Modified Unit Plan of

Absolutely True Diary of a Part-Time Indian

By Sherman Alexie
(Created by Miranda Schuhle)

Unit Objectives:

SWBAT analyze the characters identities in the text and build connections to
their own identity.
SWBAT write a fictional narrative piece from the perspective of a character in
the novel designated for a specific audience, about a specific topic,
exemplified in a predetermined format.
SWBAT identify and read characters in a story with fluid comprehension
shown through outside journal entries.
SWBAT discuss the novel in a multitude of formats including whole class
discussions, drawings, partner conversations and through writing.

Grading:

Nightly Journal: Since we will be doing the majority of our reading in class,
students are responsible for completing a brief journal entry nightly. Having
their homework assignments complete is vitally important for our discussions
in class the following day. The last few minutes of every class will be
dedicated to going over directions for the homework that night and if time
allows, students will be able to start their homework and ask any questions
they may have.
Formative assessments: Various journal entries and writing assignments
given in and out of class (see more detailed descriptions below)
Summative assessment: RAFT strategy in class writing assignment (see more
detailed description below)

Reading Schedule:
Day 1
-Go over unit
expectations
(binder set up,
nightly
assignments,
etc.)
-Assign book
numbers

Day 2
-Title
predictions
-Introduce
Sherman
Alexie
-Read Chapter
1 together (p.
1-6)
-Homework:
First character
sketch of
Junior

Day 3
-Read p.7-14
together in
class
-Begin
connecting to
U.S. history
and oppression
of Native
Americans
-Homework:
Journaling
about what we
dream to be

Day 4
-Read p.15-31
using audio
tape
-Homework:
Discussion
questions from
reading

Day 5
-Read p. 25-31
-Begin
assignment
about who you
will become
when you pay
attention to
your dream
-Homework:
Finish
assignment
from above

Week 1: Introduction to Book and Author

Who is Sherman Alexie? (How similar is his story to Juniors?)
Begin to look into own identity through journaling and class discussions: Who
should/needs to pay attention to your dreams? What will it take to get there?
What could possibly get in your way of achieving what you want/deserve?
Formative assessment: Students will answer the following question in their
own drawing/diagram based off their previous journal entries. What would
you look like if someone pays attention to your dreams?
Key discussion points: Juniors personality and what we know about his
family, what details does he pay attention to in his drawings, school on the
rez and how Junior feels about it,
Day 6
-Read/discuss
as whole class
p.32-43
-Homework:
Read p.44-47

Week

Day 7
-Quick
comprehension
check quiz
from
homework
-Read 48-53
with partner
-Homework:
Journal about
Rowdys
reaction to
Junior leaving

Day 8
-Audio tape read
p. 54-66
-Discuss Rowdy
and Juniors
relationship
-Homework:
writing own
unofficial/unwritt
en rules

Day 9
-Read,
annotate, and
discuss
Indian
Humor by
Vine Deloria
as class
-Homework:
Journal entry
about Indian
Humor
excerpts

Day 10
-Audio tape
read p. 67-76
-Homework:
Read p. 77-81
-Connecting to
article
excerpts from
previous day

2: Humor in Native American Culture

Dive deeper into Native American Culture and Modern Literature
Introduce other Native American writers and artists
Supplemental text: Excerpts from Indian Humor by Vine Deloria
Dive into what it means to live on the Rez
Key discussion points: hope and what it means to Junior, why is so wrong to
go to a better school, violence/aggression on Spokane Reservation, who is
Roger and how he contrasts from Junior, humor from Juniors grandmother
(elders in Native culture and dirty jokes represented in other Native
American literature)

Day 11
-Read in small
groups p. 8298
-Homework:
Free write
using one of
three options

Day 12
-Quick
comprehensio
n quiz
-Silently and
independently
read p. 99-103
-Homework:

Day 13
-Audio read
p.104-117
-Discussion:
What is
privilege?
-Homework:
Journal entry

Day 14
-Discuss how
better
understanding
Juniors
character
helps us
understand the

Day 15
-Read p.130134
-Discuss
Juniors
character
changing and
impact on his

for template

Writing letter
back to
Juniors sister

about quote
from page 13
(what being
poor means to
Junior)

quote from p.
13
-Multiple
identities
activity (Due
Day 20)
-Read 118-129
in class (finish
for homework
what is not
done)

identity
-Homework:
Journal about
Junior
changing

Week 3: Identity and Perspective

Students should practice writing in the perspective of someone else (in this
case Junior) in the form of a letter replying to the letter he received from his
sister in the reading.
Multiple identities activity: Students will look at their own identities through a
similar lens that Junior did for himself. Junior was split apart between two
different worlds; where he came from and where he attended school. In this
activity I want students to answer the following questions: What two worlds
or identities are they a part of? What two different parts of their identity make
them who they are as a whole?
Key discussion points: what elements/parts make up someones identity, does
your identity stay the same or can it change over time, trouble getting to
school (why it matters and relating to Philadelphia school system), Penelopes
secret and how it connects her and Junior, different kinds of addicts, poverty
in adolescence
Day 16
-Audio tape
read p. 135149
-Review p. 56
quote about
mascot
-Homework:
Free write
using one of
three options
for template

Day 17
-Read p.150158
-Class
discussion:
Why does
Reardons
mascot
matter?
-Homework:
Journal about
admiration for
grandmother

Day 18
-Partner read
article about
mascots
-Class
activity/discuss
ion using
sentences
pulled from
article
-Homework:
Journal entry
about mascot

Day 19
-Audio tape
read p.159168
-What do
sports mean
for Junior?
-Homework:
Journal entry
about
stereotypes
and
responding to
cartoon

Day 20
-Read p. 169178
-Homework:
Have a good
weekend
(Any make up
work is due the
following
Monday)

Week 4: Further investigating stereotypes and their impacts on ones identity

Mascots and what they perpetuate:
Students will use partner reading for following article to look at the topic.
They will then need to pull what they think are the two most important
sentences in the article. As a class we will then have a discussion revolving
around the sentences that students pulled. Some of the discussion questions
used will be: How does this article tie into our novel? What impact do you
think Reardons mascot has on Junior? How can ones self-esteem be
impacted by these mascots?
https://www.psychologytoday.com/blog/science-small-talk/201205/the-nativeamerican-mascot-tribute-or-stereotype
Silent dialogue: students will write back and forth with each other discussing
questions that are posted on the board. When the timer goes off, students
are to pass papers to the next group (everyone should have a different
paper). Students will then respond to what other students have written.
Example discussion questions for activity: Why does Junior feel torn between
where he is from and where he goes to school? What tensions have we seen
from the novel between Junior and people who live on the Rez? Why is this
part of the novel particularly important?
Key discussion points: what does it mean to be on a sports team (or involved
in school), Coachs personality, rivalry between schools (Juniors old and new
school), the rivalry and friendship, 2 Indians in the school (Junior and mascot),
holidays arent always joyful, admiring people for unique traits, generational
racism and oppression
Day 21
-Introduce final
assessment
(RAFT) and
assign parts
-Read p. 179196
-Homework:
RAFT journal
#1

Day 22
Day 23
Day 24
Day 25
-Finish
-Read p. 199-Audio tape
-Writing of
discussion
213
read p. 214RAFT
from previous
-Discuss grief
230
assignment in
days reading
and loss in
-Discuss
class
-Read p. 197novel
ending of the
198
-Homework:
book
independently
RAFT journal
-Homework:
-Homework:
#3
RAFT journal
RAFT journal
#4
#2
Week 5: Finish novel and final assessment
RAFT assignment: Role, Audience, Format, Topic are the four parts of the RAFT
strategy for writing. Students will be randomly given This assignment will
be most appropriate for the population of students that this unit is designed
for because I will be able to modify and adjust the task for each student
based on strengths and ability. Students will be able to use their four journals
from the previous week when writing their assignment in class. Students will
then be able to finish the assignment the following Monday (absent students
will be able to write the in class assessment as well). The purpose of this
summative assessment is to gage students overall comprehension of the
major themes and ideas in the novel. The assignment will be scaffolded

throughout the upcoming unit but directly done during the week leading up to
the in class assessment.
Possible Roles (from easiest to more challenging): Junior, Penelope, Gordy,
Roger, Rowdy, Mary
Possible Audiences: Another character in the book, your teacher, a family
member, a 2nd grade student, Sherman Alexie
Possible Formats: Letter, informative essay, newspaper article, journal entry
Possible Topics: Identity, stereotypes, poverty, self-esteem
Key discussion points: pressure from parents, hope again, Juniors bittersweet
victory, Rowdy and Juniors repairmen, grief and loss on the reservation,
laughing in uncomfortable situations, the closure (or nonclosure) of the end of
the novel