Secondary Lesson Plan: Best Friends

A. Grade Level:


B. CDE Standards

8th Reading /Language Arts


2.0 Reading Comprehension

2.3 Find similarities and differences between texts in the treatment, scope or organization of ideas.

3.0 Literary response and Analysis: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social sciences. They clarify the ideas and connect them to other literary words.


1.0 Writing Strategies

1.5 Achieve an effective balance between researched information and original ideas.

1.6 Revise writing for word choice; appropriate organization; consistent pint of view; and transitions between paragraphs, passages, and ideas.

2.0 Writing Applications

2.1 Write biographies, autobiographies, short stories, or narratives.

a. Relate a clear, coherent incident, event, or situation by using well-chosen details.

b. Employ narrative and descriptive strategies (e.g. relevant dialogue, specific

action, physical description, background description, comparison or contrast o


2.2 Write responses to literature.

a. Exhibit careful reading and insight in their interpretations.

b. Connect the student's own responses to the writer's techniques and to specific

textual references.

(Listening and Speaking)

1.0 Listening and Speaking Strategies: Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience.

1.5 Use precise language, action verbs, sensory details, appropriate and colorful

modifiers, etc.

1.6 Use appropriate grammar, word choice, enunciation, and pace during presentations.

C. Concepts Covered

1. Working cooperatively in a group. (Dividing responsibilities, reaching a consensus.)

2. Creating an original play using the elements of fiction: characterization, setting, conflict, climax, conclusion. The play will focus on a universal theme: the importance of friendship.

3. Incorporating ideas from primary and secondary research material in a short play.

4. Using realistic dialogue.

5. Using concrete detail.

6. Rehearsing and presenting a student-written play to an audience.

D. Procedure

Time frame: four 55 minute class periods

Day 1:

1. Journal: Students write for 10 minutes on topic "Best Friends." They can discuss why

best friends are important, describe their best friend, discuss an incident when a best friend disappointed them, etc. Ask for volunteers to share their journals. Do not require the sharing since the information may be sensitive.

2. Teacher reads children's picture book, The Bracelet to the class.

3. Students read poem by Dwight Okita "In Response to Executive Order 9066."

4. Students read excerpt from Poston yearbook "Into the Desert!" by Nancy Karakane.

5. Fill in Compare and Contrast Chart for the three selections.

Day 2:

1. Take 10 minutes to briefly review responses to the Compare and Contrast Chart.

2. Divide class into groups of four or five (depending on the size of the class). It usually is better if the teacher selects the groups and writes the names on a transparency for the overhead. This will save time. Teacher or students select a chairperson for each group.

3. Pass out the Play Writing Assignment and allow the students to work for the rest of the period.

Day 3:

Students continue working on their plays. They should try to finish them by the end of the period.

Day 4:

Each group rehearses their play and presents it to the class.

E. Materials Needed

1. The Bracelet by Yoshiko Uchida, Illustrated by Joanna Yardley (1993)

2. Handout: Poem "In Response to Executive Order 9066" by Dwight Okita

3. Handout: "Into the Desert" by Nancy Karakane from Through Innocent Eyes: Writings and Art from the Japanese American Internment by Poston 1 Schoolchildren. (Originally compiled in 1943 as Out of the Desert by Ray Franchi and Paul Takeda wit the assistance of teachers and students)

4. Handout: Compare and Contrast Chart

5. Handout: Play Writing Assignment

F. Assessment

1. Informal evaluation by teacher of group work. Teacher circulates to each group and assists as necessary.

2. Evaluation of final script.

3. Evaluation of oral presentation.

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Last updated: February 28, 2015

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