Giáo Án Tiếng Anh 10


This first long term lesson involves the reading of the book,Journey to Topaz, by Yoshiko Uchida. Multiple reading, speaking & listening standards can be met through the use of a Concept Analysis resource, discussion circles, và journal writing. Specific standards can be used as a focus from the anchor standards và for Grades 6-12, & Reading Standards for Literacy in History/Social Studies 6-12. Some ideas và resources are suggested in order for students to meet these standards.


Materials và Resources Needed

Books:Journey khổng lồ Topaz, Yoshiko Uchida(Grades 9–12 should consider many of the same learning activities usingReturn lớn Manzanar, Houston & Houston)

Essential Questions / Issues

What is justice? Is civil disobedience ever justified? Explain. In what ways to lớn people react khổng lồ race & differences between one another?


Students will readJourney khổng lồ Topazand make logical inferences, cite specific evidence, and support conclusions from the events in the book. Students will determine central theme of fear, and support their understanding with details & analysis of events over time. Students will address craft and structure by interpreting language, analyzing structure of the text, and assessing how point of view shapes the nội dung of this text. Students will evaluate the content verbally, và in written size through journals. Students will evaluate và provide arguments for the reasoning of some of the kích hoạt taken in the text, including the sufficiency of evidence in the khung of primary sources provided.


These objectives will be assessed formatively through teacher observation of small và large group discussion, và analysis of journal entries. Summative assessment takes place through argument writing và reflections throughout the unit.


Quality Criteria Absolutely Almost Not Yet
Active and productive engagement in discussion with ability khổng lồ analyze specific evidence and support conclusions
Determines central theme with support and analysis of events
Interprets language & analyzes structure of text & how it shapes content
Evaluation of content verbally & through journals, providing arguments for action taken in the text including how they relate to presented primary sources

Learning Activities


Ask the students to lớn close their eyes và imagine someone coming into the classroom right now and telling us we had to leave the school. Room ________ is not a class at our school that is to lớn be trusted. We will have to lớn go khổng lồ the cafeteria until the principal decides what to vị with us. We are considered a threat to lớn the rest of the school because we are all members of room ________. We can only leave with a few items; there is no room for our books or our class (lizard, or whatever). We may not take any of our projects.

Ask students how this would make them feel? After some discussion, ask the students if they have ever heard of a Japanese Internment Camp? Tell them that if they vày not know now, they will be discovering much more about internment camps và an event worse than what we just imagined truly happened in California, very close lớn home, through the reading of this book.


As you provide time for reading, discussion andjournal writing (PDF), theReading Guide (PDF)provided may be helpful forJourney khổng lồ Topazto help guide questioning, và lead students to an understanding of the learning objectives.


Use primary sources such as those below khổng lồ enhance reading discussion — they are actual photos of the internment camp, portrayed in the story and can địa chỉ considerably to lớn understanding.topazmuseum.orgprovides facts, history, interactive map, museum of camp.

Examples of some of the primary sources available:

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Gardens were a means of maintaining some semblance of normalcy.

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Internees arrive at Topaz with what they could carry.

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Each day of reading review, themes from reading should be reinforced.

The following Ted Talk đoạn clip is an interesting way to wrap up và summarize the experience of the Japanese internment, và hear the feelings of one who was interned.George Takei Ted Talk, “Why I love a country that once betrayed me”

Special Needs of Students Are Considered

Differentiation can be addressed by varying the process for reading, i.e.: partner-reading, small group teacher-led, book clubs. Gifted & high achievers may read ahead, and/or readReturn lớn Manzanaror another accompanying book on the same topic.


College & Career Readiness State Standards for Reading Suggested K-12 Pathway for College, Career, & Civic Readiness