10+lessons

The first two days are fine, but then you have very little direction for the discussion of the reading. Consider characters, conflicts, family relationships and the questions that develop from them. You need to help them pay attention to details, so they read attentively. This is a pretty sketchy plan. 8/10 Day one:


 * Purpose:** Read Dr. Seuss “The Sneetches.” Then have the students as a full class, discuss and analyze what the meaning is. This will help the students see a clear example of assimilation vs. identity in a simple kid’s story. End class by introducing the term assimilation.

Each student will receive a copy of the text from “The Sneetches.” We will read it as a class. From there it is a simple open discussion about the meaning of the story. Teacher, will have five discussion points planned out as foundation questions, if discussion does not pick up on its own. Give handout at the end representing assignment paper.
 * Preparation:**

Read the story to the class, while students read along. Then ask class to discuss its meaning, maybe compare it to real life. Last ten minutes of class focus on bringing up the concept of assimilation. What does it mean? How is it represented in the story? Give homework. There could be many meanings: different causes of peer pressure, different opinions of the protagonist. Remember to encourage diverse interpretations.
 * Procedure:**

Participation in discussion and paper assignment for later in the week. Paper assignment will be to write about the sneetches and describe what they mean to each student, how does it apply to the term assimilation and might it represent real life? Due a few days later.
 * Assessment:**

Day 2:
 * Purpose:** Introduce the students to the book “Absolutely True Diary of A Part Time Indian.”

Students will be asked to look at the first few pictures of the book. They will be given about five to ten minutes to look at the pictures and write a bit about what they see and what they think the book is about. Then they will get in groups of three or four, and they will write a short summary of what they feel the story is about, explaining how they came to that conclusion. Final 10 minutes of class would be spent discussing what the book is actually about and handing give a brief explanation of who Sheman Alexie really is. Consider brainstorming student questions, but don't answer them. Create suspense by leaving them hanging.

Day 3: This day will be split, half into a min history lesson. It is important to give solid background on native American culture and the concept of assimilation [ Why before? If you wait a few chapters, students will raise their own questions] before throwing the students into the text itself. Begin reading the book in class. Teacher will read the first chapter and the second chapter will be read by the students, each page read by a different student in class, until the end of the chapter. (Read once and you won’t have to again the next chapter, unless you want to).

Homework: Initial paper will be due on Day 4.

Day 4: Begin class by asking one student to explain what was read the day prior and where we left off. We will read one chapter, then stop to discuss what has happened so far. If there is any time remaining it will be spent starting the next chapter. [ This seems like a good time to talk about one or two illustrations. Make some plans!] Homework: Read two more chapters, be ready for a quiz on Day 5

Day 5: First fifteen minutes given to hand out and take the first quiz based on the reading thus far. Each Friday will begin with a quiz on the reading thus far. Four short answer questions based on moments in the most recent reading. And one question directed as a more essential question discussing the book as a whole thus far. The following ten minutes will be used to go over the answers of the quiz, having the students discuss what happened by volunteering their answers to the questions and looking further into why these things are relevant. Then read one more chapter in class and discuss it briefly. [ What should be discussed? How about the main characters, Junior and Rowdy?]

Homework: Read 3 more chapters

Day 6: Focus on discussing the book, not in terms of plot, but in terms of genre, what kind is it, how do pictures influence this book. Show a few pages of a graphic novel and have the students compare the two in groups of three or four. Finally have them create a three -four page story, this story must include two drawings, adding up to one page of their story. Give them the rest of class to free write and create their story. [ How does drawing increase their understanding when there are already drawings in the novel?]

Homwework: continue working on story for tomorrow, read one more chapter due in two days.

Day 7: spend the first quarter of class finishing up on project, then spend about twenty minutes presenting story and discussing the drawings made. Use the rest of class for the students to silently read, or ask any questions they have at this point about the book

Day 8: Discuss the reading due, and read two more chapters in class. This time students may decide if they prefer silent reading or in class reading out loud.