Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
A
Different
Perspective
o Next,
direct
students
to
view
all
of
the
photographs
of
Japanese
internment
camps
posted
in
the
class
Voicethread.
While
viewing
these
images,
students
should
be
encouraged
to
consider
how
these
images
support/refute
the
claims
that
were
made
by
the
American
government.
Students
will
comment
on
at
least
three
images
and
respond
to
posts
made
by
their
classmates
o To
further
illustrate
this
vastly
different
perspective,
students
will
read
Internment,
a
poem
by
Juliet
S.
Kono,
and
discuss
how
her
experience
with
internment
camps
differs
from
the
experience
previously
described
in
the
American
documents.
The
poem,
itself,
will
be
posted
to
the
Voicethread,
as
well,
so
students
will
be
able
to
make
comments
directly
there.
This
will
make
it
easy
to
project
to
the
whole
class.
EXTENSION
POSSIBILITIES:
In
the
future,
consider
having
students
read
the
short
story
Departure
(also
by
the
artist
Estelle
Ishigo)
and
compare
the
written
texts
with
the
visual
texts.
Students
could
also
be
asked
to
write
an
essay
on
the
importance
of
perspective.
In
writing
this
essay,
students
would
be
expected
to
draw
specific
textual
evidence
from
the
pieces
we
analyzed
in
class
(amount
and
types
of
evidence
could
be
altered
for
differentiation
purposes).
ASSESSMENT:
Since
students
will
be
grouped
in
three
different
skill-level
based
groups,
I
will
circulate
from
group
to
group
to
observe/listen
in
to
their
conversations
about
the
texts
and
guide
their
discussion
where
needed.
I
will
also
stop
the
class
occasionally
to
discuss
the
task
specifically
to
gauge
whether
or
not
students
are
fully
grasping
the
concepts.
In
terms
of
formal
assessment,
students
could
be
given
a
separate
informational
text
that
we
have
not
discussed
and
could
be
asked
to
complete
a
similar
activity
on
an
individual
basis.
As
I
have
designed
this
lesson
as
more
of
a
practice/review
activity,
I
have
opted
not
to
do
this.
SOURCE
OF
MATERIAL:
The
idea
for
this
lesson
came
from
my
work
with
my
English
10
PLT.
One
of
my
colleagues
worked
with
the
county
curriculum
writers,
and
one
of
the
texts
they
used
was
FDRs
speech.
As
a
part
of
the
plans
they
created,
they
offered
a
set
of
questions
to
go
along
with
the
text.
I
borrowed
those
questions
and
adapted
them
a
bit
and
created
three
different
tiered
sets
of
questions
from
the
one
set
they
wrote.
I
found
many
of
the
other
sources
by
simply
searching
for
internment
themed
art.
After
listening
to
and
reading
Roosevelts
Day
of
Infamy
speech,
answer
the
following
questions
as
a
class.
What
does
it
say?
1. What
event
occurred
on
December
7,
1941?
2. Why
was
this
event
such
a
surprise?
3. What
did
the
Japanese
ambassadors
reply
to
the
Secretary
of
State
say?
4. What
is
made
obvious
by
the
distance
between
Hawaii
and
Japan?
5. What
was
the
effect
of
the
attack
on
Pearl
Harbor?
6. How
many
other
regions
were
attacked
by
the
Japanese
in
the
same
series
of
attacks?
7. What
does
Roosevelt
think
will
be
the
end
result
of
the
Japanese
attack
on
the
American
people?
8. What
declaration
does
Roosevelt
make
in
the
final
paragraph?
12. Why
is
it
important
to
revise
your
work?
How
might
grammatical
changes
(e.g.,
using
a
dash
instead
of
a
comma,
repeating
a
certain
phrase
at
the
beginning
of
successive
clauses,
etc.)
impact
tone
or
effect?
What
about
word
changes?