Unit+Plan

CE1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre.

CE1.1.5 Revise drafts to more fully and/or precisely convey meaning—drawing on response from others, self-reflection, and reading one’s own work with the eye of a reader; then refine the text— deleting and/or reorganizing ideas, and addressing potential readers’ questions.

CE1.2.1 Write, speak, and use images and graphs to understand and discover complex ideas.

CE 1.5.1 Use writing, speaking, and visual expression to develop powerful, creative and critical messages.

CE 2.1.2 Make supported inferences and draw conclusions based on informational print and multimedia features (e.g., prefaces, appendices, marginal notes, illustrations, bibliographies, author’s pages, footnotes, diagrams, tables, charts, maps, timelines, graphs, and other visual and special effects) and explain how authors and speakers use them to infer the organization of text and enhance understanding, convey meaning, and inspire or mislead audiences.

CE 2.1.7 Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique.

CE 2.3.1Read, listen to, and view diverse texts for multiple purposes such as learning complex procedures, making work-place decisions, or pursuing in-depth studies.

CE 2.3.7 Participate as an active member of a reading, listening, and viewing community, collaboratively selecting materials to read or events to view and enjoy (e.g., book talks, literature circles, film clubs).

CE 3.1.6 Examine differing and diverse interpretations of literary and expository works and explain how and why interpretation may vary from reader to reader.

CE 3.1.8 Demonstrate an understanding of historical, political, cultural, and philosophical themes and questions raised by literary and expository works.

CE 3.1.9 Analyze how the tensions among characters, communities, themes, and issues in literature and other texts reflect human experience.

Day 1:
 * Purpose:** Watch Dr. Seuss’s “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.

Movie should be set in the menu waiting to play, make sure each student gets out a piece of paper to take notes as they wish. Inform the students to look at the movie in terms of what the big idea might be.
 * Preparation:**

1) Show the movie. (12 minutes) 2) Ask class, what it could mean maybe in terms of real life. (15 minutes) 3) Bring up the concept of assimilation. What does it mean? Write it on the board with definition. Discuss what it means. (10-15) 4) Ask the students to see if they can identify how the term might apply to the video. (10 minutes) 5) Give homework. A paper due in a few days continuing to look at how assimilation might apply to the story and how it might represent real life. (5 minutes)
 * 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 how might it represent real life? Due a few days later.
 * Assessment:**


 * Artifacts:**

[|Sneetches video]

Due Date: (Day 4) Worth 20 points

After having watched the video “The Sneetches.” Write a two to three page double space, 12 point font paper. How might the term ‘assimilation,’ in this case meaning “To absorb and integrate,” apply to the story? Further more, how might these two concepts also apply to real life?



Day 2: Discuss the intended purpose of the entire unit and give a syllabus specifically of this unit so they know what to expect.
 * 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.

Day 3: 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). (pgs. 1-15).

Homework: Reminder that the 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. Look at some illustrations If there is any time remaining it will be spent starting the next chapter. Homework: Read two more chapters, (15-32) 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. 32-44 Discuss the bond between Junior and Rowdy, what would you do if you were in Junior’s shoes? Rowdy’s? Is one of them right?

Homework: Read 6 more chapters 44-82

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, discuss it, then get back into larger groups to discuss the differences and how images might help this story specifically.

Day 7: Lecture on the history of Indian reservations and their tendencies in today’s society. Discuss the struggles of living on an Indian reservation, -Alcoholism -career on the reservation tends to be for less money than average -Death at an early age how does the book reflect these issues so far?

Day 8: Introduce students to the formative assessment.

The rest of day 7 will be spent breaking into groups and preparing the skits. By the end of the day, each skit idea must be proposed and approved by the instructor. Homework: (the skit is in class only) homework is to read pages 82-150 by day 11 (there is a weekend in there too, so it’s essentially 70 pages in 6 days


 * Purpose:** For the students to show what they have read, by representing the characters in Absolutely True Diary of A Part Time Indian in terms of their personality and their actions in a tv show.

You will get into groups of 3-5 and you will create a skit based on a reality show. For example: survivor, the dating game, nearly weds, family feud, Maury, Oprah. Real World.

-Your assignment is to perform a five minute skit in which you will take the characters in the book besides Junior and apply them to the game show you selected. Performance must be appropriate and must reflect clear personality traits of at least three of the following characters. Also, you must find one quote said by the characters for each character you select. -Mary -Rowdy -Gordy -Penelope -Junior’s Grandma -Junior’s Dad -Junior’s Mom

Each skit idea must be approved by me before the day they are performed. Before performing your skit please hand me a copy of your outline. Feel free to HAVE SOME FUN WITH THIS!!

One quote was used for two of the three characters. || Skit includes at least three characters and there are clear references to the book, clearly applying the involved characters into the scenario of the skit. AND each character used one quote they said from the book. ||
 * || 0 points || 4 || 7 || 10 ||
 * length || Skit was less than one minute in length. || Skit is longer than one minute but less than two || Skit is longer than two minutes, but less than three || Skit is three or more minutes long ||
 * References to book || Skit included none of the book’s characters and no clear references that show the students have read the book || Skit includes one of the required characters, or the references are shallow or do not clearly show the personality of the characters OR only one quote for one character was applied. || Skit includes two of the required characters, or the references are not clear for each character involved. OR
 * preparation || Skit is incoherent, and/or lines are not memorized. And there is no outline || Skit has a clear story but lacks line memorization and outline || Skit has a clear story but lacks either line memorization or an outline || Skit has a clear story, lines are memorized and they have an outline turned in. ||

Day 8: the whole day will be given for the students to continue working on their skits. The instructor will go around and check in on each group’s progress and look into anyway to help add or remove certain references or scenes.

Day 9: Present skits, should take most of the hour, any remaining time will be spent silent reading.

Day 10: Discussion: What decisions has Junior made that represent a loyalty to his goals and to himself rather than a loyalty to his friends and or family? How did his choices affect him? What about everyone else?

Day 11: The day will begin with a quiz of pages (15 minutes) Then discuss the answers (10-15 minutes)

Discuss the reading due, What has happened so far? Are everyone’s actions genuine? How has the story followed or moved away from what you expected the story to be about? (30 minutes)

Day 12: In class we read for the full hour, it will be up to the student’s if it is reading aloud as a class or silent reading. Read to page 168.

Day 13: Looking at illustrations again, how are the drawings representing the story on another level (look specifically how pictures in the back half of the book influence our imagination of a character or a scenario).

Day 14: In class reading to page 200, this will be a silent reading day. If the student’s are struggling at all, this is a good time for them to come and talk to the instructor.

Day 15: Take a quiz on most recent reading. (10-15 minutes) Discuss the correct answers for about 10 minutes. Begin reading in class. Today will be another read aloud day, one student will read one page and then allow another student to read the next page, and so on and so forth. Homework is to finish the book (30 pages- whatever we read in class) if all is read in class, no homework.

Day 16: Introduce the summative assessment to Absolutely True Diary. Write a three – five page paper reflecting over The Absolutely True Diary and explaining how Junior has either defied the odds, or discussing whether or not he has fully assimilated into white culture giving at least three examples from the book. (10 minutes) Begin by showing a few youtube videos that are interviews with Sherman Alexie talking about the book. (15 minutes) How does knowing that Sherman Alexie is essentially Junior change the story for you? (10 minutes) The remaining time will be left for the students to ask any lingering questions, work on their topic, or work on homework for other classes.

Due Date: Day 19

Write a three – five page paper reflecting over The Absolutely True Diary and explaining how Junior has either defied the odds, or discussing whether or not he has fully assimilated into white culture giving at least three examples from the book. (10 minutes)

-Each example requires at least one quote best describing or applying the specific scene to the topic.


 * || 0 || 5 || 10 || 15 ||
 * length || Paper is less than 1 page. || Paper is between one and two pages in length. || Paper is between two to three pages in length. || Paper is three or more pages long. ||
 * Grammar and punctuation || There is no clear sentence cohesion and there are more than twelve grammatical errors per page. || Sentences have a clear intention and there are between twelve and eight grammatical errors. || Sentences have a clear intention and there are between eight and four grammatical errors. || Sentences have a clear intention and there are less than four grammatical errors. ||
 * Content || There are no examples from the book and no clear evidence that the book was read and there is no clear topic. || There is only one example from the book and there is no clear topic. || There are two example from the book, or there is no clear topic. || There are three or more examples from the book and a clear topic. ||

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Day 17: Read “I, too sing America.” Write on a piece of paper what this poem means to you. (10 minutes) Students will break into groups to discuss this poem. (10 minutes). Each group must have assigned roles: Discuss what this poem might mean. Why might I choose this poem after watching The sneetches and reading Absolutely True Diary of a Part Time Indian? Does this poem apply to assimilating or blending in? (20 minutes).
 * Captain:** make sure everyone is staying on task at all times.
 * Scribe:** note taker
 * Timekeeper:** makes sure to watch the clock and notify when they are getting close to the end of their time.
 * Speaker:** must present what the group has to come up with to the rest of the class.

Again the final ten minutes will be given to ask any questions about their paper or to catchup on homework for either this class or another. (10 minutes).


 * **I, Too, Sing America** || ||  ||
 * by [|Langston Hughes] ||   ||
 * I, too, sing America.
 * I, too, sing America.

I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong.

Tomorrow, I'll be at the table When company comes. Nobody'll dare Say to me, "Eat in the kitchen," Then.

Besides, They'll see how beautiful I am And be ashamed--

I, too, am America. ||  ||

Day 18: Begin watching the movie Smoke Signals Remind the students their paper is due tomorrow Also notify them of an in class essay on day 20. There will be just one question. Look back at your first essay for this unit. How would you say your opinion has changed, or has it stayed the same. How would you compare the rest of the things we’ve read, discussed or watched since. Have they swayed your opinion or confirmed it? Give examples.

Day 19: Finish the movie. Reflect on how this unit worked or didn’t work for you, what could have been don’t better? What did you like about it?

Day 20: In class essay. This can be typed, computers will be provided. Look back at your first essay for this unit. How would you say your opinion has changed, or has it stayed the same. How would you compare the rest of the things we’ve read, discussed or watched since. Have they swayed your opinion or confirmed it? Give examples.