Short Story of the Month · Fantasy –The Hitchhiker, The Emperor’s New Clothes (I teach that students can classify all folktales under the fantasy genre) As you discuss above,

©2017 erin cobb imlovinlit.com

Short Story of the Month"The Bracelet" by Yoshiko Uchida

Table of Contents

Terms of Use 2

Table of Contents 3

List of Activities, Difficulty Levels, and Common Core Alignment 4

Digital Components/Google Classroom Guide 5

Teaching Guide, Rationale, Lesson Plans, and Procedures: EVERYTHING 6-11

Activity 1: Point of View Quick Notes 12-13

Activity 4: Annotation Guide: Historical Fiction 14

Activity 5: Story Vocabulary Graphic Organizer w/Key 15-16

Activity 6: Basic Comprehension Quiz (Recall Facts and Details) w Key 17-18

Activity 7: Point of View Analysis w/Key 19-20

Activity 8: Vocabulary Guide: Constructed Response w/Key 21-24

Activity 9: Character Traits Text Evidence Organizers w/Keys 25-26

Activity 11: Citing Text Evidence Activity w/Key 27-28

Activity 12: Comprehension Skills Test w/Key 29-34

Activity 13: Nonfiction Article “Betrayal” 35-39

Activity 14: Historical Facts vs. Fiction Analysis Activity w/Key 40-43

Activity 15: Details & Evidence IT Analysis w/Key 44-53

Activity 16: Analyze Details Placing Quotes Activity w/Key 54-55

Activity 17: Government Propaganda Video Analysis w/Key 56-59

Activity 18: Essential Question w/Key 60-61

TEKS Alignment 62

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Point of View Lesson* RL.6.1, RL.6.6

Activity 2: Genres of Fiction Review/Lesson* RL.6.1, RL.6.9

Activity 3: Journal Prompt/Discussion* SL.6.1

Activity 4: Annotation Guide: Historical Fiction** RL.6.1, RL.6.4, RL.6.9

Activity 5: Story Vocabulary Activity (Review)* RL.6.1, RL.6.2

Activity 6: Comprehension Quiz* RL.6.1

Activity 7: Point of View Analysis** RL.6.1, RL6.6, RL.6.2

Activity 8: Vocabulary Guide: Constructed Response** RL.6.1, RL.6.4

Activity 9: Character Trait Text Evidence Analysis** RL. 6.1, RL.6.3, RL.6.4

Activity 10: ACE Method Writing Lesson** RL.6.1

Activity 11: Text Evidence Questions for ACE Method*** RL.6.1, RL.6.2, RL.6.3

Activity 12: Comprehension Skills Test** Rl.6.1 RL.6.2 RL.6.3 RL.6.5 RL.6.6

Activity 13: Nonfiction Article “Betrayal”** RI.6.1, RI.6.3, RI.6.5

Activity 14: Historical Facts vs. Fiction Activity** RI.6.1, RI.6.3, RI.6.5, RL.6.9

Activity 15: Details and Evidence IT Analysis*** RI.6.1, RI.6.3, RI.6.5, RL.6.9

Activity 16: Analyze Details Placing Quotes Act.*** RL.6.1, RL.6.5

Activity 17: Government Propaganda Video Analysis*** RI.6.1, RI.6.3, RI.6.6, RI.6.9

Activity 18: Essential Question*** RL.6.9, RI.6.1, RI.6.3, RI.6.6, RI.6.9



Teacher’s Guide

Activities, Difficulty Levels, and Common Core Alignment

5 ©2017 erin cobb imlovinlit.com


Teacher’s Guide

Instructions for Google Classroom Digital ComponentsAll student activities are available in digital format compatible with Google Classroom. They are available in two formats: Google Slides and Google Forms.

Google SlidesFirst, I have made all student pages (excluding assessments) in Google Slides format. Students can simply add text boxes to any area they wish to type on. To access the Google Slides for The Bracelet, copy and paste the link below into your browser. included in resource only

Google FormsI have made the assessments available in Google Forms. Here, they are self-grading, and I have set them all up with answer keys so they are ready to go for you. You’ll need to find these two files in your download folder to use Google Forms. The first file contains the links to the Forms, and the second file is explicit instructions for use. Look inside the Google Forms folder.



Teaching Guide, Rationale, Lesson Plans, and ProceduresI have also discussed here how I use each activity and included hints and links to help you, too. I went ahead and mapped out the days for you. Feel free to take or leave what you like. Even if you don’t plan to follow this schedule, I still recommend reading through this section to get the most out of these activities.

These lessons and activities were designed to meet the needs of sixth graders during the middle part of the school year. The stories, activities, questions, and assessments will become increasingly rigorous and challenging as we progress through the year.

Teacher’s Guide

Day 11. Activity 1: 15 minutesMini-lesson on Point of View– Use the Quick Notes provided in this packet, unless you have one of the complete interactive notebook lessons. I also recommend doing the complete lesson intro from the Interactive Literature Notebook, but if you don’t have that then these notes will suffice. The POV printables are great to add in here, too, if you have them.2. Activity 2: 30 minutesGenres of Fiction INB Lesson – You may have already started this interactive notebook page as part of the Just Once unit. If so, you’ll just be reviewing and updating here. If you haven’t yet, you’ll need to do it now. Look for the separate file in the download folder and follow the lesson instructions. Here’s the breakdown for the stories we’ve learned about so far: Realistic – Stray, Just Once, Thank You Ma’amHistorical – none until The BraceletScience Fiction – The Monsters are Due on Maple StreetFantasy – The Hitchhiker, The Emperor’s New Clothes (I teach that students can classify all folktales under the fantasy genre)As you discuss above, be sure to have students identify specific examples of the qualities that help you identify the genre for each story – for example, Monsters is science fiction because of the aliens from outer space, etc. etc.3. BONUS: 20 minutesFiction Genre PrintablesSee download folder for a 20-item practice identifying characteristics of genres in story summaries.

Activity 1

Activity 2



Teacher’s Guide

Day 21. Activity 3: 10 minutesAnticipatory Set – Journal prompt. Find it in the PPT Slides file named Journal Prompt Slides.2. Activity 4: 50 minutesRead and discuss/annotate story. If you need a copy you can find one here: https://goo.gl/6MaQDtReview characteristics of historical fiction from Day 1 before reading. Ask students to look for and write down/annotate any details from the story that may be actual facts, events, people, or places from history. Then, after the story, help students to formulate a question from the detail that they can research later. (All of these facts will be included in the article they’ll read later in this unit, so we’ll bring this activity back to finish). See Activity 14 to find out how this eventually plays out.3. Activity 5: 10 minutesThrowing this in there because students SHOULD be able to do this independently by now. Maybe use as homework, for a grade, or at the beginning of class tomorrow to review the story.

Day 31. Activity 6: 20 minutesComprehension Quiz – Basic Comprehension (Recall Facts)

This quiz checks for basic comprehension and recall of the story. There are no higher order thinking questions on this quiz, no inferring, no analyzing, no drawing conclusions, etc. so I do not recommend that students use a copy of the story for this quiz unless they need that as a testing accommodation 2. Activity 7: 30 minutesPoint of View – Break students into groups of 2 or 3 and have them attempt this one independently. I think they should be able to figure these out but some may need to talk it out a little bit first. Then, regroup and discuss. This extends what they learned in Activity 1.

Activity 3

Activity 4

Activity 5

Activity 6

Activity 7



Teacher’s Guide

Day 41. Activity 8: 35 minutesComplete Vocabulary Guide – This one asks students to write out a constructed response answer for the first time, so I’d consider doing this one in class if you usually send them home as homework. Scrutinize student responses carefully, and encourage them to fix answers that are wrong after conferencing with the teacher instead of just giving them the answer if they got them wrong. My students eventually learn that I’m not going to stop or give them a correct answer until they figure it out for themselves.2. Activity 9: 20 minutesCharacter Traits w/Evidence Graphic OrganizerHere students are simply finding character traits for Ruri and then finding text evidence to prove each trait. Have students use their reference book for character traits created in the Thank You Ma’am unit or from the All New Interactive Reading Literature Notebook, Vol. 2 Add-on Pack.

Day 51. Activity 10: 30 minutesACE – Introduce the ACE method for answeringdiscussion questions. This is the method we’ll use allyear. Later (in a subsequent unit) I’ll add and teach auniversal rubric for discussion questions. Do demotogether, using demo at top of page for Activity 11 ifyou need an example for the foldable template anddon’t want to do the Emperor story as described in thelesson. Look for the file named ACE Method in thedownload folder.2. Activity 11: 30 minutesDiscussion questions, students use ACE method to answer aslearned/reviewed in previous activity.

Activity 8

Activity 9

Activity 10

Activity 11



Teacher’s Guide

Day 71. Activity 13: 45 minutesNonfiction Article “Betrayed”Take your time with students reading this 5-page original non-fiction article about the internment of Japanese Americans during WWII. There’s tons of information here, so go slow and stop to discuss both text and photos included. My students were always insanely interested in this bit of history and I love teaching about it, too.2. Activity 14: 20 minutesHistorical Facts vs. Fiction Activity – this is the one you’re continuing from Activity 4 when you annotated the story or looked for facts to question. See answer key included (not shown here).

Day 61. Activity 12: Comprehension Skills TestComprehension Analysis Test This comprehension test is designed to be taken with accessto the story. You may choose to give your students a non-annotated version of the story. Allowing use of the version a student annotated may be a testing accommodation. I always let my students use the story here because I want to know if they can analyze a story, not memorize or recall details from it (we did that for the basic quiz).Answer key included but not shown here.

Activity 12

Activity 13

Activity 14



Teacher’s Guide

Day 8

Day 91. Activity 16: 25 minutesAnalyze Details/Placing Quotes ActivityI really love this activity. It asks students to read real survivor quotes and decide which section of the article they could be added to. Then, they have to identify the specific detail that the quote belongs with. Excellent activity for details/elaborating!2. Activity 17: 35 minutesGovernment Propaganda Video AnalysisMy FAVORITE activity included in this unit and honestly, one of my favorite activities EVER. You won’t be disappointed with the deep analysis and connections your students will make when watching this film that was produced by the federal government to explain the internment of Japanese Americans to regular citizens. Soooooo good. Don’t skip it. Watch it once all the way through. Then, go back and pause and answer each question. This is NOT the kind of video analysis students can complete while watching the video one time. It’s more like a close read of a video.Youtube: https://www.youtube.com/watch?v=BK6ZtcLocaABackup: https://goo.gl/J1Jdsa

1. Activity 15: 60 minutesDetails analysis – yes, this monster 5-page detail analysis will probably take the whole hour. It requires students to really analyze the article carefully so I like this in partners or groups. Consider doing one page at a time and going over each page if your students are low, or just for lower students in a small group setting.Complete answer keys are included, as always. :)(not shown here)

Activity 15

Activity 16

Activity 17



Teacher’s Guide

Day 103. Activity 18 – 50 minutesEssential Question. Tie it all together. The big SHE-BANG. Boom-shakalaka. Hard stuff. Good luck. This one gives students the opportunity to synthesize information from various sources, consider deeply, and answer a really hard question. I include this activity with each unit.Ronald Reagan required for question 2 - Only watch the first 3 ½ minutes:Youtube: https://www.youtube.com/watch?v=kcaQRhcBXKY&t=214sBackup: https://goo.gl/7SQCes

EXTRA Recommended: George Takei discusses his experiences as a child in internment camp, quick 2-3 minute video clip you’ll love.Youtube: https://www.youtube.com/watch?v=PP3lWftprjQBackup: https://goo.gl/eSFJY2

Activity 18


"The Bracelet" by Yoshiko UchidaShort Story of the Month Reading Literature

Skill: Recall Details

Activity 6

Comprehension QuizChoose the best answer.

1. Why is Ruri crying as the story begins?a. She misses her father.b. She doesn’t want to leave her home.c. She had an argument with her best

friend.d. Her mother is upset, and she doesn’t

know why.

2. Who decided that Ruri and her family must leave?

a. Ruri’s fatherb. Ruri’s mother and grandmotherc. the Japanese governmentd. the U.S. government

3. Where has Ruri’s father been?a. away, working for a Japanese

business firmb. in Japanc. in Montana in a prisoner-of-war

campd. in the county jail

4. Why does Laurie suggest that Ruri wear the bracelet instead of packing it?

a. so that she can see Ruri wearing itb. because there is no room in her

suitcasec. so that she doesn’t lose itd. because Ruri wasn’t allowed to

bring a suitcase

5. What is Mama’s answer to Keiko and Ruri’s concerns about their things?

a. “Someone will help us.”b. “It is not for us to worry about.”c. “I don’t know.”d. “We will find out.”

6. Why is Ruri afraid of the soldiers at the church hall?

a. They yell commands harshly.b. They do not speak English.c. They carry guns with mounted

bayonets.d. Their faces are twisted into angry

scowls.

7. Why does the Tanforan Racetrack feel like a prison to Ruri?

a. There are armed guards at the gate.b. Barbed wire is strung around the

entire grounds.c. Her family was forced to move

there and not allowed to leave.d. all of these

8. Apartment 40 is actually…a. a horse stable.b. a dog kennel.c. a hotel.d. a garage.


"The Bracelet" by Yoshiko UchidaShort Story of the Month Vocabulary

Focus: Constructed Response, Words in Context

Activity 8

7. The word evacuated contains the root word vac, which means empty, and the prefix e-, which means out of. What is the definition of evacuated?

a. removed from a placeb. filledc. emptied out

The United States and Japan were at war, and every Japanese person on the West Coast was being evacuated by the government to a concentration camp.

8. In which scenario below will you

need to evacuate your school?

a. while eating lunchb. during a fire drillc. when you first arrive

9. Imagine that you and your family are being told to evacuate. Write a scenario containing at least two sentences that explains why your family must evacuate.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

After watching the weather update, Dad announced that we would definitely

have to evacuate the next day. The hurricane would make landfall in three

days, and our house was right in the hurricane’s path.

10. What is the meaning of forsaken as used above?

a. sufferingb. desertedc. cherished

But the garden looked shabby and forsaken now that Papa was gone and Mama was too busy to take care of it. It looked the way I felt, sort of empty and lonely and abandoned.

2. Which phrase from the excerpt gives clues about the meaning of forsaken?

a. shabby, emptyb. lonely, abandonedc. both a and b

12. The excerpt above describes how Papa’s garden looked forsaken. Besides the garden, what else in the story has been forsaken? Explain. Use the word forsaken in your answer.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

In the story, all Japanese Americans have been forsaken by the U.S.

government. They are loyal Americans, and yet they are left or deserted in

internment camps for years.


"The Bracelet" by Yoshiko UchidaShort Story of the Month Informational Text

Nonfiction Article

Activity 13

The Attack on Pearl HarborIn the early morning hours of December 7, 1941, Japan launched a surprise attack on the American

naval base at Pearl Harbor, Hawaii. It was devastating. Over 2,300 Americans were killed in the attack, and another 1,200 were wounded. Americans were angry, and they were more afraid of the Japanese than ever. Within hours of the Pearl Harbor attack, without pressing charges or obtaining warrants, the army, FBI, and local police forces arrested any and all Japanese Americans that had ever been investigated or suspected of being disloyal to the U.S. In most cases, these men would remain detained until the end of the war.

The Jingu Family, Japanese Americans, 1930s

The Nisei and the IsseiAlthough Japanese immigration stopped, the Japanese American population continued to grow as a

new generation was born. Japanese who immigrated to the U.S., called Issei, would never be eligible for U.S. citizenship, as this would violate the “free whites” rule for naturalization. But their children who were born in America, called Nisei, were automatically granted U.S. citizenship at birth. The Nisei were indeed more American than their parents, as many of them spoke English, practiced Christianity, and preferred American food, sports, and entertainment.

The Issei continued to succeed in their jobs, farms, and businesses. To them, education was everything. Because of that, their Nisei children took school very seriously, often studying harder than their white classmates and achieving more. They went on to graduate from college, earn advanced degrees, and pursue careers in prestigious fields. Most continued to endure discrimination from a society that favored whites, but there’s no arguing that Japanese Americans had made huge leaps and bounds.

And then it all came crashing down.

Up to this point, the U.S. had remained uninvolved in World War II. The day after Japan attacked Pearl Harbor, President Franklin D. Roosevelt asked Congress to declare war on Japan. What followed this declaration of war were anti-Japanese American feelings that would quickly escalate into hysteria.

Americans feared that a Japanese invasion of the Pacific West Coast was imminent, and many believed that Japanese Americans would side with the enemy when they came. Japanese Americans repeatedly declared that they were loyal Americans, but their words fell on deaf ears. Politicians insisted on ridding California of all Japanese Americans.

(left) Newspaper headlines hint at Japanese relocation

2/5



Skill: Analyzing Details

Activity 14

The United States and Japan were at war, and every Japanese person on the West Coast was being evacuated by the government to a concentration camp.

Did the U.S. government evacuate every Japanese person on the West Coast in April of 1942?

Executive Order 9066 authorized the U.S. military to evacuate Japanese Americans and place them in detention camps further inland and away from the coast. All Americans of Japanese ancestry, regardless of citizenship status, were included. yes

Comparing Fiction to Historical FactsRead the excerpt from “The Bracelet” at the top of each table below. Or, write in your own excerpt that includes events, people, places, or facts that may be real. Formulate a question and write it in the Q box. Then, refer to the article “Betrayed” and find the answer. Write the answer in the A box. Finally, write the text evidence from the article that answers the question in the E box.

Q

A

E

1

The FBI had come to pick up Papa and hundreds of other Japanese community leaders on the very day that Japanese planes had bombed Pearl Harbor.

Did the FBI pick up Japanese community leaders on the same day of the Pearl Harbor attack?

Within hours of the Pearl Harbor attack, without pressing charges or obtaining warrants, the army, FBI, and local police forces arrested any and all Japanese Americans that had ever been investigated or suspected of being disloyal to the U.S. yes

Q

A

E

2

We just knew we were being taken to the Tanforan Racetracks, which the army had turned into a camp for the Japanese.

Were some families taken to the Tanforan Racetracks? OR Were families moved into racetracks?

Assembly centers had been thrown together overnight in various fairgrounds, racetracks, stables, camps, and other facilities that were not meant to house people.

yes

Q

A

E

3



Skill: Analyzing Details

Activity 15

1. Fill in the graphic organizer with details from the section “Early Japanese Immigrants.”

Differences between European and Japanese Immigrants

Main Idea & Supporting Details

European Immigrants Japanese Immigrants

2. State the main idea of the first section, “Early Japanese Immigrants.”

____________________________________________________________________________________

____________________________________________________________________________________

Japanese immigrants worked hard to earn acceptance in America.

3. Fill in the graphic organizer with details from the section “Enduring Discrimination” that elaborate on each of the topics listed below.

Americans continued to discriminate against Japanese Americans.



Skill: Analyze Key Details

Activity 16

Analyze Details – Placing QuotesOne way to elaborate details in an article like “Betrayed” is to include quotes from people who played a direct role in the events discussed. For example, quotes from survivors of the Japanese internment camps could be added to the article in order to help provide the perspective of those who were victims. Below are five quotes from actual former internees. Read each quote carefully. Then, look back to the article and decide where the quote would best fit in to support details that are already in the article. Write the section where the quote belongs in the middle column. Finally, write the detail that the quote supports in the right column. The first one is done for you as an example.

Survivor Quote Subheading Detail

The Attack on Pearl Harbor

“Finallygettingoutofthecampswasagreatday.Itfeltsogoodtogetoutofthegates,andjustknowthatyouweregoinghome…finally.Homewasn’twhereIleftitthough.Gettingback,Iwasjustshockedtoseewhathadhappened,ourhomebeingboughtbyadifferentfamily,differentdecorationsinthewindows…”Aya Nakamura

“MyprioritywastoshowtheAmericanpeoplethatwearejustasloyalasanybodyelse.”- SusumuSatow

Japanese Americans repeatedly declared that they were loyal Americans, but their words fell on deaf ears.

“IspentmyboyhoodbehindthebarbedwirefencesofAmericaninternmentcamps…”GeorgeTakei

“It[assemblycenter]wasaprisonindeed…Therewasbarbedwirealongthetop[ofthefence]andbecausethesoldiersintheguardtowershadmachineguns,onewouldbefoolishtotrytoescape.”MaryMatsuda

“Thestallwasabouttenbytwentyfeetandemptyexceptforthreefoldedarmycotsonthefloor.Dust,dirt,andwoodshavingscoveredthelinoleumthathadbeenlaidovermanure-coveredboards,thesmellofhorseshungintheair,andthewhitenedcorpsesofmanyinsectsstillclungtothehastilywhite-washedwalls.”–YoshikoUchida



Propaganda Film Analysis

Activity 17

1. After watching the film, who can you infer is the intended audience of the film?

______________________________________________________________________________________________________________________________________________________________

2. Briefly describe the music played during the first 30 seconds of this video.

______________________________________________________________________________________________________________________________________________________________

3. How is this music meant to make the viewer feel? ___________________________________

4. What fraction of the Japanese American population living on the west coast were American citizens? _______ What fraction were aliens? _______

5. What reason does the government offer for suspecting Japanese fishermen of espionage?

_______________________________________________________________________________

6. What reason does the government offer for suspecting Japanese farmers of espionage?

_______________________________________________________________________________

7. What conclusion can be drawn about this evidence? Does the government do a thorough job of convincing you that Japanese Americans were spies? Explain.

______________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Propaganda Film AnalysisView the ten minute U.S. government propaganda film, “Japanese Relocation,” all the way through. Then, watch it again in parts as you answer each question.

The intended audience is white Americans, especially those who may feel

uncomfortable with the current Japanese internment.

uneasy, tense

It sounds like orchestra music that is played in old movies when there is danger, or

something to fear, or something mysterious.

2/3 1/3

Japanese fishermen had the opportunity to watch the activity of American ships.

Japanese fishermen had the opportunity to watch the activity of American ships.

The U.S. government had no actual evidence of Japanese betrayal or espionage. Simply living near the coast is not enough evidence to convince me that the Japanese Americans were spies for the enemy Japan.


Short Story of the Month

Activity 18

Essential QuestionSkill: Integrate Information

from Varied Formats

1. What did you learn from the story ”The Bracelet” and the article “Betrayed” about the actions of the U.S. government towards Japanese Americans during WWII?

2. View the video clip of Ronald Reagan’s speech on Japanese compensation. What does Reagan do to right the wrongs of the U.S. government?

EQ: What can we learn from the mistakes made by the U.S. government during the internment of Japanese Americans?

"The Bracelet" by Yoshiko Uchida

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Point of View Lesson* ELAR.6(C)

Activity 2: Genres of Fiction Review/Lesson* ELAR.3

Activity 3: Journal Prompt/Discussion* ELAR.26(A)

Activity 4: Annotation Guide: Historical Fiction** ELAR.3(C)

Activity 5: Story Vocabulary Activity (Review)* RL.6.1, RL.6.2

Activity 6: Comprehension Quiz* ELAR.6(A)

Activity 7: Point of View Analysis** ELAR.6(C)

Activity 8: Vocabulary Guide: Constructed Response** ELAR.2(A)(B)

Activity 9: Character Trait Text Evidence Analysis** ELAR.6(A)

Activity 10: ACE Method Writing Lesson** ELAR.6(A), 3

Activity 11: Text Evidence Questions for ACE Method*** ELAR.6(A), 3

Activity 12: Comprehension Skills Test** ELAR.6(A), 2(B), 3, 8(A)

Activity 13: Nonfiction Article “Betrayal”** ELAR.9(A), 10(A)(C)

Activity 14: Historical Facts vs. Fiction Activity** ELAR.3(C)

Activity 15: Details and Evidence IT Analysis*** ELAR.9(A), 10(A)(C)

Activity 16: Analyze Details Placing Quotes Act.*** ELAR.7(A)

Activity 17: Government Propaganda Video Analysis*** ELAR.9(A), 10(A)(D), 13(B)(C)

Activity 18: Essential Question*** ELAR.9(A), 10(A)(D), 13(A)(B)



Teacher’s Guide

Activities, Difficulty Levels, and TEKS Alignment

Documents

Short Story of the Month · Fantasy –The Hitchhiker, The Emperor’s New Clothes (I teach that students can classify all folktales under the fantasy genre) As you discuss above,