Embracing Intercultural Diversification: Teaching Young Adult Literature with Native

American Themes
Author(s): Kenan Metzger, Andrea Box and James Blasingame
Source: The English Journal , May 2013, Vol. 102, No. 5 (May 2013), pp. 57-62
Published by: National Council of Teachers of English

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 Kenan Metzger, Andrea Box, and James Blasingame

High school and university

Embracing Intercultural educators collaborate on a

curriculum that engages

Diversification: Teaching Native American and non

Native students in studies

Young Adult Literature of Native American

with Native American literature that encourage

all students to develop a

Themes wider range of American

culture and history.

According to the most recent census ture class of 30 students. Andrea Box, a teacher at
there are five million Native Amer- Westwood High School, administered a reading at
icans in the United States. Of these titude index before and after she taught a unit on
there are at least 500,000 Native Native American literature using Tbe Absolutely True
Americans attending public schools. However, the Diary of a Part-Time Indian (Alexie) as the center
educational system does not fully serve this popu- piece. In addition, she administered a survey mea
lation and in fact often ignores them. More im- suring students' experiences with Native American
portantly, each tribe and clan has its own distinct literature before and after the unit (see Appendix C).
cultural practices to which we as educators should Arizona State University (ASU) Associate Professor
pay particular attention. Specifically, students not of English Education Jim Blasingame and Kenan
only need to see their cultural heritage acknowl- Metzger conducted interviews with 30 students
edged but can also benefit from having their culture before and after the intervention to determine how
included as part of the learning process. Educators students viewed the use of multicultural literature,
should consult with the local community when de- specifically those with Native American themes,
veloping curriculum, for content and how to struc- The results of the reading attitude index
ture the delivery of instruction. analysis, given by Andrea, determined that there
One way we can integrate students' culture was no significant change in students' attitudes to
into the curriculum is through literature; however, ward reading or their view of themselves as read
we must be aware that some authors, through igno- ers. At least one full year of data are needed since
ranee or neglect, overlook important cultural aspects most research shows that attitude and aptitude are
of a tribe and misrepresent them. As part of our slower to change in general. The results of the sur
work as educators we began to see the positive ef- vey analysis determined some change in students'
fects carefully selected culturally relevant literature experience with Native American literature, due
had on both Native and non-Native students, and to the overall context of a multicultural literature
to identify pedagogical practices that foster critical class, allowing students to not only study the lit
thinking about issues of multicultural education. erature but also about the literature. The results
of the interview analysis determined students saw
how studying multicultural literature helped them
Measuring Students' Attitudes, to understand their own and others' culture, which
Experiences with Native American in turn increased not only tolerance but also under
Literature
standing in important social contexts in school and
Kenan Metzger, a researcher from a university, con- in their lives after school. This article describes spe
ducted a pilot study in 2008 at Westwood High cific benefits Westwood High School students have
School in Mesa, Arizona, in a multicultural litera- derived from studying Native American literature,

English Journal 102.5 (2013): 57-62 57

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 Embracing Intercuitural Diversification: Teaching Young Adult Literature with Native American Themes

but first we briefly describe the collaboration that with a dominant cultural perspective and mar
precipitated the new curriculum. ginal alternative cultural perspectives, but across
all of these. We have not figured out how to do
this yet .... We need to embrace cultural diversi
Toward a Future of Embracing fication in America and change the culture of the
Diversification in Universities and Schools university itself as a critical first step.

Prior to the pilot study conducted in the winter of

2008, Mesa Public Schools (MPS) Diversity Special- r The ASU Pa™ersh|P with MPS Provided the
• Λΐιηι ι ι ι a ■ ο τ τ · perfect consortium for addressing these issues. Al
îst Chit Moon approached the Arizona State Univer- r °
- ,. , tx ,. . ,T . though the Mesa educators recognized their need and
sity bnghsh Department seeking assistance. Native °
. . , ., i,i·· i l listened to the outcry of their patrons, it was ASU
American parents in the Mesa school district did r
, · r tat · a · that was uniquely suited to provide much needed re
not see adequate representation of Native American , , · ·
, j,. , ,, ι,. ·, sources, such as literary expertise, educational peda
culture and history in the Mesa schools curriculum.
„ η l ι · c ι_ ι j· ι· i ii gogy, and a deep understanding of the nature of real
Mesa Public Schools serve a diverse clientele, includ- , ,
l τ- α τ τ-, η ν · XT · ι ι c ι cultural equity. These were not nearly enough; flow
ing the Fort McDowell Yavapai Nation and the Salt fr . . ,
ta - Λτ· τ ι· · τ ιι· ever, officials from the Ft. McDowell Yavapai Res
River Pima-Maricopa Indian Community. In addi
at , , , r XT ervation and the Salt River Pima-Maricopa Indian
tion, Mesa is home to many other students of Ν a
. . , . ■ ι i· XT · α ι Community, as well as the Arizona State Library's
tive American heritage, including Navajo, Apache, ,
ι at nr c- /-χ· it πι· Tribal Librarian and other recognized representatives
and Yaqui. Professors Simon Ortiz and James Blasin
. ι rr ■ ι r α τttc ι · ι of Indigenous nations of Arizona provided input on
game met with officials from MPS seeking approval r
r ,. , , c what the curriculum should be and how it should be
to form a partnership to explore the possibility of ^ ^
a class in Native American literature to be imple
j · u attic L· u u ι ·ι After many meetings and consultations, the
mented in the MPS high school curriculum. ' °
, , . r ηηη-τ ι attic tx consortium created a Native American Literature
In the spring of 2007, the MPS Department
c χ-, · A · τ- j · ι a ct τ. η course for high school students with a detailed cur
ot Native American Education and ASU s Beta °
tx· ruACTTT-i π i· riculum that met the Arizona Department of Edu
Project, one of the ASU Education Partnerships r
ι ι ι Txrc c ι XT· η j r cation Standards for the English Language Arts and
sponsored by the Office of the Vice President for . β ,
τ-, · τ, ,· .χ 7ττγ ττ\ l u satisfied the expectations of the MPS administration.
Education Partnerships (VPEP), began the consor- r
, ■ a j c at TTLi ci ι In the fab of 2009, after the pilot study was con
tium partnership. A cadre of Mesa Public School r J
ι ι ju attic rx- tat a · ducted, the course design was presented for approval
personnel, led by MPS Director of Native American r
τ- , · -t-l XT ■ η · j a ct τ τ- ι · u by the MPS Curriculum Committee for implemen
Education Theresa Natoni Price, and ASU English '
c , , , , tx · j m , , tation in the spring of 2010 by English teacher An
faculty, led by Ortiz and Blasingame, began work. ■
A , · r i v ι . , . drea Box (see Appendix A for a list of books).
A large contingency of people with a stake in this
project were assembled to guide the effort.
Everyone agreed that creating and impie- Students Find Comm
menting curriculum of this kind is essential to es- A j du u xxtt j ττ· ι c , ι
. Andrea Box has taught at Westwood High School
tablishing and maintaining equity in our society. -at a- ru η τχ· ,·
. in Mesa, Arizona, for the past 13 years. During this
Everyone also agreed that many perspectives needed . , ,. , ,,,r, ,,
' 1 1 time, she was discouraged at the lack of culturally
to be sought and included, not only perspectives , ,. r , , r, ■
, relevant literature for her students. She felt real
about the history of Native American peoples and , , . c , , , ,· · r
. ; , world issues faced by her diverse mixture of stu
their literature but also perspectives about what , . ,, . A ,
. . dents, especially Native American students, were
should be in a class of this nature and how it should , . ,, , , , , , , ,
not being addressed through the school-san
be taught. Traditionally, the educational environ- ,. xT · a · , , „ /w r
. 1 literature. Native Americans make up 10.6% of
ment in the United States has been inherently un- Λντ „ , , , . ,
. , , , , , Westwood s student demographics, and yet very
just, as articulated by ASU President Michael Μ. , r , - ι· u ι · ι
' 7 , r little of the English language arts curriculum ιη
Crow at the 2004 Educating for a Diverse America: , , , . , , , ,,
eludes their cultural heritage. One meager unit
A Summit and Symposium in Austin, Texas: χΤ · a i· ·, · ,
' Native American literature within the one-semes
We have to learn how to communicate and teach ter multicultural literature course in 2008 was not
between all ethnic and cultural perspectives. Not nearly enough. It was time for a change. Her first

58 May 2013

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 Kenan Metzger, Andrea Box, and James Blasingame

Native American Literature class had 36 students, izing that depending on where they were sitting,
including 2 African Americans, 11 Caucasians, 11 they wrote different details, but none of them had
Hispanics, and 12 Native Americans. The Native a complete answer about the stuffed animals. An
American students mostly came from the Salt River drea used this analogy for how students were only
Pima-Maricopa Indian Community, but also repre- taught specific viewpoints about history and litera
sented were Apache, Hopi, Navajo, and Zuni tribes. ture, most of it being from a European-American
For this first class, Andrea had created a tenta- viewpoint. The students quickly agreed, one Na
tive curriculum with literature that covered a wide tive American student saying that during his entire
range of Native American tribes across the United junior year he read nothing but literature written
States, but because she wanted the class to be rel- by "dead white dudes," and asking how that was
evant to her students' interests, she created a ques- going to help him learn more about himself and is
tionnaire asking her students which tribes, leaders, sues he faces in today's society. Another student said
historical events, and literature they wanted to learn her 2,000-page literature textbook only had two
about during the semester-long class (see Appendix Native American stories in it, and they were both
Β for a list of questions she used). To her surprise, abridged versions of creation stories. The students
most of the non-Native students wrote that they said they craved more. They wanted literature and
knew little to nothing about any tribes and were curriculum they could relate to.
eager to learn whatever curriculum was offered. Using that lesson as a springboard, Andrea
However, the Native American students wrote extensively researched Native American historical
that they were only interested in learning about events and created two separate 13-page packets,
and reading literature from their own tribes as well each containing different Native American histori
as other tribes in Arizona. The same answers were cal events ranging from pre-Columbus history to
written about knowledge and interest in leaders and late-1990s Native American activism. She asked
historical events. Non-Native students knew little the students to read their packet (the students were
to nothing about the topics, and the Native Ameri- unaware they had different packets) and choose
can students preferred that the curriculum focus on the top 20 events they thought all students should
Arizona tribes only, stating that too much emphasis know by the time they graduated. She then paired
has been given to the plains tribes in their history students who had different packets and asked them
classes, and to battles, such as the Little Bighorn, to choose the top 20 historical events they wanted
defining a whole people through a violent event. Westwood students to know about. The students
Surprised at what little collective knowledge quickly realized they had different events, and the
her students had about Native Americans, Andrea enormity of what little Native American history
wrote questions about basic Native American his- they knew began to sink in. With difficulty, each
tory, ranging from Wounded Knee and Custer's pair wrote down their top 20 events. The pairs then
Last Stand to Code Talkers and The Long Walk. compared and contrasted their choices and created
The students could barely answer any of the ques- timelines on butcher paper with titles such as "Real
tions, even those of which they said they had prior American History," "Do You Know What Really
knowledge. Andrea realized that for the students Happened?" and "Through Our Eyes," and placed
to understand the passion, anger, and beauty be- them around the school. Many teachers and stu
hind the literature she wanted to address in class, dents came to Andrea and thanked her for having
the students needed to realize how they had been her students share what they were learning in class
taught history and literature over the past twelve with the rest of the school.
years of their public schooling. She put her students Andrea then had her students choose from and
in rows and placed a stuffed animal with many dif- research one of five Arizona tribes based on the stu
ferent details on a student's desk who sat in the dents' earlier questionnaire interests. The students
middle of each row. All the students were asked to had to research information including the tribal
write about the stuffed animal without getting up seal, location and size of the tribe, dress, history,
from their desks or touching the stuffed animal. traditions, and food and present their information
The students then shared their answers aloud, real- to the class. Most Native American students chose

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 Embracing Intercultural Diversification: Teaching Young Adult Literature with Native American Themes

their own tribe to research, and they presented their erature class, and had the class not been offered, he
information with such pride and detail that they would have dropped out of school because he felt
often went over their time limit. They brought what he was learning in his other classes was irrel
in artifacts from their families, including moc- evant. Daniel ended up graduating and enlisted in
casins, rattles, cradleboards, and traditional food the Air Force.
and drink. It was a weeklong celebration. Part of Other books the students read in class
the project was a written self-reflection, and many included student poetry from Rising Voices
Native American students admitted they thought (Hirschfelder) and Night Is Gone, Day Is Still Coming
it would be an easy project, but they learned how (Ochoa, Franco, and Gourdine), poetry from Simon
little they actually knew about their tribe. Many J. Ortiz's Woven Stone, and selections from Sherman
students gathered information from their elders Alexie's Tonto and the Lone Ranger Fistfight in Heaven.
as they recounted stories and history appropriate The class favorite was Alexie's The Absolutely True
to share with the class. Other elders said their in- Diary of a Part-Time Indian. All the students, non
formation was too sacred to share, but they were Native and Native American, said they could re
pleased to see their children and grandchildren take late to the topics and issues, including the school
an active role in learning more about their tribe. mascot (Westwood's mascot is a Native American
Some parents came to class to watch the présenta- warrior), substance abuse, death, friendship, and
tions and took part in tribal dances and music. coming of age today.
The research projects helped Andrea's students
to bond not as a class, but as a family. Some Native - _ , .
.. . Continuing Developments
American students who said they originally did not "
get along with other students in the class because Overall, the course continues to be a succe
they came from different tribes that did not get as the curriculum changes according to th
along, soon found common ground and even started and wishes of the students. The year after
spending time together outside of class. While all Harry, a Westwood alumnus who now atte
students had divergent opinions based on their own zona State University, visited the class to
experiences, they were willing to listen to each other current Native American issues. Harry t
and offer different viewpoints on important, some- dents about the Navajo water rights probl
times controversial, figures such as Sherman Alexie, claimed water being used for artificial sno
Leonard Peltier, and John Trudell, as well as sensi- mountain considered sacred by many Arizo
tive topics including Native American mascots, per Harry's visit was so successful that the nex
cap money, and the quality of reservation life. half of Box's students came to class. The
Because there were so many Navajo students had joined Harry to protest the water rights
in the class, Andrea had the students read Code While there is still much to be done to en
Talker by Joseph Bruchac, which describes the in- sure Native American students see their culture
strumental role Native Americans played in World acknowledged as part of the literature and learn
War II. The students read aloud in class, ing processes in public schooling, the
many of them excited to hear their own students at Westwood High School
language represented in literature. Dan- are learning more in one semester of
iel, a typically reluctant reader, stayed Native American Literature than they
after class the first day of reading and ·' "Έ 'lave throughout their entire schooling
asked if he could come in during lunch Westwood's administration is currently
to continue reading because he enjoyed looking for a teacher to take on a Na
the book so much. Daniel was a quiet, tive American history class. While the
shy student with strong opinions when process is slow, each step is a step in
he chose to share them. Toward the end the right direction. At the time of the
of the semester, Daniel shared that the writing of this article, Andrea Box has
only reason he came to school every day taught the course for three semesters
was because of the Native American lit- and it continues to flourish. %

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 Kenan Metzger, Andrea Box, and James Blasingame

Appendix A: List of Books Used in the by American Indian Teens and Young Adults. Candlewick,
Native American Literature Curriculum 2003
Alexie, Sherman. Ten Little Indians. Grove, 2003. °mz' SimonJ' ^om Sand Creek. U of Arizona P, 2000
· r-r<] a j ι . ι τ τ~\ ' £ rt λ. τ" Ortiz, Simon J. Speaking for the Generations. U of Arizona P,
Alexie, Sherman. The Absolutely True Diary of a Part-Time j r »
1998
Indian. Little, 2007
A1 . τ τ) JT- τ··· c. ι Ortiz, Simon J. Woven Stone. U of Arizona P, 1992
Alexie, Sherman. The Lone Ranger and Tonto Fisthght in
Heaven. Atlantic Monthly, 1993 Pelder' Le°nard' Ρ™°" WritingS: My Ufe h My Su" Da"C
Crazy Horse Spirit, 1999
Alexie, Sherman. The Toughest Indian in the World. Grove, 2000
„ ι T , ... . . . Rumbaut, Hendle. Dove Dream. Houghton, 1994
Broker, Ignatia. Night rlying Woman. Minnesota Historical °
Society 1983 Running Wolf,
2000
Michael. On the Trail of Elder Bro
Bruchac, Joseph. Geronimo. Scholastic, 2006
„ , T , , ι , Smith, Cynthia Leitich. Indian Shoes. Harper, 2002
Bruchac, Joseph. Hidden Roots. Scholastic, 2006 1 r
n , , , r. ^ _ . . , . „ . _. . ., Smith, Cynthia Leitich. Rain Is Not My Indian Name. Harper,
Bruchac, Joseph. Jim Thorpe: Original All-American. Dial, 2006 ' r
2001
Bruchac, Joseph. March toward the Thunder. Dial, 2008
Bruchac, Joseph. Pocahontas. Harcourr, 2005 Sneve' Virginia Driving Hawk' Hlgh Elk'S TreaSUre' Holiday
Bruchac, Joseph. Skeleton Man. Harper, 2001 House, 1972
„ . T . ,—, , , Sneve, Virginia Driving Hawk. Lana's Lakota Moons. U of
Bruchac, Joseph. The Warriors. Darby Creek, 2003
Bruchac, Joseph. The Way. Darby Creek, 2007 Nebraska P, 2007
Bruchac. Joseph. Wabi: A Hero's Tale. Penguin Books, 2006 Sterling' Shirley' My Nam Is SeepeetZa- Perfe
1998
Bruchac, Joseph. When the Chenoo Howls. Walker, 1998
Carvel, Marlene. Who Will Tell My Brother. Hyperion, 2002 Swann' Brian' Wta^the Mornin& S,ar: Na"Ve Α~" So"^
Cortez, Sarah. Indian Country Noir. Akashic, 2010 P"mS' Random- 1996
τ% ι ■ τ... it tt ri, . ι r, ,^nr, Tapahonso, Luci. Blue Horses Rush In. U of Arizona P, 1997
Deloria, Ella. Waterhly. U of Nebraska P, 1988 r
. _ _. , . „. w Taylor, Drew Hayden. The Night Wanderer: A Native Gothic
Deloria, Vine, Jr. Custer Died tor Your Sins. Macmillan, 1988
Novel. Annick, 2007
Dorris, Michael. Sees Behind Trees. Perfection Learning, 1999
Tingle, Tim. Walking the Choctaw Road. Cinco Puntos, 2003
Erdrich, Louise. The Game of Silence. Harper, 2005
ρ j · μ, τ ΤΑ Ό ■ .an u inns Tohe, Laura. No Parole Today. West End, 1999
Erdrich, Louise. The Tainted Drum. Harper, 2005
TI. , rr τ ι , , ,, , Tohe, Laura. Sister Nations. Minnesota Historical Society, 2002
Harjo, Joy. She Had Some Horses. Thunder s Mouth, 2006
Van Camp, Richard. The Lesser Blessed. Douglas and Mclntyre,
Harvey, Karen, and Lisa D. Harjo. Indian Country. North
2004
American, 1994
Van Camp, Richard. The Moon of Letting Go. Enfield and Wiz
Hirschfelder, Arlene B. Rising Voices. Ivy, 1993
Hogan, Linda. Mean Spirit. Random, 1990 etlty'
, _ _ , ,, , , VanEtten, Teresa. Ways of Indian Magic. Sunstone, 1985
lverson, Peter. Carlos Montezuma and the Changing World of
. ... TT rxT .. „ , „n„ Wallis, Velma. Two Old Women. Harper, 1993
American Indians. U of New Mexico P, 1982
Welch, James. Fools Crow. Penguin, 1986
Jenkins, Sally. The Real All Americans. Doubleday, 2007
Welch, James. The Death of James Loney. Penguin, 1987
Kenny, Maurice. Stories for a Winter's Night. White Pine, 1999
τ.τ ,. , r> τί . r ι, ι r Witt, Shirley Hill. The Way: An Anthology ofAmerican Indian
Loyie, Larry. At Long as the River Blows: A Last Summer before
Residential School. Groundwood, 2003 Literature. Random, 1972
McNickle, D'Arcy. Runner in the Sun. U of New Mexico P,
1954 Appendix B: Questions Asked of Students
McNickle, D'Arcy. The Surrounded. U of New Mexico P, 1978 ΪΠ NâtlVe ΑΠΊβΠΟίΙΠ Literatu
Momaday, Ν. Scott. House Made of Dawn. Harper, 1989
Momaday, N. Scott. The Ancient Child. Harper, 1989 Questionnaire 1
Momaday, N. Scott. The Way to Rainy Mountain. U of New . what tribe(s) are you frQm? QR what
Mexico Ρ 1976
' · What do you know about your tribe(s)? OR What do
Moore, Roger. The Native American Wrestling Experience. „ .
you KNOW about Native Americans?
National Wrestling Hall of Fame, 2010
Moore, Roger. The Native American Wrestling Experience. * What are some customs and traditions of yo
National Wrestling Hall of Fame, 2011 that 7ου and 70ur famil7 sti11 Practice' OR What
Morris, Irvin. From the Glittering World: A Navajo Story. U of some assumptions/stereotypes/prejudices that
Oklahoma Ρ, 1997 of Native Americans?
Ochoa, Annette Pina, Betsy Franco, and Traci L. Gourdine, · What specific tribes would you like to learn
Eds. Night Is Gone, Day Is Still Coming: Stories and Poems semester?

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 Embracing Intercultural Diversification: Teaching Young Adult Literature with Native American Themes

• what specific ideas/issues/historical events/people Experiences with Reading Native American

would you like to learn about? Young Adult Literature
• What Native American leaders would you like to read 1. What readings in the unit on Native American
speeches from? literature were most memorable for you?
2. Of these readings, which of them were about your
Questionnaire 2 culture?
3. How important is Nativ
Why did you choose to take this class?
literature?

• Have you ever read literature about your cu

English classes? Please explain. continue to read?
• Have you ever felt your culture was not represented in
English classes? Please explain. Works Works Cited
Cited
Alexie, Sherman.
• What are your expectations for this class? Alexie, The Absolutely True
Sherman. The Diary of a Part-Time
Absolutely True Diary
Indian.
Indian. New
NewYork:
York:
Little,
Little,
2007. Print.
2007. Print.
• What is your overall goal for this class? . Tonto
. Tonto andRanger
and the Lone theFistfight
Lone in Ranger Fistfight in
Heaven. New
York:
York:Perennial,
Perennial,1998. Print.Print.
1998.
. , . Bruchac, Joseph. Code Talker:
Bruchac, A Code
Joseph. Novel about
Talker: the Navajo
A Novel Marines
about the Navajo Marines
Appendix C: Survey Questions Asked of ofWorid War Two.
of World New
War Two. York: Diak
New York: Dial,2005. Print.
2005. Print.
Students during Pilot Study Crow, Michael Crow,
M. "Educating for a for
Michael M. "Educating Diverse America."
a Diverse Educat
America." Educat
ing for a Diverse
Diverse America:
America: A
A Summit
Summit and
and Symposium.
Symposium.
Experiences with Reading Austin, TX, January
Austin, 29-30, 2004.
TX, January Speech.
29—30, Web.Web.
2004. Speech.
. <http://www.asu.edu/president/library/speeches/
<http://www.asu.edu/president/library/speeches/
1. What books do you remember reading or having read diversity
diversity.html >. html >
to you? Hirschfelder, Arlene. Rising Voices: Arlene.
Hirschfelder, Writings of Young
Rising Voices: Writings Native
of Young Native
2. Of these books, were any of them about your cultural
Americans.Americans. Raleigh:
Raleigh: Ivy, 1993. Print. Ivy, 1993. Print,
experiences? Ochoa, Annette Pina, Betsy Franco,
Ochoa, Annette and
Pina, Traci
Betsy L.and
Franco, Gourdine,
Traci L. Gourdine,
a ιj „ . . · . ... Eds. Night Is Gone, Day Eds.
Is Night
StillIs Coming: Stories
Gone, Day Is Still Coming: and
Stories and
3. How important is culture in the literature you read? 6 ' T / °
Poems
Poems by American
by American
Indian TeensIndian
and Young
Teens
Adults.and Young
4. What ate the similarities and differences between
Somerville: Candlewick, Somerville: Candlew
2003. Print.
stories you heard at home and stories
Ortiz,you
Simonheard
J. Wovenor read
Stone. Ortiz,
Tucson: Simon
U of Arizona J. Woven St
P, 1992.
at school? Print.
Print.

Kenan Metzger has been work

Kansas City, Missouri. His p
learning. He may be reached
years. She teaches Multicultu
and she speaks nationally a
professor of English at Ariz
Assembly on Literature for A
from 2003 to 2009. He is edit
previously a high school Eng
be reached atjames.blasing

READWRITETHINK CONNECTION Lisa Storm Fink, RWT

Students write
Students write aa three-voice
three-voicenarrative
narrativebased
based on
on the
the structure
structure ofof
N.N.
S
in this ReadWriteThink.org lesson plan. They first analyze a passage f
narrative style Momaday uses. They use a Venn diagram to make co
read folktales and myths, discussing their themes and characteristics.
own words as the first voice in their narrative. Next they interview
the second voice—that of historian. Students then compose a person
the third voice in their narrative. They use a Venn diagram to peer r
connections between the three voices. Finally, they revise their work
http://www.readwritethink.org/classroom-resources/lesson-plans/ma

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