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Farewell to
Manzanar Unit
Aixa Rodriguez
ESL Teacher
Pelham Lab High School, Lehman High School Campus
2014-2015
Arts Integration, Memoir, Primary sources, Writing for
Journalism, World/US History Integration, Computer
Skills, Research Skills, Cooperative learning.
How does one teach ESL to all grades and all
levels in a small school?
• Thematic Units- Human Rights/Genocide (Academic Content)
• Connections to Content Area- (CALP)
• Proper use of time allotted (This was conducted under OLD CR Part 154 minutes )
• Integration of Reading, Writing, Research, Technology, and Art
• Background knowledge building- Pearl Harbor, WWII, Japanese Internment
• Reading of whole class book- Farewell to Manzanar- memoir of the Japanese
Internment.
• Tech Instruction- Collaboration via Google slides to create a slide presentation
• Writing Instruction- Newspaper Article based on research
• Arts Integration- Use of Presentation projected on wall, planning, design and
execution of classroom mural showing a timeline of historical events reflected in the
text. Acting out scenes from the book.
How did the US
get into World War II?
What was it like in an internment camp?
How was this
Organized?
How can we work together?
How can we
paraphrase ?
What supplies do we need?
How can we show Pearl Harbor in an image?
Farewell to manzanar mural
Farewell to manzanar mural
Farewell to manzanar mural
Almost done!
Farewell to manzanar mural
Farewell to manzanar mural
Section 2
After Pearl Harbor
Fear and Paranoia
How did the American
Government react after
Pearl Harbor?
Section 3
Mapping out
The Internment Camps
Section 4
The Internment
Camp Life
What was life
like in
The Japanese
Internment
Camps?
Farewell to manzanar mural
Farewell to manzanar mural
Farewell to manzanar mural
Farewell to manzanar mural
Farewell to manzanar mural
Farewell to manzanar mural
Farewell to manzanar mural
Farewell to manzanar mural
Farewell to manzanar mural
Farewell to manzanar mural
Farewell to manzanar mural
Farewell to manzanar mural

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Farewell to manzanar mural

  • 1. Farewell to Manzanar Unit Aixa Rodriguez ESL Teacher Pelham Lab High School, Lehman High School Campus 2014-2015 Arts Integration, Memoir, Primary sources, Writing for Journalism, World/US History Integration, Computer Skills, Research Skills, Cooperative learning.
  • 2. How does one teach ESL to all grades and all levels in a small school? • Thematic Units- Human Rights/Genocide (Academic Content) • Connections to Content Area- (CALP) • Proper use of time allotted (This was conducted under OLD CR Part 154 minutes ) • Integration of Reading, Writing, Research, Technology, and Art • Background knowledge building- Pearl Harbor, WWII, Japanese Internment • Reading of whole class book- Farewell to Manzanar- memoir of the Japanese Internment. • Tech Instruction- Collaboration via Google slides to create a slide presentation • Writing Instruction- Newspaper Article based on research • Arts Integration- Use of Presentation projected on wall, planning, design and execution of classroom mural showing a timeline of historical events reflected in the text. Acting out scenes from the book.
  • 3. How did the US get into World War II?
  • 4. What was it like in an internment camp?
  • 6. How can we work together?
  • 8. What supplies do we need?
  • 9. How can we show Pearl Harbor in an image?
  • 16. Section 2 After Pearl Harbor Fear and Paranoia
  • 17. How did the American Government react after Pearl Harbor?
  • 18. Section 3 Mapping out The Internment Camps
  • 20. What was life like in The Japanese Internment Camps?

Editor's Notes

  1. In the small schools in NYC there is often only one ESL teacher. This results in all grades by necessity being in the same class depending on their schedules. It can also mean multiple levels in classes. This makes it hard for the teacher to select materials, and teach a curriculum. Thematic Units allow all students to be engaged, and allow for differentiation and collaborative learning across levels. Teachers can fold in the skills the students must master into a coherent whole within a unit based on an entire book, and supplemented with informational text, research and instruction on technology. All pieces are combined into an interdisciplinary unit. Arts integration of visual arts and drama allow for clarification of events in the book, practice speaking and emoting, communication of understanding and creativity.
  2. Students learned about the entry of the United States into World War II, prior to reading the whole class book, Farewell to Manzanar.
  3. Students researched the Japanese Internment and related events based on a handout of terms. They collaboratively created a powerpoint presentation summarizing important facts and finding related pictures to illustrate the events.
  4. Class discussions were based on primary source documents and other historical documents. Students defined unfamiliar words and discussed what they understood from the images they were presented.
  5. Students collaborated on the slideshow presentation and contributed to the information and images by dividing up tasks and working together on co-authored slides.
  6. Students took pride in writing the bullets on the slides themselves.
  7. Acrylic paint, Bulletin Board paper and brushes, water, and tarps were the supplies needed for the mural.
  8. Research went into the imagery that was combined for this section. Students were curious about the military planes. By working on two parts of the section the mural was painted faster.
  9. By dividing up work everyone got a chance to collaborate in painting the mural which was a class project.
  10. Teams switched up to complete different sections so that everyone could have a chance to paint, and everyone was responsible for the content of the powerpoint.
  11. Students worked together to complete each section of the mural, in the order of historical events related to the memoir Farewell to Manzanar.
  12. The first section is done.
  13. Students added the date.
  14. Students added a label
  15. The suggestion of combined imagery for this section made the painting complex. Here the evacuation notice has yet to be painted but the landscape and signs are underway.
  16. The evacuation notice begins to be filled in as the sign on the landscape is painted. Multiple hands painting in unison was difficult, but music and a shared pride made it happen.
  17. The suggestion of the map made the locations of the camps and the extent of the Japanese internment clearer. It had the added effect of allowing me to integrate names of cities and states in the US. Once the geography was clear, other labels and details could be included.
  18. Painting the Internment Camps. Having already finished books on the Holocaust, many questions arose during this part of the unit about the differences in treatment and purpose of the camps and the ethics behind such government action.
  19. After reading about life in the camps, students painted a representation of how the camps looked from a photo and went back to the text to understand what a “firebreak” was. The art and text came together to help them understand the setting of the story.
  20. The quarters in the internment camp begin to take shape. 3 Boys work hard to draw, outline, and paint.
  21. Four sections have been completed and we are almost at the end of the book, an error in painting allows me to mention bodies of water.
  22. Students insist of finishing touches to previously complete sections. Pride.
  23. Someone takes control of the computer and projector to annoy the artists, who respond with demands to take the project seriously.
  24. The last image begins to be outlined. Labels are placed on other sections.
  25. Canada is our neighbor to the North, Mexico is to the south.
  26. Our writing projects, Newspaper articles based on research of events are added to the mural. The Powerpoint is printed and also added.
  27. Newspaper articles and the powerpoint.
  28. The final section, on Hiroshima is finished. Time was limited and the mountains and title of the Japanese Internment camp is left unfinished.