May 5-9 WEEKLY LESSON PLAN Section 7-1, 3, 5

Common Core Standards

Reading Literature
1) Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
2) Determine a theme or central idea of a text and analyze its development over the
course of the text; provide an objective summary of the text.

Writing
3) Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.

4) Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 13 above.)

10) Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.

Speaking and Listening
1) Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher- led) with diverse partners on grade 7 topics, texts, and issues, building
on others ideas and expressing their own clearly.
Language
5) Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.




Essential Questions

1. What is basketballs role in Juniors life? In the lives of Reardon and
people on the reservation?
2. What is an analytic essay?
3. How do people on the reservation deal with death?
4. How is Arnolds personality changing?
Enduring Understandings

- Learners will understand the difficulty and importance of navigating multiple
identities.
- Learners will understand the legacy of white American history on Native
Americans
- Learners will understand how context and choices intertwine to affect
development



Skills

Vocabulary
Correct subject-verb agreement
Explaining text evidence
Cooperative discussion



Materials and Resources

Texts Absolutely True Diary of a Part-Time Indian
Handouts
o Grammar Packet 2: Maintaining Subject-Verb Agreement
o Vocab 5
o Quote Quiz 2
o Harkness 2; Tracker sheets
o What is an analytic essay?
o Writing goal sheets + sample goals
o Power Notes 1
Copy paper
Markers (6)
Assessments

Informal Assessment participation in discussion; grammar participation

Formal Assessment Harkness discussion; double-entry journal; Quote Quiz 2




May 5-9 WEEKLY LESSON PLAN Section 7-1, 3, 5


Period 1: Vocab + Grammar
Vocab list 4/5; Subject/verb agreement

Vocab 4 and 5 (10 min)
o Review Vocab 4, collect sentences
o Distribute Vocab 5 due next Monday
Subject-Verb Agreement (40 min)
o What is the importance of subject-verb agreement?
o I do
Review the packets information and explain the
answers in the packet why is the correct answer
correct
o We do
Review Exercise 1 together we all make the
changes together on the board or in the packet
Why are the correct answers correct?
Independent practice students will do the odds in
exercise 2 independently then share out (sticks)
o You do/Team activity
Each table will receive copy paper and a marker;
one person will be the recorder
We will go through Exercise 5 together; each table
will have 10 seconds to write down the correct
answer on a sheet of paper and hold it up. The
first team to raise their paper with the correct
answer and explain it will get 3 points; 2
nd
place
gets 2, 3
rd
place gets 1
The team with the most points at the end wins a
prize


Period 2: ATD
Pages 135-149

Review Double-Entry Journal 1 (10 min)
o Distribute Double Entry Journal 1 and types of responses
o Each student should have 4 different types of responses on
their sheet
Audio Tape (20 min)
o As we listen, students should complete their double-entry
journal. I will stop periodically so that students have time to
reflect on what they have read.
Discuss (20 min)
o How is Arnolds character changing as he starts to play
basketball?
o You cant read, you cant ball another example of humor
juxtaposed with tragedy
o How must Arnold have felt as he walked into the gym?
How would you feel?
o The quality of a mans life is in direct proportion to his
commitment to excellence, regardless of his chosen field of
endeavor.

Homework Double-entry journal 2 for pages 150-179 due in 2 class
periods; and a quote quiz


May 5-9 WEEKLY LESSON PLAN Section 7-1, 3, 5


Period 3: ATD
Writing 101: What is an analytic essay?

Do Now (5 min)
o Revisit your list of potential paper topics add some, elaborate on
some, think about how you would start to examine the book with some
of your topics in mind
o Share out more topics make a list for quote quiz
Goal setting: Writing Edition (10 min)
o Distribute goal setting: writing edition worksheet students must
hold on to this sheet they will turn it in with their essay
o Explain the purpose: students will keep goal sheets for their writing so
that they can revisit and assess their progress towards specific
benchmarks
o Set goals
Every student has the same final goal: create a revised 5
paragraph essay
Students should pick from the projected list of writing goals
and write them in their goal setting sheet
During each writing lesson, we will revisit our lists and mark
the date with what has been done to reach these goals
What is an analytic essay? (15 min)
o What does it mean to analyze something?
o How do we apply our definition of analyze to essays?
Students will analyze our novel through their chosen topic
o Essay topics should be specific high school writing is usually broad
and general, but we want to be as specific as possible
o Usually, you can use sources/criticism to support your point you do
not have to come up with everything on your own
Anything you use that is not yours must be cited
o But, Ms. Curless, I dont want to be an English teacher why do I
need to write?
It is important to not take texts/anything at face value high
school, college, and life is about analyzing situations and
making connections/meanings
What are the components of an essay? (20 min)
o Introduction, body paragraphs, and a conclusion
o Distribute component description handout and explain
o Begin: the thesis statement
What does the thesis do?
Practice: students should write thesis statements for
different potential paper topics:
The importance of friendship; father/son
relationships; masculinity; death



Period 4: ATD
Pages 150-179

Quote Quiz 2 (15 min)
o Students should pick 3/5 quotes and explain them try to
pick topics/statements that interest you
Review double-entry journal 2 (10 min)
o What did students quote and react to?
Discuss selections (25 min)
o What are the differences between the rez and Rearden that
we see in these chapters?
o Why is Juniors grandmother so unusual and spectacular?
o Talk about Ted
Examine the picture on page 162 why does
Junior include the details he does? Who is Ted as
a person?
Discuss Teds speech and Juniors commentary
o When it comes to death, we know that laughter and tears
are pretty much the same thing
o Discuss Juniors friends protests during class why did
they drop the books? What does this show about them?
How has their behavior changed since the beginning of the
school year?
o Where is Rowdy in all of this? Why has he not jumped
back and begged for forgiveness?

Homework read pages 180-198, do double entry journal 3 for 2 class
periods; prepare for Harkness


May 5-9 WEEKLY LESSON PLAN Section 7-1, 3, 5

Period 5: ATD
Harkness on novel so far

Do Now (5 min)
o Brainstorm of a list of ways to have a productive Harkness
discussion what does it look like for you specifically; what
does it look like for the class as a whole?
Pre-Harkness discussion (10 min)
o Brainstorm: What does a good discussion look like?
Sharing the floor, respect, letting others talk, no
side conversation, drawing from the book,
respectfully disagreeing, building off of others
ideas, eye contact
o What are ways to encourage respect and sharing the floor?
o What should we do if the discussion starts to get away
either off topic or too many side conversations?
Harkness 2 (30 min)
o Distribute Harkness topics handout 5 minutes of think
time
o Distribute 3 tracker sheets to new trackers
o Students have the remaining 25 minutes to discuss what
we have read so far they should just use the topics as
guides and come up with their own questions
Wrap-up (5 min)
o On the back of their topics handout, students should
answer the following questions:
1. What went well in the discussion?
2. What improved from the last discussion?
3. Who presented their ideas the best?

Homework continue with double-journal 3





Period 6: ATD
Pages 180-198

Do Now (5 min)
Review Double-entry journal 3 (15 min)
o What reactions did students come up with? What did they
find interesting about the text?
o Collect sheets
Discuss: (20 min)
o Why was Junior a scared yucker at Wellpinit but a nervous
yucker at Reardon?
o Discuss comic on page 182 why is Junior drawn each
way?
o I mean, you have to love somebody that much to also hate
them that much, too
o One play can change your momentum forever
o Why does Junior feel so bad once he realizes the
implications of his win?
o I guess thats the only time men and boys get to cry and
not get punched in the face
Reading Strategy: Power Notes (10 min)
o Students take the main idea of a reading selection (Power
1) and find details to support the main idea (Power 2)
o Students can find details that support each power these
are called Power 3, Power 4, etc.
o Example: Pages 180-198 on the board
Power 1: Although Junior achieved success on the
basketball court, he realized how lucky he was and
the harsh reality of his life at Rearden versus the
life of everyone on the rez.
What are some Power 2s?
What are some Power 3s and 4s to support the 2s?

Homework Power Notes 1 for pages 199-213 Monday 5
th
/6
th
, Tuesday

May 5-9 WEEKLY LESSON PLAN Section 7-1, 3, 5



Period 7: SSR

Notes

- Lab 402 Tuesday 7
th

- Lab 402 Friday 1
st


Study Skills:
- Organization 101
- Utilizing the Agenda
o Everyone should take out their agenda and look at what it
offers
o Students should write major assignments/events on their
large calendar and make sure their weekly calendar is up to
date
o Each day, students should write down their homework
description and due date the next day, they should re-
write their HW if it is not completed; check it off if the
homework is completed
- Post-it notes
o Each student will get 5 Post-it notes a week on their post-
it note, they should keep a running list of what supplies they
need to take home with them each day
o Before they leave, students should check this post-it and
make sure they have everything they need before they
leave for the day
- Binder
o Look at your binder for each subject does the order of
papers make sense? Are things stuffed in random order,
never to be found again?
o Make sure the binder is divided either in chronological
order or by handout / homework





Period 1 +2 Period 1 + 2 Period 1



Period 3 Periods 3 + 4 Period 2




Period 4 Period 5 Periods 3+4





Period 5 Period 6 Period 5




Periods 6+7 Period 7 Periods 6+7



7-1 7-3 7-5

Mon




Tue




Wed




Thur



Fri