The Absolutely True Diary of a Part-Time Indian: Lesson #1

Lesson Objective:

After completing this lesson, I will be able to analyze how an informative text makes connections among and distinctions between individuals, ideas, or events. I will know the terms biography, autobiography, and semi autobiography.

 


-DEFINITIONS-

BIOGRAPHY: story of somebody's life, that is written by someone else

AUTOBIOGRAPHY: factual account of one's own life

SEMI AUTOBIOGRAPHY: partly dealing with a writers own life and also containing fictional elements

TPA LESSON PLAN FORMAT

1.      Teacher Candidate: Christine Jacobsen

2.      Subject: English Language Arts

3.      Lesson Title/ Central Focus: Introduction to the book and author

4.      Grade Level(s): 8

5.      Length of Lesson: 20 minutes

6.      Academic and Content Standards (Common Core/National):

CCSS.ELA-LITERACY.RI.8.3

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

7.      Learning  Objective(s):

By the end of the class, students will know and be able to define the words identity, biography, autobiography, and semi-autobiography. Students will also know how we can use these forms of informative texts to make connections and distinctions between an author’s life and their novel. Students will know how to fill out a Know-Want to Know-Learned chart (KWL) regarding the biography of Sherman Alexie, Spokane Indians, and identity.

8.      Academic Language:

Students will learn the terms biography, autobiography, and semi-autobiography. Students should know and be able to use these forms of informative texts to help them better analyze a novel an author has written by making connections between the author’s life and book.

This lesson will involve discussion as a whole class and in small groups. Students have been instructed on how discussions are governed during class because we often use it as a way of learning. I specifically follow Brookfield and Preskill’s method as outlined in their book Discussion as a way of Teaching.

9.      Assessment:

At the end of the class, students will hand in their KWL (know, want to know, and learned) chart so that I can evaluate and formatively assess where they are at with their understanding so far, and adjust any of my future lessons if need be to include more information about the author, background information on Native Americans, specifically the Spokane Indian tribe, and vocabulary. This formative assessment will measure student thinking and understanding as well as their ability to identify and connect similarities and differences between individuals and events that will prepare them for the rest of the unit. I am specifically looking for, and assessing, the student’s ability follow along while reading and listening to discussion, and then to apply what they know on the KWL chart.

10.  Lesson Connections:

For this lesson, I have integrated a secondary source to support research and give the students more information on the author. We will be looking at a profile or biography of author Sherman Alexie written by Lynn Cline. Students can use this biography to help write their final essay due at the end of this unit. Accessing any additional sources for their essay is not required, but they are available on the class blog and library. We have discussed in our previous class that we will be reading this book, and the students have been given the weekend to look it over.

This lesson is primarily discussion based, but will include several of Marzano’s instructional strategies including the identifying similarities and differences, nonlinguistic representation, and cooperative learning through “Think. Pair. Share.” This lesson will help students build on their reading, writing, and critical thinking skills.

Students have been reading books and texts by culturally diverse authors throughout the year. This lesson will build on their prior knowledge but also introduce them to a new author, culture, and vocabulary words. To access the students prior knowledge, we will have students fill out their KWL chart to tell us what they know about the author, the Spokane Indian tribe, and the book The Absolutely True Diary of a Part-Time Indian. Students will also have an opportunity to write in their KWL chart about content areas they would like to know more about. Finally, they will write 3-5 things in the last column, “What I learned,” so that I can assess that they are able to follow along while reading and listening to discussion, and then apply it. This lesson is based around the author as an introduction to the book in the hopes that students will make connections between Alexie’s personal life and Arnold’s life as portrayed in the book.  

11.  Instructional Strategies and Learning Tasks to Support Student Learning:

As students enter the classroom, I will greet them and pass out the KWL chart and the author’s biography to avoid using our learning time. The learning objective will be written on the board. We will go over the objectives at the beginning of class by reading it, having students write it down, and then by asking if anyone has a question regarding their goals for the day.

To introduce this lesson, I will ask students what movies, books, and famous people they know who are of Native American decent in order to give them context and also help to bring the class into focus.

Following this, I will take 5 minutes to have students to try and define the terms identity, biography, autobiography, and semi-autobiography on their own to see what words they do and do not know. Students will write in their journals and then we will form small groups with their peers to discuss what definitions they have come up with. Students are encouraged to use critical thinking and to ask for help from their peers if they don’t know the definitions, and to try and define the words together. We will then turn back to the class and I will ask each group to share one definition. I will post our definitions on the class blog.

When we have defined our terms, we will be reading the author’s biography so students gain a stronger understanding of Sherman Alexie and his voice in the Native American culture. Knowing more about the author, and how his novel, The Absolutely True Diary of a Part-Time Indian, is semi-autobiographical will help to prepare the class for the novel and strengthen their to make connections. We will discuss how we think Alexie’s life is similar to the book and different, as well as making guesses as to what we will see in the book as a way to introduce the unit. For homework, students need to read the first three chapters.

I will observe student discussions in small groups and as a whole class as we discuss Sherman Alexie and his identity as a Native American, and how that relates to the novel we will be reading.

Because we have been using discussion as a basis for learning in our classroom, students will come to class ready to learn and willing to participate and contribute. They are to discuss their definitions, follow along with the biography, and then fill out their KWL charts to be turned in at the end of the class period. In order for students to be successful in this unit, they are to pay attention, take notes, and take advantage of the class blog where all of their handouts and tentative schedule for the class are listed.

My role as the teacher will be helping students define terms, guiding students towards fulfilling their objective by the end of class, and leading discussion by prompting questions like, “Can we make any connections between the author and the main character? Do we see differences? How does this help us understand identity? How can a biography/autobiography/semi-autobiography help us better understand a book?”

By the end of the class, students will have learned the new vocabulary terms that can be identified as informative texts, and strengthened their skills and ability to analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

We will further discuss identity as a theme throughout this novel, and how the author’s life is seen in it.

12.  Differentiated Instruction:

This lesson is appropriate for all students because it accommodates auditory and visual learners by utilizing images, reading out-loud, discussion, and time to reflect and every student has the ability to participate in the lesson’s learning activities. Each student will be provided with all of the materials they need for the class. Students can take notes however they choose.

13.  Resources and Materials:

Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian. New York: Little, Brown, 2007. Print.

Brookfield, Stephen, and Stephen Preskill. Discussion as a Way of Teaching. San Francisco: Jossey-Bass, 2005.  

Print.

Cline, Lynn. "About Sherman Alexie: A Profile." Ploughshares 26.4 (Winter 2000): 264-266. Print.

"Contemporary People: Sherman Alexie." NIARI Curriculum Project. N.p., n.d. Web. 11 Nov. 2014.

Marzano, Robert J. "Instructional Strategies." Marzano Research. N.p., n.d. Web. 29 Oct. 2014.

I will provide enough copies of the KWL chart and a copy of Sherman Alexie’s biography for each student. Each student and myself will have a copy of The Absolutely True Diary of a Part-Time Indian. Students will need to bring their English binder and a writing utensil with them to complete the days activities. All notes that I take will be posted on the class blog for students to have access to.

14.  Management and Safety Issues:

The class has been instructed on classroom rules, and they are available in the syllabus to look back on. There are no safety issues that are of concern but to watch for normal behavior. I will also watch to make sure students stay on task during class discussion and group discussion times.

15.  Parent and Community Connections:

I have sent a letter to the parents addressing this unit that outlines the book we are covering, why students should be studying it, and if there are any portions of the text that may be of concern. Parents are given a list of homework for the unit and when it is due, as well as instructions to the link where the class blog is located so they can see what is happening in our classroom, their children’s grades, and get my contact information. This is a great way for students to form an interest in our community since Sherman Alexie is a local author, and often comes to Spokane to do readings.

PAPER TOWNS: Links!

John Green's Website:

http://johngreenbooks.com/

John Green's YouTube:

https://www.youtube.com/user/vlogbrothers

Nerd Fighters:

http://nerdfighters.ning.com/

Paper Towns Road Trip:

https://maps.google.com/maps/ms?msa=0&msid=209026802880544103614.0004c06ca8efdd95a1030

For Teachers:

https://yareviews.wikispaces.com/Paper+Towns+by+John+Green

A Students Response:

http://rachelsheddaplitblog.blogspot.com/2013/09/literary-analysis-1-paper-towns-by-john.html

Assessing and Evaluating Students' Learning

This was an incredibly helpful article to read; especially as I am getting into writing up my TPA lesson plans. Since I haven’t taken any education specific classes, learning more about assessment as a whole, assessment strategies, and assessment tools has definitely given me more context as to what I can do with my students in the classroom to make sure they are learning and growing in their skills as readers and writers.

One idea that I would love to try in a classroom is evaluating journal/blog responses and pairing that with peer and teacher response in order to get dialogue and thought flowing. If a student posted a blog, than yourself and at least 2 other students would need to comment on it. That way you and other students are “providing your own insights about a text in your responding to students’ interpretations” (230).

Another assessment I would like to implement is using a rubric and criteria to outline the prompt of a paper. This way, students know what is expected of them and exactly what they will be graded on well in advance. Learners should have every tool possible and accessible to aid them in their success. If our goal as teachers is to prepare our students for college, than we should not tease them with success. By that, I mean that we should not expect them to know what makes a paper good, how to analyze papers, and be able to take a test without having covered the aspects. We need to guide them to a place where they can achieve, reach goals, understand objectives, and learn how to be successful.

I also really loved the portfolio. I think kids get really excited when they are able to lay out their work over the year and see how they have grown. A portfolio is a great opportunity for students to evaluate their own growth, so they can see how the hard work has paid off and all they have accomplished. I definitely think this is worth trying!

I think it is so important that we really take the time to build relationships and feel out our classes. Every class is going to be different, because every student is different. Some classes may have more energy and engage in discussion well, while others may take more coaxing. If we understand what our classes need to be at their best, to reach their learning objectives, than we can determine how to best assess them. When we know our students and our classes, than we can determine student learning. The author writes, “assessment must recognize and reflect the intellectually and socially complex nature of reading and writing and the important roles of school, home, and society in literacy development” (238-39). That doesn’t necessarily mean passing out a test. Instead, we need to actively be seeking ways our students learn, and apply that to how we assess learning. I think by doing that, we will see more positive outcomes.

Guest Speaker: Katie Brown, Washington State Teacher of the Year

Background:

Katie Brown is a teacher at Shuskan, a low-income middle school in Bellingham, Washington. Over half of the students at Shuksan Middle School are on free or reduced lunches, and parents were desperately trying to get their kids into other schools in the area. That was, until a few years ago when the culture began to change. Katie tells Bill Gates “it started when a strong new superintendent and principal came in and started changing the culture. It’s more collaborative now, and the school has created ‘a culture of high expectations, balanced with high affection.’” Now students are on a wait list to get into the school. 

One of the things that stuck out most to me during Katie interview with Gates is that, just like students need to be engaged in their learning, so do teachers. She explains that we would never have kids sit in class and listen to lectures all day, so why do we continue to do that to teachers with conferences and seminars? I fully agree!

I want to be an amazing teacher. That means I need to be reading everything I can get my hands on about teaching and pedagogy. However, it also means I need to be willing to learn from and observe other teachers in action. I love the idea of “small group training” that Katie talks about in her video, where teachers of English meet with other teachers of English to discuss how they can improve their classroom. When we are learning in that environment, we are learning better.

I am excited to have Katie in the classroom, to learn from her, and to talk to her more about teacher collaboration and CCSS.

Questions:

What are some books you would recommend reading?

What is your biggest piece of advice for a brand new teacher?

What is your teaching philosophy?

What is your approach to classroom management?

How do you involve parents/your community in your classroom?

Any tips on applying CCSS? What have you liked about CCSS? Would you change anything about them?

The interview with Katie that I looked at:

https://www.edsurge.com/n/2014-08-18-what-bill-gates-learned-from-washington-state-s-teacher-of-the-year