Scholars understand Manjiro’s character by paying attention to his interactions with the other fishermen. Scholars envision the novel’s setting and understand 19th-century Japan’s outlook on foreigners.
Read:
Discuss:
Independent Reading (10 minutes):
Discuss:
Write an essay of no more than 200 words:
Scholars analyze how Manjiro’s relationships with the Japanese fishermen and American sailors are changing. They begin to uncover Preus’ message about how experiences shape perspective, and they understand the factors Manjiro considers when deciding whether to travel to America.
Read:
Discuss:
Read:
Discuss:
Write an essay of no more than 200 words:
Independent Reading (15 minutes):
Discuss:
Write an essay of no more than 200 words:
Scholars analyze the characteristics that Manjiro and Captain Whitfield share. They understand how Manjiro’s traditionally Japanese perspective on foreigners has changed since boarding the John Howland.
Read:
Discuss:
Read:
Discuss:
Write an essay of no more than 200 words:
Independent Reading (10 minutes):
Discuss:
Write an essay of no more than 200 words:
Scholars analyze the challenges and prejudice Manjiro faces in America. They recognize Manjiro’s resilience and strength of character.
Read:
Discuss:
Read:
Discuss:
Write an essay of no more than 200 words:
Independent Reading (15 minutes):
Discuss:
Write an essay of no more than 200 words:
Scholars discuss how Manjiro changes and matures as he confronts stereotypes in America. They understand Manjiro’s eagerness to return to Japan, and the ways in which his experience in America has shifted both his own perspective and his countrymen’s attitude toward him.
Read:
Discuss:
Read:
Discuss:
Write an essay of no more than 200 words:
Independent Reading (15 minutes):
Discuss:
Write an essay of no more than 200 words:
Scholars analyze Manjiro’s long-anticipated homecoming. They understand the hardships Manjiro faces upon returning to Japan and his response to these challenges.
Read:
Discuss:
Read:
Discuss:
Write an essay of no more than 200 words:
Independent Reading (15 minutes):
Discuss:
Write an essay of no more than 200 words:
Entrance Ticket Question for Socratic Seminar: Scholars write an essay of no more than 200 words:
Scholars revisit the poem “Samurai Creed” and reanalyze the qualities of a true samurai. They make an evidence-based argument about whether or not Manjiro possesses the qualities of a true samurai based on their understanding of both the poem and the novel.
Discussion Goal:
Possible Ways Scholars Can Prepare for the Discussion:
Scholars discuss the following questions as a class:
Write an essay of no more than 200 words:
Congratulations! You’ve reached the end of Literature Unit 5: Heart of a Samurai!
As a result of teaching this unit, you as the teacher have:
Your scholars can:
Celebrate your scholars’ successes by acknowledging what they can now do as readers as a result of their work during this unit. Invite scholars to share how much fun they had reading Heart of a Samurai and making connections to other texts.
Reflect on your successes and stretches, as well as those of your scholars. Look at your Fountas & Pinnell results. Have your scholars grown as readers over the last month? During this unit, your scholars should move from a Level X to a Level Y. This is always a tricky jump for scholars and they can easily get stuck, making little to no growth. In order to move to a Level Y, scholars must keep track of jumps in time and narration, infer the meaning of symbols, make connections between texts, and express changes in ideas and perspectives across a text. Enlist parents to help get scholars over this hump!
Scholars must read at home, as well as in school. Do you have 100% of your scholars reading nightly at home? Make sure at-home reading is happening and meet with families who are falling short to recommit them to this team effort.
Do you have 100% of your scholars reading fluently? Using all of the tools at their disposal to figure out the meaning of what they are reading?
Do you have 100% of your scholars doing their literacy homework? You must insist that 100% of scholars are completing their homework nightly.
Going into the next unit, make specific reading goals for yourself. Set a percentage goal for how many scholars you will move. Set a goal for scholars who are not reading at home. Who will you get to consistently read at home? Set a goal for moving any scholars stuck at Level X or below. Why are they stuck? Do they read fluently? Do they understand what they’re reading? Do they understand the big idea? How will you partner with parents to support their growth?
If you are having trouble meeting your goals, do not wait until you have NOT succeeded. Consult your colleagues. Consult your leaders. ASK FOR HELP so you can meet your goals!
resources
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