Title of Sequence: Read Between The Lines (lesson 1 of 3)

Date: 10/14/2015
Wednesday
Developing an argument by identifying claims and
supporting each claim with a reason.
Finding relevant evidence in the text to support student`s
claim.
Identifying major themes of the text.
Creating an argument.
How does someone`s ethnicity affect their image?
What is relevant evidence?
Sequence
(of 3): EQ How does the themes in Part Time Indian affect our understanding of Native
Americans?
Does the truth set you free?
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
CCSS
CCSS.ELA-LITERACY.SL.9-10.3
Evaluate a speaker's point of view, reasoning, and use of evidence and
rhetoric, identifying any fallacious reasoning or exaggerated or distorted
evidence.
How does relevant evidence positively impact someone`s position
How does relevant evidence help persuade others to take up that position??
Lesson: EQ How are arguments formed?
How do you develop a claim about a topic?
What is a claim?
What students will be able to do (Behavior), in what situation theyll be able to do it (Conditions),
degree of accuracy observed (Criterion)
o LT (long term): SWBAT define a claim as a statement that is not
supported by evidence.
o LT: SWBAT demonstrate how to construct an argument by creating a
topic sentence, relevant evidence, and an explanation that supports
their claim.
o LT: SWBAT define an argument as a collection of relevant evidence
that supports a claim in order to persuade their audience.
o LT: SWBAT define relevant evidence as textual evidence that supports
a position/claim.
Lesson
o LT: SWBAT construct a paragraph that states a student`s position and
Objective:
relevant evidence to support their claim.
o ST (short term): SWBAT identify social stereotypes in a written text.
o ST: SWBAT identify a reason that supports their claim.
o ST: SWBAT identify how a claim that is supported by relevant evidence
will lead into an argument.
o ST: SWBAT demonstrate how to construct a topic sentence that
identifies a claim.
o ST: SWBAT identify quotes that serve as relevant evidence.
o ST: SWBAT create claims on substantial topics.
ST: SWBAT identify textual evidence that supports specific social
stereotypes noted in the anchor text.
Materials Loose-leaf paper
Students are expected to hold
Needed/ Pens (though students are
class-wide conversations and
Expectation
respecting their classmates`
encouraged to be prepared)
of Student Seating chart (students are
participation.
(backgroun
Students are expected to
expected to be in assigned seats)
d
understand common social
PowerPoint
knowledge
stereotypes and images that
Projector (able to put physical
& skill):
surround Native American from the
handouts on the screen for the
Pre-Assessment done on
whole class to view)
September 28th.
Students have been taught a

lesson on the definition of a social

stereotype and are able to create
examples that support their ability
to use this term.

Tier 1/2/3
Words
(higher
level-
vocab):

Activity &
Timing

Opening &
Do Now
(Anticipatory
step &
guided
practice):
Total Time:
20 minutes

Rationale:
Students- Students are working
towards one of Ms. Wu`s primary
writing goals by the end of the
year. The goal is for students to
support their statement with
relevant evidence in order to
improve student writing.
Parents- Students are preparing
for higher-level writing, which will
consist of using skills they will be
using for the rest of their lives.
Students will need to use this
writing skill when developing
arguments, writing persuasive
essays, and identifying reasons
that supports an action.
Administrators- Students are
following the CCSS by developing
arguments through identifying a
claim and being able to support
that claim through relevant
evidence. I am asking students to
use topics and developing claims
through that to spark engagement
in the lesson. I will transition
students to create claims on
substantial topics/themes of
Sherman Alexie`s novel and
identify relevant evidence in the
text to support these claims.
Execution Plan
Formative/
Summative
Assessments
(Formal/
Informal)
Students will go to their assigned seats
The do now is an
informal
Students will be given a handout that has a DO NOW for
assessment where
the students to do once in class. The handout will act as
students will be
a survey. Each question will narrow a student`s topic to
assessed on the
make the question compatible to the student`s interest
quantity over
and knowledge. The questions will ask what is their
quality of writing.
favorite past time (Sports, Watching Movies, TV shows,
The more evidence
Reading) Then, I will give a follow up question to specify
the student can
what sport, show, movie, or book they like. Then, I will
display for why
give a follow up question that asks the student to
the character they
specify their favorite character or athlete that is in that
chose is favorable,
topic. I will give an example that my favorite sports
the better the
player is Hank Aaron from the Atlanta Braves in
grade.
Baseball. (2 minutes whole class)
The share out is a
Students will now create a bullet list (minimum 7, aim
form of summative
for 10) of reasons why that character/athlete is their
Claim: state or assert that
something is the case, typically
without providing evidence or proof.
Argument: a reason or set of
reasons given with the aim of
persuading others that an action or
idea is right or wrong.
Relevant Evidence: information that
is provided that supports the claim
being made.
Relevant: a close connection
between two separate things.

Direct
Instruction:
Total
Minutes:
15 minutes

Independent
Practice:
15 minutes
of writing
independen
tly

favorite in that genre, sport, or field. I will give 1-bullet

examples for Hank Aaron that support who he is.
Students could potentially choose character traits they
identify with. (5 minutes independent)
Students will now do a share out, where several
students will have an opportunity to share what they
wrote. Students will speak directly to how these bullet
points give reason to why the character is favorable. (7
minutes whole class)
Students will now refer to their handout, which supplies
a definition of relevant evidence. Students will have a
moment to respond to the definition displaying if they
understand it or not. I will inform the students that
bullet points on the character is act as relevant
evidence to support the claim of This character is
favorable because... I will also inform the class that the
character has evidence that supports why he or she is
favorable and why others should favor that character as
well. (5 minutes whole class/ independent)
Students will be handed out Part Time Indian
and as a class, we will read chapter 1 (after
directions are given).
In the first chapter of Part Time Indian, Junior
displays several examples of who he is on the
inside. In the previous class, we discussed
how someone`s inside personality may not
express who they are on the outside. Students
will be given a claim and must find relevant
evidence in the text that supports the claim.
The question is Who is Junior on the inside? I
will ask students to take notes while we read
chapter 1 so they may find good evidence
while reading.

As a group, each student will share 1 piece of

evidence that supports the claim on who Junior is on
the inside. I ask students to identify a quote that is
relevant to the claim who Junior is on the inside.
The group will be able to add to their own list of
notes after collaborating.

assessment
because students
will be graded on
how well they
actively
participate, and
whether students
have the ability to
add on to another
student`s
participation. Also,
I will be noting
students that
display mutual
respect and remain
quiet while others
are talking.

The formal
assessment is
to support
whether the
student is
reaching the
objective of
understanding
how a quote
can be used as
relevant
evidence. I am
looking for
quotes that
demonstrate
the content of
Rowdy and
Junior`s
friendship.
This is an
informal
assessment
where
students are
starting to play
around with
the idea of
claims, and
how they can
construct their
writing around
claims and
supporting
evidence to
create a
position. This
will show me
whether
students are
prepared to do
well in the
remainder of

the sequence.

Closing:
This will be a
consistent
homework
through out the
sequence because
it allows the
student to
continue reading
the book for the
unit as well as
help them identify
relevant evidence
that supports
some of the social
stereotypes
students have
learned about
Native Americans
in past lessons
this unit.
Differentiated Instruction: The Students in this class need redirection in several
platforms. I give direct instruction through the directions on the handout. The students
who are auditory learners benefit from Mr. Nein (integrated co-teacher) and I explain the
directions while walking around the classroom during the time of the learning task. For
the students who learn through modeling, I offer an example of what the answer should
look like for each learning task so students can match whether or not their answer is a
similar format to the example I gave.
Learning Context: This is the first lesson of a 3-lesson sequence; We have been
grounded in the content of the first chapter of the anchor text The Absolutely True Diary
of a Part-Time Indian. Students have developed an understanding of the protagonist,
Junior, and how he narrates his life from the perspective of himself and how an outside
audience portrays him. The last class, students looked in depth to how he expresses
himself and how he is portrayed to other characters in the novel. Students will build on
this knowledge by finding relevant evidence that supports the kind of person Junior is on
the inside.
Total Minutes: 2
Homework:

Name:

Date:

I will explain the homework for class tomorrow (2

minutes).
Students will be given an excerpt of Part Time
Indian and create a list (at least 2, but aim for 4)
of social stereotypes that are named in Part Time
Indian and quote what line made you think of the
social stereotype and how it gives evidence that it
is a popular social stereotype. I will show an
example of where in the text it gives evidence to
the popular social stereotype that Native
Americans are alcoholics.

Strand:

Handout Lesson 1

Questionnaire:
1) What is your favorite past time?
A- Sports
B- Movies
C- TV Shows
D- Books
2) What specific team, movie, show, or book do you like?
_________________________ Ex: Atlanta Braves
3) Name your favorite athlete or character from the answer above.

_________________________ Ex: Hank Aaron

Why is it your favorite character? Bullet list of 7 reasons, but aim for 10!
Ex: Hank Aaron is the true HR king!
Relevant Evidence: information that is provided that supports the claim being made. (Put
a check if you understand definition or an X if you do not)
NOTE BOX
Who is Junior on the inside?
Take notes while we read chapter 1 so you may find good evidence for the
writing assignment.
Title of Sequence: Read Between The Lines (lesson 2 of 3)
Date: 10/15/2015
Thursday
Developing an argument by identifying claims and
supporting each claim with relevant evidence
Finding relevant evidence in the text to support student`s
claim.
Identifying major themes of the text.
Creating an argument.
What is relevant evidence?
Sequence How does the themes in Part Time Indian affect our understanding of Native
(of 3): EQ
Americans?
How does someone find hope?
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
CCSS
CCSS.ELA-LITERACY.SL.9-10.3
Evaluate a speaker's point of view, reasoning, and use of evidence and
rhetoric, identifying any fallacious reasoning or exaggerated or distorted
evidence.
How does relevant evidence positively impact someone`s position?
How are arguments formed?
Lesson: EQ
How do you develop a claim about a topic?
What is a claim?
What students will be able to do (Behavior), in what situation theyll be able to do it (Conditions),
degree of accuracy observed (Criterion)
o LT (long term): SWBAT define a claim as a statement that is not
supported by evidence.
o LT: SWBAT define an argument as a collection of relevant evidence
that supports a reason in order to persuade their audience.
o LT: SWBAT construct a paragraph that states a student`s position and
relevant evidence to support their claim.
o ST (short term): SWBAT identify how specific words and phrases
Lesson
impact the theme of a text.
Objective:
o ST: SWBAT identify a reason that supports their claim.
o ST: SWBAT identify how a claim that is supported by relevant evidence
will lead into an argument.
o ST: SWBAT identify quotes that serve as relevant evidence.
o ST: SWBAT create claims on substantial topics.
o ST: SWBAT identify relevant evidence in Part Time Indian to support
their claim on a theme of the text.
o ST: SWBAT identify textual evidence that supports specific social
stereotypes noted in the anchor text.

Loose-leaf paper
Pens (though students are
encouraged to be prepared)
Seating chart (students are
expected to be in assigned seats)
PowerPoint
Projector

Materials
Needed/
Expectation
of Student
(backgroun
d
knowledge
& skill):

Tier 1/2/3
Words
(higher
levelvocab):

Activity &
Timing

Claim: state or assert that

something is the case, typically
without providing evidence or proof.
Argument: a reason or set of
reasons given with the aim of
persuading others that an action or
idea is right or wrong.
Relevant Evidence: information that
is provided that supports the claim
being made.

Execution Plan

Students have read Part Time

Indian up to chapter 2 and
understand the content well
enough to hold a classroom
discussion on the text and
reference it.
Students are expected to hold
class-wide conversations and
respecting their classmates`
participation.
Students are expected to
understand common social
stereotypes and images that
surround Native American from the
Pre-Assessment done on
September 28th.
Students have been taught a
lesson on the definition of a social
stereotype and are able to create
examples that support their ability
to use this term.

Rationale:
Students- Students are working
towards one of Ms. Wu`s primary
writing goals by the end of the
year. The goal is for students to
support their statement with
relevant evidence in order to
improve student writing.
Parents- Students are preparing
for higher-level writing, which will
consist of using skills they will be
using for the rest of their lives.
Students will need to use this
writing skill when developing
arguments, writing persuasive
essays, and identifying reasons
that supports an action.
Administrators- Students are
following the CCSS by developing
arguments through identifying a
claim and being able to support
that claim through relevant
evidence. I am asking students to
use topics and developing claims
through that to spark engagement
in the lesson. I will transition
students to create claims on
substantial topics/themes of
Sherman Alexie`s novel and
identify relevant evidence in the
text to support these claims.
Formative/
Summative
Assessments
(Formal/
Informal)

Opening &
Do Now
(Anticipatory
step &
guided
practice):
Total Time:
20 minutes

Direct
Instruction:

Total
Minutes:
15 minutes

Students will go to their assigned seats

Students will be given a handout with the Do Now
Question asking, What is a claim? Students will use
their prior knowledge to answer this question to the
best of their ability. I am not expecting all students to
give the correct answer. I will ask students to refer to
Lesson 1`s question and use any ideas they had come
up with previously. (2 minutes independently)
I will call on three students to share their idea of what a
claim is in the form of a share-out, which is when a
student responds directly to the teacher and does not
need to comment or add on to other student`s
participation. (3 minutes whole class)
On the board, I will copy down each of the student`s
answers and combine all their responses to create one,
solid, class definition of CLAIM.
I will ask the students to refer to the DO NOW from
lesson 1. Students must use the character or athlete
they have chosen. Students will brainstorm 2 different
events that the person has taken place in. For example,
Hank Aaron had played in the Negro League and at one
point was the last MLB player that transferred from the
Negro League. Students will identify an event that
relates to the character.
Students will create a claim that supports or denies
whether the event was important to the character (I am
general about important because it may be significant
the person themselves or personally to a larger
population). After students have created the claim, they
must support it using relevant evidence from their
personal knowledge/cultural agencies. (5 minutes
independently)
Students will now share out loud what claims they have
made about the events. I will call on three students that
I have already checked their writing to find two good
examples of a claim supported by relevant evidence
and one response that does not state a good claim with
relevant evidence. As the class, students will help each
other figure out how to turn the student`s response into
a claim supported by evidence. (Students have 10
minutes as whole class).

On the handout, I will define what an argument is. I will

give a small example of an argument and reasons that
support the argument. This example will be used as a
model for how I want arguments constructed. Students
will identify where in the argument a claim and relevant
evidence is shown.
Students will now take out their copy of Part Time
Indian.
Students will open up their book to Pages 42-43. I will
read the excerpt aloud so I may highlight key points of
the passage while staying on time. I will ask students to
use the space provided in the handout for notes to take
down as much information as possible. I will prompt
students to look for interesting details and summary of
what the text is saying. I will ask students to write a
minimum of 3 notes but aim for 5. (11 minutes whole
class).
Students will now create a claim that revolves around

The do now is an
informal
assessment where
students will be
assessed on how
well they can use
the DO NOW
from last class to
help them with
this DO NOW.
This will test
students` ability to
build off of
previous lessons.
Students are being
assessed on how
much they
participate in the
lesson and actively
listen with
minimal
distractions.
The share out is a
form of summative
assessment
because students
will be graded on
how well they
actively
participate, and
whether students
have the ability to
add on to another
student`s
participation. Also,
I will be noting
students that
display mutual
respect and remain
quiet while others
are talking.
This informal
assessment is
to determine if
students are
able to use the
skills of
identifying
relevant
evidence in a
passage
through key
words and
phrases.
Students are
already given
the theme
they will need
to support in

the theme of hope. The claim must refer to the text and
whether the Rez (slang term for reservation used in the
novel) has hope or is hopeless. (2 minutes
independent).

Independent
Practice:
15 minutes
of writing
independen
tly

Students will now create an outline for a potential

paragraph on hope. The student must identify what
the claim is and use the notes and the text to identify 3
relevant pieces of evidence that support their claim.
The handout will have a graphic organizer for the
students to input their response.

their graphic
organizer. The
student`s note
box is
expected to
have details
from the text
that support
that theme.

The formal
assessment is
to support
whether the
students are
reaching the
objective of
understanding
how to identify
relevant
evidence in a
text to support
their claim.
Students will
be assessed
on how well
they outline
their writing by
inputting all
the
information to
create a wellwritten
argument

Closing:
Total Minutes: 1
minute
(reminder)
Homework:

Students will read the 3rd chapter of Part Time

Indian and create a list (at least 2, but aim for 4)
of social stereotypes that are named in Part Time
Indian and quote what line made you think of the
social stereotype and how it gives evidence that it
is a popular social stereotype. However, students
will name social stereotypes of teenagers rather
than Native Americans. I will explain that this
identity is important to who Junior is and why he
acts the way he does.

This will be a
consistent
homework
through out the
sequence
because it allows
the student to
continue reading
the book for the
unit as well as
help them identify
relevant evidence
that supports
some of the social
stereotypes
students have
learned about
Native Americans
in past lessons
this unit.

Differentiated Instruction: The Students in this class need redirection in several

platforms. I give direct instruction through the directions on the handout. The students
who are auditory learners benefit from Mr. Nein (integrated co-teacher) and I explain the
directions while walking around the classroom during the time of the learning task. For
the students who learn through modeling, I offer an example of what the answer should
look like for each learning task so students can match whether or not their answer is a
similar format to the example I gave.
Learning Context: In lesson 2 of 3 in the sequence, my focus shifted from relevant
evidence to claim in order for students to gain background knowledge on how an
argument is formed. The lessons are intended to build on each other in order for
students to gain the knowledge of constructing an argument around textual evidence
that supports a claim. That is why this lesson incorporates a graphic organizer so
students can visually see what are they key components needed to produce a successful
argument.

Name:

Date:

Strand:

Lesson 2 Handout

CLAIM TO FAME
AIM: Students will develop an argument by identifying claims and support each claim with relevant
evidence

DO NOW: What is a claim? Respond in 1-2 sentences. Also, provide an example of a claim.

BRAINSTORM: think about the character or athlete you chose from yesterday`s activity. Name 2
places/events/organizations that person participated in. Think about the places your character or athlete
has been, a team they have played for, or organizations and events they support.
EX: Hank Aaron was in the Negro League and Major League Baseball.

Activity 1: Create a claim about one of the places/events/organizations that you chose that supports
why the place is significant to your character or athlete. Support your answer with relevant evidence.
EX: The Negro League was important to Hank Aaron because it gave him an opportunity to play
baseball (claim). Hank Aaron`s success in the Negro League allowed him to try out for a spot in
professional baseball, where his career took off (relevant evidence).

DEFINITION: Argument: a reason or set of reasons given with the aim of persuading
others that an action or idea is right or wrong.
While reading this excerpt, please put a star next to the claim and
underline all pieces of relevant evidence.
EX: Hank Aaron was a major reason why African American athletes play in the Major Leagues. Hank Aaron was one of the few
players who transitioned from the Negro League to the Major League. He set records for RBIs, Home Runs, Hits, Batting Average, and
Slugging. His tremendous job at the bat has led him to the hall of fame. Because of how well Hank Aaron played in the Major League,
other African Americans were welcomed into the major league hoping they could play at the level Hank Aaron did. Therefore, Hank
Aaron was important in the crossover for African Americans to play professional sports and be acknowledged for their skills.

Note Box
Activity 2: Create a claim on either one of these two themes of the text.

 There is hope on the rez.

There is no hope on the rez.
After, use 3 quotes/key details from your note box that supports your claim. This should look like an
outline for a potential argument paragraph.
CLAIM:
DETAIL/ QUOTE 1:
DETAIL/ QUOTE 2:
DETAIL/ QUOTE 3:
Title of Sequence: Read Between The Lines (Lesson 3 of 3)
Developing an argument by identifying claims and
supporting each claim with a reason.
Finding relevant evidence in the text to support student`s
claim.
Identifying major themes of the text.
Creating an argument.
Sequence
(of 3): EQ

CCSS

Lesson: EQ

Lesson
Objective
(highlights
are
objectives
being
reached in
the given
lesson):

Date: 10/19/2015
Monday

What is relevant evidence?

How does the themes in Part Time Indian affect our understanding of Junior?
Does the truth set you free?
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.SL.9-10.3
Evaluate a speaker's point of view, reasoning, and use of evidence and
rhetoric, identifying any fallacious reasoning or exaggerated or distorted
evidence.
What are common social stereotypes that surround being Native American?
How are arguments formed?
How do you develop a claim about a topic?
What is a claim?
How do you identify a theme of a text?

What students will be able to do (Behavior), in what situation theyll be able to do it (Conditions), degree of accuracy observed (Criterion)

o
o
o
o
o
o
o
o
o
o
o
o
o
o
o

LT (long term): SWBAT define a claim as a statement that is not

supported by evidence.
LT: SWBAT define an argument as a collection of relevant evidence
that supports a reason in order to persuade their audience.
LT: SWBAT construct a paragraph that states a student`s position and
relevant evidence to support their claim.
LT: SWBAT analyze a text to determine a theme.
ST (short term): SWBAT identify social stereotypes in a written text.
ST: SWBAT identify a reason that supports their claim.
ST: SWBAT demonstrate how a claim that is supported by relevant
evidence will lead into an argument.
ST: SWBAT demonstrate how relevant evidence supports their topic
sentence through a graphic organizer.
ST: SWBAT identify a major theme of the text by locating patterns and
consistent features/events of the text.
ST: SWBAT identify quotes that serve as relevant evidence.
ST: SWBAT demonstrate how to paraphrase.
ST: SWBAT create claims on substantial topics.
ST: SWBAT identify relevant evidence in Part Time Indian to support
their claim on social stereotypes.
ST: SWBAT demonstrate the proper way of quoting from the text by
including page number, quotations, and identifying the speaker or
author.
ST: SWBAT use transition words in order to connect background
information to evidence from the text.

o
o

Materials
Needed/
Expectation
of Student
(backgroun
d
knowledge
& skill):

ST: SWBAT identify key words in relevant evidence to support a theme

of the text.
ST: SWBAT identify relevant evidence to support a theme of a text.

Loose-leaf paper
Pens (though students are encouraged
to be prepared)
Seating chart (students are expected to
be in assigned seats)
PowerPoint
Projector
Highlighters

Tier 1/2/3
Words
(higher
levelvocab):

Activity &
Timing

Claim: state or assert that

something is the case, typically
without providing evidence or proof.
Argument: a reason or set of
reasons given with the aim of
persuading others that an action or
idea is right or wrong.
Relevant Evidence: information that
is provided that supports the claim
being made.
Theme: the subject of a talk, a
piece of writing, a person's
thoughts, or an exhibition; a topic.
(Google definition)

Execution Plan

Students have read Part Time Indian

up to chapter 3 and understand the
content well enough to hold a
classroom discussion on the text and
reference it.
Students are expected to hold classwide conversations and respecting
their classmates` participation.
Students are expected to understand
common social stereotypes and
images that surround Native American
from the Pre-Assessment done on
September 28th.
Students have practiced creating an
argument using the TIED model, but
were never able to use relevant
evidence to support their claim.
Students have been taught a lesson
on the definition of a social stereotype
and are able to create examples that
support their ability to use this term.

Rationale:
Students- Students are working
towards one of Ms. Wu`s primary
writing goals by the end of the
year. The goal is for students to
support their statement with
relevant evidence in order to
improve student writing.
Parents- Students are preparing
for higher-level writing, which will
consist of using skills they will be
using for the rest of their lives.
Students will need to use this
writing skill when developing
arguments, writing persuasive
essays, and identifying reasons
that supports an action.
Administrators- Students are
following the CCSS by developing
arguments through identifying a
claim and being able to support
that claim through relevant
evidence. I am asking students to
use topics and developing claims
through that to spark engagement
in the lesson. I will transition
students to create claims on
substantial topics/themes of
Sherman Alexie`s novel and
identify relevant evidence in the
text to support these claims.
Formative/
Summative
Assessments

(Formal/

Opening &
Do Now
(Anticipatory
step &
guided
practice):
Total Time:
15 minutes

Students will go to their assigned seats

Students will be given a handout titled The Theme
Team. The first question on the handout under DO
NOW asks the students what they believe a theme is?
Students will respond independently (2 minutes).
Students will share out what they believe a theme is, I
will ask for 3 participants. (2 minutes whole class).
I will ask 2-3 students what they wrote down for their
definition. Using their participation, I will create a class
definition for theme that students will take down as the
formal definition for theme. If it is not on track with the
definition I supply in my lesson plan, I will add on to
what I expect the students to understand about the
word theme.
Students will now brainstorm (in groups) the big events
that they have read about so far in Part Time Indian. I
will give an example of The conversation with Mr. P is a
major event in the novel because it showed Junior what
is wrong with the Reservation and why he needs to
leave in order to be successful. As a group, students
will list 3 big events that appear in the book. Students
must quote what page these big events appear on to
help practice proper quotations. (5 minutes group).
Students will write their responses under the space
provided for the definition. Even though students are
working in groups, each student must write their own
responses.
Students will do another share out with the class with
the events they have listed. However, students must
actively list all the big events said for the next activity. I
will label this as stealing other ideas to help build on
your own. Also, I will prompt students to add on to a
student`s participation if they believe they have more
to say about that big event. I will have 3 volunteers and
the potential for 2 add on to their participation. (5
minutes whole class)
Students will now identify if any of the big events
infer there is a major theme of the text by using key
words and phrases. For example, I will explain how Mr.
P`s conversation about hope shows a theme of hope in
the novel, whether it would be how Junior is full of hope,
or people on the Rez are hopeless. Students may use
their own strategy to visually show what events are
grouped together. After giving them this example,
students will look back at the activity and identify a
theme that connects to the events they have chosen
and smaller events that appear in the novel thus far. (5
minutes independently)

Informal)
The do now and
first activity is an
informal
assessment that
assesses students
ability to
demonstrate an
understanding of
the short-term
objective of
identifying theme
through patterns of
the text, where the
text is past
experiences.
Students are being
assessed on how
much they
participate in the
lesson and actively
listen with
minimal
distractions.
Students are being
assessed on their
ability in activity 1
to properly quote
textual evidence.
The share out is a
form of summative
assessment
because students
will be graded on
how well they
actively
participate, and
whether students
have the ability to
add on to another
student`s
participation. Also,
I will be noting
students that
display mutual
respect and remain
quiet while others
are talking.
Students will be
assessed on how
well they
collaborate and
whether they meet
expectation or
exceed expectation
by identifying
more big events
than the minimal
requirement.

Direct
Instruction:

Total
Minutes:
15 minutes

Independent
Practice:
30 minutes
of writing
independen
tly

Students will now be introduced to the TIED model

rubric (this is the formal assessment in the evaluation
criteria). On the back of their handout, each letter in the
acronym will describe what it means and an example of
how students may demonstrate their understanding of
TIED. Each part of the acronym will be highlighted to
show placement of a TIED paragraph. I will show an
example of a TIED paragraph with the appropriate
highlights of where everything is in the paragraph. We
will read aloud all the writing to ensure students are
following along. I will also open the floor for questions.
The question on the back of the handout will ask,
What is one major theme of Part Time Indian? Students
will use the TIED model for their response and use the
prior activity to identify a theme of the text. Students
will also be asked that all of the homeworks, where
they identified social stereotypes, and the previous
classwork that identifies where in the text are the big
events will help them for this assignment. Students will
be asked to use their notes from the previous lessons to
help them with this assignment. I will open the floor for
questions.
Students will have the remainder of class to create a
TIED model paragraph that supports their argument on
what is a major theme of the text. I will be going around
the class to answer questions and help students move
along with any problems. I will supply highlighters so
students can label what parts of the text are following
the TIED model.

The formal
assessment is
to
demonstrate
student`s
understanding
of how to
construct an
argument and
the placement
of key details,
topic
sentences,
claims, and
closing
sentences
through
highlighting
parts of
speech.

Closing:
Total Minutes: 0
Homework:

No Homework, I will collect the formative

assessment as their final writing piece of the
sequence. If students have not finished the final
writing assignment in class, they may take it
home for homework if they want to revise it or add
on.

Differentiated Instruction: The Students in this class need redirection in

several platforms. I give direct instruction through the directions on the handout.
The students who are auditory learners benefit from Mr. Nein (integrated coteacher) and I explain the directions while walking around the classroom during
the time of the learning task. For the students who learn through modeling, I offer
an example of what the answer should look like for each learning task so students
can match whether or not their answer is a similar format to the example I gave.
Also, some students require extended time for formal assignments, which is why I
am allowing students to take home their writing as an accommodation.

Learning Context: In the final lesson of the sequence, students are now
displaying the ability to produce a claim and relevant textual evidence that
supports the claim. However, they will be constructing an argumentative
paragraph that will contain all the key components in a logical sequence in order
to persuade their respective audience.

The Theme Team

Objectives: - Identifying major themes of the text. Creating an argument using the TIED
model.

Name:

Date:

Strand:

Lesson 3 Handout

DO NOW: What is a theme? Please answer this question in 1-2 sentences. Also, please provide an
example of a theme in Part Time Indian.

Activity 1 (Brainstorm): As a group, identify 3 main events that have happened so far in the novel.
Explain why you believe it is a major event and explain what happened.
EX: The conversation with Mr. P is a major event in the novel because it showed Junior what is wrong
with the Reservation and why he needs to leave in order to be successful.
Event 1:
Event 2
Event 3:
Activity 2: Choose one of these events that connect to a theme of the text. Explain how the event
connects with a theme of the text.
Ex: Mr. P`s conversation with junior connects with two themes of the text. The two themes are
hopelessness amongst the people of the reservation, and the hope within Junior.