The Absolutely True Diary of a Part-Time Indian by Sherman Alexie Individual Unit Plan Grade/Course


Reading Towards Your Persuasive Essay



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Reading Towards Your Persuasive Essay
Step 1: Read the article or cartoon Step 3: State whether you Agree / Disagree

Step 2: Identify the major concepts Step 4: Explain why you Agree / Disagree, providing specific reasons.




Article/Cartoon

Statement: What is this piece saying? Identify the major concepts.

Post-Reading Reaction

Agree/Disagree
Explain Your

Post-Reading Answer

“NCAA Takes Aim at Indian Mascots” article









“Sorry For Not Being a Stereotype”









“Topic of Debate” handout









“Racial sensitivity” and “Go Redskins” cartoons









“Pow-Wow” and “Really? You don’t look like an Indian” cartoons
















LESSON PLAN #3 – The Absolutely True Diary of a Part-Time Indian

DATE: 5/14/08

LEVEL: 8th grade English

TOPIC: Author Background - WebQuest

ESSENTIAL QUESTION:


  • How might learning about Sherman Alexie’s life inform our reading of the text?


ENDURING UNDERSTANDINGS:


  • Students will learn that The Absolutely True Diary of a Part-Time Indian is a fictionalized autobiography of Alexie’s childhood growing up on a Spokane Indian reservation and in Wellpinit, WA.

  • Students will read excerpts of other novels written by Alexie and be able to discern thematic connections in his writing.

  • Students will begin to think about how stereotypes of Native Americans are perpetuated in film.




LESSON OUTLINE:
Materials:


  • A copy of The Absolutely True Diary of a Part-Time Indian

  • Advance arrangements will be made for class to be held in a computer lab to complete the webquest

  • Webquest worksheet and website outline


Steps / Procedure:


  • Tell students that today’s class will be dedicated to completing a webquest to learn more about the author of The Absolutely True Diary of a Part-Time Indian. Explain to students what a webquest is and distribute the list of links that students will be reading and analyzing.(5 mins)

Sites for Webquest:




  1. “Superman and Me” by Sherman Alexie http://www.fallsapart.com/superman.html

Alexie’s essay “Superman and Me” talks about his life on the reservation and how he learned to read through comics. Students could tie this essay to the idea that Junior is a cartoonist, his emphasis on education as a way out, as well as his struggle with familial and tribal expectations.




  1. “I Hated Tonto (Still Do)” by Sherman Alexie http://www.fallsapart.com/tonto.html

Alexie’s essay on how Native Americans are represented in film and how perpetuates stereotypes and racism. Alexie also demonstrates how such stereotypes can become internalized.





  1. Sherman Alexie’s Biography http://www.fallsapart.com/biography.html

By reading this short piece on Alexie’s life, students will quickly see the connections between the novel and his life.




  1. Excerpt from Alexie’s book, The Lone Ranger and Tonto Fistfight in Heaven http://www.etsu.edu/writing/studentsamlit/alexie.htm#excerpt

5. Interview Transcript: Sherman Alexie: Up All Night



http://www.pbs.org/now/transcript/transcript_alexie.html



  • Distribute the webquest worksheet students will complete by the end of class. Review the outline, answer any questions and then let students work independently for the remainder of the class (5 mins)

  • This lesson is planned for a 50 minute period.


Webquest - Sherman Alexie


Website

List three important facts you learned.

How does this site help you understand ATDPTI?

What questions do you have from reviewing this site?





























































Unit Assessment Outline:
In addition to informal assessments, such as talking to and observing my students while working in groups or during class discussions, I have also included a rubric to distribute to students at the beginning of the unit so that they will know in advance what is expected of them. I feel that using such rubrics allows all students to succeed as long as they are completing the work and putting in the effort.

For overall grading, I thought the idea of using a -, /, +, each with a designated point value for their work throughout the unit and their multigenre projects, made the assessment clear and easy for the students to follow, as well as aid in differentiation, being as clear as possible for any struggling ELL’s in the class. This would be used in grading along with their completed self-assessments. I would also encourage them throughout the unit to meet with me one on one to review any questions they may have on the text, their work, if they weren’t satisfied with their grade, or just had any general questions.

Finally, assessments should not be a way one street; our students should be given the same opportunity to evaluate their teachers just as college students. By providing them with the opportunity to assess my work, I hope to show my students that their opinions are valued and an integral part of the classroom. I would encourage them to include anything that they would have liked to have happen in the unit that didn’t, or just provide any feedback on the class overall. It is important to provide continual opportunities where the students’ opinions can be heard, and so I’ve included the option to remain anonymous to further encourage their candor without fearing that speaking up will have negative consequences. Such feedback will help me gauge how I can improve, and make it clear that I genuinely want their input in order to help foster a strong, open, and effective classroom environment.

The Absolutely True Diary of a Part-Time Indian

Self-Assessment

Name:____________________________ Date:___________

Mark how well you thought you did on the continuum.






Next time I need, or would like, to:

I significantly revised and reworked my final project.





I met reading homework deadlines consistently and completed the final assignment as outlined in the rubric.




I thoughtfully and constructively engaged in peer group activities and class discussion.


My work is neat, organized and free of grammatical and spelling errors.







On the back, write what you feel the teacher could have done better or any general comments you would like me to know. If you would like to remain anonymous, feel free to use a separate sheet of paper.

Signed Student_____________________________________

* Derived this template and modified using the following website: http://english.unitecnology.ac.nz/resources/units/poetry/self_assessment.html

The Absolutely True Diary of a Part-Time Indian Final Project Assessment Rubric

Multigenre paper includes 7 genres: the body biography, sketch to stretch, personal narrative from Junior’s perspective (2 pages minimum) and four different genres of the student’s choice. (6 points)

-

/

+

Project centers around how you feel Junior’s experiences can be used to explore the overarching question of the unit: How do internal and external expectations shape our lives? Making inferences and the use of imagination is encouraged but textual connections should be apparent throughout your project, as well. (3 points)

-

/

+

Significantly revised and reworked the personal narrative with consideration of comments made by peer editing group and teacher comments. (6 points)

-

/

+

Work is free of grammatical and spelling errors. (3 points)

-

/

+

Met deadlines consistently. (3 points)

-

/

+

Thoughtfully engaged in class discussions and peer group work activities. (3 points)

-

/

+

Final project is well organized, has an engaging opening and closing, demonstrates a logical progression of ideas, and communicates with depth and density. (3 points)

-

/

+

Thoughtfully and professionally presented one genre from the project to the class (3 points)

-

/

+

Overall Assessment:
Total points earned:  - = 1 / = 2 + = 3
Note that a higher designation of six points will be used for two categories: revisions spurred by peer group work, and the inclusion of seven distinct genres. Point designations are as follows for those categories:

- = 2 / = 4 + = 6
Total possible points: 30

Student Final Score:

 

Comments:

 

 



 



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