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April 21-25 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. 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



Skills

Artifact analysis
Reading comprehension
Whole-class discussion



Materials and Resources

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





Period 1 +2 Period 1 + 2 Period 1



Period 2.5 Period 3 Period 1.5




Period 3.5 Period 4 Periods 3.5





Period 4.5 Period 5 Period 4.5




Periods 5.5 Period 6 Periods 5.5



7-1 7-3 7-5

Mon




Tue




Wed




Thur



Fri