Teacher Name: Mackenzie Hearn

Grade and Course (-1 or -2): English Language Arts 10-2

Unit Title: Shaping Identities: Exploring the Impact of Experience, Labels, and Economic Disparities

Novel Study- The Absolutely True Diary of a Part-Time Indian by Sherman Alexie

Essential Question(s):
How do economic differences impact people's lives?

How do titles or labels affect our sense of self?

How do our life experiences shape our identities?

How does experiencing grief or loss shape our identities?

What role does discrimination and stereotyping play when shaping us?

Focused Language
Outcomes Arts
Reading
1.1.1 Form tentative understandings, Writing
interpretations and positions Listening
Viewing
1.2.1 Consider new perspectives Representing

2.1.1 Discern and analyze context

2.1.2 Understand and interpret content

4.1.3 Develop content

4.1.4 Use production, publication and presentation strategies

and technologies consistent with context

4.2.1 Enhance thought and

understanding and support and detail

5.1.2 Appreciate diversity of expression, opinion and

perspective
 Texts/Resources:
The Absolutely True Diary of a Part-Time Indian written by Sherman Alexie
Smoke Signals (1998 film)

Key Activities:
Opening
[Romance]
Introduction powerpoint on the Spokane
tribe, what life is like on reservations, and characters, stereotypes, or other chapter details
common issues that occur on reservations.
Smoke Signals (1998 film)- Watch and
Respond: Students will actively watch and
answer questions about the movie.
Developmental Culminating
[Precision] [Generalization]
Exit Slips/One Sentence Summaries on Character Playlist-Students compile
a playlist of songs that reflect the
personalities, experiences, and
Quick writes inspired by different parts of the emotions of characters in the novel.
novel Students will provide explanations
for song choices, connecting lyrics
Identity Project and themes to specific scenes or
character arcs in the story.
Kahoot
Character Analysis Chart- Students
will complete a character analysis
chart throuhgout the novel of all of
the different characters

Unit Test- 20 question cumulative

unit test consisting of multiple
choice and fill in the blank
questions.

Assessments:

Formative:
Smoke Signals (1998 film)- Watch and Respond
Exit Slips/One Sentence Summaries
Quick writes inspired by different parts of the novel
Kahoot

Summative:
Identity Project
Unit Test
Character Playlist
Character Analysis Chart
 Novel Study Plan Template

Novel title: The Absolutely True Diary of a Part-Time Indian

Grade level: 10-2

What skills do you want to use this novel to teach?:

● Critical thinking and Critical Reflection of text
● Well-developed Inferences of the text.
● Understanding and appreciating different perspectives and views
● Comprehend the material that is being read
● Develop original concepts and ideas
● Use evidence from the text to support arguments and interpretations

What SLOs will you be pursuing in this novel study?

1.1.1 Form tentative understandings,

interpretations and positions

1.2.1 Consider new perspectives

2.1.1 Discern and analyze context

2.1.2 Understand and interpret content

4.1.3 Develop content

4.1.4 Use production, publication and presentation strategies and technologies consistent with context

4.2.1 Enhance thought and

understanding and support and detail

5.1.2 Appreciate diversity of expression, opinion and

perspective

What theme will organize the novel study?

Multiple themes- Identity, loss, and poverty.

Map out the chapters:

1. Read Aloud
2. Mini-Lesson + Independent Reading
3. Homework
4. Activity
Map Out the Novel Study-

Day of Pages Chapter # (1) Read Aloud, (2) Mini-Lesson + Independent Reading, (3) Homework, or
the Unit (4) Activity

1 N/A Film SLO: 1.1.1

Activity/Mini Lesson- Introduce powerpoint of Indigneous life and culture,

Watch and Respond to Smoke Signals
2 1-6 Film SLO: 1.2.1
Chapter One
Finish Movie, Mini-Lesson(Introduction powerpoint to the novel)

Read Aloud
3 7-13 Chapter Two SLO: 2.1.1

Mini-lesson on unfamiliar terms within readings

Read Aloud, Activity (Start Character Analysis Chart)

4 14-23 Chapter Three SLO: 5.1.2
24-31 Chapter Four
Mini-lesson on unfamiliar terms within readings

3- Read Aloud, Activity (Quick-write on whether or not Rowdy’s revenge was

justified in students eyes)

4(Second period)- Read Aloud, Activity (Continue with character analysis chart)
5 32-43 Chapter Five SLO: 4.1.3

Mini-lesson on unfamiliar terms within readings

Read Aloud, Small Discussion, and Quick-write about sticking to what someone
is comfortable with versus taking chances
6 44-47 Chapter Six SLO: 4.1.3
48-54 Chapter Seven
Mini-lesson on unfamiliar terms within readings

Read Aloud Chapters

Activity: Exit-Slip discussing students' initial reactions to the book.

7 54-66 Chapter Eight SLO: 4.2.1

Mini-lesson on unfamiliar terms within readings

Read Aloud
 Activity: (Continue Character Analysis Chart)
8 67-73 Chapter Nine SLO: 4.1.4
74-76 Chapter Ten
77-82 Chapter Eleven Mini-lesson on unfamiliar terms within readings

Read Aloud all Chapters during first period

Activity: (continue Character Analysis chart)

Activity: During the second period introduce the identity project where students
will be tasked with drawing themselves in a split picture style just as the author
does in the book. With this drawing, students will represent the different split
identities that they face, relating with Junior as the protagonist.
9 82-98 Chapter 12 SLO: 2.1.2

Mini-lesson on unfamiliar terms within readings

Read Aloud, have students continue with their Identity projects
10 99-100 Chapter 13 SLO: 1.1.1
101-103 Chapter 14
104-113 Chapter 15 Mini-lesson on unfamiliar terms within readings

Read Aloud all chapters

Activity: Students can add to their Character Anaysis Sheets

Activity: If time permits, students can continue with their identity projects-
potentially finishing their rough drafts
11 114-117 Chapter 16 SLO: 4.1.3
118-129 Chapter 17
Mini-lesson on unfamiliar terms within readings

Read Aloud all chapters

Activity: Students will finish their rough drafts and begin their good copies of
their identity projects.
12 130-132 Chapter 18 SLO: 4.1.4
133-134 Chapter 19
Mini-lesson on unfamiliar terms within readings

Read Aloud all chapters, have students working on identity project-potentially

finishing them
13 135-149 Chapter 20 SLO: 5.1.2

Mini-lesson on unfamiliar terms within readings

Before reading, have students do a quick write on role models

 Read Aloud all chapters followed by a discussion

Activity: Have students complete their identity projects during period two and
hand them in
14 150-151 Chapter 21 SLO: 4.2.1
152-158 Chapter 22
Mini-lesson on unfamiliar terms within readings

Read Aloud chapters followed by discussion

Activity: Have students do a quick write about someone who has always been
100% supportive of them
15 159-168 Chapter 23 SLO: 2.1.2

Mini-lesson on unfamiliar terms within readings

Read Aloud

Activity: Introduce project where students will pick two characters and create a
playlist that represents their life.
16 169-178 Chapter 24 SLO: 1.2.1

Mini-lesson on unfamiliar terms within readings

Activity: Have students do a quick write after the read aloud where they create
two lists; One consisting of the people or things that bring them most joy, and
one consisting of things about their identities that have shaped them into
becoming who they are.
17 179-196 Chapter 25 SLO: 4.1.3
197-198 Chapter 26
Mini-lesson on unfamiliar terms within readings

Read Aloud

Activity: Students can continue their playlists

During the second period, begin by reading a short chapter. Then students can
begin writing their reflection on why they chose their songs for each character's
playlist.
18 199-214 Chapter 27 SLO: 4.1.4

Mini-lesson on unfamiliar terms within readings

Read Aloud
 Activity: Have students complete and hand in their playlists
19 215-218 Chapter 28 SLO: 5.1.2

Mini-lesson on unfamiliar terms within readings

Read Aloud followed by a discussion on whether students feel if Junior

switching schools was the “right” decision

Activity: Have Students create a list of 3 “tribes” that they are apart of as a quick
write prompt

Activity- Students will add to and finish their character analysis charts
20 219-230 Chapter 29 SLO:2.1.1
(Friday)
Mini-lesson on unfamiliar terms within readings

Read Aloud Final Chapter- Conclude with a discussion on whether or not

students would recommend this book to others from different schools to read for
a novel study.

Activity: Kahoot on themes, characters, and reading comprehension of the novel

Hand out study guide for Unit Test

21(Mond N/A N/A SLO(s): 2.11, 2.1.2, 4.2.1
ay)
Activity: Unit Test