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. How has the history of Native Americans and whites influenced Native American reservations today? 2. Who is Junior? What is his family like? How does the rez influence him? 3. Why does Junior need to leave the rez?
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
Texts Absolutely True Diary of a Part-Time Indian Handouts o Sherman Alexie Poetry Foundation; Legacy of Forced March audio tape; Aaron Huey TED talk; Indian Education; (accompanying worksheets) o Colonialism Unthinking Eurocentrism o Questioning WS; pages 1-25 WS for 7-5 o Harkness Questions; Tracker sheets o Stopping to Summarize ATD Audio tape CD Manila file folders (2) Jigsaw Notecards Headphones Copy paper Markers Assessments
Informal Assessment
Formal Assessment
April 21-25 WEEKLY LESSON PLAN Section 7-1, 3, 5
Period 1: Absolutely True Diary Pre-reading
SWBAT learn about the history of Native Americans and reservations, as well as Sherman Alexie, in order to inform our reading of The Absolutely True Diary of a Part-Time Indian.
Do Now/Collect Stargirl projects (5 min) o Check off each student as they hand in the project o Do Now: in their journals, students should answer the question: How do you think difficult or sensitive issues, from alcoholism to sexuality, should be covered in class? Should teachers cover them at all in literature? What guidelines for discussing these topics would you make? Share Do Now (10 min) o Students will share out some of their responses o Discuss talking about difficult topics in class set expectations of respect and sensitivity ATD pre-reading Jigsaw, phase 1 (35 min) o Distribute notecards to students. Each notecard will have a number 1-6 and letter A-E. o The number indicates what group they will come back to. The letter indicates what station they will be responsible for. o Station A: Sherman Alexie biography o Station B: Aaron Huel TED talk o Station C: Legacy of Forced March o Stations D and E: Indian Education o At their station, students will examine their artifacts and complete the accompanying activity/worksheet. They must become experts on their artifacts and be prepared to share out to their number group in the second period. Their activity/worksheet will be scanned and distributed to their group members, so they should be thorough with their worksheet! o Each student/expert will reunite with their number group at the beginning of the double period.
Notes: Matheson needs to take his vocab test during lunch!!!!! Distribute books/book slips during phase 1 Period 2: Absolutely True Diary Pre-reading contd.
SWBAT learn about the history of Native Americans and reservations, as well as Sherman Alexie, in order to inform our reading of The Absolutely True Diary of a Part-Time Indian.
Jigsaw, phase 2 (20 min) o In their numbered groups, each student/expert will share their artifact and what they learned o At the end, I will collect the handouts, make 5 copies of each, and redistribute them the next day. Jigsaw debrief (10 min) o Discuss: what artifacts did students find the most interesting, surprising, painful? o What was the point of these artifacts? What did we learn? o What predictions can we make about the book based on these artifacts? Reading Strategy: Questioning, take 2 (10 min) o Distribute questioning WS o Students should complete the worksheet for the first section of reading, pages 1-25 Write down all questions first, then answer after reading Begin reading (10 min or remaining time) o Begin audio tape o Students should complete their questioning WS as they read Wrap-up (1 min) o Did we meet our objective today? What will we keep in mind while reading?
Homework read pages 1-25 for Tuesday or Wed (7-5)
April 21-25 WEEKLY LESSON PLAN Section 7-1, 3, 5
Period 3: ATD Pages 1-24
SWBAT understand Juniors character and begin to understand his life on the rez.
Do Now (5 min) o Review questioning WS for pages 1-24 with a partner as I check the HW Discuss The Black-Eye-of-the-Month Club (10 min) o Describe Juniors physical appearance and personality o Why does Junior draw attention to the fact that his physical problems make him feel inhuman? (recall our pre-reading Jigsaw) o Why does Junior draw? Discuss Juniors family (10 min) o What have we found out about Juniors relationship with his mother and father? What quotes do you have to support it? o Why didnt anyone pay attention to Juniors mother and fathers dreams? o What is poverty to Junior and his family? Rowdy activity (15 min) o Discuss Rowdy: what are his characteristics? What is his life like? What is his relationship with Junior? o Divide students into groups of 3. Because Junior never draws a real picture of Rowdy, they will draw a labeled picture of Rowdy as Junior describes him. o Students will share these out to the class. Continue reading (10 min) o Play audio tape if time
Homework complete questioning WS for pages 25-73 by Thursday and be good for the sub on Wednesday!!
Period 4: ATD Read pages 25-73 (sub day)
SWBAT practice the reading strategy of questioning as they read ATD.
Listen to ATD pages 25-73 (51 min) o Students should complete their questioning WS as they listen to the audiotape. o Students should also keep reactions/answers to these questions as they read.
Homework none!
Special Plans for 7-5: **7-5 will listen to the audio tape from the beginning-30:00 (Because Geometry is not a Country Somewhere Near France)** Students should take out their Questioning WS to follow along with the tape After listening (in the second part of the double period), students should work together (at their tables ONLY) to complete the pages 1-25 WS. This will be collected at the end of the period! Worksheets and plans will be attached for the sub
April 21-25 WEEKLY LESSON PLAN Section 7-1, 3, 5
Period 5: ATD Review pages 25-73
SWBAT discuss Juniors move from Wellpinit to Rearden and the implications of his choice.
Do Now (5 min) o In their journals, students will free-write to this prompt: What do you think of Arnolds decision to attend Rearden? Do you think he is abandoning his family and home, or does doing what is best trump that? Have you ever been in a similar situation, that is, one in which you had to choose between what was best, and what was right (in the eyes of you or others). o Check and collect Questioning WS Share out Do Now (5 min) o Students will pair and share with their partner; students will share for their partner Harkness discussion on pages 25-73 (35 min) o Discuss Mary Runs Away What is Juniors attitude towards his sister? What characteristics does his sister have? o Discuss Junior at Wellpinit Why does Junior throw the textbook at Mr. P, which we can assume is an uncharacteristic show of aggression? What does Mr. Ps reaction say about him? How does it relate to our pre-reading jigsaw? Discuss: She could still write a book, I said. Theres always time to change your life. I almost gagged when I said that. I didnt even believe that. Theres never enough time to change your life, period. Agree, disagree? Why does Junior say this/believe this? o Discuss Junior at Rearden What are the implications of Junior wanting to go to Rearden? Why does he compare saying that he wants to attend with saying he wants to fly to the moon? Why are the Indians going to be mad with Junior? What are your feelings about Rowdys outburst? o Other questions are welcome and encouraged! Wrap-up (5 min) o Class debrief: what went well in the discussion? What do we need to improve next time?
Period 6: ATD Continue 25-73
SWBAT compare their lives with Juniors and think further about his two sides.
Do Now (5 min) o With a partner, discuss whether or not it is a good thing that Junior has two sides. What about for you? How different are your in and out of school personalities? o Partners will share for each other. Two Sides (20 min) o Junior draws a picture of his two sides his Indian/Wellpinit side, and his white/Rearden side; much of the novels conflict is related to Juniors coming to terms with his identities. o Students will draw a labeled picture of their two sides that is, their in-school side and their out-of-school side o I will show my diagram as an example o Students will share their pictures with the class Distribute Stopping to Summarize (5 min) o Distribute handout, explain strategy o After every few pages, students will stop to summarize what they have read. This summary can range from a few words to a short paragraph. 7-3 will continue listening to the audio tape
Homework read chapters 74-103; stop to summarize (Tuesday for 7-5)
April 21-25 WEEKLY LESSON PLAN Section 7-1, 3, 5
Period 7: SSR
Notes
- Cart 4 1 st , 2 nd , 7 th Monday - Half day Tuesday