Curriculum / ELA / 11th Grade / Unit 5: Weaving a Counternarrative: The Urban Native Identity in There There / Lesson 23

Weaving a Counternarrative: The Urban Native Identity in There There

Lesson 23

ELA

Unit 5

11th Grade

Lesson 23 of 24

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Lesson Overview

Objective

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.

Readings and Materials

Resource: Native Stories Text Set Sample Response (G11, U5)

Lesson Notes

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Lesson Map

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

“Sure You Can Ask Me A Personal Question”

Standards

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

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

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

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

There There pp. 3–11 — Prologue

Standards

RL.11-12.2RL.11-12.4

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

There There pp. 15–26 — Tony Loneman

Standards

RL.11-12.2RL.11-12.3

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

There There pp. 27–44 — Dene Oxendene

Standards

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

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.

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

Standards

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

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

There There pp. 62–78 — Edwin Black

Standards

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

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

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

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

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

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

There There pp. 98–117 — Jacquie Red Feather

Standards

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

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

There There pp. 118–133 — Orvil Red Feather

Standards

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

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

There There pp. 134–141 — Interlude

Standards

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

Research Writing

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

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

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.

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

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

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

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

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

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

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

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

There There pp. 208–225 — Thomas Frank

Standards

RL.11-12.3RL.11-12.4

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

There There pp. 229–262 — Powwow

Standards

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

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

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

Standards

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

Socratic Seminar

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

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

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.

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

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.

Native Stories Text Set Sample Response (G11, U5)

Standards

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

Performance Task

Engage with a group's text set on a Native individual, learning about their story and significance.

Standards

RI.11-12.1RI.11-12.7SL.11-12.1

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