Tolleson Union High School District

Lesson Plan Template

Lesson
Title/#:
Course:
Lesson
Designer:

BACKGROUND
Executive Order 9066 and In
Lengt
3-5
Response to Executive Order h:
Days
9066
Freshmen English
Kendrick Farley and Jason Mitchell

Unit: 3

Farewell to
Manzanar

Grade
Level:
School:

9th
CCHS

STAGE 1: DESIRED RESULTS

Lesson Standard(s): Which standards does this lesson address?
Reading
9-10.RI.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text.
9-10.RI.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion
differs from that of a newspaper).
9-10.RI.7. Analyze various accounts of a subject told in different mediums (e.g., a persons life story in both print and multimedia),
determining which details are emphasized in each account.
9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
Writing
9-10.W.3a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
9-10.W.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
9-10.W.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
9-10.W.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,
setting, and/or characters.
9-10.W.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the
narrative.
Speaking & Listening
9-10.SL.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted,
qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Language
9-10.L.2b Use a colon to introduce a list or quotation.

Objective: What is the intended outcome of this lesson?

Students will be able to demonstrate understanding of figurative language, word relationships,
and nuances in word meanings. Students will be able to use the relationship between particular
words to better understand each of the words.
Students will be able to analyze how differences in the points of view of the characters and the
audience or reader creates such effects as suspense or humor.
Students will be able to delineate a speakers argument and specific claims, evaluating the
soundness of the reasoning and relevance and sufficiency of the evidence and identifying when
irrelevant evidence is introduced.
Students will be able to 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.
Students will be able cite specific textual evidence to support analysis of primary and secondary
sources.
Students will be able to determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Enduring Understandings: What are the
Essential Questions: What are the essential
big ideas this lesson addresses?
questions this lesson addresses?
This is a poem was written in letter format,
What is the central idea?
How does the word choice determine the
addressed to the U.S. authorities, in
response to Executive Order 9066.Executive connotative meaning of the text?
What is the point of view of the character?
Order 9066, dated February 19, 1942,
What argument is being made in the text?
authorized the internment of tens of

thousands of American citizens of Japanese

ancestry and resident aliens from Japan. The
speaker of this poem is a fourteen-year-old
girl, who stresses that she is an American
and reveals that her best friend, Denise is
white. Although Denise now accuses the
speaker of starting the war and giving
secrets to Japan, the speaker offers Denise
tomato seeds to remind her of their
friendship.

Knowledge: Students need to know:

-background information on what led to the
Executive Order 9066 from the President.

Skills: Students need to be able to:

-Analyzing text
-how to cite and find textual evidence

STAGE 2: ASSESSMENT EVIDENCE

Lesson Assessment(s): What diagnostic, formative, and summative assessments will the
teacher use to measure progress toward the learning objectives?
*Quiz on Academic Vocabulary
*Writing Assessment
STAGE 3: LEARNING PLAN
Learning Activities: How will the teacher guide the students through the learning? How will
the teacher check for understanding and adjust instruction during the lesson? How will the
students summarize and make meaning of the learning?

Teacher Instructions
Preparing for Teaching
1. Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this
2

to the students. This is a description for teachers about the big ideas and key
understanding that students should take away after completing this task.
Big Ideas and Key Understandings:
People often bear the burden of blame for things they did not do.
Synopsis:
This is a poem was written in letter format, addressed to the U.S. authorities, in
response to Executive Order 9066.Executive Order 9066, dated February 19, 1942,
authorized the internment of tens of thousands of American citizens of Japanese
ancestry and resident aliens from Japan. The speaker of this poem is a fourteenyear-old girl, who stresses that she is an American and reveals that her best friend,
Denise is white. Although Denise now accuses the speaker of starting the war and
giving secrets to Japan, the speaker offers Denise tomato seeds to remind her of
their friendship.
2. Read the entire selection, keeping in mind the Big Ideas and Key Understandings.
3. Re-read the text while noting the stopping points for the Text Dependent Questions
and teaching Tier II/academic vocabulary.
During Teaching
1. Students read the entire selection independently Executive Order 9066 and In
Response to Executive Order 9066.
2. Teacher reads the text aloud while students follow along or students take turns
reading aloud to each other. Depending on the text length and student need, the
teacher may choose to read the full text or a passage aloud. For a particularly
complex text, the teacher may choose to reverse the order of steps 1 and 2.
3. Students and teacher re-read the text while stopping to respond to and discuss the
questions, continually returning to the text. A variety of methods can be used to
structure the reading and discussion (i.e., whole class discussion, think-pair-share,
independent written response, group work, etc.)

Text Dependent Questions for Executive Order 9066

1.Whatdowelearnaboutthedocumentinlines16?
Studentsgainbasicinfoaboutwhatthedocumentisgoingtobeaboutalong
withdateandauthor.
PresidentFranklinD.RooseveltauthorizedJapaneserelocationwith
ExecutiveOrder9066onFebruary19,1942
2.WhatjustificationisgivenbyRooseveltforauthorizingJapaneserelocation?
GainunderstandingofFDRsreasoning.
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possiblemisconception:documentneverspecificallymentionsJapanese
relocation.Studentswillhavetodeterminethatthejustificationfortheentire
documentappliestoJapaneserelocation.
Whereasthesuccessfulprosecutionofthewarrequireseverypossible
protectionagainstespionageandagainstsabotagetonationaldefense
material,nationaldefensepremises,andnationaldefenseutilities.(lines79)
3.WhatauthoritydoestheSecretaryofWarhavewithrespecttoprescribed
militaryareas?StudentsgainunderstandingoftheenhancedpoweroftheSecretaryofWar
undertheExecutiveOrder.Besuretoemphasizetheimportanceoffinding
severalexamplestodemonstratetheincreaseinexecutivepower.
Totakesuchotherstepsashemaydeemadvisabletoenforcecompliance
withtherestrictionsapplicabletoeachmilitaryarea.(lines3537)
Tousefederaltroopsandotherfederalagencies(lines3839)
Toacceptassistanceofstateandlocalagencies.(line39)
Todesignatemilitaryareasathisdiscretion.(lines1718)
maydetermine,fromwhichanyofallpersonsmaybeexcluded,andwith
respecttowhich,therightofanypersontoenter,remainin,orleaveshallbe
subjecttowhateverrestrictionstheSec.ofWarmayimposeathis
discretion(line1923)
4. Whatdothephrasesshallnot(line46)andnorshall(line48)tellus
aboutExecutiveOrder9066?
Syntaxquestionshoulddirectthestudenttodeconstructthesentencetofind
deepermeaning.ShouldalsoemphasizethattheExecutiveOrderisin
additiontoprioractionsandnotareplacementforthem.
ThatitdoesnotalteranyofthepreviousExecutiveOrdersorProclamations
exceptassuchdutyandresponsibilityissupersededbythedesignationof
militaryareashereunder.(lines5355)
5. WhatstepsweretakenbyRooseveltaftertheattackatPearlHarboronDec.
7,1941toexpandexecutiveauthorityatthebeginningofAmerican
involvementinWWII?
QuestionprovidesminimalbackgroundonWWIIandrequiresstudentsto
makeachronologicallistofpresidentialactionsfollowingPearlHarbor.
ProclamationofDec.7,1941
ProclamationofDec.8,1941
ExecutiveOrder8972,datedDec.12,1941(4748)
ExecutiveOrder9066,datedFeb.14,1942
6. WhoandwhatdoesPresidentRooseveltasCommanderinChiefauthorize
anddirectinExecutiveOrder9066?
QuestionhighlightsthechainofcommandforExecutiveOrder9066aswell
asdemonstratingthenumberofdirectivesthatarebeingfollowedasaresult
ofit.ThequestionshouldenhanceknowledgeoftheextenttowhichFDR
expandedhispower.
SecretaryofWar:toprescribemilitaryareasinsuchplacesandofsuch
extentashemaydetermine(lines1719),totakesuchotherstepsashe
maydeemadvisabletoenforcecompliancewiththerestrictionsapplicableto
eachmilitaryarea,touseFederalTroopsandotherFederalAgencies,to
acceptassistanceofstateandlocalagencies.(lines3439)
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MilitaryCommanders:SameasSecretaryofwarwhendesignatedbytheSec.
ofWar.
ExecutiveDepartments,independentestablishments,andotherFederal
Agencies:toassisttheSec.ofWarincarryingoutthisExecutiveOrder,
includingthefurnishingofmedicalaid,hospitalization,food,clothing,
transportation,useofland,shelter,etc.(lines4045)

Text Dependent Questions for In Response to Executive Order

9066
Text-dependent Questions
Who is the author of this poem?
What is the authors response to Order 9066?
Why does the author make it a point to describe
who she is, what she likes to eat, and who her best
friend is?

Why is Denise so upset with the author?

Why is the word Enemy capitalized on?

What do the tomato seeds represent to the

author?

Evidence-based Answers
The text states, A fourteen-year-old girl
just like any other American girl. She has
spelling, a messy room, and loves hot dog
Her response is compliance, since she kno
has to go. Of course Ill come. Ive packed
galoshes and three packets of tomato see
The author is giving out information about
order to sound more American and not like
enemy. She wants to stress that she is l
other student in her class, with bad spe
messy room, not used to using chopsticks
loves hot dogs
Denise believes that the author is trying t
war and giving away secrets to the Enem
The reader can infer that the term Enemy
person or group of people. Denise refers t
Enemy as someone/some people that ar
a war and cant be trusted.
The author first refers to the seeds as lov
which tells the reader that the seeds repre
and even hope. The author wants her frien
to plant the seeds as a reminder that their
friendship is founded on love and the gr
them will remind Denise the author is not
Enemy and that she will miss their frien

Tier II/Academic Vocabulary

Thesewordsrequirelesstimetolearn

Thesewordsrequiremoretimetol

(Theyareconcreteordescribeanobject/event/
process/characteristicthatisfamiliartostudents)

(Theyareabstract,havemultiplemeanings,ar
ofawordfamily,orarelikelytoappearagaininf

Meaningcanbelearnedfromcontext
Meaningneedstobeprovided

relocation

descent

vestedin

espionage

deems

sabotage

prescribe

galoshes

ExecutiveOrder9066
Enemy

discretion

supersede

construed

compliance

Culminating Writing Task

Prompt:
o In Response to Executive Order 9066, the author is being blamed for things she
did not do. Explain how the author addresses these accusations. Be sure to use
evidence from the text to support your response.
Teacher Instructions
1. Students identify their writing task from the prompt provided.
2. Students complete an evidence chart as a pre-writing activity. Teachers should
remind students to use any relevant notes they compiled while reading and
answering the text-dependent questions.
Evidence
Quote or paraphrase
Denise accuses the author of cheating
on tests. The author follows this
accusation with, Were best friends.

Elaboration / explanation of how

this evidence supports ideas or
argument
This first accusation is one that the
author can just ignore because they
are best friends. This original accusation
is one that sets up the other, more
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The second accusation is that Denise

believes the author is trying to start a
war and giving secrets away to the
Enemy. The author addresses this
accusation by giving her a packet of
tomato seeds and ask[ing] her to plant
them for me, [telling] her when the first
tomato ripened shed miss me.

important accusation.
This second accusation is one of great
importance to Order 9066 because it
shows the blanket racism that had been
placed on the Japanese people. The
author responds to this racial accusation
by giving her the seeds of love and
hope. TheauthorwantsherfriendDeniseto
planttheseedsasareminderthattheirfriendshipis
foundedonloveandthegrowthofthemwill
remindDenisetheauthorisnottheenemyand
thatshewillmisstheirfriendship.

3. Once students have completed the evidence chart, they should look back at the
writing prompt in order to remind themselves what kind of response they are
writing (i.e. expository, analytical, argumentative) and think about the evidence
they found. (Depending on the students ability level, teachers may want to
review students evidence charts in some way to ensure accuracy.) From here,
students should develop a specific thesis statement. This could be done
independently, with a partner, small group, or the entire class. Consider
directing students to the following sites to learn more about thesis statements:
http://owl.english.purdue.edu/owl/resource/545/01/ OR
http://www.indiana.edu/~wts/pamphlets/ thesis_statement.shtml.
4. Students compose a rough draft. With regard to student ability, teachers should
decide how much scaffolding they will provide during this process (i.e.

modeling, showing example pieces, sharing work as students go).

5. Students complete final draft.
Sample Answer
In Response to Executive Order 9066 shows the response of one American
girl of Japanese descent to the accusations placed upon her by her best friend who
happens to be a white girl named Denise. The author does not respond with
anger or hatred, instead she responds to the racist accusations with love and
hope.
Denise accuses the author of cheating on tests. The author follows this
accusation with, Were best friends. This first accusation is one that the author
can just ignore because they are best friends. This original accusation is one
that sets up the other, more important accusation, and it shows how much love
and hope matter to the author.
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The second accusation is that Denise believes the author is trying to start a
war and giving secrets away to the Enemy (lines 18-19). The author addresses
this accusation by, giving her a packet of tomato seeds and ask[ing] her to plant
them for me, [telling] her when the first tomato ripened shed miss me. This
second accusation is one of great importance to Order 9066 because it shows the
blanket racism that had been placed on the Japanese people. The author responds
to this racial accusation by giving her the seeds of love and hope. Theauthorwants
herfriendDenisetoplanttheseedsasareminderthattheirfriendshipisfoundedonloveandthe
growthofthemwillremindDenisetheauthorisnottheenemyandthatshewillmisstheirfriendship.
AlthoughtheaccusationsDeniseplacesagainsttheauthorareoneswhicharefoundedonhatred
andracism,theauthorrepeatedlychoosestorespondtotheminwaysthatshowlove,kindness,and
hopearefarmoreimportantaswellaspowerful.Theauthorslovewillberepresentedbythefruitofa
plantmanytimesover,whereasthehatredshownbyDenisesjudgmentswillnotgrowanythingbut
pain.

Additional Tasks

Compare this text to Camp Harmony. How are the themes similar? How are they
different?
o (Students should discuss the similarities and differences between these 2 texts

and what the people experienced during the Japanese Internment Camps.)
Look at the painting on titled, Progress After One Year, the Mess Hall. How does this
painting represent progress?
o (The painting is by Kango Takamura and depicts what an internment camp
would look like during a meal time. Students should note that the progress
isnt really progress at all. In fact, if progress is Japanese Americans lining up
outside their mess hall, then we as a nation have a LONG way to go. One might
comment on its ironic tone.

Note to Teacher
Some questions are scaffold to be accessible to a variety of learners. Therefore, teachers
should consider their students needs and ability levels when deciding on what questions
to use and in what order. For struggling students, some leading questions and tasks may
be necessary to guide them through the actual TDQ.
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DIFFERENTIATION NOTES
How will the teacher meet the needs of diverse learners? (e.g., learning styles, special
populations, remediation/enrichment)
Students will be able to work in groups to help assist any students who may need additional help
with accommodations such as additional time, etc will be given if needed.

TEXTS

AND OTHER RESOURCES

*Background Information on Executive Order 9066 and In Response to Executive Order 9066
*In Response to Executive Order 9066 Graphic Organizer
*In Response to Executive Order 9066 and Executive Order 9066 Vocabulary Enhancement