Curriculum / ELA / 11th Grade / Unit 5: Weaving a Counternarrative: The Urban Native Identity in There There / Lesson 25

Weaving a Counternarrative: The Urban Native Identity in There There

Lesson 25

ELA

Unit 5

11th Grade

Lesson 25 of 25

The unit's Socratic Seminar and Performance Task are the primary assessments in this unit. The following additional assessments also accompany Unit 5. For more guidance, see the Summative Assessments Teacher Tool.

Warm Read Assessment

The Warm Read Assessment measures students' ability to apply the core reading standards and their knowledge from the unit to comprehend new, topically or thematically aligned texts. It includes multiple choice and an optional on-demand essay.

Vocabulary Assessment

The Vocabulary Assessment measures students' acquisition of text-based vocabulary words from the unit.

Lesson 24

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.

“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

progress
monitoring

progress
monitoring

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.

TEAL Paragraph Graphic Organizer

Standards

W.11-12.1W.11-12.4

progress
monitoring

progress
monitoring

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

progress
monitoring

progress
monitoring

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.

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.

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

progress
monitoring

progress
monitoring

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

progress
monitoring

progress
monitoring

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

progress
monitoring

progress
monitoring

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

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

2 days

If additional assessment is needed, use the Warm Read and/or Vocabulary Assessments to gauge student understanding of unit content and skills.

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