Lesson One

Standard from your discipline:

CCSS.ELA-LITERACY.RI.8.3
CCSS.ELA.LITERACY.SL.8.2

Central concept/idea/performance:
Students will begin to familiarize themselves with the history of Pearl Harbor, and the experience of
Japanese-Americans during this time period by participating in stations examining images, and watching
videos on the topic. The information students gather will be used to later answer the question, “How do
the experiences of Japanese-Americans during World War II, particularly the forced relocation to
internment camps, compare to the experiences of Anne Frank during the Holocaust?”, in the form of a
synthesis paragraph.

Learning Objective(s)
Students will be able to analyze primary and secondary sources to gain an understanding of the history of
Pearl Harbor and the experiences of Japanese-Americans during this time period.

Into: 1:40-2:05 (25 minutes)

Activating Prior Knowledge and Making Students
Aware of the Central Focus
Detailed sequence (narrative or numbered steps) of how
the lesson will begin. What could you say or do to help
students be aware of the connection between the lesson
objective, activities, and the more central idea for the
learning segment?
1. After completing our routine activities, I will give
students a 2-3 minute transition period to get
settled and then I will introduce the learning
segment topic, Pearl Harbor and the
Japanese-American Experience, and final
assessment, the synthesis paragraph.
2. I will give a rough breakdown of how the days to
come will look.
3. I will explain the reason we are examining the
Japanese-American experience is to understand
more context of WW2, which is the setting of their
main text, Anne Frank: The Play.
4. Because the students have successfully completed
a synthesis paragraph in this class, I will start off
by asking students what they remember about
completing a synthesis paragraph to activate their
prior knowledge on the format of the learning
segment..
5. Students will either recall, or I will remind them of
the use of reading, watching, and using multiple
sources and mediums to analyze, and answer a
Language and Literacy Supports
List specific norms, grouping structures,
modeling, technology tools. resources,
translanguaging) that relate to at least 1
of the following categories…
● Interpretive language (i.e., making
meaning of texts):
Students will make meaning of the images,
and texts by documenting their thoughts
as they move about the stations.
● Collaborative language (i.e., making
meaning with others):
Write-Pair-Share- Students will make
meaning with others by sharing their
quickwrites with their partners.
● Productive language (i.e.,
communicating meaning with texts):
Through their quick writing they will be
communicating their knowledge on the
topic using sources to activate their prior
knowledge.
 question with the end result being a synthesis
paragraph.
6. I will explain that today will be our first step, and
will be our first set of sources that will contribute
to our synthesis paragraph answering the
question“How do the experiences of
Japanese-Americans during World War II,
particularly the forced relocation to internment
camps, compare to the experiences of Anne Frank
during the Holocaust?”
7. To activate prior knowledge on the topic, students
will participate in an anticipatory set in the form
of stations.
8. The stations will contain different images, article
headlines, and maps, to again, help activate prior
knowledge on the topic, and assist students in
beginning to think about the topic.
9. As students are rotating through their stations
they will be documenting their thoughts, feelings,
and questions about the images.
10. After participating in the stations students will
participate in a quick write answering the
question “After going to the different stations, and
using any prior knowledge- What do you know
about Pearl Harbor and the Japanese-American
experience?”

Eliciting Student Ideas and Lived Experiences
List questions/ prompts to pose to students to elicit and
build on student ideas and experiences. These can also
serve as informal formative assessments.
“Has anyone ever been to Pearl Harbor? Does anyone
know where it is?”
“What have you learned in history about WW2 and Pearl
Harbor?”
Some students are reading a book on the
Japanese-American experience during SSR character(s) in
their book. Asking questions such as:”Do you remember
what you read in your book?” ”What do you know about
their experience?” “How do your characters in the book
feel?” “How did they explain the events that took place?”
“Did the images remind you of anything you read?
Talk and Translanguaging Moves
List specific talk moves (e.g., tell me more)
and/or translanguaging moves to expand
student thinking and leverage their lived
experiences.
“Can you tell me more about what you
know?”
“Can anyone expand on what _____ said?”
Translanguaging Moves: Encourage students
to write and discuss in their preferred
language.

Transition: What specifically will you do to close the opening activity and transition to the next
activity?

I will prompt students to turn over their handout, where all their work for today is being documented,
and have them take a look at our next part. I will ask a student to volunteer to read the directions.
 Through 2:05-2:30
Engaging in Central Learning Activities and Texts
Detailed sequence (narrative or numbered steps) of how
students will engage in the central learning activities and
interact with texts). Consider how you could also facilitate
collaborative inquiry (working together to generate new
ideas/solutions/interpretations)
1. I will introduce our three main sources,
a. Movie clip one from “Pearl Harbor”.
The Japanese carrier takeoff scene.
b. Movie clip two from “Midway”. The
bombing of Pearl Harbor scene.
c. TedEd Video, “Ugly History:
Japanese-American Incarceration
Camps.” A video documenting the
experience of a young
Japanese-American girl and her family
in incarceration camps during WW2.
2. As students watch each video they will take notes
on their continuous google doc, documenting
what they learn about the Japanese-American
Experience.
3. Students will be given their evidence chart to
begin adding evidence from sources to.
Eliciting Student Ideas and Lived Experiences
List questions/ prompts to pose to students to elicit and
build on student ideas and experiences. These can also
serve as informal formative assessments.
“Has anyone watched either of these movies about Pearl
Harbor?”
How did seeing those movie clips back to back make you
feel?”
“Thumbs up or down: Who knew that Japanese-
Americans were placed into camps before today?”
“Can anyone expand on what _____ said?”
“What did you learn from the third video that you didn't
know before?
Transition What specifically will you do to close the central activity and transition to
synthesizing/making sense of learning?
Give students a brain break before I have someone read the directions for the exit ticket.
Language and Literacy Supports
List specific norms, grouping structures,
modeling, technology tools. resources,
translanguaging) that relate to…
● Interpretive language (i.e., making
meaning of texts):
. Students will interpret their texts, or
videos, independently as they take notes
while watching the different clips.
● Productive language (i.e.,
communicating meaning with texts):
exit ticket
Talk and Translanguaging Moves
List specific talk moves (e.g., tell me more)
and/or translanguaging moves to expand
student thinking and leverage their lived
experiences.
Wait time; I will give students an appropriate
time to think (5 seconds) after I ask a question
before I call on a student to answer.
Summarize: After a student, or students, share
I will summarize what they said to reiterate
their ideas.
Probing: If a student is unclear explaining
their ideas I will ask questions to further elicit
thinking to allow them the opportunity to
clarify.
 Beyond and Assess 2:30-2:45 (15 minutes)

Synthesizing/Making Sense of Learning Language and Literacy Supports

Detailed sequence (narrative or numbered steps) of how
you will help students synthesize/ make sense of their
learning in ways that are shared and visible to others.
Consider ways to press for evidence and reasoning. Be
sure to also describe exactly HOW you will know if
students met the learning objective (planned formative
assessment)
1. Students will participate in an exit ticket.
2. The exit ticket will prompt students to How does
learning about this topic contribute to your
understanding of Anne Frank and her
experiences? (2-4 sentences).
List specific l norms, grouping structures,
modeling, technology tools., resources,
and translanguaging) that relate to at
least 1 of the following categories…
● Collaborative language (i.e.,
making meaning with others)
● Interpretive language (i.e.,
making meaning of texts)
Students will be independently making
meaning of the different sources as they
complete their exit ticket.
● Productive language (i.e.,
communicating meaning with
texts)
Students will have to reflect on the different
sources examined and communicate their
understanding of the content through the exit
ticket. Students will have to communicate their
understanding by answering how it
contributes to the understanding of their main
text.

Eliciting Student Ideas and Lived Experiences
List questions/ prompts to pose to students to elicit and
build on student ideas and experiences. These can also
serve as informal formative assessments.
“What new information did you learn?”
“What stood out to you?”
“Why do you all think I chose this topic to discuss?”
“Are the effects of Pearl Harbor and the Japanese
internment camps relevant today?”
Talk and Translanguaging Moves
List specific talk moves (e.g., tell me more)
and/or translanguaging moves to expand
student thinking and leverage their lived
experiences.
Silence: Give students a quiet space to think
and gather their ending thoughts.

Closure Write specifically will you say and do to bring closure to the lesson (help students recap what
was learned and next learning steps).?

I will remind students that their exit ticket needs to be completed before cleaning up. I will ask if there
are any ending questions, comments, or concerns. I will thank them for their hard work and dismiss
them.
Lesson Two
Standard from your discipline:

CCSS.ELA-LITERACY.RI.8.4
CCSS.ELA-LITERACY.RI.8.1
Central concept/idea/performance:
Students will continue to learn about the history of Pearl Harbor, and the experience of
Japanese-Americans during this time period by close-reading an article. The information students gather
will be used to later answer the question, “How do the experiences of Japanese-Americans during World
War II, particularly the forced relocation to internment camps, compare to the experiences of Anne Frank
during the Holocaust?”, in the form of a sythensis paragraph.

Learning Objective(s) Students will be able to analyze the article's central ideas, and determine the
author's purpose and point of view.

Into: 1:40-1:55 (15 minutes)

Activating Prior Knowledge and Making Students
Aware of the Central Focus
Detailed sequence (narrative or numbered steps) of how
the lesson will begin. What could you say or do to help
students be aware of the connection between the lesson
objective, activities, and the more central idea for the
learning segment?
1. After completing our routine activities, bell work,
and SSR, I will start the lesson with a
think-pair-share.
2. Reflecting on the previous lesson, students will
think about a word that they would use to connect Thinking norms: 2 minutes of silence for
the two experiences (Japanese-American
Experience and Anne Frank). .
a. Students will share with their partner, then ● Collaborative language (i.e., making
class.
b. We will talk about the words, and how
those topics can be used to analyze and
write their synthesis paragraph.
Language and Literacy Supports
List specific norms, grouping structures,
modeling, technology tools. resources,
translanguaging) that relate to at least 1
of the following categories…
● Interpretive language (i.e., making
meaning of texts):
Students will interpret their understanding
of the lesson from the previous class
during the allotted “think”portion.
students to gather their thoughts.
meaning with others):
Think-Pair-Share- Students will make
meaning with others by participating in a
think pair share.
Sharing norms: everyone must
participate, and say at least one thing.

● Productive language (i.e.,

communicating meaning with texts):

Eliciting Student Ideas and Lived Experiences
List questions/ prompts to pose to students to elicit and
build on student ideas and experiences. These can also
serve as informal formative assessments.
“What do you remember from last class?”
Talk and Translanguaging Moves
List specific talk moves (e.g., tell me more)
and/or translanguaging moves to expand
student thinking and leverage their lived
experiences.
“What stood out to you?”
Thumbs up or down:“DId anyone else remember what
(student) remembered?
Transition: What specifically will you do to close the opening activity and transition to the next
activity?
After a student reminds the class of the format of a close read, I will have that serve as a natural
transition and invite students to their get out tier chromebooks, and open up the article on google
classroom.
Through 1:55-2:30
Engaging in Central Learning Activities and Texts
Detailed sequence (narrative or numbered steps) of how
students will engage in the central learning activities and
interact with texts). Consider how you could also facilitate
collaborative inquiry (working together to generate new
ideas/solutions/interpretations)
1. Students will be participating in a close
reading of the article, Japanese-
American Relocation in the U.S. During
World War II, By National Archives,
adapted by Newsela staff on 02.02.17.
2. Students will first conduct a pre-read.
a. Students will number their
paragraphs.
3. With my guidance, students will start their
three readings of the article.
a. The first read- students will
independently read and
summarize to the best of their
ability.
b. The second read- speed read-
finding unknown vocabulary
words/ places/ people etc.
c. The final read- Students will
follow along as I read and
highlight key points, quotes, and
ideas.
Summarizing: After students share what they
remembered, I will summarize what they
shared to reiterate their ideas.
Language and Literacy Supports
List specific norms, grouping structures,
modeling, technology tools. resources,
translanguaging) that relate to…
● Interpretive language (i.e., making
meaning of texts):
Close reading norms: three reads of the
text, each read having a different focus
and purpose.
Modeling: I will model how to pre-read
and pull out important and unknown
vocabulary words.
Technology tools: article on google docs
which allows students to highlight,
underline, and comment as they read
technology tools: google classroom to
assist in their summary and making
meaning of texts.
Collaborative language (i.e., making
meaning with others):
N/A
● Productive language (i.e.,
communicating meaning with texts):
By summarizing, and including the main
ideas students with be communicating the
meaning and their understanding of the
texts
Eliciting Student Ideas and Lived Experiences
List questions/ prompts to pose to students to elicit and
build on student ideas and experiences. These can also
serve as informal formative assessments.
“Did anyone else highlight [key vocabulary word]?
“What key words help us understand what the author’s
stance is?”
“Does this article remind you of anything else you read?”
“Can you make any connections with the text to yourself,
the world, or other texts?
Transition What specifically will you do to close the central activity and transition to
synthesizing/making sense of learning?
I will give students a two minute brain break, then I will have a student read the directions for the exit
ticket.
Beyond and Assess 2:30-2:45 (15 minutes)
Synthesizing/Making Sense of Learning
Detailed sequence (narrative or numbered steps) of how
you will help students synthesize/ make sense of their
learning in ways that are shared and visible to others.
Consider ways to press for evidence and reasoning. Be
sure to also describe exactly HOW you will know if
students met the learning objective (planned formative
assessment)
1. Students will add to their evidence chart/
graphic organizer using their close read.
Talk and Translanguaging Moves
List specific talk moves (e.g., tell me more)
and/or translanguaging moves to expand
student thinking and leverage their lived
experiences.
Summarizing: After students share what they
remembered, I will summarize what they
shared to reiterate their ideas
Probing: If a student is unclear explaining
their ideas I will ask questions to further elicit
thinking to allow them the opportunity to
clarify.
Language and Literacy Supports
List specific l norms, grouping structures,
modeling, technology tools., resources,
and translanguaging) that relate to at
least 1 of the following categories…
● Collaborative language (i.e.,
making meaning with others)
students will have the opportunity to
discuss with their table partners their
approach to adding evidence.
Interpretive language (i.e., making
meaning of texts)
● Productive language (i.e.,
communicating meaning with
texts)
 exit ticket: all students must turn in exit
ticket to communicate their understanding
of the lesson.

Eliciting Student Ideas and Lived Experiences
List questions/ prompts to pose to students to elicit and
build on student ideas and experiences. These can also
serve as informal formative assessments.
“Why did you pull out that piece of evidence?
“what topic does it align to?
“Can you think of an example from Anne Frank that
touches on this same topic?”
“How do their experiences compare?”
Talk and Translanguaging Moves
List specific talk moves (e.g., tell me more)
and/or translanguaging moves to expand
student thinking and leverage their lived
experiences.
Silence: Give students a quiet space to think
and gather their ending thoughts.

Closure Write specifically will you say and do to bring closure to the lesson (help students recap what
was learned and next learning steps).

I will remind students that they must add to their evidence chart before they leave. Thank them for their
hard work and dismiss for clean up.
Lesson Three

Standard from your discipline:

CCSS.ELA-LITERACY.W.8.1
CCSS.ELA-LITERACY.W.8.2
CCSS.ELA-LITERACY.W.8.7

Central concept/idea/performance:
Students will be able to develop a well-structured synthesis paragraph that explains the key
similarities and differences between the experience of Japanese-Americans after Pearl Harbor
and Anne Frank during the Holocaust using evidence from the analyzed sources.

Learning Objective(s)

Students will be able to synthesize multiple sources to identify similarities and differences in the
experiences of Japanese-Americans during World War II and Anne Frank during the Holocaust
through a well-organized and evidence based synthesis paragraph.

Into: 1:40-1:55 (15 minutes)

Activating Prior Knowledge and Making Students Language and Literacy Supports
Aware of the Central Focus List specific norms, grouping structures,
Detailed sequence (narrative or numbered steps) of how modeling, technology tools. resources,
the lesson will begin. What could you say or do to help translanguaging) that relate to at least 1 of
students be aware of the connection between the lesson the following categories…
objective, activities, and the more central idea for the
learning segment? ● Interpretive language (i.e., making
meaning of texts):
1. After routine activities, bell work and
SSR, I will introduce today's lesson,
which consists of review activities and
introducing and completing the ● Collaborative language (i.e., making
assessment, the synthesis paragraph. meaning with others):
2. Students will watch their final video, a - group discussion
speech given by George Takei, and after
the video discuss and on their continuous ● Productive language (i.e.,
google doc from the previous lessons, communicating meaning with texts):
they will answer the question “After - group discussion
learning more about Japanese internment,
Are you surprised or not that Takei still
loves the United States. How do you
think Japanese Americans overcame this
adversity? Do you think America has
adequately atoned for this injustice?”
3. On their continuous google doc,Students
will then participate in an Anne Frank
 Review Activity.
a. students will read seven different
quotes aloud, and categorize the
quotes by the topics given (fear,
hope, prejudice).

Eliciting Student Ideas and Lived Experiences
List questions/ prompts to pose to students to elicit and
build on student ideas and experiences. These can also
serve as informal formative assessments.
“What do you remember talking about?”
“What stood out to you?”
“Did anything remind you of Anne Frank? If, so what
and how?”
Talk and Translanguaging Moves
List specific talk moves (e.g., tell me more)
and/or translanguaging moves to expand
student thinking and leverage their lived
experiences
Translanguaging: Encourage students to
express their thoughts on padlet in any
language

Transition: What specifically will you do to close the opening activity and transition to the next
activity?

I will have students close their laptops to note the transition of activities. This will also show that what
I am about to say next needs their undivided attention.

Through 1:55-2:10

Engaging in Central Learning Activities and Texts Language and Literacy Supports
Detailed sequence (narrative or numbered steps) of how List specific norms, grouping structures,
students will engage in the central learning activities and modeling, technology tools. resources,
interact with texts). Consider how you could also translanguaging) that relate to…
facilitate collaborative inquiry (working together to ● Interpretive language (i.e., making
generate new ideas/solutions/interpretations) meaning of texts):
RACE Paragraph Graphic Organizer
1. After the review activities, I will introduce the Teacher Model of the Race Paragraph
synthesis paragraph again and remind students
they are answering the question “How do the ● Collaborative language (i.e.,
experiences of Japanese-Americans during World making meaning with others):
War II, particularly the forced relocation to
internment camps, compare to the experiences of think-pair-share
Anne Frank during the Holocaust?”.
2. Students will be given a RACE Paragraph
graphic organizer to assist with their writing, if ● Productive language (i.e.,
they choose to use it. communicating meaning with texts):
3. I will go over the graphic organizer, and explain RACE Paragraph
the RACE Paragraph format which students are
familiar with.
4. I will model an example of a completed RACE
Paragraph.
5. I will give students the assessment rubric to assist
in their writing.
Eliciting Student Ideas and Lived Experiences
List questions/ prompts to pose to students to elicit and
build on student ideas and experiences. These can also
serve as informal formative assessments.
“Who can explain what a RACE Paragraph?”
“WIll anyone share the topic of their last RACE
paragraph [from a different class]?
Transition What specifically will you do to close the central activity and transition to
synthesizing/making sense of learning?
I will ask for any questions and then have students reopen their chromebooks to begin typing.
Beyond and Assess 2:10-2:45 (35 minutes)
Synthesizing/Making Sense of Learning
Detailed sequence (narrative or numbered steps) of how
you will help students synthesize/ make sense of their
learning in ways that are shared and visible to others.
Consider ways to press for evidence and reasoning. Be
sure to also describe exactly HOW you will know if
students met the learning objective (planned formative
assessment)
1) Students will have the opportunity to use their
graphic organizer to organize their evidence from
their different sources including the different
videos, the article, and Anne Frank: The Play.
2) Students can use their graphic organizer to
complete their synthesis paragraph.
3) Students will complete their synthesis paragraph.
Eliciting Student Ideas and Lived Experiences
Talk and Translanguaging Moves
List specific talk moves (e.g., tell me more)
and/or translanguaging moves to expand
student thinking and leverage their lived
experiences.
Translanguaging moves: Sentence starters,
encouragement to write in preferred languages,
Summarizing: After students share what they
remembered, I will summarize what they
shared to reiterate their ideas
Probing: If a student is unclear explaining
their ideas I will ask questions to further elicit
thinking to allow them the opportunity to
clarify.
Language and Literacy Supports
List specific l norms, grouping structures,
modeling, technology tools., resources, and
translanguaging) that relate to at least 1 of
the following categories…
● Collaborative language (i.e.,
making meaning with others)
Students will be able to collaborate with
group members as they work.
● Interpretive language (i.e.,
making meaning of texts)
Students will use their graphic organizer to
assist in making meaning of the texts.
● Productive language (i.e.,
communicating meaning with
texts)
resources: graphic organizer, rubric to
assist with their communicating meaning
with texts.
Talk and Translanguaging Moves
List questions/ prompts to pose to students to elicit and
build on student ideas and experiences. These can also
serve as informal formative assessments.
What Anne Frank resources can you use?”
“What evidence can you remember?”
“What are the similarities and differences between the
experiences?”
“How did Anne feel? How did the speaker in the video we
watched feel? How did the characters in movie clips
feel?”
“Why did they feel the way they did?”
“How were they treated? Why?”
List specific talk moves (e.g., tell me more)
and/or translanguaging moves to expand
student thinking and leverage their lived
experiences.
Talking moves: Silence for the first five
minutes.. Give students a quiet space to think
and gather their ending thoughts.
Talking moves: circling/rotating around the
class

Closure Write specifically will you say and do to bring closure to the lesson (help students recap what
was learned and next learning steps).

I will gather everyone’s attention. Ask for any last minute question, comments, or concerns and thank
them for their hard work.