Lesson+Plan+Absolutely+True+Diary+of+a+Parttime+Indian

Spencer Nissly Natashia Ramos Whitney Savoy Will Jenkins

Established Goals:
Standard 1.3.10C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by authors in a variety of genres.

Understandings:
Students will understand that... The changes identity undergoes with age and the effect of setting on identity

Essential Questions:
How does identity change with time? How does Junior's identity conflict with the culture of the reservation? How does setting influence identity?

Students will know...
Vocabulary: culture, reservation, stereotypes, identity, tolerance The Geography of American Northwest Day-to-day life on a reseration The basic history of Native Americans (how they wound up on reservations) Typical Native American stereotypes of today

Students will be able to...
Recognize stereotypes of other cultures Define their own identity Recognize their core values and discern where they come from

Write a letter to their younger self- Students will write their younger self a letter giving them advice on how to find and maintain their identity. Keep a journal reflecting on the changes and characteristics of identity in Junior and themselves Recreate a drawing from the book that applies to you. IE: the drawing of his parents or his multiple identites
 * Performace Tasks:**

Other Evidence:
Concept Map- You take characters, themes, and concepts that you have learned from reading the text and you connect them with arrows/lines

Learning Activities:

 * W**- Core Value Survey, Identity Word Wall- Students will engage in a core value survey to find out what values they hold to be most paramount to their identity. Students will start with 30 value cards, each displaying a value and the definition of that value. They will then take cards away until they are left with their top 3 values. The word wall will be an attempt to see what the class knows and understands about identity at the beginning, as well as a way to form a complete definition of the word. Students will write 10 synonyms, aspects, characteristics of and anything else associated with identity. They will then add their words to the word wall.


 * H**- Smoke Signals clip- Students will watch the opening scene of smoke signals, a film by Sherman Alexi. This will act as hook that will draw them into Alexi's story telling, humor and characterization. It will also be useful in gaining insight into native american culture and stereotypes, as well as familiarize them with the setting of the story.


 * E**-Freeze Frame, Socratic Seminar- Two of the formative assessments we will use will be a class freeze frame and a Socratic seminar. The Freeze frame will allow students to focus on the main ideas of individual chapters, as well as practice discerning which quotes support the main idea best. The socratic seminar will give students the chance to discuss some of the heavy themes in the book and connect them to their own lives.


 * R**- Toon-doo, Xtra Normal- Students will review the main ideas and plot points of the text by re-telling a portion of the story using visual representation. Images make up an important aspect of the book; for that reason, students will use toon-doo or xtra normal to make either a comic or video of one scene that they feel to be important to juniors journey to find identity.


 * E**-Concept map, Journal- For the final evaluation students will construct a concept map that connects themes, characters and setting in the book. They will also use their own life in the concept map and show the relationship between Junior's identity and their own and compare how they are different. In addition, students will turn in their reading journal for a summative grade.


 * Textual Connections:**

For a companion text in our identity unit, our group chose the graphic novel //Persepolis.// The themes of identity are consistent in both books. Marjane, the main character in //Persepolis,// is struggling to come to terms with her identity. Much like Junior, Marjane deals with issues of maintaining her identity in a hostile environment. For her, it is an environment torn apart by war and civil strife. Like Junior her identity is influenced greatly by her home and her family. Even when she is cast into a different environment, comparable to Junior and Reardon, she is torn between the identity she has always known and the adaptations necessary for success. What makes //Persepolis// an excellent companion to //Part-time Indian,// is how relatable the characters are to the reader, but also how different they are. Students will be drawn in by the fact that these characters are dealing with issues that they too deal with on a daily basis. But they will also be enthralled by how different the cultures of these characters are from one another, and from themselves. At the heart of this lies tolerance. Our hope is that students can learn to identify and work past stereotypes. That they will recognize the differences and seek out the similarities. This book also works an excellent companion text because of the use of pictures. While //Part-time Indian// uses images as an insight into Junior's character, //Persepolis// relies on the images as a mode of story telling. They are the driving force behind the plot and dialogue. Students will be able to compare the use of images in both books and discuss how they are used and how they aid the story. = =