

Pen or Pencil
Facing Injustice Cornerstone Task (PINK)
Notebook, Open to Research Section

1) Respond to the following question:
What do I hope to accomplish in todays class?
You will be called up to get your computer
Introduce warm-up
Call up students for computers
Watch Presentation and go over research tips
Work on project
79
This PowerPoint holds a whiteboard animation with the research tips on it.
80
Standard
Lesson Title: Research Stations Day: 24 of 39
What is the value of learning about injustices in the world?
How to properly document sources in a MLA format (W4, NCTE12)
How to peer edit a partners text (W5, NCTE11)
Cite evidence from reliable texts they found (RI1, NCTE1, NCTE 7)
Create a presentation that clearly states the evidence they found (W2, W6, NCTE3,
NCTE7)
Write a presentation that is easy to understand and follow (L1, L3, NCTE4, NCTE6)
Materials/Resources
Research Stations*
Discussion Groups*
Research Steps*
Informational Texts (research)
Technology Needs
Computers (one for each student)
LESSON ACTIVITIES
Students will be given strips of papers with the different steps of research. As a group, they will
put the steps in order. They will also take a sentence, identify the keywords, and turn it into a
search phrase.
81
Statement of 5 min The objectives will be written on the Students will read the
Objective & blackboard in the front of the room. objectives from the blackboard.
Purpose
The student desks will be organized Students will complete the

into groups of 5-6 desks. warm-up as a group.
The seats have been changed for

todays lesson. Please take a seat at
the table marked with your
discussion group number.
The students were divided into

discussion groups at the beginning of
the quarter.
Students will then complete the

warm-up.
Take the strips of paper and put

them in the correct order of research.
Then turn the sentence in front of you
into a search phrase.
Input, 5 min At each group of tables there are Students will listen to directions
Modeling, & directions for what you will be doing. and ask any questions they
Check for
Understanding
Before we get started, lets go over have.
what you will be doing at each
station.
As a class, we will review what the

students will be doing at each station.
Guided 30 min Station 1: Peer Edits Students will move through the
Practice Students will swap presentations with stations together. There will be
a partner. They will find at least 2 10 minutes at each station.
constructive correction and 2 positive
aspects. The peer reviewer will write
these items down on the provided
paper to give their partner.
82
Station 2: MLA Citations
Students will work with a partner to
review and edit their Works Cited
page. Students will create their
Works Cited page in proper MLA
format. Then they will switch with a
partner and review/edit them.
Station 3: Workshop with the teacher

Students will have the opportunity to
run their presentations by me and ask
any questions they have. This will
allow the students to figure out
exactly what they must do to finalize
their presentations over the weekend.
Independent 15 min Now that we have completed each Students will spend time
Practice/ of the stations, you will have some independently working on their
Homework
independent time to work on your presentations.
project. Use the feedback you got
from the three stations to make any
necessary changes. Dont forget to
share your presentations with us if
you have not already.
The students will have time to work

on their presentation, while I walk
around helping students with any last
minute questions.
Closing/ 5 min Students will complete the Headline Students will write a headline
Summary News closure. about their topic.
Write a newspaper headline for your

topic. You should be piquing your
classmates interest about your
presentation. Make it interesting!
Students will be assessed several times throughout the lesson. The warm-up will tell me how
well they understand the research process. They will all share their presentations through Google
Drive, which will give me the chance to check up on their progress before their presentations are
due. I will also use their headlines at the end of the lesson to see if they understand their topic
83
well enough to summarize it into a short phrase.
Differentiation
ELLs: This lesson will give ELL students time to work with me individually. It breaks down
the overwhelming amount of editing and researching for the project into three little steps. This
will help them focus on only a few specific things.
Gifted: This lesson asks the gifted students to help their classmates through peer edits. It
allows them to push their own work and the work of their peers.
Socioeconomic: Everything the students will need to complete this assignment will be
provided to them in class.
Exceptionalities: This lesson asks students to push themselves as far as they think they can
independently when analyzing their work. When they are working with the teacher, they will
be able to see the expectations that are expected of them. This is largely an independent and
partner lesson.
Lesson Reflection
Rigor: This lesson asks the students to review their own work, critique, and
make any necessary changes. They are asked to look at their own work with a
critical eye.
Relevance: This lesson comes at the end of a two-week research period. The
next week, the students will be presenting their projects they have been working
on. They will be able to use this lesson to make any last minute changes they
need to.
Quality learning environment: This is a lesson that fosters communication

among students and strives to keep them highly engaged throughout the whole
lesson.
What modifications would be necessary next time?: In the future, I will

probably do this lesson earlier in the research process. If I do it earlier, then I can
change/add a station where the students work with a partner to identify reliable
sources.
84
Warm-Up
PART 1:
IDENTIFY AND DEVELOP YOUR TOPIC
CHECK TO SEE IF THERE IS INFORMATION ON THE TOPIC
LOCATE MATERIALS/TEXTS
EVALUATE YOUR SOURCES
MAKE YOUR NOTES PAGE
PUT THE PROJECT TOGETHER
CITE YOUR SOURCES PROPERLY
PART 2:
Turn the following sentence into a search phrase for Google. Make sure to use the tips
we have talked about in class.
I need some information on the music career of country singer Shania Twain.
85
STATION 1: PARTNER FUN
At this station, you will swap your presentation with a

partner. You can either switch computers or share the
Google Slides with them.
STEPS
1. Read over your partners presentation
2. Compare their presentation to your rubric
3. Make at least 2 constructive (helpful) corrections (based
on the rubric)
4. Find at least 2 Nuggets of Genius (great pieces in their
presentation)
5. Give the paper to your partner and explain what you
wrote.
86
Constructive Corrections
---------------------------------------------------------------------------------------------------------------------
----
Nuggets of Genius
87
STATION 2: WHERE IN THE WORLD ARE
MY SOURCES?
Working with a neighbor, make sure that your Works Cited

page is in correct MLA format. Use NoodleTools and your
agenda book (page 14) to edit your Works Cited page.
STEPS:
1. Make sure you have 6 sources (and at least 3 are print
sources)
2. Put each source into the proper MLA format
3. Create a Works Cited Page in the proper MLA format
4. Switch with a partner to peer review it.
5. Compare your partners Works Cited page to your
agenda book and make any necessary corrections
88
STATION 3: TEACHER HANGOUT
At this station, you will be working with Ms. Williams on

your project! Use this time to ask any questions you have
about formatting, research, or presenting.
1. Think about the areas you still need help in

2. Pull up the pieces of your project you need to work on
3. Ask Ms. Williams!
89
Friday 3/17/17
Please Have Out:

Pen or Pencil
Notebook (for your notes)
Agenda book

You will complete your warm-up as a group.
1) Organize the strips into the right order of the steps of

research.
2) Read the sentence provided. Identify the key words.

Write down how you would put it into Google for research.
Once your group has completed both steps of the warm-up,

you may get your computers.
Warm-up
Introduce stations/Explain expectations
Work at stations
Independent work
Closure Headline News
90
91
Lesson Title: MLA Citations Day: 33 of 39
What are the important pieces of information when creating a citation of a research
source?
The elements of a MLA citation (W8, NCTE11)
The importance of creating a citation for research sources (W8, NCTE11)
Create a proper MLA citation of provided sources (W8, NCTE11)
Materials/Resources
MLA citations handout*
Nonfiction books
Daily instruction sheet*
Copies of MLA citation handout
Informational texts
Technology Needs
Document Camera
Projector
LESSON ACTIVITIES
On a piece of paper: Write down one thing that you know about MLA citations.
92
Objective & questions will be on the blackboard. objectives and essential
Purpose
questions on the blackboard.
The students will complete the warm-
up that is posted when they enter the Students will complete the
classroom. warm-up.
Using the name cards I will call on Students will share what they
three people to share what they wrote came up with.
down for their warm-up.
Input, 5 min Using your agenda book, what Students will look through the
Modeling, & pieces of information are needed in a MLA citations resource page in
Check for
Understanding
proper MLA citation? Looking at the their agenda book. They will
examples, what do you notice about make a list of all of the needed
the formatting? information for a MLA citation.
As the students identify the needed

information, we will write it down in
the notes section of their handout.
I will be using the document camera
at the front of the classroom.
Students can copy down what I am
writing.
Guided 15 min On your worksheet there is a sample The students will compare the
Practice citation that I wrote. It is wrong. We sample citation to the citations
are going to look for all the mistakes in their agenda book. They will
and write the correct citation. amend any mistakes they find
in the citation.
I will lead the students in a class
discussion about what is wrong with As a class, we will write the
the citation and how it should be correct citation.
fixed.
Independent 25 min Right now, I am going to hand out a Students will receive a book
Practice/ book from the media center to each and will write a MLA citation.
Homework
of you. Everyone is going to be
receiving a different book. With this Afterwards, they will share
book, I want you to create a citation their papers with a partner for
without using any technology. review.
Follow the steps that we laid out at
the beginning of class.
93
After you are finished with your
citation, swap your paper with a
partner. Your partner will review
your citation and correct any
mistakes they find.
Closing/ 5 min On your warm-up paper, write down Students will complete the
Summary two things you learned about MLA closure and then share with the
citations today. Who would like to class.
share with the class what they
learned?
Students will be assessed through their warm-up and closure, their created citations, and their
review of a classmates citations. They will be turning in their worksheets for a classwork grade.
Differentiation
ELLs: This lesson presents MLA citations as a formula to be filled in. Students only have to
find the needed information and then follow the steps to create a citation.
Gifted: If students are already familiar with how to create a MLA citation, then they can help
their partners when doing the review.
Socioeconomic: All parts of this assignment will be completed in class. Students will not need
to do anything at home or have any materials outside of what is provided in class.
Exceptionalities: This lesson builds on student weaknesses and asks them to strengthen their
skills.
Lesson Reflection
Rigor: This lesson was created based on student need. The students had previously
struggled with creating citations with the help of Noodle Tools. Therefore, this lesson
makes them go back to the basics and build their knowledge of citations.
Relevance: Correctly citing sources in MLA format is a skill students will need to know
for the rest of their educational career. Taking the time to teach them how to create a
citation without a website doing it for them will hopefully help them remember the
process in the future.
Quality learning environment: The lesson asks students to participate in class

discussions and work individually. This kind of lesson begins by giving them the
support they need and then asks them to try their new knowledge on their own.
94
What modifications would be necessary next time?: If possible, I would like to
have more time to discuss the purpose of MLA and why students are required to learn
it.
95
Name: _________________ Date: ______________ Pd: ___________
MLA CITATIONS
Notes (what should be in a citation, what order, etc.):
Sample Citations
Correct this citation using the information in your agenda book (page 12).
Jeanne Wakatsuki Houston. Farewell to Manzanar, Austin, Texas: Holt, Rinehart and
Winston. 1973. Print
96
Citation #1
Needed information:
Final citation:
Reviewers name: ______________
Citation #2
Needed information:
Final citation:
97
Reviewers name: ______________
Wednesday/Thursday 3/29/17
Please Have Out:

Pen or Pencil
Agenda Book
MLA Citations Worksheet (NEW)

1) In your agenda book (on Todays section), answer the following
question:
What is one thing you know about MLA citations and Works
Cited pages?
Warm-up answer question

Talk about what we know about citations
Look in agenda book; mark the area they think will be helpful
Fix sample citation
Write correct citation
Hand out books: citation 1
98
Swap citations, correct with agenda book
Citation 2
Closure: 2 things you learned about citations today
Standard
Lesson Title: Song Analysis Day: 38 of 39
What elements are important when analyzing a poem?
The TP-CASTT method of poetry analysis (RL4, NCTE3)
The importance of analyzing poetry (RL1, NCTE6)
Identify poetry elements in a poem, such as tone, theme, and attitude. (RL1, RL4, NCTE6)
Write a short explanatory summary of a poem (RL7, W2, NCTE12)
Materials/Resources
TP-CASTT analysis worksheet
Song lyrics sheet
Daily lesson sheet*
Discussion Groups*
Poetry
Technology Needs
Computer
Projector
Document camera
LESSON ACTIVITIES
99
Students will spend the beginning of class coming up with different tone words that can be used
later on in the lesson.
Objective & questions will be written on the objectives and essential
Purpose
blackboard when the students come questions from the blackboard.
in.
With a partner, write down 5-10 Students will complete the

tone words on a piece of paper. Do warm-up in pairs.
not use words like sad. When you
have finished making your list,
separate them into Positive and
Negative categories.
Input, 10 min We are going to look at a new way Students will take notes on the
Modeling, & to analyze poetry. I want you to take TP-CASTT analysis method
Check for
Understanding
notes about this so you can use it and participate in a class
again in the future for any poetry discussion on it.
analysis. This can be used for any
poem you have to analyze.
As a class, I will go over each part of

the TP-CASTT analysis method with
the students. We will discuss each
step and write down what the
students should be looking for when
analyzing the poem.
Guided 5 min As a class, we will complete the first Students will participate in
Practice step of the analysis. answering the first question on
the TP-CASTT analysis sheet.
When you look at the title, what
does it remind you of? What do you
think the poem will be about?
Independent 25 The students will be divided into six Students will get into their
Practice/ groups. Each group will be given assigned groups and answer one
Homework
one of the final steps in the analysis. of the analysis steps.
In your groups, answer your
100
assigned analysis step. Write down
the answer your group comes up
with.
After each group finishes their Groups will share what they
assigned section, we will come back came up with for their assigned
together as a class. step.
I would like each group to share

what they came up with to the class.
As you are listening to the other
groups, write down notes for all the
other steps of the analysis.
I will lead the students in a class Students will participate in a

discussion about the 6 steps of class discussion about the song.
analysis for the poem.
You may not know this, but the Students will watch and
poem we just analyzed is actually a respond to the music video
song. Right now, we are going to
watch the music video. As you are
watching, make sure you are thinking
about whether the visual element to
the video changes anything in your
analysis.
Closing/ 10 min For the last ten minutes of the class, Students will individually write
Summary the students will take time to their summary paragraph of the
complete a short summary writing. song
In their paragraph, they will
summarize all of the different steps
of the analysis in a well-written
paragraph.
Students will turn in their TP-CASTT analysis sheets and their written paragraph at the end of
class. This will help me check their understanding of the poem/song and check up on their
writing.
Differentiation
101
ELLs: I am utilizing the music video in this lesson. Part of the explanation students write can
talk about the video and the visual aspects of it. If, at any part, the ELL students are unable to
fully understand the lyrics, they can rely on the video to help form their understanding.
Gifted: This poetry analysis can be used for all grades from 6th grade to 12th grade AP. This
allows me to push these gifted students to further than the right below the superficial level.
Socioeconomic: This lesson does not require students to have any kind of outside materials or
outside knowledge. The song is hopefully one that students are not very familiar with.
Therefore, all students will start with the same level of prior knowledge.
Exceptionalities: Most of the parts of this lesson will be done either as a class or in groups.
Students will be able to push their classmates when they are doing something they are
comfortable with or rely on their classmates when doing something out of their comfort zones.
Lesson Reflection
Rigor: This lesson asks students to move past the surface level of analysis they are
used to doing. It asks them to look for more than just the surface theme they see when
reading a poem.
Relevance: The song being analyzed is related to the theme of Facing Injustice for
their unit. They have also analyzed poetry a few other times.
Quality learning environment: This lesson asks students to complete activities as a

class, in small groups, and individually. This allows students to learn from each other
as well as show their own skills.
What modifications would be necessary next time?: Depending on how this lesson
goes, it might be better to plan it as a two day lesson. We would spend one day
analyzing the song and another day writing about it.
102
Friday 4/6/17
Please Have Out:

Pen or Pencil
Loose Leaf Piece of Paper
Civil War (NEW)
TP-CASTT Analysis Sheet (NEW)

WITH A PARTNER, on a sheet of paper:
1) List 5-10 tone words
2) Divide those tone words into Positive and Negative

categories.
Warm-up
Introduce TP-CASTT
Answer first step
Divide into groups assign steps
Answer steps
Share with class
103
Watch music video
Closure Summary Paragraph
CivilWar
Look at your young men fighting
Look at your women crying
Look at your young men dying
The way they've always done before
Look at the hate we're breeding

Look at the fear we're feeding
Look at the lives we're leading
The way we've always done before
My hands are tied

The billions shift from side to side
And the wars go on with brainwashed pride
For the love of God and our human rights
And all these things are swept aside
By bloody hands time can't deny
And are washed away by your genocide
And history hides the lies of our civil wars
D'you wear a black armband

When they shot the man
Who said "peace could last forever"
And in my first memories
They shot Kennedy
I went numb when I learned to see
So I never fell for Vietnam
We got the wall of D.C. to remind us all
That you can't trust freedom
When it's not in your hands
When everybody's fightin'
For their promised land
And
I don't need your civil war

It feeds the rich while it buries the poor
Your power hungry sellin' soldiers
In a human grocery store
104
Ain't that fresh
Ow, oh no, no, no, no, no
Look at the shoes you're filling

Look at the blood we're spilling
Look at the world we're killing
The way we've always done before
Look in the doubt we've wallowed
Look at the leaders we've followed
Look at the lies we've swallowed
And I don't want to hear no more
My hands are tied

For all I've seen has changed my mind
But still the wars go on as the years go by
With no love of God or human rights
'Cause all these dreams are swept aside
By bloody hands of the hypnotized
Who carry the cross of homicide
And history bears the scars of our civil wars

It feeds the rich while it buries the poor
Ain't that fresh
No, no, no, no, no, no, no, no, no, no, no, no
Ain't that fresh
No, no, no, no, no, no, no, no, no uh-oh-uh, no uh-oh, uh no
I don't need one more war
I don't need one more war

No, no, no, no uh-oh-uh, no uh-oh, uh no
Whaz so civil 'bout war anyway?
105
Civil War Summary Paragraph
DIRECTIONS:
You are going to write a short well-written summary paragraph on
the song we just analyzed. You have 10 minutes to write this.
Summarize what you learned from all the different steps of the TP-
CASTT analysis. Use quotes from the song to prove your point.
Make sure to incorporate all the writing tips we have been talking
about.
106
Part VI: Unit Reflection
Pre-Assessment Results
Exemplary Proficient Adequate Emergent

2 13 59 21
Post-Assessment Results
Exemplary Proficient Adequate Emergent

29 38 17 7
The pre-assessment I chose for my unit was a writing-based assessment. I knew
that I wanted to focus on writing skills throughout the quarter and incorporated such
things as having journal warm-ups each day. Routinely writing helps students become
more comfortable with their writing skills. My students had spent the last two quarters
looking at multiple poems; they had a significant amount of practice with analyzing
poetry. Creating a poetry analysis writing assessment allowed them to focus on their
writing skills. They did not have to worry as much about the analysis part of the
assignment, but instead had to focus on how to show that analysis in their writings. The
comparison of the results for both the pre-assessment and the post-assessment was
impressive; my students showed significant improvement. After the pre-assessment, the
majority of students were sitting in the Adequate zone (59 students). After the quarter
finished, there were only 17 students who ranked as Adequate while 38 were ranked as
Proficient. The most significant improvement was in the Exemplary range. After the
first assessment, only two students were able to achieve that grade. The post-assessment
ended with 29 students ranking as Exemplary.

107
Throughout the unit, my students responded positively to the different larger
assignments. They thrived with the creative writing assignment where they had to write
four diary entries from the viewpoint of a person in a picture taken at one of the Japanese
internment camps. This assignment helped them truly understand the perspective of a
person forced to live in one of the camps. This idea of increasing student empathy for the
people in the book was also enforced through the Loyalty Oath lesson. This lesson had
the students answer personal questions that were taken directly from the Loyalty Oath the
Japanese internees were required to take. Students then took the time to reflect on what
those questions were asking, how they felt about being asked the questions, and what it
would have been like for the internees to answer the questions.
When I teach this unit again, there are a few things I would like to modify. To
begin with, I would like to find different ways to check student understanding of the
book. A lot of the lessons had the students reviewing the questions they had answered
before moving on to the next activity. I would like to incorporate different ways of
reviewing this information. In future teaching, I will probably create mini-lessons for the
research project throughout the unit instead of having it all at the same time. This would
allow for me to assess students on their understanding of the project and then create
lessons to solve those problems.
108

TSE II - Spring Unit Plan

Загружено:

Сведения о документе

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

TSE II - Spring Unit Plan

Загружено:

Авторское право:

Доступные форматы

Farewell to Manzanar:

Learning From Our Past

2017 Spring Unit Plan

Johns Hopkins University MAT Program, English Education

B) CONTEXT FOR LEARNING

Unit Plan Class: English Language Arts 7th Grade On-Level

Gender/Racial Composition of Class #1

Black White Latin@ Asian Other Total by % by

TOTAL NUMBER OF STUDENTS 109

Special Needs Composition of Class #1

# with % with # with % with # served % served Total % of

Students will be able to:

Analyze the connection between prejudice and injustice (RL2, NCTE3)

Analyze the authors purposeful use of language (RL4, L5, NCTE3)

Examine and apply elements of explanatory writing (W2, W4, NCTE5)

Document sources using MLA format (W8, NCTE7)

NAME: ____________ PERIOD:_____________ DATE:____________

SILENCE NO MORE - Vikash Jaiswal

Silence means you never hate me 1

silence is only you know

please break the silence 15

Make sure to include:

Somebody said that it couldnt be done

Somebody scoffed: Oh, youll never do that;

There are thousands to tell you it cannot be done,

TP-CASTT Poetry Analysis

Farewell to Manzanar Reading Quiz - Chapters 18-22

Part 1: What mode of transportation did they use to leave Manzanar?

FACING INJUSTICE: Cornerstone Task

You must address the following questions in your research/product:

What can we learn about a persons character in his response

FACING INJUSTICE Cornerstone Task Research

The _____ STEPS OF RESEARCHING

Research What it entails: My Notes:

FACING INJUSTICE Cornerstone Task

(1) Overall, I feel confidant about following the steps of the

(2) I feel comfortable using online databases like SIRS and

(3) I feel confidant in selecting reliable websites for my

(5) I am happy with my final product how I chose to share

(6) I am happy with the presentation I gave in class. I

(7) I regularly checked the assignment description, rubrics,

(8) I used the generous amount of time I was given to work

A Kahoot! game used to assess student knowledge on PowerPoint presentations before

4. Why was Chapter Two entitled Shikata Ga Nai? (Page 11)

Unit Title: Facing Injustice Grade Level: 7th Grade

Students will pretend that the word is

I have drawn up a model for one of

I will lead the students in a class

The students will work together to set

I will walk throughout the classroom

Quality learning environment: Students will be working in pairs to complete this

Look up the definition of your vocabulary word in the

Draw your Instagram layout on your paper

Write the definition under the word

With your partner, decide on 4 pictures you think help define

Draw them on your paper

Now we are going to move on to the

Quality learning environment: This lesson works to create a learning environment

Please Have Out:

PLEASE DO THIS RIGHT NOW:

Facing Injustice Journal #7 2/16/17

Record your response in your notebook with the title Injustice

(1) Review Classwork

A Picture Can Tell a Story

NAME: ______ PERIOD:_ DATE:______

_____________________ From_ to______________

6. Sex______ Height_ Weight__________