Sherman Alexie Lesson Plan

TPA Lesson Plan

6. Academic & Content Standards (GLEs/EARLs/National)	RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. SL.9-10.1: Initiate and participate in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
7. Learning Objective(s)	Given the book “The Absolutely True Diary of a Part-Time Indian,” students will develop a mastery of character analysis, by answering and discussing a variety of different questions regarding specific characters.
8. Academic Language Objective(s)	Character Analysis: character analysis is when you evaluate a character's traits, their role in the story, and the conflicts they experience. When analyzing, you will want to think critically, ask questions, and draw conclusions about the character by looking at those three areas. Internal: internal conflict is the struggle occurring within a character's mind. External Conflict: struggle between a literary or dramatic character and an outside force such as nature or another character, which drives the dramatic action of the plot

9. Assessment

·      Students will be assessed based upon knowledge of material, group presentation of information, and group discussion. ·      This is a formative assessment. ·      This assessment will measure the depth of their understanding of character analysis, specifically within in this book, but useful for future literary work.

10. Lesson Rationale

·      Upon what assessment data or previous lessons are you building? The previous lesson talks about the main characters, while this lesson directly relates to the supporting characters. The previous lesson will help set up this lesson by introducing characterization to the students.

·      What requisite skills do students need in order to access the lesson & participate? Students will need to have read the entire book. They will also need to understand the roles/traits/characteristics of all main and supporting characters.

·      How does the content build on what the students already know and are able to do? This lesson will help build on the previous lesson. They will further their own knowledge of character analysis and develop a deeper understanding of the purpose and function of this entire book.

·      How does this lesson fit in the curriculum? This book fits into our “Novel Section” of our curriculum. This also touches on part of our “Story Elements Section.”

·      By teaching this lesson, how will this add to student learning? Students will learn the importance of character analysis, higher level reading skills, and the structure of a story.

·      How does this lesson build on previous lessons or previous learning? The previous lesson talks about the main characters, while this lesson directly relates to the supporting characters. The previous lesson will help set up this lesson by introducing characterization to the students.

·      How will the learning in this lesson be further developed in subsequent lessons? We will move forward into learning the themes of this book that serve multiple purposes.

11. Instructional Strategies and Learning Tasks to Support Student Learning

Introduction ·      The learning objectives and standards will be clearly posted on the white board at the beginning of class, as well as verbally expressed. ·      I will introduce this lesson by having students write down their favorite character(s). Each student will be asked to provide their favorite character and why. This will open the floor for a safe environment for group discussion later on.

Student Voice ·      Students will be asked to participate in multiple activities that require them to access a deeper level of learning. ·      Students will provide their own opinions, ideas, and intellect throughout this entire class.

Learning Tasks ·      I will have students’ pair up in groups of two. (No specific criteria) ·      I will then have each group pick one character to analyze. ·      Students will be asked to draw/explain/write on large butcher paper that has a body outline on it. (15 minutes) ·      They will be passed a piece of paper with a variety of discussion questions that they will need to answer. ·      After fifteen minutes, students will share each of their answers.

Closure ·      Given the book “The Absolutely True Diary of a Part-Time Indian,” students will develop a mastery of character analysis, by answering and discussing a variety of different questions regarding specific characters. ·      Each student will hand in an exit slip at the end of class that’s in the form of KWL chart.

12. Differentiated Instruction
Plan ·      The normal amount of time for this activity is 10-12 minutes. To help students that write/work slower, an extra 3-5 minutes to work.	Rationale ·      This will give students extra time to work on the given project. Any other special accommodations can/will be added to the given lesson.

13. Resources and Materials
Plan ·      I will need 6 large sheets of butcher paper and pens. ·      Students will need to bring the text to class.	Rationale ·      https://www.cmu.edu/teaching/designte ach/teach/instructionalstrategies/discussions.html ·      “Discussions can be an excellent strategy for enhancing student motivation, fostering intellectual agility, and encouraging democratic habits” (Davis).

14. Management and Safety Issues
Plan ·      I will walk around classroom to watch over what students are writing on their posters. ·      Students will be asked to share their posters. Mutual respect will be asked from all students.	Rationale ·      Proximity zones. ·      Creating a safe environment to share will help in later lessons.

15. Parent & Community Connections
Plan ·      Parents will be emailed the day before this lesson starts. They will be notified of the material in this book and what I plan on doing with the book. They will be encouraged to help students work through tougher moral issues found throughout the book.	Rationale ·      Having the parents do some of the teaching will show students that the material they are learning isn’t only for the classroom setting.