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TPA Lesson
Plan
Course:
English
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1. Teacher
Candidate
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Austin
Upmeyer
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Date
Taught
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11/8/2017
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2. Subject
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The Absolutely True
Diary of a Part-Time Indian
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3. Lesson Title/Focus
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Real-World
Connections to The Absolutely True Diary of a Part-Time Indian
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5. Length of Lesson
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20
minutes
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4. Grade Level
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11th
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6. Academic &
Content Standards (Common Core/National)
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CCSS.ELA-LITERACY.RI.11-12.7
Integrate
and evaluate multiple sources of information presented in different media or
formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.
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7. Learning
Objective(s)
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Students
will display that they can connect multiple sources of information that are
given to them to express an overall understanding of how the educational
disadvantages that Junior faced in The
Absolutely True Diary of a Part-Time Indian are being addressed in the
real world.
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8. Academic
Language
demands
(vocabulary, function, syntax, discourse)
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Vocabulary:
Every
Student Succeeds Act, culture, educational disadvantages/opportunities.
Function:
Having
an understanding of these terms is essential for students to make the
connection between Junior’s educational experiences and how they are
addressed in this Spokesman-Review
article.
Syntax:
Students
will use their understanding of these terms as background knowledge to use in
assessments for this book when necessary.
Discourse:
Students
will apply these terms when participating in classroom discussion as a way to
elaborate on their ideas about the opportunities/disadvantages presented in
both texts that we are using.
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9. Assessment
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Formal
Assessment:
I
will provide questions to the class and the students will write their answers
to these questions on a worksheet handout to be graded. Students will answer
three questions while they read their section of the article. These questions
will address the learning objective which is to measure if the student can “connect
multiple sources of information that are given to them to express an overall
understanding of how the educational disadvantages that Junior faced in The Absolutely True Diary of a Part-Time
Indian are being addressed in the real world.” These three questions will
be as follows:
·
What are a few ways that this section of the article
connects/relates to The Absolutely True
Diary of a Part-Time Indian? Use specifics from the text.
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Does your section of the article address any specific disadvantages
that Junior faced with his education? If so, how are these issues addressed
or possibly even fixed?
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Junior leaves Wellpinit for Rearden because of the
quality of education he can receive at a white school versus a reservation
school. Do you think that Junior still would have left Wellpinit if the opportunities
and changes presented in this article were available to him while he was in
school? Would you have left?
These
journal entries will be graded on a scale of 1-5 assessing whether or not the
student has met the learning objective. 5 is the highest score and means that
the student has shown that they understand the connections between the two
texts and 1 is the lowest score showing that the student does not understand
any of the connections between the two texts.
Informal
Assessment:
The
class will be split up into four groups (one group for each section of the
article). Each member of the group will read their section of the article and
write down their answers to the questions individually. Then they will meet with
other students that worked on the same section for a small group discussion.
They will share what they wrote down for their answers and also come up with
a way to summarize the main points of their section for the class. After the
four groups discuss their section of the article together, the class will
come together and discuss the article as a whole. Each group will summarize
their section to the class, briefly sharing the main points, and share a few
of their answers as well. The informal assessment will be based off of the
small group discussion and the class discussion.
I
will observe students sharing with their small group partners—listening for elaboration
and expansion of thoughts on how the article connects to The Absolutely True Diary of a Part-Time Indian. I will also
listen for the students’ article summaries and what they share about their
thoughts on the article with the rest of the class. At the end of class I
will ask for students to consider one final question for homework which will
be discussed on the next day. This will also be informally assessed and the
question will be as follows:
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Now that you have an “understanding of how the
educational disadvantages that Junior faced in The Absolutely True Diary of a Part-Time Indian are being
addressed in the real world,” does it seem like we, as a society are doing
enough for Native American students?
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10. Lesson Connections
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Research/Theory:
-I
will be using an article posted by the Spokesman-Review
that was written in 2016. It addresses the need for Native American students
to have better opportunities and a chance for success in their education.
This directly correlates to Junior’s experiences in school and the disadvantages
that he faced at Wellpinit as well as the opportunities that he had once he transferred
to Reardan.
Fifield, Jen. “More
states, including Washington, focusing on giving Native American students
better chance of success.” The Spokesman-Review,
September 11, 2016. Accessed October 23, 2017. http://www.spokesman.com/stories/2016/sep/11/more-states-including-washington-focusing-on-givin/.
-In
Kelly Gallagher’s book Readicide,
he suggests to “Augment books instead of flogging them.” He states that “It
is imperative that we augment every novel our students read with real-world
text that shows them that the book they are reading offers valuable insight
into living productive lives.” This is the approach that I am taking with
this lesson. I am augmenting the Alexie text with a real-world article that
was published in the local newspaper. This makes the book more relevant for
the students and shows how it can connect to life outside of the classroom.
Gallagher, Kelly. Readicide. Portland, Maine: Stenhouse Publishers, 2009 (pg.
79-81)
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Prior
Knowledge: Students
have read The Absolutely True Diary of
a Part-Time Indian by Sherman Alexie and have an understanding of how the
main character’s life was affected by the education system that he was in.
The students have an understanding of how Junior, the main character, grew up
with many disadvantages and they are aware of the cultural and educational
differences that are presented in the text. This lesson will expand on that
prior knowledge by augmenting the text with a real-world article that
addresses those disadvantages that Junior faced in his community and what is
being done about it today.
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Skills:
-Students
need to be able to:
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Make connections between the Alexie text and the Spokesman-Review article.
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Read and comprehend their section of the article well
enough to teach the main points of their section with the class.
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Engage in meaningful discussion about the text.
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Give insightful and clear responses to the worksheet questions
that I provide.
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Culture:
The Absolutely True Diary of a Part-Time
Indian presents
cultural topics that some students may not be familiar with. By showing them
a local news article that talks about this culture, I will be showing
students that those cultural differences may be closer to them than they
think. The Alexie text and the Spokesman-Review
article both provide important cultural insight to the lives of Spokane
Indians.
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11. Instructional
Strategies/Learning Tasks to Support Learning
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Learning Tasks and
Strategies
Sequenced
Instruction
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Teacher’s Role
Introduction (<1
minute):
1. I will start the
class by informing the students that we will be augmenting The Absolutely True Diary of a Part-Time
Indian with a real-world article from The
Spokesman-Review that addresses many of the educational issues that
Junior had to face throughout the book.
I will tell them that we are doing this in order to discover the connections
between the two texts and how those connections from the book offer valuable
insights into real-world situations.
Learning Tasks (18
minutes):
2.
I will instruct students to access the article through
my blog at austinsreadingvoice.blogspot.com
(which I will have the link to up on my PowerPoint presentation). If some
students are unable to access the article online, I have brought extra hard
copies to hand out to them if need be.
3.
As they are accessing the article, I will break the
class up into four groups, and hand out the article worksheet. Each group
will read a certain part of the article. I will assign sections to each group
as follows:
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Group 1: Intro and New Laws
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Group 2: Biggest Disparities
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Group 3: Cultural Programs Can Increase Success
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Group 4: States Making Changes
4.
I will tell the students to take 5 minutes to read
their section of the article and write down their answers to the questions on
their worksheets. These questions will be:
·
What are a few ways that this section of the article
connects/relates to The Absolutely True
Diary of a Part-Time Indian? Use specifics from the text.
·
Does your section of the article address any specific disadvantages
that Junior faced with his education? If so, how are these issues addressed
or possibly even fixed?
·
Junior leaves Wellpinit for Rearden because of the
quality of education he can receive at a white school versus a reservation
school. Do you think that Junior still would have left Wellpinit if the opportunities
and changes presented in this article were available to him while he was in
school? Would you have left?
As they are reading, I will write each
section title on the white board so that I can write their responses for each
section during class discussion.
5.
Once the students finish their reading and answer the
questions, I will have them meet with other students that worked on the same
section for a small group discussion which I will walk around the classroom
and observe. In these group discussions, they need to do two things:
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Share a few of their responses to the worksheet
questions.
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Come up with a way to briefly summarize the main points
of their section so that the class can be exposed to the whole article, not
just their own section.
If they have not quite finished answering the questions
within the 5 minutes, they will have the opportunity to consult with their
group members to finish their worksheet during this group discussion.
6.
When small group discussions are done, I will begin the
class discussion by having group 1 summarize the main points of their section
and then share a few examples of their worksheet answers. I will then have
groups 2-4 go through this same process of summarizing and sharing answers.
7.
As each group is sharing their worksheet answers, I
will be writing them on the board for the class to refer back to.
Closure (1 minute):
8.
Once each group has summarized their section and shared
their worksheet answers, I will end the discussion by asking the class to
consider one final question for homework which will be discussed on the next
day:
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Now that you have an “understanding of how the
educational disadvantages that Junior faced in The Absolutely True Diary of a Part-Time Indian are being
addressed in the real world,” does it seem like we, as a society are doing
enough for Native American students?
9.
I will end class by having the students hand in their
worksheets and telling them that they can read through the whole article at
home if they so choose.
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Students’ Role/Student
Voice
2.
Students will get on their laptops and access The Spokesman-Review article through my blog.
3.
Students will break up into four groups and each group will focus on one
section of the article.
4.
Students will take 5 minutes to read their section of the article and write
down their answers to the questions I have provided in their journals.
5.
Students will discuss how they want to summarize the main points of their
section and also share their answers with the other group members for 5
minutes before discussing the article as a class.
6.
Groups 1-4 will go in order for summarizing the main points of their section
and sharing some of their worksheet answers.
8.
Student will write down or memorize the exit question to consider for class
discussion on the next day.
9.
Students will hand in their worksheets to be assessed.
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Student Voice:
Student
voice can be found in the worksheets that students will fill out for this
lesson as well as in the discussions that they will participate in throughout
the lesson. In the worksheet, students are answering questions that specifically
address the learning objective which is to “connect multiple sources of
information that are given to them to express an overall understanding of how
the educational disadvantages that Junior faced in The Absolutely True Diary of a Part-Time Indian are being
addressed in the real world.” In their class discussion, students will have
the opportunity to voice their ideas and expand on them as well. They will
share responses with classmates and also discuss the connections they made
between the Alexie text and the Spokesman-Review
article.
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12. Differentiated
Instruction
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-Because
some students may not be able to read and answer the worksheet questions as
fast as other students and within the 5 minutes they are given to do so, they
will have the opportunity to consult with other group members to finish their
worksheet during group discussion. By doing this they will also be able to
make connections by using fellow students as an extra source of information
to meet the learning objective. This allows for the struggling students to
ask for help if they need it.
- For my struggling
students who do not have prior skills to complete this lesson I will provide
extra support for them while they fill out their worksheet. I will frequently
check on them to give them extra assistance when needed.
-I
will print out enough extra copies of the article so that students who do not
have access to the article online can still participate in the lesson. I will
make sure to provide enough resources for each student to fully participate.
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13. Resources and
Materials
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Idea
for the lesson (References):
·
Gallagher, Kelly. Readicide.
Portland, Maine: Stenhouse Publishers, 2009 (pg. 79-81)
·
Fifield, Jen. “More states, including Washington,
focusing on giving Native American students better chance of success.” The Spokesman-Review, September 11,
2016. Accessed October 23, 2017. http://www.spokesman.com/stories/2016/sep/11/more-states-including-washington-focusing-on-givin/.
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Teacher
Materials:
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Computer and internet access
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Projector and PowerPoint presentation
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Copies of the worksheet, article, and lesson plan
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White board and markers
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Student
Materials:
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Laptop and internet access (students will access the
article through my blog)
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Article worksheet
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Pen or pencil
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The Absolutely True
Diary of a Part-Time Indian by Sherman Alexie
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14. Management and
Safety Issues
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-Students might get
lost when trying to find the article on my blog. I will show them step by
step how to get to the blog and open up the article so that they can
participate in the class activities.
-Students might get
distracted when they are having small group discussion about their article
worksheet since I have allowed them to speak with their fellow classmates to
work on the questions. If they get distracted, I will remind them to focus on
the questions on the worksheet before we have a whole class discussion.
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15. Parent &
Community Connections
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I
am connecting this lesson to the community by using a local newspaper article
from The Spokesman-Review to
augment the Alexie text that students have already read.
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Formative
Assessment
Name: ___________________
The Spokesman-Review Article Worksheet
Question 1: What are a few ways that your section of the
article connects/relates to The
Absolutely True Diary of a Part-Time Indian? Use specifics from the text.
Question 2: Does your section of the article address any specific
disadvantages that Junior faced with his education? If so, how are these issues
addressed or possibly even fixed?
Question 3: Junior leaves Wellpinit for Rearden because of
the quality of education he can receive at a white school versus a reservation
school. Do you think that Junior still would have left Wellpinit if the
opportunities and changes presented in this article were available to him while
he was in school? Would you have left?
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