LESSON 1/7

Evidence Outcomes: (Learning Targets)

1. Given excerpts from Part-Time Indian, students will be able to make informed connections and
inferences about a text they have not read.
2. Students will be able to collaborate and conduct research about a given topic, using reliable
sources for evidence.
Standards:
Cite textual evidence that most strongly supports an analysis of what the text says explicitly, as
well as inferences drawn from the text. (CCSS: RL.8.1) - LT1
Conduct short research projects to answer a question, drawing on several sources and generating
additional related, focused questions that allow for multiple avenues of exploration. (CCSS:
W.8.7) - LT2

Planned Lesson Activities

Name and Purpose of
Lesson
Should be a creative
title for you and the
students to associate
with the activity. Think
of the purpose as the
mini-rationale for what
you are trying to
accomplish through
this lesson.
Approx. Time and
Materials
How long do you
expect the activity to
last and what materials
will you need?
Anticipatory Set
The hook to grab
students attention.
These are actions and
statements by the
teacher to relate the
experiences of the
students to the
objectives of the
lesson, To put students
into a receptive frame
of mind.

Part-Time Indian Introduction and Background

Our main activity for this lesson will be a Tea Party. This is an anticipatory,
before-reading, activity that will help students to make inferences about the
novel we will be reading.

75 minutes
Materials:
Tea Party excerpts (see handout 1.1)
Research Questions (see handout 1.2)
Writers Notebook (WN)
Laptops/Netbooks
Tea Party (as seen in E405) - see handout 1.1
[30 minutes]
When students are all seated, I will explain that we are going
to do a Tea Party for a novel we are about to start. I will give
directions for the Tea Party activity before handing out their
slips of paper.
Students will each get a piece of paper with a sentence or two
from The Absolutely True Diary of a Part-Time Indian by
Sherman Alexie. They will read their paper to themselves,
then will get up and mingle around the room to share their
excerpts with other students. Students should find at least four
different sentences (sentences will be in the room multiple

To focus
student
attention on
the lesson.

To create an
organizing
framework for
the ideas,
principles, or
information
that is to
follow
(advanced
organizers)
An anticipatory set is
used any time a
different activity or
new concept is to be
introduced.

Procedures
(Include a play-by-play
account of what
students and teacher
will do from the minute
they arrive to the
minute they leave your
classroom. Indicate the

times). I will also have a piece of paper with an excerpt, and

will mingle with the students - and help guide students who
might be off task. I will encourage students to make
connections between the excerpts as they go.
Before handing out papers, I will ask students to define the
term reservation.
o I expect some students will not know this term in the
context of the book (they might be thinking a
restaurant reservation). For a brief explanation, we
will say that for our purposes, a reservation is a
designated area of land managed by a Native
American Tribe, rather than by the state or federal
government
(https://en.wikipedia.org/wiki/Indian_reservation)
o To aid in our discussion after the Tea Party, I will let
students know that all the excerpts are spoken by the
main character.
Once all students have found 4 or 5 other excerpts, students
will get in order based on the page number at the end of their
excerpt. One student with each page number will read out
their excerpt, so that the entire class can hear all excerpts in
the order in which they are found in the book.
Think-Pair-Share (from Making Thinking Visible). After
this, students will return to their seats. In their Writers
Notebook (WN), students will write down inferences about
the text they have made.
o Guiding questions: What do we know about the main
character? What can we infer about the reservation?
What evidence is used to infer this?
o Then students will pair up with an elbow partner to
share their inferences, and finally pairs will share
these out with the class.
On the board, I will write the inferences that students share sort of a What we think we know deal. Students can write
these down too, but I will take a picture and we can come
back to our inferences as the book continues.
Wormeli: To help guide inferences, I will use the inference
skills that Wormeli outlines on pg. 15 of Fair Isnt Always
Equal, asking students to do things such as activating prior
knowledge, perhaps of Indian Reservations, identify Alexies
purpose and audience, and make predictions that are based on
sound reasoning and evidence.
Mini Lesson on In-Text Citations See Below [10 minutes]
History Connection:
[30 minutes]
In order to have a deeper understanding of the book, students
will benefit from knowing the history behind Indian
Reservations. For this portion of the class, students will

length of each segment

of the lesson. List
actual minutes.)
Indicate whether each
is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for
understanding
-other

Closure
Those actions or
statements by a teacher
that are designed to
bring a lesson
presentation to an
appropriate
conclusion. Used to
help students bring
things together in their
own minds, to make
sense out of what has
just been taught. Any

research different aspects of reservations.

Students will get into four groups (by counting off 1-4). Each
group will be assigned a question to research answer (I will
assign questions to groups):
o Research the Trail of Tears: What is it? Why did it
happen? What were the effects (immediate and
lasting)? What else is important to know about the
Trail of Tears?
o What is the Bureau of Indian Affairs? How was it
established? What is its role in Native American life?
What else is important to know about the Bureau of
Indian Affairs?
o Research life on a Native American reservation. What
is the education like? Who is in charge? What jobs do
the people commonly have? What else is important to
know about reservations?
o Research the Spokane Indian Tribe: Where do they
live? How many people are in the tribe? What do they
believe? What else is important to know about the
Spokane Indian tribe?
Students will have three minutes to organize their groups how
they see fit: Do they want to divide and conquer? Do they
want to work together? Do they need a leader? A scribe? (We
will have previously done group work in the class so students
will be familiar with the expectations to manage their group
time effectively, work and collaborate together, and stay on
task.)
After they have organized themselves, let students know that
they will be sharing their research first thing the next class
period, and to make sure to use these 40 minutes efficiently.
Students can work with their groups to answer their research
questions. All parts of questions should be answered, and
should be typed using in-text citations to cite sources.
If students finish research early, they can begin reading for the
next day.

[5 minutes]
Remind students that they will be sharing their research with the class the
following day. Homework is to have read pages 1-31 in Part-Time Indian by
next class.
Thought Question while reading: Tell students to think about the following
when they read p. 1-31: What are your dreams? Has anything stopped you
from accomplishing your dreams? How will you overcome this?

Questions? No. OK,

lets move on is not
closure.
Assessment
How will you know if
students met the
learning targets? Write
a description of what
you were looking for in
each assessment.

In the Tea Party, I am looking for students abilities to make inferences about a
text, and base those inferences on evidence that they have in front of them.
For research, I am looking for basic understanding of the topics, and an ability
to retain and reuse the knowledge learned as we read the rest of the novel.

LESSON 1/7 Mini Lesson

Mini Lesson Topic
Name the teaching
point.
Materials
Gather materials,
mentor texts...

MLA In-Text Citations

Samples of correct citations to use as mentor

text
Student papers for self-editing
Citation parts on notecards
Highlighters and Colored pens/etc.

Connection
Tell them what you
taught the previous
lesson. The last
writers workshop, we
learned how to...

Students have recently done a peer-workshop on

the first drafts of their The Absolutely True Diary of
a Part-Time Indian essays. We have covered in-text
citations briefly in class, but there still seems to be
some deliberation surrounding how to correctly
incorporate these into their papers.

Explicit Instruction
Tell them what you
will teach today. Today
Im going to teach
you...
Show them exactly
how to do it. Watch
me do it.,. or Lets
take a look at how
(author) does this
when s/he writes...

Today we will be going over how to correctly use

in-text citations in order to give credit to those
whose words we are using and to avoid plagiarism.
(2 minutes)
Lets look at some samples of in-text citations
done correctly.
We will be looking at the structure of:
Direct quote (page #).

What do you notice that these have in

common?

What information is included?

Where is the period? How does this differ
from when you use dialogue inside of
quotes?

(2 minutes)
I will do a sample to model for the class how this
might look when they do their own writing. Using
The Absolutely True Diary of a Part-Time Indian as
my subject. I will model one example where the
author of the text is included in the sentence
instead of the citation, and one where the author is
only mentioned in the citation:
Alexie uses a metaphor to compare the poor
state of education on the Rez to a weapon of
war, saying, That decrepit geometry book
hit my heart with the force of a nuclear
bomb (31).
Juniors brain was drowning in grease
(Alexie 2).
Guided Practice
Ask them to try it out
with a partner, or with
you for a few minutes.
Now try it out with a
partner...

(3 minutes)
After modeling, students will get a chance to put
together their own citations using the provided
note cards with phrases or punctuation written on
them.
The notecards will include:
(
)


.
,
45
Rowling 45
Harry Potter is
Rowling says the Harry Potter is
the boy who lived
Using these, students will form two very basic
examples of how to incorporate an MLA style intext citation.

Independent
Practice

(2 minutes)
Students will have an opportunity to review their

first drafts of their writing pieces about The

Absolutely True Diary of a Part-Time Indian. They
will highlight or use colors to indicate where they
have used in-text citations, then they will make
corrections on their papers about how the citations
should be correctly written.
Group Wrap-Up
Restate the teaching
point. Ask: Did you try
what was taught? Did
it work for you? How
will it affect your
future writing?

(1 minute)
Were you able to find examples of in-text citations
in your papers?
What patterns were you seeing?
I will leave our note-care examples taped to the
wall so you can reference them for your next draft.
This will be something that I am particularly
looking for in your final drafts.

LESSON 2/7
Evidence Outcomes: (Learning Targets)
1. Students will be able to collaborate and conduct research about a given topic, using reliable
sources for evidence.
2. Given a documentary-style video and a fictional novel, students will be able to draw connections
between real-life and literature in order to better understand both the world around them and the
novel they are reading.
Standards:

Conduct short research projects to answer a question, drawing on several sources and generating
additional related, focused questions that allow for multiple avenues of exploration. (CCSS:
W.8.7) - LT2
Give a planned oral presentation to a specific audience for an intended purpose (CCSS:
SL.8.1.vii)
Evaluate the advantages and disadvantages of using different mediums to present a particular
topic or idea (CCSS: RI.8.7)
Planned Lesson Activities

Name and Purpose of

UnderstandingLifeontheReservation
Lesson
Should be a creative title
Duringthislesson,studentswillsharetheinformationtheyfoundduring
for you and the students
theirresearchwiththeclass.Wewillalsobewatchingavideocalled
to associate with the
AmericaisaStolenCountry,inwhichweseeNativeAmericanyouth
activity. Think of the
andtheirdescriptionsoflifeonareservation.Thepurposeofthisisto
purpose as the minishowstudentsareallifeexampleofwhatJuniorisexperiencing,asaway
rationale for what you are tomakethenovelmorerealandallowstudentstovisualizethebook.
trying to accomplish
through this lesson.
Approx. Time and
90 minutes
Materials
Materials:
How long do you expect
Writers Notebook (WN)
the activity to last and
All research materials from last lesson
what materials will you
America is Stolen Country video - link below
need?
Outside reading books

Anticipatory Set
The hook to grab
students attention. These
are actions and
statements by the teacher
to relate the experiences
of the students to the
objectives of the lesson,
To put students into a
receptive frame of mind.
Procedures
(Include a play-by-play
account of what students
and teacher will do from
the minute they arrive to
the minute they leave
your classroom. Indicate
the length of each
segment of the lesson. List
actual minutes.)

Do Now - WN: [10 minutes] In their notebooks, students will respond to

the Thought Question from the previous lesson, which relates to the reading
they did for class today. During freewrites, students hands should be
moving constantly as they write for the entire 10 minutes.
What are your dreams? Has anything stopped you from
accomplishing your dreams? How will you overcome this?

Sharing Research:
[25 minutes]
Groups will have 5 minutes to do any last minute planning
and regroup before sharing.
Groups will, very informally, share the information they
learned with the class - allowing students time to take
notes. All students should take notes on each presentation.
Each group will have about 5 minutes to share.
Whole-Class Discussion
[15 minutes]

Indicate whether each is:

-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

Closure
Those actions or
statements by a teacher
that are designed to bring
a lesson presentation to
an appropriate
conclusion. Used to help
students bring things
together in their own
minds, to make sense out
of what has just been
taught.

During this time, I will ask for students to make

connections between the research shared and what they
have read so far in the novel. How can you see evidence
of in the book? How is what we learned today reflected
in Junior? The others on the reservation?
America Is a Stolen Country - Video and Discussion [25 minutes]
Transition: So now that we have had a chance to look at the
history behind this book and the people in it, lets see what is
currently happening. The following video will show you a
depiction of life on a modern reservation, and will give you an idea
of what the reservation Junior lives on might be like.
Link: https://www.youtube.com/watch?v=SM8WZ0ztMuc
We will watch the video as a class, and I will ask students to think
about how what we are seeing in the video is similar or different to
what we have seen in the novel.
After watching the video, students will use their WN to make
connections between the video and the book. They can do this in a
Venn diagram, or other format.
Then we will do small group discussions (4-5 people) and the
groups will have a chance to share their connections. During this
time I will visit groups to guide discussions or ask deeper questions
if students seem to need extension.
Outside Reading: Students should be reading an outside reading book
in addition to class-reading. During the last 15 minutes of class,
students will have time to do either their outside reading or Part-Time
Indian. However, students know that they have a certain requirement
for outside reading, and should use this time how they think is most
wise.
For homework: Read pgs. 32-64
While you read, think about: What is a stereotype? How do stereotypes
affect people? Has anyone ever assumed a stereotype about you?

LESSON 3/7
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

Are all stereotypes bad?

How do stereotypes affect the stereotyped? The stereotype-er?

Evidence Outcomes: (Learning Targets)

1. Students will understand what a stereotype is.
2. Given an informative video about Native American mascots in sports, students will be able to
understand how stereotypes affect other people, themselves, and Part-Time Indian character
Junior

Standards:

Analyzeownorothersappealforpurpose,questionatissue,information,pointsofview,implicationsand
consequences,assumptions,andconcepts(CCSS:Standard4.3)
Determinethemeaningofwordsinatext,includingfigurativeandconnotativemeanings;analyzethe
impactofspecificwordchoicesonmeaningandtone(CCSS:RL.8.4)

Planned Lesson Activities

Name and Purpose of
Lesson
Should be a creative title for
you and the students to

The purpose of this lesson is to understand what a stereotype is, and how
stereotypes affect people. We will be talking about this a lot in a more
real-world sense, but also pulling in examples of stereotypes that we

associate with the activity.

Think of the purpose as the
mini-rationale for what you
are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the
activity to last and what
materials will you need?

Anticipatory Set
The hook to grab
students attention. These
are actions and statements
by the teacher to relate the
experiences of the students
to the objectives of the
lesson, To put students into
a receptive frame of mind.
Procedures
(Include a play-by-play
account of what students
and teacher will do from the
minute they arrive to the
minute they leave your
classroom. Indicate the
length of each segment of
the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

have seen so far in Part-Time Indian. Ideally this lesson will help
students to be self-aware of what stereotypes they might be assuming,
and help them develop empathy.

45 Minutes
Materials:
The Absolutely True Diary of a Part-Time Indian
Writers Notebooks
Video: Savage Country: American Indian Sports Mascots
Image White/Indian from p. 57 of Part-Time Indian (see
handout 3.1)
WN: [8 minutes] In their Writers Notebook, students will respond to
the question based off of their Thought Question from the previous
lesson, and relating to the reading they did for the day.
What is a stereotype? What isnt a stereotype? How do
stereotypes affect people?
Students may use any format they choose to answer this question - i.e. Tchart, Venn diagram, paragraph, etc.
After students have about 5 minutes to write, we will create a
working definition of What is a stereotype? on the board to
reference during class.
Savage Country: American Indian Sports Mascots - video
(adapted from Jacklyn Ippolito,
http://www.webenglishteacher.com/absolutely-true-diary-of-apart-time-indian-lesson-plans.html)
[30 Minutes]
Watch first part (~10 minutes) of Savage Country: American
Indian Sports Mascots
Examine the image on p. 57 - White/Indian, (see handout 3.1)
Discussion After watching the video and examining the image,,
students will get into the same groups of 4-5 that they were in
yesterday and discuss the following questions:
o What does our school mascot stereotype?
o Are all stereotypes bad? Give examples.
o If you are a Native American, how does the use of such
mascots make you feel? If not, pretend you are and think
about how it would affect you.
o Tying back to the book: How does the use of a Native
American mascot effect Juniors life at Reardan? What
stereotypes are assumed about Junior?
During this time I will circulate and help guide discussion.
Connect, Extend, Challenge (from Making Thinking Visible)
After about 10 minutes of discussion, students will go back to
their seats and have 10 minutes to do a Connect, Extend,

Closure

Challenge in their WN. Students will participate in a Connect,

Extend, Challenge routine, and make connections to prior
knowledge (from this unit or from elsewhere), describe new
ideas did that extended or pushed their knowledge, and what
challenges or confuses them about this information? We will
make a three column chart on the board, with one column each
for connect, extend, and challenge.Students can share their ideas
and we will put them on the board.
For closure, students will answer the following question privately in their
Writers Notebook to help to extend their understanding of stereotypes [7
minutes]:
Have you ever been stereotyped? Was it negative or positive?
How did this make you feel? If not, imagine what you might be
stereotyped as, and respond to the question. Do you think it is
okay for sports teams to use Native Americans as mascots? Why
or why not?
For homework, students will read pg. 67-81

LESSON 4/7
Evidence Outcomes: (Learning Targets)
1. Given a piece of text as a model, students will be able to create their own piece of writing in a
similar style.
2. Students will be able to recognize how societal norms and expectations change the way that we
act in certain situations, understand why, and give examples.
Standards:

Usenarrativetechniquessuchasdialogue,pacing,description,andreflection,todevelopexperiences,

events,and/orcharacters(CCSS:W.8.3a)
Writeinformative/explanatorytextstoexamineatopicandconveyideas,concepts,andinformation
throughtheselection,organization,andanalysisofrelevantcontent(CCSSW.8.2)

Planned Lesson Activities

Name and Purpose of
Lesson

Approx. Time and

Materials
How long do you expect
the activity to last and
what materials will you
need?

Anticipatory Set

Procedures
(Include a play-by-play
account of what
students and teacher
will do from the minute
they arrive to the
minute they leave your
classroom. Indicate the
length of each segment
of the lesson. List actual
minutes.)

Unwritten Rules
During this lesson, students will be creating their own set of Unwritten Rules.
The purpose of this is to better understand how unwritten rules influence people
and society, and why we have these established rules (i.e. are they related to
culture? Age? Gender? Location? etc.) This will help students to extend the
knowledge they are learning in Part-Time Indian and connect it to their own
lives.
165 Minutes (two days)
Materials
Computer paper
Colors (markers, pencils, etc)
Unwritten Rules, pg. 61 (see handout 4.1)
Unwritten Rules assignment sheet (see handout 4.2)
Outside Reading book
Unwritten Rules of Fisticuffs, p. 61
[10 minutes]
To get students thinking about their assignment for the day, we will be
closely examining the Unwritten Rules of Fisticuffs from p. 61.
After reading through the rules, we will have a structured conversation
adapted from The Explanation Game (Making Thinking Visible). We
will start with a sentence starter. Students will finish the sentence: I
notice that
o The might notice that a lot of the rules have to do with insults, or
that there is a lot of stuff about families.
Next students will answer the question: Why is it that way?
This activity gets students to look closely at evidence from the text, and
make inferences about what it all means.
I will then give some guiding questions that students can answer:
o How or why does culture or society effect how we act?
o Why do societies have unwritten rules? What would happen
without them?
[Day Four - 75 minutes]
After examining the Unwritten Rules of Fisticuffs as a class, I will give students
their assignments for their own Unwritten Rules (see handout 4.2) (activity
adapted from Write Like This, p. 75).
Students will have the rest of the class period on day 1 to work
individually on their Unwritten Rules [65 minutes]. These will be
shared during the next class, so students are encouraged to use their
work time wisely.
Students will be creating their own Unwritten Rules based on the
societal and social norms that they experience every day.

Indicate whether each

is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for
understanding
-other

Conferences: During this time, I will pull students 1 at a time for a short (~3
minute) conference regarding their outside reading books.
At the end of class, I will remind students to read pgs. 82-113 for homework.
[2 minutes] I will ask students to give my a scale of 1-5 on their fingers about
how close they are to being done with their posters. 1 being I have hardly
started and 5 being I am basically done. This will allow me to gage how
much time during the next lesson to give students to finish. I am estimating that
students will need about 20 minutes the next day to finish.
[Day Five - 90 minutes]
Outside Reading
[20 minutes]
Students can spend this time doing outside reading. This is not a work
time for their Unwritten Rules. I will encourage students to read their
outside reading book, but they can read Part-Time Indian if they see fit.
During this time I will also meet with any students who I still need to
conference with.
Finish Unwritten Rules
[20 minutes]
Students will have about 20 minutes to finish creating and decorating
their unwritten rules posters.
Share Posters - Gallery Walk (as seen in E405)
[40 minutes]
For the next forty minutes, students will participate in a Gallery Walk
as a means of showing off their posters. Students will have their posters
on their desk. Half the students will stand by their poster while the
other half walks around and looks at the various posters. If a person if
by their poster, they are encouraged to explain it to the walkers. After
20 minutes, the standers will leave their position, and the walkers will
stand by their posters - so the other half of the class gets to go around
and view all the posters.
Wrap-Up
[10 minutes]
For the last ten minutes of class, we will return to our Explanation Game warmup from the previous class, and look again at how culture and society depict
how we act in certain situations. This will be a Think-Pair-Share, where
students have a moment to think by themselves, them pair up with a partner to
discuss, then share with the whole class.

LESSON 5/7 Understanding By Design

VITAL INFORMATION
Topic or Unit of Study

Unit Five, Realizing Your Tribe

Grade/Level

8th Grade, Honors

Summary

Our anchor text for this unit is The Absolutely True Diary of
a Part-Time Indian by Sherman Alexie. During this lesson,
students will be creating comic strips outlining important
parts of their lives.
Days 6 and 7, 165 minutes total

STANDARDS
Standards

Usenarrativetechniquessuchas
dialogue,pacing,description,and
reflection,todevelopexperiences,
events,and/orcharacters(CCSS:
W.8.3a)
Establishandmaintaina
controllingideaappropriateto
audienceandpurpose
(CCSS.W.8.3.v)

UBD LESSON PLAN ELEMENTS REQUIRED

STAGE 1: DESIRED RESULTS
Established Goals

Given a piece of text as a model, students will be

able to create their own piece of writing in a similar

style.
Students will be able to identify areas in their lives
that are important, and be able to rationalize why
these moments matter to them.

Understandings
Overarching Understanding

Even the most mundane moments in life can give insight

into who we are as people.

Related Misconceptions

Im just a kid, the little moments in my life dont matter.

Essential Questions

Why is it important to document different moments in our

lives? How does a comic strip do this?

Knowledge

Dialogue, understanding of audience

Skills

Understanding of how your audience will impact the way in

which you write and use the above literary concepts.

UBD LESSON PLAN ELEMENTS REQUIRED

STAGE 2: ASSESSMENT EVIDENCE
Performance Task Description:
What authentic performance tasks will students demonstrate the desired understandings?
o After examining p. 88 of Part-Time Indian, Junior gets to school, students will find
an area of their own life that they can document in a comic form, and create their own
comic strip, as well as a rationale about why they chose their topic.
By what criteria will performances be judged?
o Students will be graded on completion of the activity.
Through what evidence (e.g. quizzes, tests, academic prompts, observations, homework,
journals) will students demonstrate achievement of the desired results?
o Students will be able to demonstrate understanding of the goals and understandings by
reflecting on the prompt in their rationale. Through this, students will be able to make
connections about how mundane activities can be important.
How will students reflect upon and self-assess their learning?
o By completing a reflection includes an explanation of how you chose the event

you did, and why it is important enough to document in a comic.

Goal

To use a piece of literature as a model and mentor text,

and to apply the meaning behind a piece of literature to
our own lives.

Role

Student

Audience

Other classmates and myself

Situation

Students will be illustrators of their own comics

Product/Performance
Standards

Comic Strip
See Above

UBD LESSON PLAN ELEMENTS REQUIRED

STAGE 3: LEARNING PLAN
What learning experiences and instruction will enable students to achieve the
desired results? How will the design:
-Where are your students headed?
-Where have they been?
-How will you make sure the students
know where they are going?

Students are headed towards a better understanding of themselves

and their place and role in society. Prior to this, students have
examined the way in which elements like culture, socioeconomic
status, gender, etc. play a part in how we see the world, and how
the world sees us.
For this lesson, students will focus on how mundane activities can
play important roles in society and in ourselves.

-How will you hook students at the

beginning of the unit?

[10 minutes]
When students come into class, I will have Junior Gets to
School projected, and we will examine it together as a class,
focusing on the mundaneness of the actual act of getting to school,
but dive deeper to talk about what this means in the context of the
novel as a whole.

-What events will help students

experience and explore the big idea and
questions in the unit?
-How will you equip them with needed
skills and knowledge?

Students will be given an assignment sheet (see handout 6.1) that

will outline the assignment.
To help the students get started, we will brainstorm some ideas
about what they might create their own comics about they can
do this in the Writers Notebook. They might consider something
they do every day, like Junior did, or an important moment in their
lives. They will be able to brainstorm for a bit, and then move on
to the actual creation of the product. This can be done by hand, or
in a program like Storyboard That.
Students will then have this class period, and most of the next, to
work on their comics independently. Students should take into
consideration the reflection questions before they begin their final
comic.

-How will you cause students to reflect

and rethink?
-How will you guide them in rehearsing,
revising, and refining their work?

Students will get an opportunity to rethink and rehearse their work

during their brainstorming process. They can share their ideas
with me or their peers for feedback.
Students will be able to reflect upon their work in their final
reflection, also on the handout.

-How will you help students to exhibit and

Students will be able to self-evaluate their growing skills by

self-evaluate their growing skills,

knowledge, and understanding
throughout the unit?

answering the reflection questions to gage how well they

understood the learning targets and understandings.

-How will you tailor and otherwise

personalize the learning plan to optimize
the engagement and effectiveness of ALL
students, without compromising the goals
of the unit?

This lesson includes different modes of delivering learning such

as reading, writing, and drawing. Having an artistic element
allows students freedom to express themselves. By having the
assignment ultimately be about the student, but with relevance to
the book, students should be engaged by getting to express
themselves and their lives in the classroom.

LESSON 6/7
Evidence Outcomes: (Learning Targets)
1.
2.

Studentswillbeabletosharetheirworkandjustifydecisionstheymadewhileplanning.
Studentswillbeabletospeakpublicallyinfrontoftheirpeers,andanswerquestionsabouttheirworkwith
littletimetoplanananswer.

Standards:

Cometodiscussionsprepared,havingreadorresearchedmaterialunderstudy;explicitlydrawonthat
preparationbyreferringtoevidenceonthetopic,text,orissuetoprobeandreflectonthatdiscussion

(CCSS:SL.8.1a)
Identifyacentralideaandprepareandaskrelevantinterviewquestionsforresearchinganddeveloping
ideasfurther(CCSS:SL.8.1.v)

Planned Lesson Activities

Name and Purpose of
Lesson

Approx. Time and

Materials
How long do you expect
the activity to last and
what materials will you

Comic Con
During this lesson, students will get the opportunity to showcase their work in
front of the class in a Comic Con type convention. We will do this in panels,
with about 5 students at a time. The purpose of this is to allow students to
showcase their work and answer questions from their peers.
45 minutes
Materials
Students comics
Hierarchy of Questions (handout 8.1)

need?
Anticipatory Set
Procedures
(Include a play-by-play
account of what
students and teacher
will do from the minute
they arrive to the
minute they leave your
classroom. Indicate the
length of each segment
of the lesson. List actual
minutes.)

Sincethisisashortclassperiodandwehavealottogetdone,thehookwilljustbe
myselfmoderatingtheconference.Iwillbesortofthehypeguywhogetsthestudents
pumpedforourfirstsetofspeakers.Thiswilltakejustafewminutes.
ComicConPanels[restofclassperiod]

Ifyouveeverbeentoacomicconorotherconferenceorconvention,you
haveprobablyseenpanels.Thatiswhatwearedoingtoday.Studentswillsit
infrontoftheclass,aboutfiveupatatime,andgiveabrief30secondThisis
whatIdrewspeech,andholdtheirpictureuptotheclass.
Aftereachpanelmemberhasdonethis,thefloorwillbeopeneduptostudent
questions.StudentsshoulduseHillocksHierarchyofQuestions(seehandout
8.1)toguidetheirquestioning.Studentshaveusedthishandoutbeforeand
shouldbefamiliarwithhowtoasksubstantialquestions.
Eachpanelof5willhaveabout14minutes,andstudentsshouldmakesure
thateveryonegetstotalkabouttheircomic.

Lesson 7/7: Madeline Hunter Lesson Plan

Days 9 and 10, 75 minutes and 90 minutes

Goals:

Students will be able to make connections between a poem and the novel they are reading in

meaningful ways.
Students will be able to understand the plights of different people, and discuss those in depth
with the class.

Standards:

Develop and share interpretations of literary works of personal interest (CCSS.RL.8.c.iii)

Materials: For Teenage Girls, slam poem (https://www.youtube.com/watch?v=hb2WqeXe--w)

Anticipatory Set: By now you should be finished with Part-Time Indian. Today we are going to focus on
the section where Junior describes the tribes he belongs to on page 217. For this anticipatory set, we will
watch the slam poem For Teenage Girls. Students need only pay attention during this, and we will
watch it again and discuss later. [4 minutes]

After we watch this poem, have students write in their WN to respond to the question:
What types of tribes did the women in this poem belong to? How are these similar to
Juniors tribes on pg. 217? [6 minutes]

Teaching
Instructional Input: Talk to class about how gender plays a role in society and in our tribes.
Particularly focus on Juniors descriptions of Penelope which are usually very physical and
talk about how this type of discourse about women is the reason we need poems like For
Teenage Girls, that remind girls and women that they are more than what is seen in the male
gaze. [10 minutes]
-Assign Realizing your tribes assignment. No assignment sheet for this one. Just
explain to class that they will be making a list of their own tribes (8-10), and writing a few
paragraphs describing the most important ones. [5 minutes]
Modeling: I will model this assignment first by putting my WN on the doc cam and
brainstorming a list of tribes that I belong to. I belong to the tribe of teachers, and daughters, and
Netflix binge-watchers, and wifi-junkies, and millennials, and procrastinators, and go-getters,
and. This will help students to see how to create a meaningful list of items. I will model my
thinking as I go along as well. I have a lot of qualities of millennials, I like my Apple products,
and I am internet savvy. So I am going to include millennials as one of my tribes. [10 minutes]
Checking for Understanding: This will be a time for me to ask students if they have any
questions regarding the assignment.
Guided Practice: Rewatch the poem, this time tell students to really try and focus on what tribe
each woman mentioned belonged to. Together we will make a class list of these tribes. For

example, Anne Frank belonged to the tribe of survivors, Mary Shelley to the tribe of science
fiction writers, etc. We will write this class list on the board, and then students will be released to
work on their own tribe lists. [15 minutes]
Independent Practice: For the remaining 35 minutes of class, and during the following class
period, students will have an opportunity to work freely on their tribes assignment. By the end of
the period tomorrow, students should turn in this work to me. The written portion will be assessed
on a 6-trait rubric.