The Absolutely True Diary of a Part-Time Indian: Identifying Themes
Planning Stages
Topic: How the many, and oftentimes varied, themes in a novel may weave together to form its framework.
Grade and Course: Mixed ability levels; Grades 9 or10 Language Arts and/or Social Studies
Key Vocabulary: Literary elements, plot, subject, theme analysis, self-identity, reservation, assimilation, autobiographical fiction, tribe, culture
Literacy in History/Social Sciences Standard (Oregon):
9-10.WH.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
9-10.RH.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
Common Core State Standards for English Language Arts (Oregon):
9-10.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.
9-10.RL.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.
Learning Objectives:
Read and respond to The Absolutely True Diary of a Part-Time Indian:
· Explore and analyze themes
· Analyze internal and external expectations of characters
· Explore character relationships and their effect on the story
· Discuss the idea of expectations in terms of race, class, gender, stereotyping, etc. and how these differences can help to identify the themes in the story
Timeline: The entire novel unit will take approximately five weeks. The following activities will take 3-5 days.
Interdisciplinary component: language arts, art, social studies
Resources/Materials needed: The Absolutely True Diary of a Part-Time Indian, two different colored sticky notes, strips of adding machine paper, colored pencils, tape, poster board, 4 Square Handout, Compare/Contrast handout
The Lesson Plan Content and Instructional Strategies
Hook:
In the students’ writing journals, have them write a short paragraph in answer to the prompt: Have you ever felt like you were being torn in two? That something or someone in your life was putting pressure on you, trying to make you feel a certain way or act a certain way, making you feel unsure of who you really were and how important you were?
Transition:
Have students look at the cartoon on page 57 in the book. Have them write down what they think is going on in the picture. Have them make predictions about what they think the story will be about. They should share what they wrote with a partner. Next read the first chapter together to introduce the class to the main character, Junior (what he is called on the reservation) or Arnold (what he is called at the school in Reardon).
Content:
1. Students will read The Absolutely True Diary of a Part-Time Indian. The readings will be done in a variety of ways including: silent reading, group reading, and partner reading. There will be discussions of the content and mini lessons to teach or review the different literary elements that students have been learning this year. Before beginning the reading, students will have a mini lesson on what the concept of theme is. The teacher will explain what the definition of a theme is and read different fables or short stories to the students and have them identify what they think the theme is in each. When ready, students will fill out the 4-Square worksheet assignment.
2. Compare and Contrast Assignment:
As students read, they will look for and identify the many examples of theme found in the story. When they believe that they have found an example, they tab it with a sticky note and jot down what theme they believe the example fits. These examples will be used to help fill in the Compare and Contrast worksheet at the end of the reading.
3. Theme Quilt Activity:
After finishing the Compare and Contrast worksheet, the teacher will make sure that the students see that all of the topics on this sheet are themes from the book. Students will be divided up into groups and assigned a theme. They are to work together to find as many examples of that theme in the book. Once they have enough, they will decide how they will depict that theme artistically on a long strip of paper (the paper should be about an inch and a half wide and about two feet long). Each student will get their own strip. They will use pictures and words or symbols to illustrate their theme. The whole paper will be used and should be drawn and colored neatly. All drawings and words will be outlined in black. Once all theme strips are finished, the teacher will laminate the strips and students will weave the strips together to make a quilt. The finished quilt will be mounted on poster board and displayed.
4. Think , Pair, Share:
On a White Board or piece of paper, write down your thoughts of how all these woven themes make up who Arnold is (good person, intelligent, strong, etc.) Next, get together with your shoulder partner and “give and get” ideas from each other. One person gives one of their ideas and then the other partner gives on of theirs. Continue back and forth until all ideas are given. If you hear an idea that you did not have, write it down. Finally, share ideas as a class and the teacher will write them down on the board or on the overhead projector.
Assessment: The assessment will be the quilt strips that each student will be making.
Theme
What it is / What it isn’t
Compare and Contrast
Arnold has hopes and dreams of a different, better life for himself than his family has by staying on the Reservation. Compare how Arnold’s expectation for himself changes once he goes to school in Reardon.
Instructions: Write down what Arnold feels about each of the topics in the following table, while on the reservation and when he goes to the “white” school in Reardon. How does he feel differently at each place.
Reservation Reardon
Education / EducationTraditions and Customs / Traditions and Customs
Friendship / Friendship
Identity / Identity
Home / Home
Race / Race
Poverty / Poverty
Hopes and Dreams / Hopes and Dream
Theme Quilt
Your teacher will assign you one of the themes that your class has agreed upon. All students with the same theme will meet together to discuss this theme and find information from the book to support it. Choose which example you will use and then decide how you will illustrate that event on a strip of paper. The whole paper will be used and the whole illustration will be drawn and colored neatly. You will also need to outline all drawings and words in black. Once all theme strips are finished, the teacher will laminate the strips and students will weave the strips together to make a quilt. The finished quilt will be mounted on poster board and will be displayed.
Think, Pair, Share
On a White Board or piece of paper, write down your thoughts of how all these woven themes make up who Arnold is (good person, intelligent, strong, etc.). Next, get together with your shoulder partner and “give and get” ideas from each other. One person gives one of their ideas and then the other partner gives one of theirs. Continue back and forth until all ideas are given. If you hear an idea that you did not have, write it down. Finally, share ideas as a class and the teacher will write them down on the board or on the overhead projector.