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The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
In Sherman Alexie's The Absolutely True Diary of a Part-Time Indian, Arnold Spirit, Jr. (known as Junior) doesn't fit in at his reservation school due to a disability and a lisp. When Junior transfers to a white school in a town 22 miles away, he finds that he doesn't easily fit in at that school either. In this webquest, you are going to learn about the history of the Spokane Indian Tribe and the history of Native Americans in the United States. You will keep a journal as you explore Junior's adventures and answer some questions about what it means to fit in, and what it takes to feel comfortable with who you are. You will do background research and assignments and relate your findings about the theme of the book to your class in a group presentation.
This WebQuest is designed and owned by Alissa Landau, M.Ed.
This unit is a crucial part of the 9th grade English experience because it delves into the core of issues that students at this age tend to struggle with. By using a text that gets at the heart of multiculturalism and a person’s identity, students are able to critically analyze what it means to be multicultural and explore their own identity.
This unit is a crucial part of the 9th grade English experience because it delves into the core of issues that students at this age tend to struggle with. By using a text that gets at the heart of multiculturalism and a person’s identity, students are able to critically analyze what it means to be multicultural and explore their own identity.
21st Century Learning Expectations:
- Read, comprehend, and analyze information effectively
- Communicate effectively in written, oral and visual forms
- Collaborate productively in a variety of learning environments
- Solve problems creatively and efficiently
- Exhibit proficient use of technology
- Demonstrate responsibility through ownership of personal actions
- Demonstrate a knowledge, understanding, respect, and tolerance for other cultures and beliefs.
Essential Question(s):
What makes for a good high school experience? Do you have to be happy for your education to have been a good one? How does literature help us to understand ourselves and the world around us?
How is identity formed within different cultures?
What happens when identities (culturally) are in conflict?
What are the effects of stereotyping? How do they affect identity?
What makes for a good high school experience? Do you have to be happy for your education to have been a good one? How does literature help us to understand ourselves and the world around us?
How is identity formed within different cultures?
What happens when identities (culturally) are in conflict?
What are the effects of stereotyping? How do they affect identity?
Massachusetts State Frameworks:
CCR
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL
2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
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
RI
2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
MA.3.A. Demonstrate understanding of the concept of point of view by writing short narratives, poems, essays, speeches, or reflections from one’s own or a particular character’s point of view (e.g., the hero, anti-hero, a minor character)
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
SL
1a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCR
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL
2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
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
RI
2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
MA.3.A. Demonstrate understanding of the concept of point of view by writing short narratives, poems, essays, speeches, or reflections from one’s own or a particular character’s point of view (e.g., the hero, anti-hero, a minor character)
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
SL
1a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.