Advanced English 8: Period 2

75 Minutes (Assembly Day)

12/6/16
Check for Understanding: Does anyone want me to review any of the vocabulary terms from
your review packet before we begin todays lesson?
(30 mins) Anticipatory Set: Input Information on Japanese Internment in the U.S.
Common Core Standards:

Standards for Reading: Integration of Knowledge and Ideas: 7. Integrate and

evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.*

Objectives:

Students will be able to take notes on information about Japanese internment in the
United States during WWII.
Students will be able to engage in brief discussions with their peers, answering critical
thinking questions in a collaborative manner.
Students will be able to actively listen to information about Japanese internment, and ask
questions about the information provided.

Purpose: Now just like we did with Anne Frank, I am going to give you some background
information about what was happening in the United States during the time of WWII, to help
give you some context for the short story that we are about to read called Camp Harmony.
Input: Im passing out a handout for you to fill out as notes while I go through this slideshow
presentation. So read along carefully and make sure to fill in the blanks with the appropriate
information.
Input: I will read through my slides, giving students information about Japanese internment
camps in the U.S. and stopping periodically to give them time to fill out their handouts.
Check for Understanding: I will also take students questions and ask them some guiding
questions as we go, to get them thinking about this material and to make sure they understand the
historical and political connections of this information to Anne Frank and World War II.
Guided Practice: My slides will also include questions for students to answer in think-pair-share
format, which will allow students to reflect on the information and some themes that will be
present in Camp Harmony, and to share their thoughts with the class.
(30 mins) Reading and Annotating Camp Harmony Online

Common Core Standards:

Reading Standards for Literature:

o 3. Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision.
o 4. Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including analogies or allusions to other texts.

Objectives:

Students will be able to actively read Camp Harmony by annotating the text as they
read.

Input: Now I want you to each grab a chrome book from the cart and log on to the Google
Classroom. For today you will see a document called Camp Harmony. I want you to open this
document and read the short story silently at your desks. As you read, I want you to annotate the
story by highlighting important passages, and writing summaries, comments, questions, or
reflections about passages in the margins. You should have some kind of comment written for
every paragraph. I will be giving you points for these annotations, so its important that you do
them as you read, otherwise you will lose points. While you are reading, Im going to be passing
out a handout. When everyone is finished reading, we will go over the questions on this handout
together, as a class. Since everyone reads at a different pace, if some students finish early, I want
you to start reading over the reading comprehension questions on this worksheet. We will go
over this together as a class, but if you want to write some things down so that you dont forget,
you may do that.
Independent Practice: Students will read Camp Harmony silently, practicing their active
reading skills by highlighting and annotating as they read.
(13 mins) Discuss Reading Comprehension Questions
Common Core Standards:

Speaking and Listening Standards: #1. Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8
topics, texts, and issues, building on others ideas and expressing their own clearly.

Objectives:

Students will be able to discuss the reading comprehension questions with their peers.
Students will be able to think critically about the questions and write down their
answers.

Input: Now that you are done reading, we will go over the handout as a class, and I will expect
you to write down the answers that we come up with together on your paper, in your own words.
I will give you time to do this.
Guided Practice: I will read each question on the handout one by one, calling on students to
offer their own answers to questions, and using guiding questions to help get students to where
they need to go. For particularly difficult interpretive questions or questions involving student
reflection, I will have each group of students discuss amongst their table groups the question
first, and then come back to the whole class. I will pause after the discussion of each question to
give students time to write down an answer on their papers. We will likely not get through all of
the questions today, but we will just see how far we get.
(2 mins) Closure: How does the Camp Harmony story compare to the Anne Frank play? How
are these two stories different? How are they similar? What are some overlapping themes across
these two texts?