Diversity Lesson Plan: Forever Memories

Book Title: The Bracelet

Author: Yoshiko Uchida

Publication Date: November 12, 1996

Grade Level: 5th Grade

Subject: Reading

Culture: Asian

Topic: Internment of Japanese Americans

Social Justice Standards:

➔ Diversity Standard #6: Students will express comfort with people who are both similar

to and different from them and engage respectfully with all people.

➔ Diversity Standard #8: Students will respectfully express curiosity about the history and

lived experiences of others and will exchange ideas and beliefs in an open-minded way.

➔ Diversity Standard #9: Students will respond to diversity by building empathy, respect,

understanding and connection.

Nevada Academic Content Standards:

➔ Reading Standards for Literature - Grade 5 #2: Determine a theme of a story, drama,

or poem from details in the text, including how characters in a story or drama respond to

challenges or how the speaker in a poem reflects upon a topic; summarize the text.

➔ Reading Standards for Literature - Grade 5 #4: Determine the meaning of words and

phrases as they are used in a text, including figurative language such as metaphors and

similes.
Objectives:

➔ The student will be able to analyze the important lessons that a young girl learns through

her experience and the potential meanings behind these lessons by putting themselves in

her situation and sharing their thoughts in a group discussion with 90% accuracy.

➔ The student will be able to identify the hardships of Japanese American families being

forced to drop everything from their lives and move into internment camps through a

“Think-Pair-Share” worksheet that depicts a student’s and another student’s own thoughts

with 90% accuracy.

Materials:

➔ A copy of The Bracelet, picture book, by Yoshiko Uchida

➔ Any writing utensils

➔ A copy of the “Think-Pair-Share” worksheet at the end of the lesson plan

Procedure:

1. Introduction: Introduce the book to the students and ask them why internment camps

were established and why only Japanese-Americans were compelled to relocate there.

Explain the definition of an internment camp, which is a prison camp used to hold

prisoners of war. Inquire about how they felt when they lost something important to them

and didn’t know when or where it went missing.

2. Read: Read “The Bracelet” individually or in small groups of up to three people.

3. Discuss: Students will have 20 minutes to answer 5 questions regarding the book they

just read on their own, followed by a few minutes to share their replies with their

neighbors once everyone is finished. The questions will be discussed with the entire class

by the teacher.
 1. When and why did Ruri’s family leave their home?

2. How would you feel if you were Ruri and every entry and exit were surrounded

by barbed wires and soldiers carrying weapons or bayonets?

3. Why might Ruri’s mother appear to be unconcerned about their relocation to an

internment camp and continue to maintain a calm appearance?

4. How does the illustration of an internment camp differ from the picture of an

internment camp that you have in your mind based on Ruri’s description?

5. What does it mean to you when someone says, “Those are things we can carry

in our hearts and take with us no matter where we are sent”?

4. Activities:

➔ Fishbowl Discussion: Students will be asked “What themes are seen in the life of

Ruri, and what these signify?”. Students will be arranged in a fishbowl discussion

where anyone who wants to share their explanation can take a seat and share the

impressions they’ve gained through putting themselves in the shoes of the main

character.

➔ Think-Pair-Share: Students will be given a copy of the “Think-Pair-Share”

worksheet and will be given some time to thoroughly complete it regarding the

hardships that Japanese-Americans faced during this difficult time. As well as

time to write down the responses their partner has written down and then work

together with their partner to determine which answers are important to share with

the class.

Assessment:
➔ Fishbowl Discussion: Students will be graded on their participation and attentiveness to

the stated question. If students have the same answers, they may be able to elaborate on

them, but the maximum number of times the same response can be repeated is three.

➔ Think-Pair-Share: The worksheet will be graded on a 15-point scale, with points

deducted if the student’s answer doesn’t include a clear and detailed explanation of why

they believe this would be some of Ruri’s family’s difficulties. The score is based on the

completion and thoroughness of the answers, which will demonstrate the students’

knowledge of the topic and awareness of it after reading and sharing with one another,

and then with the entire class afterwards.

➔ Wrap Up: It’s time to wrap up the lesson, and I’ll do so by asking students for feedback

on what they learned and how they felt about this particular topic, and rewarding snack

prizes to those who raise their hands to share their thoughts with the class.
Name: Date:

Think-Pair-Share
Think

On your own, write three hardships you believe Japanese-Americans faced while in an
internment camp.

Pair

Write down the three hardships your partner mentioned.

Share

Write down the three most significant hardships that you and your partner have identified and
that you and your partner believe should be shared with the rest of the class.