- After mascots incorporate Peter Banned to Neverland, Disney version, and

UgaWug video. Start with new musical and what could be seen as offensive,
then to essay, then to “Undefendable Disney?”

- Work in videos from discarded ethnography lessons?

- Use ethnography project as a “choice” assignment

*** Green Dot Due before this book begins

Lesson Title: Superman and Me, a Sherman Alexie introduction (lesson 1)

Subject: English
Time Frame: 1 or 2 class periods

Essential Question –

- How do communities and their expectations shape our lives?

Overview

1) Pre-Reading – Students read “Superman and Me” by Sherman Alexie (on the
night previous for homework).

2) Earliest Book Memories – Students write for three minutes about their earliest
book experiences, either on their own, or with someone else. What books? What
parts do they remember? What did they enjoy about them? Etc.

3) Re-Reading and Writing – Students are prompted to re-read sections of the

article for deeper understanding, and do short pieces of writing that will be
discussed after every prompt.

- Re-read paragraphs one and two. What can you infer about Sherman Alexie’s
home life and community? Not paragraphs, but give a piece of evidence, then
explain what you believe that piece of evidence shows. Remember, evidence
without explanation is nothing.

- From paragraph three: What do you understand about paragraphs, and how is that
different from how Alexie understands them?

- Explain from paragraph five: “If he'd been anything but an Indian boy living on
the reservation, he might have been called a prodigy. But he is an Indian boy
living on the reservation and is simply an oddity.” What is the difference between
a prodigy and an oddity, and why was Alexie considered oddity, rather than a
prodigy?

1
 - Re-read paragraph six. Define the word “subverted” and explain how the
students’ actions subverted expectations of themselves.

- Explain: “I read with equal parts joy and desperation. I loved those books, but I
also knew that love had only one purpose. I was trying to save my life.” What
does this quote mean – why was he read with “desperation”, and how could
reading save his life?

- Explain: Some students look at Alexie with “bright eyes and arrogant wonder.
They are trying to save their lives.” But some students receive Alexie’s lessons
differently. They are “the sullen and already defeated Indian kids who sit in the
back rows and ignore me with theatrical precision. The pages of their notebooks
are empty. They carry neither pencil nor pen. They stare out the window. They
refuse and resist.” What is suggested by how those students ignore Alexie “with
theatrical precision”? Why does Alexie believe those students are defeated? Who
defeated them?

Skills:

- Students not only give specific evidence, but explain what they believe evidence
show.
- Students through close reading analyze the author’s intentions, word choice, and
meaning.
- Students through context decipher the meaning of unfamiliar vocabulary.

Assessments:

- Written product, and class discussion – sharing writing on the document camera.

Lesson Title: Part Time Indian, lesson 2 – Black Eye of the Month
Subject: English
Time Frame: 1 class period

Essential Question –

- How do communities and their expectations shape our lives?

Overview

1) The Essentials – Introduce the essential question

2
 2) Micro-Cultures – Introduce the idea of small cultures or communities that are
based within larger cultures or communities, like how Alexie understands
paragraphs: each paragraph stands on its own, but share commonalities with the
larger story. Each micro-culture has it’s own rules for membership, but it also
shares commonalities with the larger culture.

3) Expectations – brainstorm on expectations placed on us by micro-cultures we

belong to (on own, 1 minute for each then share and discuss)

- School / Family / Gender / Friends / Religion / Team / Club / etc.

4) Black Eye of the Month Club – read aloud to get kids interested in story (pgs 1 –
6)

5) Short Write and Discussion – “Do you know what happens to retards on the
Rez?” How are people that aren’t considered “normal” in our school community
mistreated?

6) Close Reading – “I think the world is a series of broken dreams and floods, and
my cartoons are tiny lifeboats.” In one paragraph explain what Alexie means by
this.

7) Homework: Read “Why Chicken Means So Much To Me” (pgs 7 – 14)

Lesson Title: Part Time Indian, lesson 3 – Opportunity

Subject: English
Time Frame: 1 class period

Essential Question –

- How do communities and their expectations shape our lives?

Overview

1) Quick write and collect: Poverty –

- According to Junior what is the worst part of being poor? Before you read
Arnold’s point of view what did you think would be the worst part of poverty, and
why? (one paragraph – 7 minutes and collect)

2) Often a writer returns to certain subjects in different forms.

- Discuss what happened to Junior’s dog Oscar.

3
 - Then read from The Search Engine, a short story by Sherman Alexie, there is a
poem called Poverty where we see him writing about the same event we see in
this chapter: When you’re poor and hungry / And love your dog / You share your
food with him. / There is no love like his. / When you’re poor and hungry / And
your dog gets sick, / You can’t afford to take him / To the veterinarian, / So you
have to watch him get sicker / And cough blood and cry all night. / You can’t
afford to put him gently to sleep / So your uncle comes over for free / And shoots
your dog twice in the head / And buries him in the town dump.

3) Goals – Brainstorm

- List dreams and goals you have for yourself.

- What are the obstacles to your goals?
- Who in your life encourages these goals? How do they encourage the goals?
- Full class discussion with volunteers

4) Re-Read pg 13 from “Given the chance my father . . .” to “teaches you how to be

poor.”

- Discuss the cliché “money can’t buy happiness” and what money is able to do
such as provide opportunities. Of course some people overcome incredible
obstacles, but imagine all those never get the chance to begin. Students brainstorm
possible ways in which money can help them toward their goals.

5) Homework – Read “Revenge Is My Middle Name” pgs 15 – 24

Lesson Title: Part Time Indian, lesson 4 – Celebration and Rage

Subject: English
Time Frame: 1 class period

Essential Question –

- How do communities and their expectations shape our lives?

Overview

1) Quick write and collect: Rowdy’s Rage --

- Give 3 specific examples of Rowdy’s rage, and explain why you think he has this
anger.

2) Reasons for Rowdy’s Rage – full class discussion of examples of rage, and why
he’s so angry (home issues / community issues / personal social problems, etc.)

4
3) Ethnography – (ethnic graphing / cultural mapping) Explain that ethnography is the
study of human cultures through participant observation. Meaning that the
anthropologist will live amongst the people they are studying, as well as take part in
that culture’s normal practices in order to try and understand the shared culture and
identity as though they were part of it.

- Ethnographers might study: religion and belief systems / customs and traditions /
art and literature / speech patterns / gift giving / music / food and food preparation
/ how children play / clothing and dress / how members of the community interact
or support each other / etc.

4) The Powwow – (all students keep their own notes)

- Brainstorm in groups the kinds of activities (official and unofficial) that take place
during this celebration.

- Brainstorm a list of events you’ve taken part in that are similar to the powwow
(concerts, feasts, carnivals, fairs, sporting events, etc.).

- From that list choose one to write about and brainstorm a list of activities that take
place during that event.

- In a short essay compare the powwow to your event. What are the similar
aspects?

- Share this comparison

5) Homework – Read “Because Geometry is not a Country Somewhere Near France”

(pgs 25 – 31)

Lesson Title: Part Time Indian, lesson 5 – Micro-Cultures

Subject: English
Time Frame: 1 class period

Essential Question –

- How do communities and their expectations shape our lives?

Overview

1) Quick write and collect – Although Junior is an admitted “book kisser” his
decrepit geometry book hit his heart with “the force of a nuclear bomb.” What
happened, and explain why you believe this book had such an effect on Junior.

5
 2) Re-Read – “There’s probably no place more isolated than my reservation, which
is located approximately one million miles north of Important and two billion
miles west of Happy” (pg 30). Discuss.

- At 60MPH it would take 694.4 days to drive 1 million miles.

- There are 1000 millions in one billion, so it would take 694,400 days to drive one
billion miles / x2 = 1,388,800 days / = 3,804.9315 years to drive two billion
miles.

3) Re-Read – Junior’s sister Mary Runs Away “is the prettiest and the strongest and
funniest person who ever spent twenty-three hours a day alone in a basement” (pg
28). Discuss why students think she spends that time in the basement. Dead and
buried?

4) Ethnography: Micro-Cultures

Read – Mr. P sometimes forgets to come to school, and the kids have to go get him at his
house. He then shows up in his pajamas, and Junior says, “He is a weird old coot, but
most of the kids dig him because he doesn’t ask too much of us. I mean, how can you
expect your students to work hard if you show up in your pajamas and slippers?” (pg 29)
“Some of our teachers make us eat birdseed so we’ll feel closer to the earth, and other
teachers hate birds because they are supposedly minions of the Devil. It’s like being
taught by Jekyll and Hyde” (pg 30).

- Ethnography: Explain Classroom Micro-Cultures – Each classroom has its own

culture within the larger culture of the school (which is in the larger culture of the
town, the tri-town, the state, New England, the country, etc.)

- Ethnography: Mapping a Classroom Micro-Culture – Choose a class: rules /

classroom set-up / teaching style (how materials are presented) / teacher talk (how
teacher interacts with students) / student behavior and work [begin by
brainstorming aloud with all students on my classroom].

5) Discuss and Share (full class) – One student begins with the classroom they
wrote about (and all students who wrote on the same class stand up), then after
each category open it up to other students to add.

6) Homework – Read “Hope Against Hope” (pgs 32 – 43)

Lesson Title: Part Time Indian, lesson 6 – Confessions and Hope

Subject: English
Time Frame: 1 class period

Essential Question –

6
 - How do communities and their expectations shape our lives?

Overview

1) Quick Write and Collect – (Recap and discuss what happened in the last chapter
that caused Arnold to hurl his book) What does Mr. P reveal when he confesses to
Junior all the horrible sins he’s committed against Indian kids on the reservation?
Explain what he gains by confessing to Junior, and why.

2) Re-Read – pgs 35 – 36 from “Well, I want you to know that hitting me . . .” to

“ . . . full of ideas. Just like you.”

- Close Reading – “We were supposed to make you give up being Indian. Your
songs and your stories and language and dancing. Everything. We weren’t trying
to kill Indian people. We were trying to kill Indian culture” (pg 35). Why was it
considered a positive thing for Native Americans to give up their culture?

- Discuss – What are some parts of your own culture that would hurt you to give
up?

3) Re-Read – pgs 42 – 43 “No, I mean you have to leave the rez forever . . .” to
“ . . . this sad, sad reservation.”

- Discuss – Why the depression? The alcoholism? Drug addiction? Why has
everyone on the reservation given up?

4) Call to Adventure – If this is a hero’s journey, what is the point where Junior’s
life goes from the normal to the unknown? Why does he need Mr. P’s visit?

5) Homework – Read “Go Means Go” and “Rowdy Sings the Blues” (pgs 44 – 53)

Lesson Title: Part Time Indian, lesson 7 – Is Hope White?

Subject: English
Time Frame: 1 class period

Essential Question –

- How do communities and their expectations shape our lives?

Overview

1) Discuss:

7
 - How does Rowdy react to Junior’s news? Why did he react this way toward his
best friend? Then read from “He coughed . . . “ to “worst enemy” (pg 52 – 53).

2) Poverty = No Hope, but it does appear hope has a color –

- Read: beginning with reading the description of Readan, then read “The kids in
Reardan are the smartest and most athletic kids anywhere. They are the best.” (pg
46) – Based on this description predict what the school will be like.

- Read: from “I want to go to Reardan . . .” to “ . . . torture me” (pgs 46 – 47). –

Predict how people on the reservation will react to Junior because of his decision.

- Read: Explain Dickens A Tale of Two Cities famous first line, then read from “I
was the only kid, white or Indian” to “is like some mythical creature” (pgs 50 –
51)

- Discuss “White Mythical Creature” illustration (pg 51) – Is that a white rainbow?

3) How does a color or race become Hope? How do you come to hate your own
race? How do you come to the point where you hate yourself?

- Describe the experiment from the 1950’s that Kiri recreates, then watch A Girl
Like Me (10 minute documentary)

- According to the documentary what are some of the issues descendants of slavery
experience? (small group, then class discussion)

- How is this similar to issues that Native Americans experience? (small group,
then class discussion)

- Something to think about: How does white become hope?

4) Homework – Read “How to Fight Monsters” (pgs 54 – 66)

Lesson Title: Part Time Indian, lesson 8 – Racism and Rules for Fighting
Subject: English
Time Frame: 1 class period

Essential Question –

- How do communities and their expectations shape our lives?

Overview

8
1) Reel Injun (documentary by Cree filmmaker Neil Diamond) watch excerpt “The
Savage Injun” (6 min). A short segment on how Hollywood began portraying
Native Americans as savage stereotypes.

2) Reardan’s “Inspiring” Mascot –

- Explain how many people believe that native inspired mascots “pay tribute and
respect,” but mostly it doesn’t appear to be respectful. Many native people believe
that a culture or person should not be a mascot.

- “But I’m honoring you, dude!” cartoon by Lalo Alcatraz, talk about how this is
hyperbole, but not so far from reality.

- “Which is the mascot?” cartoon by Thom Little Moon / reveal the cartoon
character by character and discuss each, then look at entire comic.

- First, talk about the Indians mascot, and poll the kids – “who thinks this is racist?”
Then, even if you don’t think it’s racist what could be some problems with this
depiction?

- Next, reveal each and discuss what might happen at a half-time show with each
particular cultural mascot. After each poll the students if they think the mascot is
racist, and discuss why.

- Lastly, go back to the original Indians mascot and poll the students again. In most
classes the poll goes from very few, to most kids believing the mascot is racist.

- Cartoon pg 56: How do you think Arnold feels as the only native kid in this all
white school, and this is their mascot?

3) More Racism at Reardan –

- Aside from the mascot, and the “weird sculpture that’s supposed to be an Indian”
we see other examples of racism: Look at “Taunting Arnold Spirit” cartoon (pg
63) and discuss the racist slurs.

- Re-Read: Racist Joke and Fight from “Hey chief . . .” to “no way to get home.”
(pgs 64 – 66).

4) What Are The Rules? –

- Re-Read: Rules for fighting on the reservation (pgs 61 – 62)

- Survey Class: How many have gotten in a real fist fight? Then share some of my
experiences.

9
 - Ethnography: What are the unofficial rules for physical fighting in this
community? Prompt with each question for a one minute brainstorm – What is an
appropriate reason for a physical fight? Why do fights take place? Where? What’s
fair? What’s unfair? Different girl rules? How is the winner determined?

- Then discuss with full class.

- This is what an ethnographic study looks like. A researcher interviews members

of a culture about a specific cultural practice (in this case physical conflict),
collects the data, analyzes it, and it helps see how the culture works.

5) Homework – Read “Grandmother Gives Me Some Advice” and “Tears of a

Clown” (pgs 67 – 76)

Lesson Title: Part Time Indian, lesson 9 – Fitting In

Subject: English
Time Frame: 1 class period

Essential Question –

- How do communities and their expectations shape our lives?

Overview

1) Re-Read – Grandma’s Analysis of the Altercation (pgs 68 – 70) on how Arnold

gained respect of the alpha-dog. Then Roger pays respect to both Eugene and
Arnold, so Grandma goes from being “crazy” to “the smartest person on the
planet”.

2) Read Aloud To Class –

- First explain how a pack of wolves is a micro-community with its own rules,
customs, and behaviors that members must follow to be accepted into, and live
within the community of the pack.

- Then give some background on Julie of the Wolves by Jean Craighead George,
and read handout excerpt (from pgs 18 – 25)

3) Micro-Culture Ethnography – Rules for fitting in at ORRJHS

- What are the rules for just fitting in with your peers at ORRJHS? Not a lone wolf,
or outcast – just rules for blending in with the majority. (small group brainstorms
at least 5 rules / then discuss) Rules must be specific, and you must explain why
the rule is important.

10
 - Group presents rules to the class for discussion, and critique

4) No Homework? Wow.

Lesson Title: Part Time Indian, lesson 10 – The Mean Girl Clique
Subject: English
Time Frame: 1 class period

Essential Question –

- How do communities and their expectations shape our lives?

Overview

1) Micro-Culture Ethnography – Characteristics of Alphas at ORRJHS

- Alphas are powerful members of the community that somehow shape the
community with their strength of ideas, physical power, popularity, or peer
pressures. They’re the students who set the standards of what’s acceptable, what’s
cool, who’s cool, etc. Because of their status they have power over others and in
many ways determine how the community functions.

- Examples: Roger the giant that Arnold fights / Amaroq the leader of the wolf pack
/ or Penelope (read section pgs 72 – 73) from when Roger approaches Junior, to
end of chapter.

- As we learn more about cliques today keep in mind who the Alphas of the school
are, and what their roles are in their cliques.

2) Ethnography – Mean Girl Cliques excerpt from Queen Bees and Wannabes by
Rosiland Wiseman

- Groups will appoint a Leader / Timekeeper / Scribe – and each member will
participate equally in the presentation of their notes.

- (Jigsaw) Assign each group a mean girl clique member that they will present and
teach the class about (1 – 7).

- Groups will take notes to summarize the most important points of: Role
Description / is a -------- if? / Gain? / Lose?

- Read Cliques and Popularity (pgs 18 – 19) and The Queen Bee and Her Court
(pgs 24 – 25) together.

11
 - Presentations next class on document camera.

3) Homework – Read “Halloween” (pgs 77 – 81)

Lesson Title: Part Time Indian, lessons 11, 12, 13 – The Ethnographer’s Holiday
Subject: English
Time Frame: 3 class periods

Essential Question –

- How do communities and their expectations shape our lives?

Overview Day One

1) Queen Bees and Wannbes: Cliques Presentations. Recap how Rosiland

Wiseman wanted to figure out how the culture of girl’s cliques worked. This is
not necessarily “mean girl” cliques, but in some way how many cliques work

- Each group presents the clique member they studied.

- Think about the role you play in the group of friends you’re a part of. Is it similar
to one of these, a combination, or something entirely different?

- Poll the class “Do you see anyone who fits the role of ------------- on this team?
(Start from victim and work up to queen bee).

- You may choose to do something similar to this when you do your personal
ethnographic study.

2) Re-Read – Talk about how Junior tried to make a connection with Penelope, and
what happened to him, then re-read from “It feels good, doesn’t it?” to “fricking
Prince Charming” (pg 81). And discuss reasons why this is appropriate to be
included in a chapter entitled “Halloween.”

3) Activator: Show It’s The Great Pumpkin Charlie Brown (3 minute video) to get
students thinking about Halloween.

4) Ethnography – Holiday Celebration: Halloween. Do a one-minute brainstorm

for each. After each topic share notes and discuss.

- Traditional Decorations
- Traditional Entertainment (books, movies, television, music)
- Clothing (costumes – ages 0 – 5, ages 11 – 14)
- Activities (various ages)
- Popular vs. Unpopular Activities for JHS Students

12
 5) Homework: Think of a holiday / event / festival you take part in and would like
to write about.

Overview Day Two and Three

1) Ethnography – Holiday Celebrations: You Choose (Ethnographer’s Holiday

handout)

- Brainstorm a list of various holidays / circle one to write about

- Traditional Decorations (and explain why they are used, or what they represent)
- Traditional Entertainment (books, movies, television, music / and why people
enjoy that entertainment, what they get out of it, etc.)
- Clothing (what clothes, worn by who, and why)
- Activities (explain in at least 2 paragraphs the activities you take part in)

2) Homework Day 2 and 3 – Read “Slouching Towards Thanksgiving” (pgs 82 –

98) due class after next.

3) Homework Day 3 Finish class work: Ethnographer’s Holiday / Read “Slouching

Towards Thanksgiving” (pgs 82 – 98)

Lesson Title: Part Time Indian, lesson 14 – Loneliness and Mystery

Subject: English
Time Frame: 1 class period

Essential Question –

- How do communities and their expectations shape our lives?

Overview

1) Quick Write and Collect – Explain the science fact the teacher got wrong, and
what the correct explanation is. Why do you believe he ignored Arnold after he
was corrected?

- Collect holiday celebrations homework

2) T.S. Spivet – Map of Loneliness / Talk about the T.S. Spivet novel, how he was
a young kid who ran away from home, sitting on a train alone, and draws this
map. Discuss how an ethnographer might use maps to research and show
behaviors in a culture.

13
 3) Re-Read / Write / Discuss – Loneliness: from “I walked like a zombie” to “up
and down” (pgs 82 – 83) / write about then discuss why Arnold feels the way he
does from the time he wakes up until he’s “less than less than an Indian.”

4) Re-Read / Write / Discuss – Invisible: After Junior corrects the teacher about
petrified wood the teacher asks Gordy if Arnold is correct. Re-Read: “Well isn’t
that interesting” to “sacred and magical” (pg 86). write about then discuss
possible reasons why the teacher ignores Arnold’s contribution.

5) Re-Read – Getting to School Cartoon (pg 88)

- Write about then discuss what this shows about Arnold’s character and
personality.

- Discuss with small groups, then share ideas with entire class how this is like T.S.
Spivet’s Map of Loneliness.

6) Re-Read – from “I looked at Gordy” to “can’t be wrong” (pgs 94 – 95).

- Explain the importance of re-reading / how many times I read this book before
teaching it (5x read and 2x listened) / also how re-reading isn’t usually that
extreme but is usually when a passage is confusing, or interesting, or clever, or
deep, etc. Re-read the passage and see how it works, understand it better, decipher
it, go over it carefully. / Not taking the time to re-read is the #1 reason for
incorrect answers on tests like MCAS.

7) Re-Read – The Big Mystery: from “There are three thousand” to “so much more
you need to learn” (pg 97).

- Link to Taoism: the basic premise of Taoism is that all things are interconnected,
and are actually just all really one thing. “The more you know, the less you
understand” is a passage that means every time you learn something you should
realize more and more how everything is one big interconnected thing.

Lesson Title: Part Time Indian, lesson 15, 16, 17, 18 – 10,000 Hours
Subject: English
Time Frame: 4 class periods

Essential Question –

- How do communities and their expectations shape our lives?

Overview Day 1 – The 10,000 hr Rule

14
 Read – “[Gordy] would always be the smartest person I’d ever known. And he
certainly helped me through school. He not only tutored me and challenged me, but
he made me realize that hard work – that the act of finishing, of completing, of
accomplishing a task – is joyous” (pg 98).

1) Class Opinion Line – Are you born smart? Or is smart something you can
become with effort?

2) Individual Quick Write – Write about a skill you have. How have you worked to
develop this skill? How much time have you invested in it? Hours per week?

3) Class Read –

- What is a “Try-Hard”? I often hear it used at ORRJHS as an insult. Then discuss

why many believe that being a Try-Hard isn’t what is admired.

- The Outliers (excerpts) The 10,000 rule – w/ vocabulary words in bold defined by
students in context: “innate” / “distinguishes” / “assimilate” / “prodigies”

Overview Day 2 – 10,000 hrs + Opportunity = The Beatles

1) Group w/ Presentation – (first) Brainstorm all the factors that happen between
having an innate talent, and eventually mastering that talent. (Next) write it in the
form of an equation, chart, graph, map or recipe.

2) Music – maybe play some Beatles music whose theme applies here?

3) Class Read with bold vocabulary in context – The Outliers: Opportunities /

Beatles

4) Individual write and share – Think about one of your goals from yesterday. What
are some opportunities other people might have that could help them reach that
goal that you don’t have.

- Write about opportunities you have that others might not have.

Overview Day 3 – 10,000 hrs: Time and Effort in Math

1) Class Poll – How much time will you spend on a math problem you don’t
understand before you quit, or ask someone for help? Have a number in your
head. Next, have all students stand and when you get to their number (where they
would either quit or ask for help) they sit down.

15
 2) Class Read – The Outliers (excerpts) Glorious Misconceptions and Math w/
vocabulary definitions in context: “anxiously” / “misconception” / “reverts” /
“superficial”

3) Re-read and analyze – page 6, the paragraph that mentions average eighth
graders and how long before they give up. What is the problem with Schoenfeld’s
analysis of students here?

4) Individual Write and Share – A “glorious misconception” happens when you

think something works one way, then through your own experience you discover
it works another way. Mistakes that lead to understanding. Write about a
glorious misconception you’ve had in your own life? (share my “fork and
electricity” and “go-cart plane” stories)

8) Homework: Read “My Sister Sends Me An Email” / “Thanksgiving” / “Hunger

Pains” (pgs 99 – 113). Due day after next.

Overview Day 4: Writing Wrap-Up

1) With Group – Discuss and Explain (pgs 240-244): How does Renee work through
her misconception to figuring out the problem (not the math so much as her
process)? What strategies does she use? What steps does she take?

2) Individual Write – Describe a mathematical concept that truly “means something

now” and you will never forget. How did you assimilate this into your world, and
how do you tie it to the “real” world?

- Or write about something specific that was difficult for you to learn, and what
your process was to learn it.

3) Individual Reflection – The Outliers (focus on one or more of the following

prompts): How will reading this affect how you think about things in your own
life? What surprised you about the reading? What did you learn? Is there
anything you don’t agree with? Anything you strongly agree with, or feel makes
sense? Why did you like / dislike the reading?

- Underline a few sentences you’d like to share if you get called on.

4) Class Opinion Line – (reprise) What do you believe: Are you born smart? Or is
smart something you can become with effort?

5) Homework: Finishing Reading “My Sister Sends Me An Email” /

“Thanksgiving” / “Hunger Pains” (pgs 99 – 113).

16
Lesson Title: Part Time Indian, lessons 19 and 20 – Thanksgiving Massacre / Amtrak
Tone
Subject: English
Time Frame: 2 class periods

Essential Question –

- How do communities and their expectations shape our lives?

Overview Day One

1) Quick Write and Collect – In the three chapters read for homework we see some
problems with Rowdy, Penelope, and Arnold’s fathers. What are the problems,
and where do the problems stem from?

– Rowdy, Mod 2 – Penelope, and Mod 3 – Arnold; after each explain the problem seen
in the chapter about each of their fathers. Mod 4 – Penelope’s problems, and why she has
them. Mod 5 – How does Arnold try to help Penelope, what does he say, etc?

1) Cartoon – (on document cam) show Columbus “See you later” from The Far
Side by Gary Larson in which Columbus’s crew waves goodbye to the native
people, and the natives think they hear something “ominous” in the way the crew
says “see you later.”

- Write Definition in Context: what does “ominous” mean?

- Write: From background in Social Studies students discuss what they know of
what happened to the native peoples / then define “dramatic irony”

2) Re-Read – from “It was a snowless Thanksgiving” to “He gave me the finger”
(pgs 101 – 103).

3) The Thanksgiving Massacre –

- Quick Discussion: what do we know about the first Thanksgiving?

- If the native tribes knew then, what they know now – if they could’ve seen the
future – what could they have done?

- Watch the Thanksgiving play scene from Addam’s Family Values where
Wednesday Addams as a tribal leader can see the future and decides to go off
script and make a stand to save her people.

- Aside from a funny scene, what did the filmmakers want to bring attention to, and
make people think about?

17
 - What in this scene could be seen as offensive to native people today?

4) Tone – Although Alexie is discussing serious and sad issues in this novel he
keeps his tone (the feel of the book) light and humorous, when it could easily be
written with a dark tone, depressing, sad, or angry.

- Read the poem On the Amtrak from Boston to New York City by Sherman Alexie

- Write, then discuss: What is the tone of the poem?

- Give background on Thoreau and Walden – Wanted to simplify his life and go
back to nature / lived on Walden Pond (in Concord Massachusetts, about 1 mile
from town) where he built a small cabin / spent 2 years there and wrote a book
about his simple way of life away from the big city / although he did go into town
regularly to visit his aunt and have hot meals / because of the book Walden Pond
became a tourist attraction and all around beach party spot – and incidentally was
polluted and ruined and has the highest urine count of any pond in New England.

- Give background on Don Henley and his relation to Walden – Songwriter and
founding member of The Eagles, Henley started the Walden Woods Project to
protect and preserve the land there from development and pollution.

- Re-read the poem with this new background knowledge.

- Re-read, then write, then discuss: stanzas 5 and 6, then discuss why is he not
impressed with Thoreau, or Henley?

5) Homework: Read “Rowdy Gives Me Advice About Love” (pgs 114 – 117)

Overview Day Two

1) Tone Jigsaw – On the Amtrak from Boston to New York City

- Groups assign roles (leader, time-keeper, scribe, presenter)

- Re-read the poem this time focusing on word choice and phrases that create the
angry, frustrated tone.

- Assign each group 2 stanzas to analyze for word choice and phrases that create
the poem’s tone. They will not only give the example of word or phrase choice
that creates the tone, but explain how it creates it.

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 - We are NOT analyzing the poem itself and what the “meaning” is, but just
individual words (and why he chose those specific words), or very short phrases
(one to three words). How does each create an angry or frustrated tone?

- Sample – One example is where Alexie writes that the woman “points out the
window past me.” He could have just said “pointed out the window” but by
adding “past me” we see it as a rude and ignorant gesture, the woman not even
thinking about Alexie’s people and the horrible history.

- Groups take ten minutes to discuss, analyze, and write their presentations. Then
each group presents their ideas, and discuss with the full class.

2) Tone vs. Tone – Discuss ideas on possible reasons why the tone of the book is so
different from the tone of the poem. What benefits does the book’s tone have?

3) Quiet Desperation –

- Definition: Despair or Desperation is to lose, give up, or be without hope.

- Thoreau wrote “The mass of men lead lives of quiet desperation. What is called
resignation is confirmed desperation . . . A stereotyped but unconscious despair is
concealed even under what are called the games and amusements of mankind.
There is no play in them, for this comes after work. But it is a characteristic of
wisdom not to do desperate things.” (re-read and discuss lines: “quiet
desperation” / “games and amusements”)

- Group Brainstorm on evidence of each characters’ desperation, and why they feel
hopeless: Penelope / Arnold / Rowdy / Arnold Spirit Sr. /

4) Homework: Read “Dance, Dance, Dance” (pgs 118 – 129)

Lesson Title: Part Time Indian, lesson 21 – Dance, Dance, Dance

Subject: English
Time Frame: 1 class period

Essential Question –

- How do communities and their expectations shape our lives?

Overview

1) Quick Write: Dance, Dance, Dance

- How does Penelope react to Arnold being poor? Why?

- How does Roger react to Arnold being poor? Why?

19
 - What did Arnold hide from kids at school? How did he hide it, and why?
- How does Penelope react to Arnold’s outfit for the dance? Why do you think it
affects how other people treat Arnold?
- Describe what happened between Arnold and Roger in the Denny’s bathroom.
How is it different from what you thought would happen?

2) Poor? (show cartoons on pages 120, 124 and 128) Being poor is obviously on
Arnold’s mind.

- Write and Discuss: Why is it important not to be seen as poor? How do people
react to a person who is perceived to be poor?

3) Write and Discuss Topics –

- No matter what you pretend to be, aren’t you still who you are? Does how people
perceive you change who you are in any way? Why / Why not?

- Show cartoon of Arnold’s outfit (pg 121), then re-read from “I was worried” to
“The lights flickered on” (pg 122). Doesn’t Penelope’s opinion of Arnold change
who he is at the dance? This perception of Arnold will shape the rest of his time at
Reardon.

- Write about a time you were affected by someone’s opinion, and made you
question or change your own opinion.

4) Group Discuss and Write – Map the progression of Arnold’s relationship with
Penelope / with Roger from their first meeting. (1/2 class maps each, then full
class discussion of each)

5) Homework – “Don’t Trust Your Computer” and “My Sister Sends Me A Letter”
(pgs 130 – 134)

Lesson Title: Part Time Indian, lesson 22 – Reindeer Games

Subject: English
Time Frame: 1 class period

Essential Question –

- How do communities and their expectations shape our lives?

Overview

1) Re-Read, Write, and Discuss –

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 - Read from “Well, life is a constant struggle” to “So we have a tribe of two” (pg
132), and discuss quickly a\how this is true in their own lives, and is something
they should be thinking about as we approach the end of the book, and the
beginning of their ethnography project.

2) Reindeer Games –

- What images and memories does the title “Reindeer Games” invoke? Listen to, or
read Jack Johnson lost verse of Rudolph – “Well, Rudolph he didn’t go for
that . . .”

- Explain how Sherman Alexie reads the audio version of this book, and how it’s
always interesting to hear an author read their own work. They know exactly how
they want words emphasized, the tempo and rhythm of how they envision their
characters’ voices. Sometimes an author’s reading is great, sometimes not so
much, but it’s always enlightening. Listening to Alexie read this story is
especially interesting because he based Arnold Spirit Jr. on himself (so in essence
Alexie’s voice is Arnold’s voice).

- Listen to “Reindeer Games” as students follow along pgs 135 – 149 (Part-Time
Indian 6 approx. 19 minutes)

3) Re-Read, Write, Discuss –

- “Quitting is contagious” (pg 138) / Why do you think it is?

- From “I think they stopped breathing” to “get ready for the game” (pg 144). Why
does Arnold laugh? How do you think that affects Rowdy?

4) Group Discuss and Write: “The quality of a man’s life is in direct proportion to
his commitment to excellence, regardless of his chosen field of endeavor” (pg
148)

- Paraphrase this quote.

- How is this true of Arnold in this chapter?

5) Homework – Read “And a Partridge in a Pear Tree” (pgs 150 – 151)

Lesson Title: Part Time Indian, lesson 23 – Gift Giving and Partridges
Subject: English
Time Frame: 1 class period

Essential Question –

21
 - How do communities and their expectations shape our lives?

Overview

1) Discuss the title – “And a Partridge in a Pear Tree”

- How does this title add something to this chapter / or how does it fit with this
chapter?

- Can we remember the presents from all 12 days of Christmas?

2) Recap –

- Discuss the gift Arnold’s father saves for him while he is away, and why it’s
important.

3) Reciprocity and the Power of Giving –

- Explain how there are many ways we tie ourselves in relationships to people, and
how one of the most powerful ways of strengthening those relationships is
through gift giving.

- Read “Reciprocity and the Power of Giving (excerpts) by Lee Cronk / stopping to
define words in bold print by using context clues

4) Gifts to Give: Make a list of the people you’re obligated to get gifts for, and why
you feel that obligation (birthdays / Christmas, cards, etc.).

- Reflection: (if time) What was interesting and why? Is there something you never
thought about, but makes sense to you, and why? Is there anything you disagree
with, and why do you disagree? Is there something that didn’t make sense, or you
didn’t understand?

5) Homework – Finish your “Gift List” on people you’re obligated to get gifts for,
and why you feel that obligation.

6) Read “Red Versus White” (pgs 152 – 158)

Lesson Title: Part Time Indian, lesson 24 –

Subject: English
Time Frame: 1 class period

Essential Question –

22
 - How do communities and their expectations shape our lives?

Overview --- Maybe include another section of Reel Injun here?

1) Grandma Spirit – Group discussion and notes: What makes Arnold’s

grandmother special? Below are characteristics that will be mentioned.

- Never drank (pg 158)

- Re-Read: Tolerance (pg 154 – 155)
- Forgiveness (pg 157)

2) Take out Gift Obligations Homework to be checked during group work.

- Re-Read: from “And I love . . .” to “I’m realistic, okay?” (pgs 153 – 154)

3) Homework: Read “Wake” (pgs 159 – 168)

Lesson Title: Part Time Indian, lesson 25 – Wake

Subject: English
Time Frame: 1 class period

Essential Question –

- How do communities and their expectations shape our lives?

Overview

1) Quick Write and Collect –

- Arnold has some problems with Ted. Give at least 3 examples, and explain why
you think Arnold has each of those issues with Ted.

- Explain who Ted is in as much detail as possible, and why you think he’s so
obsessed with Tribal culture.

- Ted opened the door of his “cabin” to a stranger one night. What was the
stranger’s story, and describe what he had with him. Why do you think he actually
wanted to sell this important item?

- Explain how an anthropologist’s mistake led Ted to Grandma Spirit’s wake, and
why do you think Ted felt so guilty.

23
 - In the cartoon Arnold drew of Ted describe what he looked like, especially in
what he was wearing. What were some of the problems with the clothing, or
problems in how he acquired various pieces.

2) Individual Write and Discuss: How did the tribe treat Arnold in this chapter,
and why do you think they behaved this way? (“because his grandmother died” is
not enough / why did her death influence them to act in the way they did?)

3) Recap – Grandmother Spirit’s wake is moved from the traditional tribal

longhouse to the football field at the school. Members of the tribe told stories
about her for 10 hours, then Ted stood up. Discuss with your group what
happened next.

- Re-Read: from “So if any of Grandmother Spirit’s children . . .” to “our lonely,

lonely houses” (pgs 165 – 167).

4) Individual Write – “When it comes to death, we know that laughter and tears are
pretty much the same thing” (pg 166). How is this true? Why is this true?

5) Wakes – (with handout) begin notes with small groups

- Instructions: Aside from information gathered from your group, and your own
experience, you will interview at least one other person about wakes. When
finished you should have at least the equivalent one paragraph (7 – 9 sentences)
for each category.

- Where do wakes take place? Describe, including traditional décor, decorations,

music, etc.

- Describe traditional dress of men, women, and children.

- What happens during this ritual?

- How do people interact?

- From the information gathered, what do you believe is the purpose of a wake?

6) Homework:

- Finish “Wake” interviews, and information gathering.

- Read “Valentine Heart” (pgs 169 – 178)

Lesson Title: Part Time Indian, lesson 26 – Valentine Hearts and Lists of Joy
Subject: English

24
Time Frame: 1 class period

Essential Question –

- How do communities and their expectations shape our lives?

Overview

1) Check “Wake” interview homework while students write for #2

2) Write and Discuss – Explain why you think a chapter that is largely about death
and loss is entitled “Valentine Heart”? Also, what do you think this title adds that
isn’t in the chapter itself?

3) Re-Read and Discuss –

- From last question on wake homework: What do you believe is the purpose of a
wake?

- Read from “I kept drawing cartoons” to “grieving ceremony” (pg 178). How is
this ceremony different from a formal wake?

- Read and Write “Last Sip of Wine” cartoon (pg 170). What does Arnold want us
to realize with this cartoon?

4) “I hoped that I could find stories that would help me.” –

- Read and discuss from “Okay, so it was Gordy” to “I was joyless” (pgs 172 –
173). Suicidal?

- Explain how one of the most important aspects of stories / fiction / non-fiction is
to see how other people live, react to, and deal with problems.

5) Finding Joy –

- Read at top of pg 175 to “punched her.” / Is she ignorant of what’s happened? Is

she cruel?

- So everyone walks out leaving Arnold behind with the teacher, and he begins
laughing. Read from “What are you laughing at?” to “most joy in my life” (pg
176).

6) Lists: Each student will create at least 3 lists of things that bring them joy (as well
as how or why each item on their lists brings them joy). Each list must contain at
least 9 items from the following categories:

25
 - People you know *
- Music
- Foods
- Books
- Movies
- Activities
- Etc.

7) Homework –

- Finish Lists of Joy

- Read “In Like a Lion” (pgs 179 – 196)

Lesson Title: Part Time Indian, lesson 27 – A Hero’s Journey?

Subject: English
Time Frame: 1 class period

Essential Question –

- How do communities and their expectations shape our lives?

Overview

1) Check “Lists of Joy” homework

2) Quick Write and Collect –

- How does Arnold explain how he went from being a mediocre player on the
reservation to being a star player at Reardon? Explain why this is a realistic /
unrealistic explanation?

- Describe Arnold’s television interview before the game. Why do you think
Arnold gave the interviewer such problems?

- What is the coach’s main strategy to beat the reservation team? Why do you think
it’s successful?

- Describe Rowdy, and the reservation team’s season before and after the game in
this chapter. Why do you think their season changed so dramatically?

- Describe the scene where the coach gives Arnold confidence (reminding him of
Eugene). Why do you think this had such a powerful effect on Arnold?

3) Re-Read –

26
 - “The power of expectations” (pg 180)

- Individual Write, and Discussion: Why are expectations powerful things?

4) Group Write, and Discussion – How does Alexie build dramatic tension as the
game approaches? (initial loss / interview / game plan / confidence speech /
entering the gym / etc.

5) Re-Read – from “I knew he wanted to humiliate us” to “And the gym exploded”
(pgs 191 – 193). *Reading just because it’s a really cool part, no deeper meaning.
Or is there?

6) Re-Read –

- From “I looked for my dad” to “I was crying tears of shame” (pgs 195 – 196).

- What realization does Arnold have that causes him to cry “tears of shame”? Why
is he ashamed?

7) Re-Read – “Weird”

- Read from “How does that make you feel?” to “Wow” (pgs 184 – 185)

- Group Write: Think about Arnold’s story about how he came to play basketball at
Reardon as a hero’s journey. What is his call to adventure, tests, helpers, prize?

8) Homework: read “Rowdy and I have a long and serious discussion about
Basketball” and “Because Russian Guys Are Not Always Geniuses” (pgs 197 –
213).

Lesson Title: Part Time Indian, lesson 28 – Unhappy Families, and Guilt
Subject: English
Time Frame: 1 class period

Essential Question –

- How do communities and their expectations shape our lives?

Overview

1) Read – In this chapter Arnold refers to this opening of one of Tolstoy’s books.

Anna Karenina
Leo Tolstoy

27
Chapter 1
(*read or give a short summary)

Happy families are all alike; every unhappy family is unhappy in its own way.

Everything was in confusion in the Oblonskys' house. The wife had discovered that the
husband was carrying on an intrigue with a French girl, who had been a governess in
their family, and she had announced to her husband that she could not go on living in the
same house with him. This position of affairs had now lasted three days, and not only the
husband and wife themselves, but all the members of their family and household, were
painfully conscious of it. Every person in the house felt that there was no sense in their
living together, and that the stray people brought together by chance in any inn had more
in common with one another than they, the members of the family and household of the
Oblonskys. The wife did not leave her own room, the husband had not been at home for
three days. The children ran wild all over the house; the English governess quarreled with
the housekeeper, and wrote to a friend asking her to look out for a new situation for her;
the man-cook had walked of the day before just at dinner-time; the kitchen-maid, and the
coachman had given warning.

2) Re-Read –

- Re-read from “I’m fourteen years old” to “the true definition of unhappy families”
(pgs 199 – 200).

3) Reactions –

- Re-Read from “They had a big party” to “Burned to death” (pg 205).

- Reactions: Students work with their groups discussing and taking notes on how
each character reacts to Mary’s death – Arnold / Mother / Father / Rowdy /
Extended Family / People at Reardon (1 minute each).

- Discuss with full class after all prompts.

4) Re-Read – Guilt

- Re-read from “It’s all your fault” to “I wondered if I’d ever see him again” (pg
211).

- Re-read “Burning Love” cartoon (pg 213)

- Individual Write: Why are (or why aren’t) his feelings of responsibility for
Mary’s death justified?

- Discuss with full class

28
 5) Group Work – Mapping Mary’s Life

- Considering all we’ve learned about Mary Runs Away in this novel, map her life
(or create a timeline).

- Discuss with full class the following questions: What was the most hopeful aspect
of Mary’s life? The strangest? Most interesting? Most tragic? Etc.

6) Homework: Read “My Final Freshman Report Card” and “Remembering” and
“Talking About Turtles (pgs 214 – 230).

Lesson Title: Part Time Indian, lesson 29 – Endings

Subject: English
Time Frame: 1 class period

Essential Question –

- How do communities and their expectations shape our lives?

Overview

1) Remembrance and Looking Ahead –

- Listen to Alexie read “Remembering” (from beginning to “a better life in the

white world).

2) Boy’s Relationships – an Ethnographic Inquiry

- Individual Write: Look at the “Holding Hands” cartoon (pg 218). Why is this so?

- Re-read and Write: read from “Rowdy didn’t believe in himself” to “and then you
ate it” (pg 221). Why do the boys talk to each other in this way?

- Why are boys so afraid of other boys that are gay?

- Why are boys afraid to be perceived as gay?

3) Rowdy and Arnold –

- Re-Read and Write: First explain how Rowdy shows up at Arnold’s house
because he’s “bored.” They decide to play some basketball. Then read from “You
know, I was reading” to “We didn’t keep score” (pgs 229 – 230). What do you
like / dislike about this ending?

29
 - Re-read and Write: read “I would always love Rowdy” to “forgive myself for
leaving them” (pg 230). Why does Arnold feel so guilty? Why does he feel shame
for being successful?

- Quick Discussion (and tie to how Alexie feels): If someone is drowning and you
have no chance of saving them do you drown with them, or save yourself?

- Re-read and Write: read from “Rowdy and I played” to “We didn’t keep score”
(pg 230). What does this final line signify?

4) (If there’s time) The Tree –

- Write and Discuss: Why is this tree flashback (pgs 225 – 226) presented at this
point in the novel? What are we supposed to get out of it? What does it mean?
What does it symbolize? Why is it important?

- Write and Discuss: Will Rowdy and Arnold remain friends? Explain why / or why
not.

5) Homework: Review novel for essay test

Lesson Title: Part Time Indian, lessons 30, 31, 32 – Wrap-up, Banned, and Essay
writing fun!
Subject: English
Time Frame: 3 class periods

Essential Question –

- How do communities and their expectations shape our lives?

Overview Day One –

1) True Love? (individual write): What did you like / dislike about this book?

2) Ratings (individual write): How does it rate compared to other books you’ve
read? 1 – 5 Stars / students hold up hands with # of fingers to show their rating.

3) Themes (group discussion and write): What are the big ideas Alexie wants us to
think about when reading this book?

4) To Ban or Not to Ban (group discussion and write)

- After he read this book Neil Gaiman said, “Excellent in every way. I have no
doubt that in a year or so it’ll be winning awards and being banned.”

30
 - Brainstorm reasons why this book is valuable and would be worthy of awards.

- Brainstorm reasons why some people would want to ban this book.

Overview Day Two –

1) Review: Ideas group had previously about possible reasons people would want
this book banned.

2) Banned / DEFENSE! –

- Students read a excerpts from the “Banning” article. Give prompts and students in
groups come up with ways to defend against the criticism. The discuss as a full
class and give critiques of their defense and suggestions to make their defense
stronger. Repeat.

- Section one defend against: strong language / sexual content / “not appropriate for
our community” / “How can we look past this vulgarity?”

- Section two defend against: racist language

- Section three defend against: “graphic pictures” / “I don’t think a 50 year old
ought to read it.”

3) Prepare for essay test next class that will focus on defending the book against
people who want to ban it. Review the book thinking about possible defenses to
the reasons people want to ban it.

Overview Day Three –

1) Essay Test: Students write for the full mod:

- After he read this book Neil Gaiman said, “Excellent in every way. I have no
doubt that in a year or so it’ll be winning awards and being banned.” This actually
happened when The Absolutely True Diary of a Part-Time Indian won the
National Book Award (among many, many others), and was banned in many
communities. Some concerns were “vulgar” and racist language, sexual content,
crude or “off color” jokes, and discussions of racism, alcoholism, violence, and
generally being “pretty trashy”. Defend the book against being banned for the
reasons mentioned, and explain what value the book has for teen readers.

31