Curriculum / ELA / 11th Grade / Unit 5: Weaving a Counternarrative: The Urban Native Identity in There There / Lesson 17

Weaving a Counternarrative: The Urban Native Identity in There There

Lesson 17

ELA

Unit 5

11th Grade

Lesson 17 of 24

Lesson Overview

Objective

Analyze how Daniel and Blue's chapters connect other events and characters in the novel and develop Orange's theme of connection and community.

Readings and Materials

Book: There There by Tommy Orange pp. 187–207 — Daniel Gonzales (pp. 187–196) and Blue (pp. 197–207)

Lesson Notes

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Lesson Map

Lesson

Analyze how Diane Burns uses structure and tone to challenge Native American stereotypes.

Materials

“Sure You Can Ask Me A Personal Question”

Standards

RL.11-12.3RL.11-12.4RL.11-12.5

Lesson

Build background knowledge on Native American history and media representation as well as author Tommy Orange through a text set of resources.

Materials

There There Text Set Handout (G11, U5, L2)
“Bureau of Indian Affairs Records: Termination”
“The Indian Relocation Act of 1956 | American Experience”
Family in Waukegan
Chicagoland Indians Get Good Jobs
“Five myths about American Indians”
“Not Your Mascot: Native Americans and Team Mascots”
“'Writing out of a loneliness,' novelist explores the range of native experiences”

Standards

RI.11-12.7SL.11-12.2

Lesson

Analyze how Orange uses history and literary techniques in the prologue to challenge dominant narratives about Native Americans.

Materials

There There pp. 3–11 — Prologue

Standards

RL.11-12.2RL.11-12.4

Lesson

Analyze what Tony Loneman's characterization and perspective reveal about the Urban Indian identity.

Materials

There There pp. 15–26 — Tony Loneman

Standards

RL.11-12.2RL.11-12.3

Lesson

Analyze symbolism, characterization, and themes in Dene's chapter.

Materials

There There pp. 27–44 — Dene Oxendene

Standards

RL.11-12.2RL.11-12.3RL.11-12.5

Lesson

Analyze how Opal's experiences at Alcatraz shape her Native identity and how Orange uses her chapter to develop themes of storytelling in the novel.

Materials

There There pp. 45–61 — Opal Viola Victoria Bear Shield

Standards

RL.11-12.2RL.11-12.3RL.11-12.4

Lesson

Analyze Orange's characterization of Edwin Black and how he uses his perspective to explore themes of identity and belonging.

Materials

There There pp. 62–78 — Edwin Black

Standards

RL.11-12.2RL.11-12.3RL.11-12.4

Lesson

Writing

Plan and write a well-organized paragraph that analyzes how the epigraph from Part I applies to one of the characters from There There.

Materials

There There pp. 15–78 — Part I
Argumentative Writing: Literary Analysis Paragraph Rubric (G11, U5)
TEAL Paragraph Graphic Organizer

Standards

W.11-12.1W.11-12.4

Lesson

Analyze Bill and Calvin's characterization and how Orange uses their two perspectives to develop ideas about personal agency.

Materials

There There pp. 81–97 — Bill Davis (pp. 81–87) and Calvin Johnson (pp. 88–97)

Standards

RL.11-12.2RL.11-12.3RL.11-12.4

Lesson

Analyze how Jacquie's traumatic past has impacted her present relationships and decisions.

Materials

There There pp. 98–117 — Jacquie Red Feather

Standards

L.11-12.5RL.11-12.2RL.11-12.3RL.11-12.4

Lesson

Analyze how Orvil's understanding of his Native identity and culture develops.

Materials

There There pp. 118–133 — Orvil Red Feather

Standards

L.11-12.5RL.11-12.3RL.11-12.4

Lesson

Analyze how Orange uses the interlude to provide context for the powwow in Part IV and to explore themes of a shared Native identity.

Materials

There There pp. 134–141 — Interlude

Standards

L.11-12.5RL.11-12.2RL.11-12.4RL.11-12.5

Lesson

Research Writing

Choose a research topic, gather credible sources, and take notes in preparation for a short research writing assignment.

Materials

Research Note-Taking Graphic Organizer (G11, U5, L13)
Guide for Determining Credibility and Usefulness (G11, U5)
There There Mini Research Assignment

Standards

W.11-12.7W.11-12.8

Lesson

Research Writing

Write a 2–3 paragraph response that explains a historical event or topic and connects it to a character or theme in There There.

Materials

There There Mini Research Assignment
TEAL Paragraph Graphic Organizer
Mini Research Assignment Mentor Text (G11, U5, L14)

Standards

W.11-12.2W.11-12.7W.11-12.8

Lesson

Analyze how the final four chapters of Part II develop connections between characters, events, and themes.

Materials

There There pp. 142–155 — Tony Loneman (pp. 142–143), Calvin Johnson (pp. 144–146), Dene Oxendene (pp. 147–150), and Jacquie Red Feather (pp. 151–155)

Standards

RL.11-12.2RL.11-12.3RL.11-12.5

Lesson

Analyze how Opal and Octavio's pasts impact their present choices and relationships.

Materials

There There pp. 159–186 — Opal Viola Victoria Bear Shield (pp. 159–170) and Octavio Gomez (pp. 171–186)

Standards

L.11-12.5RL.11-12.2RL.11-12.3RL.11-12.5

Lesson

Analyze how Daniel and Blue's chapters connect other events and characters in the novel and develop Orange's theme of connection and community.

Materials

There There pp. 187–207 — Daniel Gonzales (pp. 187–196) and Blue (pp. 197–207)

Standards

RL.11-12.2RL.11-12.3RL.11-12.5

Lesson

Analyze how Orange's choice to use a second-person narrative point of view reveals Thomas's internal conflicts and struggles with identity.

Materials

There There pp. 208–225 — Thomas Frank

Standards

RL.11-12.3RL.11-12.4

Lesson

Analyze how Tommy Orange builds suspense in the first half of the Powwow section.

Materials

There There pp. 229–262 — Powwow

Standards

RL.11-12.3RL.11-12.4RL.11-12.5

Lesson

Analyze the imagery, mood, and symbolism at the end of the novel.

Materials

There There pp. 263–290 — Powwow (cont.)

Standards

L.11-12.5RL.11-12.3RL.11-12.4

Lesson

Assessment

Socratic Seminar

Engage in a Socratic Seminar about There There by supporting arguments with strong textual evidence.

Materials

There There
Sentence Stems for Academic Discourse

Standards

L.11-12.6SL.11-12.1.aSL.11-12.1.bSL.11-12.1.cSL.11-12.1.dSL.11-12.4

Lesson

Assessment

Performance Task

Engage in a text set on Native poet Joy Harjo, using it to understand the final Performance Task; work in small groups to gather credible and relevant resources for a text set on a historical or contemporary Native individual.

Materials

Native Stories Text Set Sample Response (G11, U5)
Native Stories Text Set Graphic Organizer (G11, U5)
Guide for Determining Credibility and Usefulness (G11, U5)

Standards

RI.11-12.2W.11-12.7W.11-12.8

Lesson

Assessment

Performance Task

Logically organize selected resources and develop clear, thought-provoking questions for a text set handout; write a 1–2 paragraph response explaining what was learned about the individual's story and significance through the planning and design of the text set.

Materials