The Absolutely True Diary of a Part-Time Indian

Department of Education College of Arts, Letters and Education 312 Williamson Hall Cheney, WA   99004

TPA Lesson Plan #__1____

Course:

1. Teacher Candidate	Stacy Price	Date Taught	March 15, 2017
Cooperating Teacher		School/District
2. Subject	English Language Arts	Field Supervisor	Sean Agriss
3. Lesson Title/Focus	Characterization	5. Length of Lesson	20 minutes
4. Grade Level	9

6. Academic & Content Standards (Common Core/National)	CCSS.ELA-LITERACY.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.
7. Learning Objective(s)	Given the text The Absolutely True Diary of a Part-Time Indian, students will analyze how complex characters develop over the course of the text by organizing their information on a graphic organizer.
8. Academic Language demands (vocabulary, function, syntax, discourse)	Vocabulary: Indirect characterization, direct characterization, Internal, external, archetype, dynamic, static, round, and flat. Discourse: Students will communicate with a partner, and participate purposefully in whole class discussion. Function: Students will analyze the characters of the novel through a graphic organizer worksheet.

9. Assessment

Teacher will formally assess students by moving around the think, pair, share groups asking if they need assistance. Students will turn in their graphic organizer to be reviewed. Teacher will formatively assess students during whole class discussion. Students will state their understanding of character on an index card for their exit slip.

10. Lesson Connections

Students begin this lesson after they have finished reading the entire book. Students have had multiple opportunities to research life on the reservation as a Native American, and ready to analyze characters and the character’s life choices. After this lesson, students will read Sorry for not being a stereotype by Rita Pyrillis. According to Kelly Gallagher, a leading educator and author, students become fully engaged with reading when it involves material that is engaging and relevant to their own life. Author Doug Buehl explains that when readers know the person they are reading about, they become more interested. “Our words are a significant way that we reveal ourselves to others” (79 Buehl). By analyzing characters, students become engaged in their learning.

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Students will recall learned information about analyzing characters (static, dynamic, flat, round, and archetypal). Students will find and record quotes about the characters they are analyzing and then add characteristics to their findings along with stating whether the character is static, dynamic, flat, round or an archetype. Students will be partnered with one other student while analyzing then students will participate in a whole class discussion. Student will finish by writing down a Twitter hashtag (#) with the character’s name and example of a character trait. Sequenced Instruction
Teacher’s Role 1.     Gather student’s attention, begin class. 2.     Instruct students on the learning objective. Have one student read the objective out loud. (1 minute) 3.     Make a statement telling students what prior learning has happened and explain the activity for the day (1 minute). 4.     Show examples of characteristics we will be working with on google slides. Ask for a volunteer to read out loud to the class (2 minutes). 5.     Explain in detail how to fill out the graphic organizer comparing and analyzing characters, and finding quotes (3 minutes). 6.     Explain to students that they will be working with a partner: think, pair, share (grouped by similar reading levels). On the second handout with a visual of one character, students will be finding one quote for each character, for a total of four quotes, written on the visual handout. From these quotes, they will have information to fill out the character comparisons (7 minutes). 7.     Come together as a whole group and each paired group will speak about their character analysis (4 minutes). 8.     Explain to students that for their exit task they will write on an index card, the name of their character and an analysis of their character, in the form of a twitter hashtag. Example: #ArnoldSpirit Dynamic character; brave.	Students’ Role 1.     Come to attention. 2.     Read the learning objective out loud. 3.     Follow along with statements of prior knowledge and understand what the objective is for the day. 4.     Students will acknowledge examples of characteristics on google slides and read them out loud. 5.     Students will read and understand the task of filling out the graphic organizer. 6.     Students will understand that this is a think, pair, share activity. They will partner with an elbow partner or someone close by. Then, they will find one quote for each character (2), for a total of four quotes, then they will attempt to analyze their characters from this information. 7.     Students will share their found information with the whole class. 8.     Students will fill out an index card revealing their characters’ name and an analysis of their character in the form of a Twitter hashtag, example: #ArnoldSpirit Dynamic character; brave.
Student Voice to Gather Students will be asked if they are understanding the learning objective before, during and after the task. Students will show their understanding of analyzing characteristics by completing the graphic organizer and exit task.

12. Differentiated Instruction

This lesson plan can be changed by pacing instruction for those students who need more time, or for those students who are already finished. Students will be paired up with similar reading levels. One student has moderate hearing loss. I will make sure that the student understands the assignment clearly and is able to participate fully.

13. Resources and Materials

Buehl, D. (2014). Classroom strategies for interactive learning. Newark, DE: International Reading Association. Gallagher, K. (2009). Readicide: How Schools are Killing Reading and What You Can Do About It. Schmoop Editorial Team. (2008 November 11). The Absolutely True Diary of a Part-Time Indian. Retrieved March 14 2017, from http://www.schmoop.com/absolutely-true-diary-of-a-part-time-indian/ The Curriculum Corner 123—Providing free resources for busy teachers. (n.d.). Retrieved March 14, 2017, from http://thecurriculumcorner.com/

14. Management and Safety Issues

Students will be asked to keep their backpacks under the table, allowing for clear aisles to walk through. Students who are disrupting the class will be asked to follow the rules.

15. Parent & Community Connections

This lesson will be available for parents and guardians on our classroom website. Parents and guardians have been advised of the different topics that students are reading about in the novel. Students are encouraged to discuss the problems that Arnold Spirit experiences in his life.