HS ELA | The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
HS ELA | The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
In this unit, students will read The Absolutely True Diary of a Part-Time Indian while meeting the learning targets of theme, character development, conflict, and use of literary devices. They will apply their knowledge by creating several artifacts to represent their learning.
This unit was developed by Mary Gregoski as part of the Nebraska ESUCC Special Project for BlendEd Best Practices.
Content Area Skill(s):
ELA
Writing
Multiple Literacies
Digital Age Skill(s):
Creative Communicator
Empowered Learner
Duration of Unit:
20 days
Overview of Unit:
In this unit, students will read The Absolutely True Diary of a Part-Time Indian while meeting the learning targets of theme, character development, conflict, and use of literary devices. They will apply their knowledge by creating several artifacts to represent their learning.
Empower Learners:
| Content Area Skills | Student Friendly Learning Objectives |
LA 10.1.6.a Evaluate the meaning, reliability, and validity of text considering author’s purpose, perspective, and contextual influences. |
I can analyze and evaluate a text based on what I know about the author’s background, influences, and purpose for writing. |
LA 10.1.6.b Analyze and evaluate the relationships between elements of literary text (e.g., characterization, setting, plot development, internal and external conflict, inferred and recurring themes, point of view, tone, mood). |
I can analyze and evaluate the elements of the literary text. |
LA 10.1.6.c Analyze the function and critique the effects of the author‘s use of literary devices (e.g., simile, metaphor, personification, idiom, oxymoron, hyperbole, alliteration, onomatopoeia, analogy, dialect, tone, mood). |
I can examine and critique the author's use of literary devices. |
LA 10.1.6.d Summarize, analyze, and synthesize the themes and main ideas between a literary and informational work (print, digital, and/or other media). |
I can explain, analyze, and draw conclusions about the themes of literary texts. |
| LA 10.1.6.g Cite specific textual evidence to analyze and evaluate the effects of historical, cultural, biographical, and political influences of literary and informational text written by culturally diverse authors, to develop a regional, national, and international multicultural perspective. |
I can cite specific evidence to evaluate the effects of culturally diverse texts and use it to develop a multicultural perspective. |
| LA 10.2.1 Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level. |
I can apply the writing process to create an effective, finalized piece of writing. |
| LA 10.2.2 Students will write in multiple modes for a variety of purposes and audiences across disciplines. |
I can write in multiple modes for a variety of purposes and audiences using varied media and formats. |
| LA 10.3.1 Students will develop, apply, and refine speaking skills and strategies to communicate key ideas in a variety of situations. |
I can use speaking strategies to appropriately communicate ideas in a variety of situations. |
| LA 10.3.2 Students will develop and demonstrate active listening skills across a variety of situations. |
I can develop and demonstrate active listening skills in a variety of situations. |
LA 10.4.2 Students will practice the norms of appropriate and responsible technology use. |
I can practice the norms of appropriate and responsible technology use. |
ISTE Creative Communicator 6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. |
I can responsibly evaluate, create, and communicate information in a variety of formats. |
| ISTE Empowered Learner 1c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. |
I can use technology to improve my work and show my learning in a variety of ways. |
Empower Learner Activity:
Detailed Description:
1. Students will take a pre-assessment over the learning targets.
2. Students will complete an admit slip about their perception of the title, specifically “Part-Time Indian.”
3. Students will self assess each student-friendly learning objective using a Likert scale.
4. Students will set goals for the unit based on the learning targets and pre-assessment data.
Knowledge Application:
Artifact Profile:
BookSnap
Detailed Description:
Students will follow the attached step-by-step instructions to create the book snap. Students are expected to locate a sentence, paragraph, short passage of a piece of text that reflects a theme in which they can connect.
Content Area Skills
LA 10.1.6.d
Summarize, analyze, and synthesize the themes and main ideas between literary and informational work (print, digital, and/or other media).
Digital Age Skills
ISTE 1C
Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Link to Rubric
Artifact Profile:
Flipgrid or Podcast
Detailed Description:
Students will create a Flipgrid or Podcast sharing information about how the author’s real life is recognized in this novel. Students will use specific examples from the novel text to connect the two pieces of literature.
Content Area Skills
LA 10.1.6.g
Cite specific textual evidence to analyze and evaluate the effects of historical, cultural, biographical, and political influences of literary and informational text written by culturally diverse authors, to develop a regional, national, and international multicultural perspective.
Digital Age Skills
ISTE 1C
Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
ISTE 6A
Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
Link to Rubric
Knowledge Deepening:
Task 1: Limitations of Individuals and Finding Hope
Each task has a correlation to a standard listed.
| Must Do’s: Learning Targets Practice Flipgrid Practice Padlet Discussion Journal Entry No Red Ink Practice Comprehension Quiz |
May Do’s: Free Verse Poem Flipgrid or Paragraph Found Poem, Collage, or Video Drawing |
Resources: |
Task 2: Stereotypes and Native American Mascots
Write an argumentative paragraph discussing stereotypes placed on individuals, OR write an argumentative paragraph discussing how Native American mascots should be removed completely.
| Must Do’s: No Red Ink Practice Learning Targets Practice Vocab Quizlet Comprehension Quiz #6 or #7 on Playlist |
May Do’s: Journal Word Art Poem |
Resources: |
Direct Instruction:
Learning Path:
| Day # | Description | BlendEd Model | Resources |
| 1 | Pre-assessment and Admit Slip | Direct Instruction | Empower Learner Activity and Likert Scale |
| 2-4 | Background Knowledge Building I created a video that explained each of the graphic organizers and how to use them. I attached it here. |
Station Rotation | Graphic Organizers, Web Resources, Video |
| 5 | Read “Foreward” aloud and discuss “mirrors and windows” | Direct Instruction | Novel |
| 6-9 | Read pp. 1-66; Activities to practice learning targets | Stations | Novel, |
| 10 | Discuss reading using Inside - Outside Circle | Direct Instruction / Flex Model | Novel, Questions |
| 11 | Read aloud pp. 67-149 for 10 minutes then with partners with questions to guide reading | Whole Group Station Rotation | Novel, Questions to guide reading |
| 12-13 | Activities to practice learning targets | Station Rotation | Novel, Playlist #2 |
| 14-16 | Read pp. 150 - 196; No Red Ink (Grammar skills); Marker Day for vocabulary using Frayer Model; Journal writing via Classroom; Poetry writing (Limitations set on self); Comprehension Quiz #3a and Comprehension Quiz #3b via Classroom | Stations | Novel |
| 17 | Read aloud pp. 197 - 230; Students create annotations using sticky notes | Direct Instruction | Novel |
| 18-20 | Assessment | Flex Model |
Resources:
See above.
Lesson Plan by Jaclyn Ippolito; 2011 One Book One Philadelphia Lesson Plans