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Multi-Text StudyWeedflowerBy Cynthia Kadohata“She didn’t know what might be considered “disloyal”. If notebooks were somehow disloyal, then was a Japanese silk fan also bad? And what about her kimono? Surely there was nothing dangerous about a kimono.”Japanese American Internment Camps: Cornerstones of Freedom by Gail SakuraiPeggy WellmonJennifer SwansonWeedflowerMulti-text OutlineWeek 1Day 1: Introduction to unitRead The Bracelet :Written by: Yoshiko Uchida and Illustrated by: Joanna Yardley (Group) Begin Reading Section 1 of Weedflower- Chapters 1-4- (Chapter 1-teacher reads, rest individual)Day 2: Before you readFrom the Covers (Individual)Vocab-o-gram (Individual)Day 3: Chapters 1-4 Double Entry Diary (Individual)Day 4: Chapters 1-4Vocabulary Activities (Individual)Author’s Craft (Partner)Day 5: Chapters 1-4 Internet Workshop 1 (Individual)Week 2:Day 6: Chapters 5-11Discussion Director (Individual)Day 7: Chapters 5-11Acrostic Poem (Individual)Day 8: Chapters 5-11Vocabulary table and activities (Individual)Day 9: Chapters 12-16Character Sketcher 1 (Small group)Day 10: Chapters 12-16Internet Workshop 2 (Individual)Data Retrieval Chart (Individual) Week 3:Day 11: Chapters 12-16Continue Internet Workshop 2 (Individual)Data Retrieval Chart (Individual)Paragraph about Japanese-American life in internment camp (Individual)Day 12: Chapters 12-16Vocabulary activities (Individual)Day 13: Chapters 17-22Double Entry Diary (Individual) Day 14: Chapters 17-22Vocabulary Activities (Individual)Day 15: Chapters 23-28Character Sketcher 2 (Small Group) Week 4:Day 16: Chapters 23-28Compare a Character (Small group)Write a persuasive letter (Individual) Day 17: Chapters 23-28Finish Persuasive letter (Individual) Vocabulary Activities (Individual)Day 18: Chapters 29-32Double Entry Diary (Individual)Day 19: Chapters 29-32Concept map (Individual)Begin Two Voice I am Poem (Partner)Day 20: Chapters 29-32Finish Two Voice I am Poem (Partner)Vocabulary activities (Individual)Week 5:Day 21: Chapters 29-32Internet Workshop 3 (Individual)Day 22: Chapters 29-32Continue Internet Workshop 3 (Individual)Day 23: Final Day Take Vocabulary Assessment (Individual)From the CoversBefore opening your text to begin reading take a few minutes to study the front and back covers of the book and answer the following questions.What do you think is the significance of the book’s title?By looking at the picture what do you believe the book may be about?Read the book’s description on the back cover. What are some challenges you believe Sumiko will face?Vocab-o-gram & Predict-o-gramUse the following vocabulary words from Weedflower to make predictions about the elements of the story:Disbudding, humiliated, disloyal, declared, Nikkei, reception centers, permanent, scorpion, administration, irrigation, resettle, nonchalant, Civil Rights, censored, patriotic, loyalty, mourning and prejudice.Setting: When and where do you believe the story takes place?Characters: Who do you think the main characters are? Supporting characters?Character Goals: What may be some of the character’s goals?Problems: What problems might the characters face?Solutions: How might the characters solve their problems?Emotions: What are some of the emotions the characters may display?Double Entry DiaryYou are invited to complete a Double-Entry Diary based upon section 1 (chapters 1-4) of the book you just read. Please record the quotation along with the page and paragraph numbers that each was found in on the left side of the table. On the right side of your table, write your responses, questions, connections or personal reactions that accompany the quotes you chose. Some types of information you may choose are: effect/cause, fact/compare and contrast, quote/connection or questions, vocabulary and author’s craft.You must include 6 passages in your DED. Here is a sample DED to get you started:Quote: “The white girls were nice enough to her during recess, but she had never been invited to play on weekends or sleep over at anyone’s house or anything like that.” (p.3 paragraph 4)Connection: Why do you think she was never invited to anything? Have you ever had a time when you weren’t invited to something? How did you feel? How do you think Sumiko felt?Effect: The farm’s lease was in her cousin’s name instead of her uncle. (p. 6, paragraph 2).Cause: People who moved to America before laws were passed that prevented those born in Asia from being citizens and owning land. Quote: “But as far as Sumiko understood, Nazi Germany had taken over France…” (p. 15, paragraph 3)Inference: It tells us that more than 90% of Americans opposed getting involved in the war. We know that we ended up going to war. Can anyone remember why?Fact: “The whole family watched Jiichan chew slowly. Dinner was never over until Jiichan stopped chewing.” (p. 19, paragraph 1). ? This means everyone had to stay at the table until he finished. Compare and contrast this to how other cultures’ rules on meals.Quote: “And Sumiko realized she was being uninvited..” (p. 36, paragraph 4)Question: Why do you think she was being uninvited? How would this make you feel?Vocabulary: “Like anyone, Sumiko had known momentary embarrassing moments, but right now she felt so overwhelming humiliated that it was as if nothing in her life would ever be the same again…" It states that Sumiko felt overwhelming humiliated. What does that mean?Weedflower Section 1 Double Entry Diary Vocabulary ActivitiesPlease complete the following chart using child friendly definitions. Use the following website to locate the definitions: . Word and Page MeaningEmbossed p.2Kindling p. 6Cheesecloth p.20Disbudding p.23Humiliated Choose your own vocabulary words and write your own student-friendly definitions: Make sure you check to see how the word is used in the book.Author’s CraftOne literary technique that Cynthia Kadohata uses to draw the reader into the story is similes. A simile is a phrase used to compare one object to another. Similes can be identified because the words like or as are often used in the comparisons. For this section find at least 3 similes and record them into the chart below. Also, give an explanation of what you think the author is trying to say with the simile. An example has been provided for you. Simile:“In the fields the tattered pieces of cheesecloth rippled like ghosts.” p. 20Author’s inference:Simile:Author’s inference:Simile:Author’s inference:Simile:Author’s inference:Executive Order 9066 Internet WorkshopInternet Workshop # 1Go to the bookmarks for the following websites, explore, and answer the following questions. is Executive Order 9066?What events led to Executive Order 9066?Who was the President that signed the order?What was his wife’s reaction to the order?Discussion Director:WeedflowerSection 2: pages 44-89????????? Your job is to involve the students in your group by thinking and talking about the selection of the book you have just read. You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about the issues that come up during the reading.????????? Your job as the Discussion Director is to come up with 5 thinking questions. Your teacher really wants you to help the students in your group to go back to the book to find their answers if they don’t know them. So, to help this run very smoothly, you need to write down the questions, your answers, and the page numbers where the students can reference the text to justify their responses to your questions.????????? When developing your questions, think about the following main events:? What is considered American??Leaving their home forever. Burning all their belongings that make them look disloyal.Jiichan and Uncle being arrested.Sumiko taking Uncle’s new stock of flowers.Their introduction to the Racetrack.Sample Questions to help you:Questions: pages 50-51 paragraph 6“Get your notebooks and anything else that seems un-American.”Why did they need to burn their possessions?What is un-American? If they live in America, why are they not considered American?What is considered American?Creating an Acrostic PoemOne of the things that helped Sumiko deal with all of the issues in her life was her flowers. Her memories of her families’ farm, the Sumiko stock that her father created and the garden she aided Mr. Moto in growing often became her escape from reality. An acrostic poem is created by using each letter in a word to create a poem. Since Sumiko loved flowers use the following template to create an acrostic poem about flowers. When you are writing be sure to consider the text as an inspiration for your poetry. Vocabulary TableUse the following on line dictionary to create child-friendly definitions for the words listed below: sure to refer back to your text to see how the word was used in the story.Tier 2 WordsPage #Student Friendly DefinitionsDeclared54Generation56Sabotage67Reception (centers)69Bureau62Write your own child-friendly definitions for the following words:Impatience – p. 46Immigrated- p.56What does the prefix “im” mean?Can you think of other words that start with the prefix “im”? Write your own child-friendly definitions for the following words:Misbehaving- p.50Mistaken-p. 59What does the prefix “mis-” mean ?Can you think of other words that start with the prefix “mis”?Write your own child-friendly definitions for the following words:According- p.45Living- p. 75What does the suffix “-ing” mean?Can you think of other words that start with the suffix “ing”?Write your own child-friendly definitions for the following words:Hardly- p.69Softly- p.88What does the suffix “-ly” mean?Can you think of other words that start with the suffix “-ly”?Practice with Prefixes and SuffixesFind your own examples from the readingCharacter Sketcher 1Your job as Character Sketcher is to identify a character’s actions (traits) and explain or prove these traits, identify the character’s goal (which is what the character wants to do or accomplish), identify the problem and solution in the reading, and complete an artistic impression of the character.You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help.Sometimes the solution to your character’s problem will not be in the section of the book that you are reading. In this case, you will need to come up with a possible solution for you character’s problem. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper. The next page gives you an example of how your paper may look with the character information.You will be learning about Sumiko. Think about the following traits as you read Chapters 12-16:CuriousCompassionateDeterminedDisheartenedFrightenedunsure Implied Character Traits (3)(Trait) _________________ p.______ par.________(Explanation or proof of trait) __________________________________________________________________________________________________________________________________________(Trait) _________________ p.______ par.________(Explanation or proof of trait) __________________________________________________________________________________________________________________________________________(Trait) _________________ p.______ par.________(Explanation or proof of trait) __________________________________________________________________________________________________________________________________________Character’s Goal: _______________’s goal is to _________________________________________________________________________________________.Problem: _______________’s problem is ________________________________________________________________________________________________.Solution or Possible Solution: _____________________________________________________________________________________________________________________.Next, create an artistic representation of Sumiko based upon the character traits that you listed about her. You may use any artistic medium to create your representation. Japanese Internment Camps Internet WorkshopInternet Workshop #2Locations of Japanese Internment Camps. Click on the following links and fill out the Data Retrieval Chart.Japanese Internment Camps Internment Harmony, WA (Granada), CO Mountain, WY Retrieval ChartLife in the Japanese Internment CampsResourcesPopulationActivitiesHomesFoodAgricultureWork Japanese American Internment Camps(Cornerstones of Freedom)Japanese Internment CampsJapanese InternmentCamp Harmony, WAAmache (Granada), COHeart Mountain, WYWeedflowerOther sources Write a paragraph explaining what you think life would have been like for the people living in the Japanese Internment Camps.Vocabulary ActivitiesPlease complete the following chart using child friendly definitions. Use the following website to locate the definitions: . Word and Page MeaningScorpion p.108Larva p.115Irrigation p.120Administration p.135Permanent p.136Japanese American Internment CampsAfter reading the book Cornerstones of Freedom: Japanese Internment Camps please find the following words and give a child-friendly definition for each. Feel free to refer to to help create the definitions. Don’t forget to find the words in the text to see how they are used in the story.Aliens (p. 10)Treason (p.11)Barracks (p.15)Internees (p.18)Forswear (p.30)Renounced (p.31)Stigma (p.41)Please take the following vocabulary words and find at least one synonym and one antonym for each.SynonymVocabularyAntonymalienstreasonInterneesForswearRenounced You may use the following website to help you with synonyms and antonyms. did the barracks look like at the internment camp?Explain a time when you have felt the stigma of something you have done. Double Entry DiaryYou are invited to complete a Double-Entry Diary based upon section 4 (chapters 17-22) of the book you just read. Please record the quotation along with the page and paragraph numbers that each was found in on the left side of the table. On the right side of your table, write your responses, questions, connections or personal reactions that accompany the quotes you chose. Some types of information you may choose are: effect/cause, fact/compare and contrast, quote/connection or questions, vocabulary and author’s craft.You must include 6 passages in your DED. Here is a sample DED to get you started:Quote: “She felt strangely happy to, though she couldn’t imagine why climbing around in the moonlight on a pile of wood should make her happy.” (p. 147, paragraph 2)Inference: We know that Sumiko is at a relocation camp where she is separated from her uncle and grandfather. We also know they have had their home taken from them and are seen by the rest of the country as the enemy… so why do believe Sumiko is happy? Weedflower Section 4 Double Entry Diary Vocabulary ActivitiesPlease complete the following chart using child friendly definitions. Use the following website to locate the definitions: . Once you have finished, please complete the vocabulary activity on the next page.Word and Page Meaningcensored p. 137paranoia, p.152resettle p. 153Civil Rights p. 157Nonchalant p.161Word NetworksWhat people, places, things, words, situations or events come to mind when you think of the words Civil Rights?Can You Name…Types of media or writing that is or should be censored?An embarrassing situation that you tried to act nonchalant during?Other groups in American history who were asked to resettle?Emotions or actions a person would display when in a state of paranoia?Character Sketcher 2Your job as Character Sketcher is to identify a character’s actions (traits) and explain or prove these traits, identify the character’s goal (which is what the character wants to do or accomplish), identify the problem and solution in the reading, and complete an artistic impression of the character.You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help.Sometimes the solution to your character’s problem will not be in the section of the book that you are reading. In this case, you will need to come up with a possible solution for you character’s problem. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper. The next page gives you an example of how your paper may look with the character information.You will be learning about Frank. Think about the following traits as you read Section 5, Chapters 23-28.IntriguedManipulatingResponsibleNervousConcernedCompassionate Implied Character Traits (3)(Trait) _________________ p.______ par.________(Explanation or proof of trait) __________________________________________________________________________________________________________________________________________(Trait) _________________ p.______ par.________(Explanation or proof of trait) __________________________________________________________________________________________________________________________________________(Trait) _________________ p.______ par.________(Explanation or proof of trait) __________________________________________________________________________________________________________________________________________Character’s Goal: _______________’s goal is to _________________________________________________________________________________________.Problem: _______________’s problem is ________________________________________________________________________________________________.Solution or Possible Solution: _____________________________________________________________________________________________________________________.Next, create an artistic representation of Frank based upon the character traits that you listed about him. You may use any artistic medium to create your pare a CharacterUse the following graphic organizers to compare and contrast Ichiro and Bull in chapter 25 of your book. Be sure to keep in mind their views of the war and whether or not they should fight for a country that has treated them as the enemy. Writing a Persuasive LetterOn the following paper you will be writing a persuasive letter. Your goal is to take a stand from either Bull’s point of view of fighting in the war or Ichiro’s point of view. Be sure to give specific reasons to help convince your audience as to why or why not you believe young Japanese-American men should or should not participate in the war. You may address the letter to a friend or family member. Also use the illustration box to create a poster that supports your character’s point of view.Vocabulary ActivitiesPlease complete the following chart using child friendly definitions. Use the following website to locate the definitions: . Once you have finished, please complete the vocabulary activity on the next page.Word and Page MeaningPatriotic p.176Turnover p.177Prejudice p.179Milling p.188Incarcerated p.188Word NetworksWhat people, places, things, words, situations or events come to mind when you think of the words Prejudice?Complete the SentenceFor this section use one of your vocabulary words to properly complete the sentence.Sumiko and her family felt like they had been __________ in the relocation camps.The __________ rate was high among the teachers at Poston. At the camp Christmas party the children were all __________ around the presents.At one point during the day Miss Kelly had the students sing __________ songs all day. Double Entry DiaryYou are invited to complete a Double-Entry Diary based upon the final section (chapters 29-33) of the book you just read. Please record the quotation along with the page and paragraph numbers that each was found in on the left side of the table. On the right side of your table, write your responses, questions, connections or personal reactions that accompany the quotes you chose. Some types of information you may choose are: effect/cause, fact/compare and contrast, quote/connection or questions, vocabulary and author’s craft.You must include 6 passages in your DED. Here is a sample DED to get you started:Vocabulary: Mourning: “Well, where have you been she asked? Mourning.” (p. 245, paragraph 1)The book tells us Frank has been gone so long because he was mourning. Let’s read on and see if we can figure out what that means.Weedflower Section 6 Double Entry Diary Concept MapPlease use the following pattern to create a concept map; brainstorm ideas and connections you have to the Poston Relocation Camps. Create a bubble concept map (like the one below), and write these ideas in bubbles surrounding the camp.Poston Relocation CampWriting a two person I am poemUsing the character sketchers that you previously created on Sumiko and Frank, create a two person “I am” poem. Make sure you consider each characters personalities, point of view, similarities and differences. Stanza OneI am (two special characteristics)And we are (how the two are the same)I live (where you live-this may include your habitat, or city, state, country, etc.) I wonder (something you are actually curious about) I hear (an imaginary sound) I see (an imaginary sight) I want (an actual desire) I am (the first line of the poem restated)Similarly we (how the two are the same; can be restated or new information)Stanza TwoI always (what you are known for)I pretend (something you actually pretend to do)I feel (a feeling about something imaginary)I touch (an imaginary touch)I worry (something that really bothers you)I cry (something that makes you very sad)I excel (something you are good at doing)I am (the first line of the poem repeated)And we both (how the two are the same; can be restated or new information)Stanza ThreeI understand (something you know is true)I say (something you believe in)I’m as _____as (a simile)I dream (something you actually dream about)I try (something you really make an effort about)I hope (something you actually hope for)I was once (describes how you have changed)I am (the first line of the poem repeated)And most importantly we (the most important way that represents how the two are the same)You choose from the following transition words:For comparison: like, same, both, the same as, similar, in the same way, most important, similarly, as, too, have in common, as well as.For contrast: although, however, differ, unlike, even though, yet, but, instead, on the contrary, on the other hand, whereas, while, unless, contrary to, the reverse.Stanza One??SumikoFrankI am ?I am And we are And we are I live ?Whereas I live I wonder ?While I wonder I hear ?But I hear ?I see ?However, I see I want ?Yet I want I am ?I am Similarly we Similarly we ?Stanza TwoI always ?On the other hand, I always I pretend ?While I pretend I feel ?Yet I feel I touch ?While I touch I worry ?Yet I worry I cry ?But I cry I excel ?Whereas I excel I am ?I am And we both And we both ?I understand ?While I understand I say, ?Yet I say, I’m as ??Whereas I’m as I dream ?But I dream I try ?Although I try I hope ?While I hope I was once ?Whereas I was once I am ?I am ?And most importantly we And most importantly we Stanza Three??Vocabulary TableUse the following on line dictionary to create child-friendly definitions for the words listed below: sure to refer back to your text to see how the word was used in the story.Tier 2 WordsPage #Student Friendly DefinitionsDejectedly223Verbatim224Loyalty227Lukewarm242Mourning245Please take the following vocabulary words and find at least one synonym and one antonym for each.SynonymVocabularyAntonymDejectedlyVerbatimLoyaltyLukewarmMourning You may use the following website to help you with synonyms and antonyms. Rescind on Executive Order 9066Internet Workshop #3Go to the bookmark for theses websites, explore, and answer the following questions. President rescinded Executive Order 9066?What is the name of the order?Why was this proclamation issued?Name _________________________Date _________________________Vocabulary AssessmentWeedflowerandCornerstones of Freedom: Japanese Internment CampsPick the best choice to describe to word or words in bold.1. What does it mean to be disloyal?A) being dishonestC) not telling the truthB) being truthfulD) lacking in loyalty 2. Ichiro’s friend said they were placed in the relocation camps because of prejudice.A) angryC) frightenedB) unfriendly feelingsD) loving3. The government’s recognition of Japanese-American participation in the war effort helped erase a stigma.A) mark of shameC) a judgementB) rewardD) payment4. When someone forswears their rights they:A) Accept themC) give them upB) throw them awayD) welcome them5. Someone who is conceited has:A) a high opinion of themselvesC) a bad coldB) no confidenceD) sad Write your own definition of each word as it was used in the book. 6. patriotic- 7. censored- 8. resettle-9. irrigation-10. reception centers-11. humiliated-12. What does it mean when Japanese-Americans renounced their citizenship? Synonyms and AntonymsFollow the directions for each question.13. Name a synonym of permanent.14. Name a synonym of treason.15. Name an antonym of renounce.16. Name an antonym of loyal.Suffixes and PrefixesFollow the directions with each question.17. Write the definition of mistaken.18. What does the prefix “mis-” mean?19. Write the definition of according.20. What does the suffix “-ing” mean?Our Chosen Texts:Weedflower by: Cynthia Kadohata Grade Level: 5We chose Weedflower to help introduce students to an aspect of World War II that is not always mentioned. That aspect is the mistreatment of Japanese-Americans after Japan’s attack on Pearl Harbor, Hawaii. After the attack our nation responded with panic stricken fear and imprisoned thousands of Japanese-Americans. Weedflower tells of Sumiko, a preteen girl whose heritage separates her from her classmates at school. After the bombing of Pearl Harbor Sumiko and her family, along with thousands of other Japanese-Americans are imprisoned in Internment Camps across the nation. Here Sumiko finds friendship with a Mohave Indian boy named Frank. Cornerstones of Freedom: Japanese Internment CampsWritten by: Gail SakuriGrade Level: 6-8Genre: Non-fictionWe chose Cornerstones of Freedom: Japanese Internment Camps as an informational text for our unit. This book provides factual information about the events that surrounds the Japanese Americans removal to internment camps, the conditions they faced while living there, and the problems many of them faced after returning home. The book contains stories of three Japanese Americans and the problems they faced, their triumphant stories and how they succeeded when the war was over. Additional Resources Written by: Ken MochizukiIllustrated by: Dom LeeFictionA young father realizes that the families of a Japanese Internment camp need something to do with their time. He begins to build a baseball field and soon the other families begin to help. The father’s young son learns to play baseball while in the camp. After the camp has ended and he returns home, he plays baseball at the local school and becomes accepted because of his skill. Written by: Yoshiko UchidaIllustrated by: Joanna YardleyFictionEmi, a young Japanese-American girl is saddened to leave her home and best friend Laurie Madison when her family is relocated to an internment camp. On the day of the movement, Emi is visited by Laurie who gives her a gold bracelet. Emi promises to wear the bracelet forever and to return soon. However, shortly after settling into the camp Emi realizes her bracelet is gone. She searches frantically to no avail. The next day while unpacking, Emi finds a red sweater that reminds her of Laurie and she realizes that although she is separated from her home and friends that they are always in her heart and memory.Written and Illustrated by:The Children of Terezin Concentration Camp, 1942-1944NonfictionI Never Saw Another Butterfly is a collection of poems and drawings created by Jewish children who were imprisoned at the Terezin Concentration Camp outside of Prague. This camp was published as to cover up the genocide that Nazi Germany poured out on Jewish people during World War II. The poetry, letters and drawings give children an insight to the suffrage of the Jews through the eyes of someone they can relate to: other children.Written by: Barbara KerleyNonfictionIn A Little Peace, Barbara Kerley uses wonderful photographs and thoughts that are both simplistic and deep to make a plea for the one thing the world needs most. That one thing is PEACE! The author uses photographs of daily activities to show when and where peace could exist if we would let it and how we can make our world better. This book shows students that the goal of a peaceful world can indeed start with the efforts of each of us! It also gives amazing quotes on the subject like that of Benjamin Franklin who stated:”There was never a good war or bad PEACE.” Written by: Amy Lee-TaiIllustrated by: Felicia HoshinoFictionThis story is based upon experiences of the author’s families during their internment at Topaz, Utah. In the book a young Japanese-American girl named Mari has a hard time finding anything to feel good about at Topaz. Each time she visits her art class her teacher Mrs. Hanamoto tries to inspire Mari to use art to escape her reality. However, Mari struggles to think of something to draw. Then one day Mrs. Hanamoto asks Mari to draw something that made her happy before moving to the camp. Mari becomes inspired by thoughts of her old backyard and her artistic juices begin to flow. Soon Mari makes a friend in class and she finds a new hope of a future beyond encampment.Written by: Patricia PolaccoIllustrated by: Patricia PolaccoFictionThis story is based upon a family’s effort in France to aid Jewish families hide from the Nazis. Young Monique befriends Sevrine, a young girl whose family hides in their basement. Their lives are changed even more when one of the neighbors sees them playing through a window. They wake up Monique’s mother to tell her what has happened. The family must flee immediately; Monique’s family takes them to safety. As they return home, Monique is separated from her mother and must find her way home. The butterfly represents life, freedom, and the kiss of angels. One day as Monique is playing, a Nazi soldier takes the life of a precious butterfly. After Sevrine escapes, the butterflies come to the garden. Monique knows this is a sign from Sevrine that she and her parents are safe. Terrible ThingsWritten by: Eve BuntingIllustrated by: Stephen GammellLittle Rabbit lived in the clearing. One day the Terrible Things came and started taking away the creatures in the forest. When little rabbit questioned what was happening, the other rabbits told him to keep quiet. The Terrible Things did not want rabbits. Each time the Terrible Things return they take a new creature, until one day the Terrible Things take the rabbits. The story shows us how we need to question what is happening that is wrong and not ignore it. Perhaps if everyone had stood up together, things would have been different.Written by: Jerry StanleyNonfictionI Am An American is a true story of a young man during the Japanese internment. The story chronicles the life of Shi Nomura. The story begins with the resentment that Americans were feeling against the Japanese and how the fears and prejudices spilled over when the Japanese attacked Pearl Harbor. The Japanese Americans professed their loyalty to the United States, but after the Japanese won several victories in the Pacific, suspicions began to grow once again. After the President signed Executive Order 9066, Shi’s family was sent to Manzanar. Shi begins to work outside the camp to earn money and takes a job on a farm owned by Mr. Tjaden. Shi eventually returns to Manzanar and meets Mary Kageyama, the girl he wishes to marry. When the Japanese American are sent home, they are greeted by many prejudices. At the end of the story, Shi marries Mary; they have five sons and eleven grandchildren. Shi established the Manzanar Room in California to keep the memory of the camp. He and his wife continue to make annual visits to Manzanar for reunions held there. The book is filled with black and white pictures that enhance the story and many of the events in the book. North Carolina Language Arts Standard Course of Study: Grade 5Activities used in the lesson.North Carolina Standard Course of Study-Language ArtsStudents are asked to study prefixes and suffixes in vocabulary lessons. They are also asked to locate different words in the text , find their own prefixes and suffixes and define them.1.01 Expand and refine vocabulary through knowledge of prefixes, suffixes, roots, derivatives, context clues, and etymologies (word origins) to assist comprehension.Students are given a selection of Tier 2 vocabulary words used in the story. They are asked to define these and use them in activities to further their comprehension of the words and their uses. 1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.Students are asked to participate in character sketcher and discussion director to participate in literature circles in the classroom. Students are also asked to write a persuasive letter , create a 2 person I poem , and complete an acrostic poem to help them further develop their vocabulary.1.03 Increase reading and writing vocabulary through: wide reading.word study.word reference materials.content area study.writing process elements.writing as a tool.debate.discussions.seminars.examining the author's craft.Students are given access to use computers and access their vocabulary words to find definitions, synonyms, and antonyms. Use word reference materials (e.g., glossary, dictionary, thesaurus, online reference tools) to identify and comprehend unknown words.The students are given a selection of books on many different instructional levels to be read in class and utilized to increase their knowledge.1.05 Read independently daily from self-selected materials (consistent with the student's independent reading level) to: increase fluency.build background knowledge.expand and refine vocabulary.Students are asked to make predictions based on the front and back covers of the books. They are asked to study vocabulary and think of times when they have been involved in similar situations and how they responded. Students will participate in different internet workshops to increase their knowledge. 2.02 Interact with the text before, during, and after reading, listening, and viewing by: making predictions.formulating questions.supporting answers from textual information, previous experience, and/or other sources.drawing on personal, literary, and cultural understandings.seeking additional information.making connections with previous experiences, information, and ideas.Students are given many different books during this unit to enhance their knowledge. They are given fiction, non-fiction, and poetry books to read. 2.03 Read a variety of texts, such as: fiction (tall tales, myths).nonfiction (books of true experience, newspaper and magazine articles, schedules).poetry (narrative, lyric, and cinquains).drama (plays and skits).Students create several double entry diaries to make them more aware of the author’s choice of words.2.04 Identify elements of fiction and nonfiction and support by referencing the text to determine the:plot development.author's choice of words.effectiveness of figurative language (e.g., personification, flashback).tone.Students are given some Tier 2 vocabulary words by the teacher and they are asked to search the text and locate more vocabulary words of their choosing to help them understand the writer’s word choice. Students are asked to create an I poem for 2 voices to examine the relationship between the characters. 3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: analyzing word choice and content.examining reasons for a character's actions, taking into account the situation and basic motivation of the character.creating and presenting a product that effectively demonstrates a personal response to a selection or experience.examining alternative perspectives.evaluating the differences among genres.examining relationships among characters.making and evaluating inferences and conclusions about characters, events, and themes.Students will complete a Data Retrieval Chart from different selections.3.03 Justify evaluation of characters and events from different selections by citing supporting evidence in the text(s).Students will read a variety of texts and use internet workshops for research on the given topics.3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).ActivitiesNorth Carolina Standard Course of Study- Social StudiesStudents will have an understanding of the impact of World War II had on Japanese Americans living in the United States.4.05 Describe the impact of wars and conflicts on United States citizens, including but not limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian Gulf War, and the twenty-first century war on terrorism.Rubric:WeedflowerPre-reading ActivitiesAll questions are answeredSignificant thought has been put into answering the questions/ 5 ActivityPointsPoints earned/ possible pointsVocab-o-gram & Predict-o-gram All questions are answeredSignificant thought has been put into answering the questions/5Double-Entry DiaryIncludes a minimum of 6 entriesVariation of entry typesX4/10Internet WorkshopInformation is accurateAnswers are in complete sentencesX2/5Internet Workshop including Data Retrieval ChartChart is filled out with all information possibleInformation is accurateParagraph includes 3-5 sentences describing life in the internment campsX1/10Discussion DirectorMinimum of 5 questionsInformation is logged accurately and students are well prepared to guide the discussion./10Vocabulary TableInformation is completely filled out and definitions are child friendlyMinimum of 3 examples of their choosingX6/10Character SketcherMinimum of 5 characteristics are listedArtistic impression displays accurate characteristics read about in storyX2/10Compare a CharacterEach character has a minimum of 5 entries on eachMinimum of 3 shared entries/5Persuasive LetterLetter should contain the five parts of a letter.Minimum of 1-2 punctuation errors/10Concept map6 ideas /5Two person I am poemThoughtful lines written for the poemWritten from Sumiko’s and Frank’s point of view/20Acrostic poemThoughtful words or phrases are used to create poemWords spelled correctly/5AssessmentAnswers are correct1 point for each correct answer/20Total/225BibliographyDr. Beth Frye, Appalachian State University mtselijahofbuxton08 ................
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