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RationaleI chose The Journal of Ben Uchida by Barry Denenberg because I was familiar with the subject of Japanese American internment from working on a history project about World War II that featured primary sources. While working on it I became familiar with the numerous primary sources available online and wanted to be able to use them in a unit. I think primary sources in its many different formats lends itself well to language arts study, as well as history. I also believe this subject is not covered enough in schools and study of it can serve as a precautionary lesson on the perception of Americans from different religions or ethnic backgrounds as potential threats to national security.The novel is an account of the Japanese American internment experience told through the journal entries of Ben Uchida, a fictional 12-year-old boy from San Francisco. The entries span over the course of 10 months in 1942, starting a few months after the Japanese attack on Pearl Harbor. The events surrounding Ben’s life are based on actual historical events and places. Ben’s family--excluding his father, who is incarcerated in another detention center--are forced to evacuate their home and are interned at Mirror Lake internment camp (a fictional camp based on real ones.) Through his journal, Ben describes his difficulties adjusting to camp life, through which descriptions of actual internment camp life are provided. The plot centers mostly on the everyday life of a 12-year-old boy with troubles with friends and school, told through a smart-aleck voice. Side characters depict additional problems that were prevalent in the camps: living too close together, tower guards shooting and killing internees, dissent among adult internees and how it was dealt with. The novel ends rather abruptly, at the beginning of 1943, without resolution or a happy ending; Ben is still in camp and is pondering his loyalty to his country. The epilogue tells that his father dies soon after they leave camp and his friend Mike has turned to crime and is later killed.In this unit, students will think about and analyze primary sources and compare them to the description of places, people and events in the novel. This includes analysis of video footage and photographs. They will do reading and writing activities that focuses on the novel’s vocabulary and also its textual structure, figurative language, character development, point of view and conflict. Lesson 1SUBJECT: Language Arts???????????? Topic/Title: The Journal of Ben UchidaGRADE LEVEL:??7NUMBER OF STUDENTS:? 30LESSON DURATION:? 50 minutesSTATE STANDARDS:? ?CCSS.ELA-Literacy.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical SS.ELA-Literacy.RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the SS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).?OBJECTIVES:? Students will recognize figurative language used in a news reelStudents will define and apply new vocabularyStudents will consider filmmaker’s point of view and purpose MATERIALS/RESOURCES:Attack on Pearl Harbor newsreel, Castle Films, 1942newsreel transcript copies vocabulary liststory map graphic organizerchart paper for prior knowledge chartJapanese American Family Album, by Dorothy and Thomas HooblerThe Journal of Ben Uchida, by Barry Denenberg ??LESSON INSTRUCTIONAL PROCEDURES?????? A.? Introduction (motivation/warm-up/lead-in)Show first 2.5 minutes of news reel about bombing of Pearl Harbor. Remind students, who studied World War II recently in social studies, that the attack at Pearl Harbor caused the United States to enter the war. Explain that film was made shortly after bombing of Pearl Harbor and was shown most likely before movies in theatres. ?????? B.?? Development: Instruction and ActivitiesAsk students to give their initial impressions of the film and its language. Go over vocabulary words used in film. (See test answers for definitions, lesson 9.)Have them complete Frayer Model vocabulary activity with each of these words. Allow them access to ipads, computers, dictionaries or thesauri.havocbastion infamoustreacherybatteredshatteredsmolderingfoulProvide students with transcript of video, and play video again. Tell them to pay particular attention to the very descriptive language of the film. Have students circle words and phrases that describe the Japanese. Have students draw a box around words that describe the damage they caused. Ask them to also consider the elements of the film: the music, the speaker’s tone, and the language and vocabulary. Ask what the boxed words have in common and what the circled words have in common. What do they think the author of this script was trying to do?Ask students to share any other descriptive words and phrases they found, some of which may be the vocabulary words. Discuss any poetic devices, such as alliteration, personification and imagery. Review or explain these terms if necessary. Explain that the filmmakers wrote and had the script read a certain way to create a sense of urgency and stir sentiment about the Japanese. Explain that while Japanese nationals who bombed Pearl Harbor were from a different country, however that anti-Japanese sentiment extended to American citizens who were of Japanese descent.Begin discussion of the Japanese Americans. (Should have also been covered in social studies). Briefly review history of Japanese immigration and integration into American society. Show images and read captions from The Japanese American Family Album to show some of the life of Japanese Americans, who were Americans but retained some of their Japanese culture.Pass out and introduce The Journal of Ben Uchida. Have students preview the book with you. Ask how they think the book is structured and what it will be about.Explain that internment means confinement or incarceration, usually referring to large groups of people.Read pages 3-7 aloud. Pass out Story Map graphic organizers (attached with lesson 8). Put a copy on the overhead and ask for volunteers to help you complete it from what they have read so far. Fill in central character Ben and setting only for now. Tell them to hold onto it and that they will complete it and other story maps for other characters and their conflicts later in the unit. C.?? Differentiated Instruction??????????? ·??? ELL Students: Provide illustrated (when possible) vocabulary list with simplified definitions of vocabulary words. Provide outline, written in simplified language, of events in reading selection. Reduce vocabulary words to 6 for Frayer Model activity. Allow them to choose which six. Use gestures when speaking and explaining vocabulary. ??????????? ·??? Special Education: Provide outline of main events in reading selection. Allow students more time to complete vocabulary assignment and reduce number of boxes to six; they can choose which 6.???????????? ·??? Talented and Gifted: ?Instead of Frayer Model activity, ask them to write a short newspaper article written about another violent event, made up or not, using at least five of the vocabulary words. Provide sample ideas of events such as terrorist attacks or accidents they have studied in social studies. They will still be responsible for knowing meaning of other 3 words.? D.? ClosureAsk for last thoughts. Assign reading pgs.7-22 for homework.?DIFFERENTIATED ASSESSMENT ????? ·??? InformalWalk around room, observing students as they work on tasks. Keep track of who is participating in discussion.????? ·??? FormalGeneral:0-4 points eachFrayer ModelStudent completed all 8 squaresExamples and non-examples showed comprehension of wordDefinition was completeStudent used conventional spelling and grammarTotal/16LD:Frayer Model0-4 points eachStudent completed 6 squaresExamples and non-examples showed comprehension of wordDefinition was completeStudent used conventional spelling and grammarTotal/16ELL:Frayer ModelStudent completed 6 squares/8Examples and non-examples showed comprehension of word/5Definition was complete/3Total/16Gifted:Student wrote descriptive paragraphs/4Student used five vocabulary words correctly/9Paragraph was structured with main idea and details/3Total/16Grading Scale: 14-16 A; 9-14 B; 6-9 C; 2-5 D; 0-1 F (Applies to all unit rubrics)REFLECTION/NEXT STEPSBased upon assessment, see where reteaching vocabulary or vocabulary concepts should be applied. Reread chapter for discussion tomorrow.Transcript - THE NEWS PARADE from Castle Films, dated 1942Your commentator is Joe Brian.Here is the motion picture record released by the United States Navy of the havoc wrought by the Japs’ sneak sky and sea raid on Pearl Harbor, America’s mid-Pacific naval bastion. On December 7, 1941, Japan, like its infamous Axis partners, struck first and declared war afterwards. Costly to our Navy was the loss of war vessels, airplanes and equipment.But more costly to Japan was the effectiveness of its foul attack in immediately unifying America in its determination to fight and win the war thrust upon it and to win the peace that will follow.The Japs copy their German masters in striking hard at airfields. Hickam Field, northwest of Honolulu, and the Ford Island naval plane base were the first objectives of Japan’s treachery. Scores of planes were bruised and battered by the Japs’ aerial bombs. Many of these were demolished beyond repair. Direct hits were scored on hangars and these were badly shattered. Equipment and airplane supplies were reduced to smoldering ruins. Here, at the naval air station, is grim and positive evidence of Jap treachery. Here foul blows were struck while Jap diplomats were talking peace in Washington.America lost three destroyers. Here, are seen the United States’ destroyers downed and shored as they rest on the bottom of Pearl Harbor with decks awash after Jap bombers make direct hits on their decks.First to feel the sting of Japanese steel are U.S.S. Oklahoma and Utah, the latter a 30-year-old target ship. Accurate hits by the enemy bombers make short work of these two naval bulwarks, now with their keels practically out of water, they lie helpless wrecks and sad reminder of cowardly strategy.54673503857625VocabularyVocabularyLesson 2SUBJECT: Language Arts???????????? Topic/Title: The Journal of Ben Uchida?GRADE LEVEL:??7?NUMBER OF STUDENTS:? 30LESSON DURATION:? 50 minutes?STATE STANDARDS:? ?CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.?OBJECTIVES:? Students will analyze fictional characters through their thoughts, words and actionsStudents will make connection with historical event by applying scenario to their own lifeStudent will demonstrate knowledge of experience of Japanese American evacuationMATERIALS/RESOURCES:Character Traits graphic organizerschart paper for word wallEvacuation NoticeJournal of Ben Uchida??LESSON INSTRUCTIONAL PROCEDURES?????? A.? Introduction (motivation/warm-up/lead-in)Give pop quiz on reading assignment with the following short answer questions. This can be done orally; have them write the answers on sheets of notebook or scrap paper.Who is Ben’s best friend? (Robbie)Who is Cheeseball? (Charles Hamada’s cat)What did Ben’s parents burn in a fire? (photographs, letters, anything Japanese)How does Mr. Mills help the Uchida family? (he offers to store their furniture)Explain that they need to make sure to read the homework in order to participate in class.?????? B.?? Development: Instruction and ActivitiesHave discussion to review events so far. Explain that they are reading historical fiction and that the author wrote this book to describe historical events through the eyes of a boy their age, and that the events Ben is experiencing reflected real historical events, people and places; for instance, families had their houses searched and men with ties to Japanese businessmen associations were taken away by government agents just as in the novel. Explain that today they will focus on character and more vocabulary. Pass out Character Traits sheet. Have them complete the sheet about Ben. Model one example: for instance that Ben is proud because he does not want to show that he is hurt and cite passage on p. 12Have discussion about what they filled out on character sketch. Have them share their thoughts on Ben. Does he sound like a real 12-year-old boy? What do his thoughts, language and actions tell you about Ben so far.Discuss the other characters in the book. Ask students to find and share descriptions of characters such as Naomi, Robbie and Mrs. Uchida. Explain that their characters will become more complete the more we read about them.Display vocabulary list of words chosen from the book. Go over the meanings of each and write them on a word wall (See lesson 9 for definitions.) Tell them to take notes in their notebook as you give them the definition and explain them, and that along with the words they learned yesterday, they will have a spelling and vocabulary quiz on them next week. Tell them to keep them in mind while reading and indicate where it is mentioned in the book.barracks (p. 25)internment (cover)issei (?)nisseievacuateduffelvelocity quarantinelatrinesakeActivity: Pass out the actual “Evacuation Notice” that was posted in Japanese American communities in California. Read aloud the instructions and list of things they were allowed to take to camp on the last part of the notice.Have them write in their reading journal about what they would bring, not knowing how long you would be gone, according to the directions of the notice. Remind them that they had to carry everything themselves on a long journey and that suitcases in the 1940s were heavy and did not have wheels.Collect Character Traits sheet and save journal assignment to read later with other journal entries of the month. C.?? Differentiated Instruction??????????? ·??? ELL Students: The narrator of novel uses a lot of idioms. Provide simplified, possibly illustrated, explanations of idioms used in the selection. Provide illustrated vocabulary list with definitions of less common or difficult words used in book: i.e. spigot, administration, frantically, in addition to the lesson’s vocabulary words. Provide list and simple definitions of character traits that they could use to describe Ben for activity.??????????? ·??? Special Education: Provide main plot and idea outline of reading selection. Allow students to write journal assignment at home to finish Character Traits sheet if needed.???????????? ·??? Talented and Gifted: ?Modify Character Traits sheet so that they answer how a character is like another character either in the novel or another reading they have read.? D.? ClosureAsk for final thoughts or questions. Assign reading homework, pgs. 22-35.?DIFFERENTIATED ASSESSMENT ????? ·??? InformalLook over pop quizzes to see who did not read assignment. Make note of it to see if pattern arises over time.????? ·??? FormalCharacter Traits rubricsGeneral and LD:0-4 points eachStudent completed all 3 columnsListed 3 reasonable traits about BenCited appropriate textStudent used conventional spelling and grammarTotal/16ELL:Student completed all 3 columns/8Listed 3 reasonable traits about Ben/4Cited appropriate text/4Total/16Gifted:Student completed all 3 columns/4Made 3 reasonable comparisons of Ben and another character/6Cited appropriate text/3Student used conventional spelling and grammar/3Total/16REFLECTION/NEXT STEPSUse assessment to determine areas that need reteaching. Re-read selection for discussion tomorrow.Lesson 3SUBJECT: Language Arts???????????? Topic/Title: The Journal of Ben Uchida?GRADE LEVEL:??7?NUMBER OF STUDENTS:? 30LESSON DURATION:? 50 minutes?STATE STANDARDS:? ?CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital SS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.?OBJECTIVES:? Students will write poems about images using descriptive languageStudents will analyze how setting and characters interact in a fictional workStudents will compare text description and photography of similar settingsMATERIALS/RESOURCES:internet accesscomputer and projectorlabeled “map” of Mirror Lake handout: list of buildings, fencing, towers etc.Journal of Ben Uchida??LESSON INSTRUCTIONAL PROCEDURES?????? A.? Introduction (motivation/warm-up/lead-in)Show photo of desert landscape with mountains taken by Ansel Adams. Ask if they think the landscape is beautiful.?????? B.?? Development: Instruction and ActivitiesShow rest of slideshow from Library of Congress of Ansel Adams photos of Manzanar. Explain that Manzanar was one of the largest camps located on the arid side of central California and incarcerated more than 100,000 Japanese American citizens. students what are some descriptive words they would use to describe the camps and the people there. Write them on a word wall or on the board. Suggest desolate, lonely, stark, eerie. Do the images match up with what you visualized while reading the book? Does Adams make internment camp look romanticized? Do you think photographers in general tend to want to capture or create a certain image?Have students write a poem (choice of different formats) based upon the words put up on the word wall from discussion of Adams’ photographs of camp. Ask if any students want to share their poem. Next, have students write two or three paragraphs about the setting of the camp as described in the book. Describe how Ben feels about it; what difficulties and solutions he and the other characters have in dealing with it. They should cite evidence in the text and structure their paragraphs in main idea and supporting detail format. C.?? Differentiated Instruction??????????? ·??? ELL Students: Provide labeled “map” of the internment camp. Provide story outline of reading selection in simple language and also explanation of idioms Ben uses. Clearly define words that go up on word wall.??????????? ·??? Special Education: Provide “map of internment camp. Provide story outline of reading selection. Allow student extra time to complete writing assignment; suggest a type of poem they should write.???????????? ·??? Talented and Gifted: For activity, write a sales pitch for the barracks, creating a positive spin that makes the barracks seem like someplace you would want to live. Explain that it may sound like irony or sarcasm.? D.? ClosureAsk students to tell what they learned. Assign pp. 35-49 for reading.?DIFFERENTIATED ASSESSMENT ????? ·??? Informal Observe students to see if they need help and if they are on task. ????? ·??? FormalWriting about setting rubricsGeneral:0-4 points eachStudent wrote 2 or more paragraphsParagraphs contained a main idea and supporting detailsCited appropriate textStudent used conventional spelling and grammarTotal/16LD:0-4 eachStudent wrote 2 or more paragraphsParagraphs contained a main idea and supporting detailsCited appropriate textStudent used conventional spelling and grammarTotal/16ELL:Student wrote 2 or more paragraphs/4Paragraphs contained a main idea and supporting details/6Cited appropriate text/6Total/16Gifted:Student wrote 3 or more paragraphs/4Paragraphs contained a main idea and supporting details/6Created pitch using information in book/3Student used conventional spelling and grammar/3Total/16REFLECTION/NEXT STEPSAssess student writing and reflect on informal observations. Modify next lesson if needed to reteach or exclude material in upcoming lessons if mastery is demonstrated.Lesson 4SUBJECT: Language Arts???????????? Topic/Title: The Journal of Ben Uchida?GRADE LEVEL:??7?NUMBER OF STUDENTS:? 30LESSON DURATION:? 50 minutes?STATE STANDARDS:? ?CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital SS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own SS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.?OBJECTIVES:? Students will analyze video footage of camp lifeStudents will compare video footage to descriptions in bookStudents will examine what it means to be AmericanStudents will listen and share ideas with their classmatesMATERIALS/RESOURCES:internet access to watch Video from the Topaz, Utah, internment camp by Dave Tatsuno, of Ben Uchida??LESSON INSTRUCTIONAL PROCEDURES?????? A.? Introduction (motivation/warm-up/lead-in)Introduce and watch video “Video from the Topaz, Utah, Japanese internment camp during WWII.” Tell them to pay close attention because they will be discussing it with a partner afterward.?????? B.?? Development: Instruction and ActivitiesHave students get into pairs for think-pair-share.Display the following questions. Have them discuss with their partner and jot down notes to help them present their ideas to the class:How is Topaz that is portrayed in the video similar to Mirror Lake?How would you describe the people in camp? Do any of them look like how they pictured Ben, Mike, Kenny or Naomi?How are Japanese Americans different from American people at the time?What camp activities did Dave describe? Why do you think they had so many activities? How would you describe the community in general at Topaz?Have pairs convene with class and have pairs share what they thought about the questions.Discuss the events in the novel. Ben has joined the baseball team and is attending school. What are some other things in the book that have happened so far that show how persistently the characters are trying to build a life in the middle of the desert?Discuss how what Tatsuno captured in the video was that Japanese Americans tried and partially succeeded in recreating normal very American life inside the camp, and that most of the young people especially looked and had the demeanor of being very “American.” How “American” are the characters in the novel? Are there varying degrees of “American”? Thinking about this, have students write why they thought the Japanese Americans were detained in camps, while German and Italian Americans were not. Tell them to structure their response with main ideas and supporting details in paragraph form.Have students share their ideas as a class after 15-20 minutes of time writing. C.?? Differentiated Instruction??????????? ·??? ELL Students: Provide illustrated explanations, in simple language, of idioms in reading selection. Provide simple outlines of Tatsuno video and of book selection. Reiterate student contributions in clear simple language during discussions.??????????? ·??? Special Education: Provide outline of video and reading selection. Ask students to write a summary about the Japanese Americans’ camp activities portrayed in video instead. Provide more time for writing.???????????? ·??? Talented and Gifted: ?Pair gifted students with each other for think-pair-share. Instruct them to focus only on higher-order questions (the last ones) and explore more in depth. ? D.? ClosureAsk students what they learned from today’s lesson. Assign reading 49-62.?DIFFERENTIATED ASSESSMENT ????? ·??? InformalObserve students during discussion and writing. Keep anecdotal record of group and pair sharing participation.????? ·??? FormalWriting assignment rubricGeneral and gifted:4 pts. eachStudent wrote 2 or more paragraphsParagraphs contained a main idea and supporting detailsAppropriate and well-supported argumentStudent used conventional spelling and grammarTotal/16LD:4 pts. eachStudent wrote 1 or more paragraphsParagraphs contained a main idea and supporting detailsCited video appropriatelyStudent used conventional spelling and grammarTotal/16ELL:Student wrote 1 or more paragraphs/8Paragraphs contained a main idea and supporting details/4Appropriate and supported argument/4Total/16REFLECTION/NEXT STEPSUse assessments to make modifications to next lesson or plan upcoming lessons. Double check materials list for next lesson.Lesson 5SUBJECT: Language Arts???????????? Topic/Title: The Journal of Ben UchidaGRADE LEVEL:??7NUMBER OF STUDENTS:? 30LESSON DURATION:? 50 minutesSTATE STANDARDS:? ?CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.OBJECTIVES:? Students will identify figurative language used in literature and informational textStudents will cite appropriate passages from text as evidenceStudents will organize information in a chartMATERIALS/RESOURCES:idiom illustrations to displayJournal of Ben UchidaLESSON INSTRUCTIONAL PROCEDURES?????? A.? Introduction (motivation/warm-up/lead-in)Show literally illustrated idioms. Ask students to guess which ones they are.?????? B.?? Development: Instruction and ActivitiesExplain that you will be discussing figurative language. Explain that they just saw the literal meaning of the expressions, but these phrases have a figurative meaning. Explain that figurative language is often colorful, sometimes humorous, and effective in communication, giving the listener or reader a chance to enjoy surprising and interesting expressions. Go over the following literary terms: personification, simile, metaphor, and hyperbole. Give examples of each.Explain that Ben’s frequent use of figurative language, which often expresses sarcasm, helps define his character as a 12-year old boy coping with his difficulties in camp. Activity: Have students create a four lists on a sheet of paper, each headed by the previous literary devices. Have them read through the book and locate each type. Model and provide example. For instance, locate the simile on page 56: Ben says, “A school without books, what an interesting idea. Like a circus without elephants.” Allow them to also use transcript of news reel footage they have from lesson 1.After 20 minutes, convene as group and ask volunteers to share what passages they found. C.?? Differentiated Instruction??????????? ·??? ELL Students: For activity, ask students to instead write or illustrate idioms in their native language. Explain assignment in simple, direct language.??????????? ·??? Special Education: Simplify activity, ask for only simile, metaphor and hyperbole. Provide handout with simple explanations of each along with chart already drawn up. Allow more time to complete activity.???????????? ·??? Talented and Gifted: ?Have students write their own similes and metaphors and hyperbole describing events, setting, characters, etc., in the novel.? D.? ClosureAsk the students what they learned today. Assign reading 62-79.?DIFFERENTIATED ASSESSMENT ????? ·??? InformalWalk around and observe that students are doing the activity correctly.????? ·??? FormalFigurative language activity rubricsGeneralStudent completed all four columns/6Examples were appropriate/5Found 2 or more examples of each/5Total/16LD:Student completed all three columns/6Examples were appropriate/5Found 2 or more examples of each/5Total/16ELL:Student provided 2 or more idioms/6Idioms were explained or illustrated clearly/4Examples showed comprehension of concept of idiom/6Total/16Gifted:Student wrote at least 4 figurative expressions/8Expressions related to reading/4Examples demonstrated comprehension of types of figurative language/4Total/16REFLECTION/NEXT STEPSUsing assessment, determine if you should modify upcoming lessons. Review material list and reading selection for next class.Illustrations of idioms taken literallyImages found on Pinterest and through Google Images.Lesson 6SUBJECT: Language Arts???????????? Topic/Title: The Journal of Ben Uchida: point of viewGRADE LEVEL:??7NUMBER OF STUDENTS:? 30LESSON DURATION:? 50 minutesSTATE STANDARDS:? ?CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event SS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.?OBJECTIVES:? Students will consider and write according to point of viewStudents will write in letter formatMATERIALS/RESOURCES:Journal of Ben Uchida??LESSON INSTRUCTIONAL PROCEDURES?????? A.? Introduction (motivation/warm-up/lead-in)Ask what is bothering Ben, what’s always at the back of his mind? Begin discussion of Ben’s worries about his father. ?????? B.?? Development: Instruction and ActivitiesExplain that issei like Mr. Uchida, or immigrants from Japan, who were community leaders, Buddhist ministers or Japanese teachers, or had closer ties to Japanese culture, were taken away from their families and sent to detention centers that were much more like prison than the internment camps.Review how Ben received a letter from Mr. Uchida that was very worrisome. It did not sound like him and said nothing substantial, heightening Ben’s worries. Activity: Ben does not write his father back, but in this activity, write as Ben to his father, describing your feelings and what has happened since you last saw him. Write as if you were addressing your own parent or grandparent that you have not seen in a while, whom miss and are worried about. Model how to write a letter, where date, greeting and closing go, etc. C.?? Differentiated Instruction??????????? ·??? ELL Students: Provide definition of idioms in reading selection. Provide plot outline of reading selection. Model clearly how to write a letter on board.??????????? ·??? Special Education: Provide plot outline of reading selection. Simplify directions and provide visual handout of how letter is formatted for reference. Allow students more time to write.???????????? ·??? Talented and Gifted: ?Have students research online what Department of Justice camps were like. Have them write a journal entry by Mr. Uchida about what is really happening in his life instead.D.? ClosureAsk students what they learned. Assign reading pgs. 79-95 for homework.?DIFFERENTIATED ASSESSMENT ????? ·??? InformalTake anecdotal records of students’ writing errors.????? ·??? FormalWriting rubrics?General:0-4 points eachStudent wrote 3 or more paragraphsLetter accurately reflects Ben’s experiencesLetter reflects Ben’s voice and point of viewLetter conventions used correctlyTotal/16LD:Student wrote 2 or more paragraphsLetter accurately reflects Ben’s experiencesLetter reflects Ben’s thoughtsLetter conventions used correctlyTotal/16ELL:Student wrote 2 or more paragraphs/8Letter reflects Ben’s thoughts and experiences/4Letter conventions used correctly/4Total/16Gifted:Student wrote 3 or more paragraphs/4Written in appropriate voice and point of view/6Journal reflects correct information about DOJ detention centers/3Student used conventional spelling and grammar/3Total/16REFLECTION/NEXT STEPSAssess student writing and reflect on observations. Modify next lesson if needed to reteach material.Lesson 7SUBJECT: Language Arts???????????? Topic/Title: The Journal of Ben UchidaGRADE LEVEL:??7NUMBER OF STUDENTS:? 30LESSON DURATION:? 50 minutes?STATE STANDARDS:? ?CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter SS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.?OBJECTIVES:? Students will use online resource to read primary sourcesStudents will analyze primary source and write summary and connect to textMATERIALS/RESOURCES:computers or ipads with internet accessJournal of Ben Uchida??LESSON INSTRUCTIONAL PROCEDURES?????? A.? Introduction (motivation/warm-up/lead-in)Discussion of events in book so far. Ask students what were the main events in the reading homework. What is the general atmosphere at the camp now? Discuss how tension is building: there is unrest growing among the residents; the young people are upset about learning about the barracks for Caucasians; the school has been vandalized. Although there is discontent the newsletter avoids reporting anything negative. What is Ben’s attitude toward the Free Press??????? B.?? Development: Instruction and ActivitiesExplain that for this lesson that they will be reading an actual newsletter published in one of the camps. Explain that Bay Area Japanese Americans were first located to Tanforan Racetrack, which was in one of the Bay Area cities, while the Topaz camp was being built. The newsletter is similar to the Free Press in the novel. When students have ipads or are situated at computers, have them google “Tanforan Totalizer” and select this result: “Tanforan Totalizer (19) - ArchiveObjectsByTopic” . Instruct students to use the guest login. Allow students 20 minutes to read and browse the different articles online. Tell them to choose an article and to write a summary of it, and then to relate it to events or descriptions of camp they read in Ben Uchida. Model how you would write a summary, and then transition to making connections in the book. Tell them to cite passages using page numbers.Collect their writing. Ask volunteers to share an interesting articles they found online. C.?? Differentiated Instruction??????????? ·??? ELL Students: Locate a short, simply written article written at students’ comprehension level instead of having them choose one by browsing. They are free to browse the site beforehand though.??????????? ·??? Special Education: Narrow down list of articles they can write about instead of having the whole site to choose from. Provide them hard copies with simply written directions. Have them spend less time browsing and have them start their writing activity earlier.???????????? ·??? Talented and Gifted: ?Instead of having gifted students summarize article have them locate an article that glosses over the bad and hides the difficulties in an upbeat tone such as the Free Press articles in Journal of Ben Uchida.D.? ClosureAsk if any students have any questions or want to share closing thoughts. Assign reading pgs. 95-110 for homework.?DIFFERENTIATED ASSESSMENT ????? ·??? InformalWalk around and observe students. Ensure they are navigating site correctly.Writing rubrics?????General:0-4 points eachStudent wrote 3 or more paragraphsParagraphs contained a main idea and supporting detailsCited appropriate textStudent used conventional spelling and grammarTotal/16LD:Student wrote 3 or more paragraphsParagraphs contained a main idea and supporting detailsCited appropriate textStudent used conventional spelling and grammarTotal/16ELL:Student wrote 2 or more paragraphs/8Paragraphs contained a main idea and supporting details/4Cited appropriate text/4Total/16Gifted:Student wrote 3 or more paragraphs/4Paragraphs contained a main idea and supporting detail/6Gave analysis how text may gloss over reality of camp/3Student used conventional spelling and grammar/3Total/16REFLECTION/NEXT STEPSAssess student writing and reflect on observations. Modify next lesson if needed to recover material.Lesson 8SUBJECT: Language Arts???????????? Topic/Title: The Journal of Ben UchidaGRADE LEVEL:??7NUMBER OF STUDENTS:? 30LESSON DURATION:? 50 minutesSTATE STANDARDS:? ?CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter SS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.OBJECTIVES:? Students will identify different character’s conflictsStudents will compare differing point of views through study of primary sourcesMATERIALS/RESOURCES:Story Map handouts (2 for each student)computer with speakers??LESSON INSTRUCTIONAL PROCEDURES?????? A.? Introduction (motivation/warm-up/lead-in)Conflict is still growing at Mirror Lake. Ask students to think about the events in the reading that are causing conflict. ?????? B.?? Development: Instruction and ActivitiesWhat is happening with Mike Masuda? Go back through the novel and see if you can find some of the early clues that tell you about Mike (discussion activity, Abrahamson, R., n.d). What happened to Mr. Watanabe? Do you think he deserved to be shot? What are some other elements of conflict and unrest happening in the camp?Have students take out Story Map and pass out two more blank Story Maps for each student, one for Mike Masuda and one for Mr. Uchida. Explain that you would like them to complete as much as they can. Beginning and middle events can be completed, but not yet the ending resolution. State that they will complete and turn these in on the last day.Discuss point of view. Explain that point of view is the position from which he writer presents the action and other information of the story. This novel was written in the first person point of view so we only see what Ben sees. How does Ben view the internment camp? How does Ben express this? It should be easy to find some passages that show this. Have students locate and read some passages.Let’s consider other points of view. The following cartoon was created by Theodore Geisel, otherwise known as Dr. Seuss. Based upon this drawing what do you think Dr. Seuss would think of Japanese Americans.Ask them what is this a picture of? Ask them to think about cartoonist’s purpose. What is the cartoonist trying to say and why? How would you describe the tone of the cartoon?Tell them that you will now listen to actual ordinary people. Try to picture yourself as a person living at that time. The United States has been attacked by the Japanese just days before on their own turf. Are you familiar with 9/11? Did you know that the last time the United States was attacked was at Pearl Harbor?” Display transcript provided online of interviews with real people for them to follow along while you play the audio of interviews with two different people. : What does the first speaker believe about Japanese Americans? What about the second interviewee? Thinking about the newsreel we watched at the beginning of the unit and knowing what the Japanese did during the war do you think their opinions are valid. Do a raft activity. Explain: You have been reading Ben’s point of view, but this time, you are a neighbor to the Uchidas and you have an opinion of what is going on with the Japanese American families that have been evacuated from your neighborhood. Write an opinion piece to the local newspaper. Pass around clippings of newspaper opinion pieces.Explain: you may take on a persona, meaning that you may choose to express opinions based on people who thought the same way as Geisel who thought the Japanese Americans belonged in camps and were concerned they could be traitors, or you could be a sympathetic character.Model examples of newspaper opinion piece cut from newspaper and point out arguments using hyperbole, irony, and figurative language. C.?? Differentiated Instruction??????????? ·??? ELL Students: Provide student transcript of interviews, annotated with simpler explanation of vocabulary or idioms. Provide outline of reading selection. Clearly and simply explain what opinion writing is.??????????? ·??? Special Education: Provide outline of reading selection. Assign opinion piece from point of view of neighbor instead of giving students choice to choose persona.???????????? ·??? Talented and Gifted: ?Allow students choice to write other forms such as journals, make them choose a viewpoint of a persona different from their own? D.? ClosureAsk students for any closing statements or thoughts. Assign reading pages 110-123.?DIFFERENTIATED ASSESSMENT ????? ·??? InformalWalk around and observe students as they write opinion pieces.????? ·??? FormalWriting Assignment rubricsGeneral:0-4 points eachStudent wrote 2 or more paragraphsExpressed a clear opinionProvided argument to back up opinionStudent used conventional spelling and grammarTotal/16LD:0-4 eachStudent wrote 2 or more paragraphsParagraphs contained a main idea and supporting detailsCited appropriate textStudent used conventional spelling and grammarTotal/16ELL:Student wrote 2 or more paragraphs/8Paragraphs contained a main idea and supporting details/4Cited appropriate text/4Total/16Gifted:Student wrote 3 or more paragraphs/4Expressed a clear opinion written from persona/6Provided argument to back up opinion/3Student used conventional spelling and grammar/3Total/16REFLECTION/NEXT STEPSAssess student work for areas of improvement and plan upcoming lessons accordingly.Lesson 9SUBJECT: Language Arts???????????? Topic/Title: The Journal of Ben UchidaGRADE LEVEL:??7?NUMBER OF STUDENTS:? 30LESSON DURATION:? 50 minutesSTATE STANDARDS:? ?CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital SS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.?OBJECTIVES:? Students will demonstrate knowledge of vocabulary wordsStudents will examine photography to determine photographer’s intentStudents will collaborate in group activityMATERIALS/RESOURCES:vocabulary testphoto analysis worksheets??LESSON INSTRUCTIONAL PROCEDURES?????? A.? Introduction (motivation/warm-up/lead-in)Summarize events in book so far. Have students look at Mochida family photo by Dorothea Lange.?????? B.?? Development: Instruction and ActivitiesHave students guess what this is a photo of. Have them get into groups of three and complete the photo analysis worksheet. After students complete worksheet, convene class and ask students to share their thoughts and what they wrote in the worksheet.Give Vocabulary test. Let ELL and SPED students know they only have to answer the words they studied.Assign pgs. 123-148 for homework.DIFFERENTIATED ASSESSMENT ????? ·??? InformalCheck on groups as they do worksheet. Write anecdotal records on how they worked together in groups and what they wrote on worksheet.????? ·??? Formal check vocabulary test answers. ELL and Special Ed. students were given option to omit 2 words and can skip them on the test.General/Gifted15-17 A, 11-14 B, 7-10 C, 0-7 DELL/SPED12-15 A, 8-11 B, 5-10 C, 0-5 DREFLECTION/NEXT STEPSReflect on how groups worked together. If any students had difficulties collaborating consider not grouping certain students together.Vocabulary Test Name/Date___________________________________a building or group of buildings used to house soldiers or prisoners barracksa coarse woolen cloth duffela situation in which there is much destruction or confusion havoc alcoholic drink made from fermented rice sake an institution, place, or person strongly defending or upholding particular principles, attitudes, or activities bastion badly beaten batteredbetrayal of trust treacherybroken into pieces shatteredburn slowly with smoke but no flame smolderingconfinement during wartime internmentfirst generation Japanese Americans isseiimposed isolation for safety reasons quarantineremove something or someone from a place evacuatesecond generation Japanese Americans nisseispeed velocity toilet latrinewell known for some bad quality or deed infamousPhoto by Dorothea Lange. Accessed from National Archives. Photo Analysis WorksheetStep 1. ObservationA.??Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. Next, divide the photo into quadrants and study each section to see what new details become visible.___________________________________________________________________________ ? B.?Use the chart below to list people, objects, and activities in the photograph.PeopleObjectsActivities???????????????????????????????Step 2. Inference ??Based on what you have observed above, list three things you might infer from this photograph._________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ?Step 3. QuestionsA.?How does this photograph relate to Journal of Ben Uchida?______________________________________________________________________________________________________________________________________________________ ? B.?Write a few sentences of what you imagine took place moments before or after in this location or of these people moments before this photograph?______________________________________________________________________________________________________________________________________________________ C.Why do you think the photographer wanted to take this picture?______________________________________________________________________________________________________________________________________________________D.Do you like the photo? Why or why not?______________________________________________________________________________________________________________________________________________________Adapted from the National Archives and Records Administration, Washington, DC 20408. Lesson 10SUBJECT: Language Arts???????????? Topic/Title: The Journal of Ben Uchida?GRADE LEVEL:??7NUMBER OF STUDENTS:? 30LESSON DURATION:? 50 minutes?STATE STANDARDS:? ?CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter SS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.?OBJECTIVES:? Students will infer events from informational textStudents will participate in grand conversation about what they learned in the unitStudents will use information from informational text to write creative journalMATERIALS/RESOURCES:Japanese American Family Album copyJournal of Ben Uchida??LESSON INSTRUCTIONAL PROCEDURES?????? A.? Introduction (motivation/warm-up/lead-in)Explain that they have finished the book. Have them complete the Story Maps for Ben, Mike, and Mr. Uchida.Have grand conversation about the events in the book. Guide discussion toward themes of being American, how events in book reflected what they studied in primary sources and how they differed.?????? B.?? Development: Instruction and ActivitiesRead “Starting Over” in The Japanese American Family Album.Photo from upon what you read and the pictures, write a letter from Ben’s point of view to his friend Kenny based upon what happened in the period since they left camp in the three months afterwards.Have students share after writing what they think happened to Ben when he got out of camp.Have students complete self-assessment about how and what they learned during this unit. Advise them to answer honestly, they are not being graded and it will only help them to be frank with themselves. C.?? Differentiated Instruction??????????? ·??? ELL Students: Provide definition of idioms in reading selection. Provide plot outline.??????????? ·??? Special Education: Provide plot outline. Simplify directions. Have them read one excerpt and base their letter on that.???????????? ·??? Talented and Gifted: ?Have students write letter from Ben, but 5 years later.? D.? ClosureAsk students what they learned. ?DIFFERENTIATED ASSESSMENT ????? ·??? InformalObserve students as they write. Give students self-assessment questions and collect. ????? ·??? FormalGeneral0-4 points eachStudent wrote 2 or more paragraphsReflected information presented about what happened after warWrote from Ben’s pt. of viewStudent used conventional spelling and grammarTotal/16LD:Student wrote 3 or more paragraphsReflected information presented about what happened after warWrote from Ben’s pt. of viewStudent used conventional spelling and grammarTotal/16ELL:Student wrote 2 or more paragraphs/8Reflected information presented about what happened after war/4Wrote from Ben’s pt. of view/4Total/16Gifted:Student wrote 3 or more paragraphs/4Reflected information presented about what happened after war/9Student used conventional spelling and grammar/3Total/16REFLECTION/NEXT STEPSEvaluate students’ self-assessments. If students indicate they are having trouble set up conference with them.Self Evaluation Name/Date____________________________On a scale of 1-5, rate how true the following statements are, 1 is not true and 5 is very true.Categories:Stimulated Thinking___This unit introduced me to new ideas and stimulated my thinking.___This unit helped develop my creative thinking skills. Broadened Knowledge___This unit broadened my knowledge and understanding in the field.___This unit expected me to consider concepts from a variety of perspectives.Time Spent___On average, the time I have spent on homework, projects, and studying outside of class every week for this unit was:? (a) two or more hours per class meeting, (b) between one and two hours per class meeting, (c) about one hour per class meeting, (d) less than one hour per class meeting. Effort___I did the readings and assignments on time. ___How many classes did you miss in this unit?? (a) 0-1, (b) 2-4, (c) 5-7, (d) 8 or more. Challenging Self___I did my part to learn as much as possible in this unit. ___I took the initiative to read or learn about material related to the unit outside of class time.Learning Outcomes___My final grade will accurately reflect my overall performance. ___My grade is an accurate assessment of my knowledge in this unit. ___At the end of this unit, I expect to receive a final grade of: (a) A, (b) B, (c) C, (d) D, (e) F ___I understand the central concepts and ideas in this unit. ___I can apply information/skills learned in this unit.WORKS CITEDAbrahamson, R. (n.d.) The Journal of Ben Uchida discussion guide. Accessed from , Ansel. (1940s). Manzanar War Relocation Camp photographs. Accessed from Films. (1942). The News Parade - Pearl Harbor Attack. Accessed from traits worksheet (n.d). Accessed from , B. (1999). The Journal of Ben Uchida; Citizen 13559 Mirror Lake Internment Camp. New York, NY: Scholastic.Evacuation poster: Accessed from , T. (1942). Waiting for signal from home cartoon. Accessed from , D., & Hoobler, T. (1995). The Japanese American family album. New York, NY: Oxford University Press.Louisiana Department of Education. (2008). Comprehensive Curriculum, Grade 8, English Language Arts: Blackline Masters. Accessed from of Congress. (1940s) Man on the Street Interviews. Accessed from Archives. (n.d.). Photograph by Dorothea Lange: Mochida Family. Accessed from Archives. (n.d.). Photo Analysis worksheet. Accessed from Self Assessment (n.d.). Accessed from , D. (1940s). Video from Topaz Internment Camp. Accessed from ResourcesBooksFictionJourney to Topaz by Yoshiko UchidaUchida was a child when she was interned at camp. A fictionalized account based on her experience.The Bracelet Paperback by Yoshiko UchidaJourney Home by Yoshiko UchidaSo Far from the Sea by Eve BuntingBaseball Saved Us by Ken Mochizuki A picture book, but captures atmosphere of camp discontent very well.NonfictionI Am an American by Jerry StanleyOverview of Japanese internment, profile of one internee, and many period photographs.Farewell to Manzanar by Jeanne HoustonHouston’s memoir about being interned at Manzanar.Tracing Our Japanese Roots by Gary KawaguchiPhotographs and text of elements of Japanese and Japanese American culture and history.The Children of Topaz: The Story of a Japanese-American Internment Camp: Based on a Classroom Diary by George W. Chilcoat and Michael O. Tunnell Only What We Could Carry: The Japanese American Internment Experience by Lawson Fusao InadaMay be written at higher reading level, but many photographs and other visual elements.WebsitesThe Niihau Incident. of bizarre incident of Japanese fighter pilot crash landing on small Hawaiian island of Niihau.Niihau Incident. American Internment Focus: World War II internment Japanese Attacked Pearl Harbor of the Camps ................
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