Lesson 2 | Short Stories | 9th Grade English

Objective

Explain the techniques Alexie uses to reveal and develop theme.

Practice the systems and routines (same as yesterday, plus evidence-based writing) of the high school literature classroom.

Readings and Materials

Book: The Absolutely True Diary of a Part-Time Indian by Sherman Alexie pp. 59 – 66

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Target Task

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Writing Prompt

What techniques does Alexie use to convey his message about the theme of identity in “How to Fight Monsters”? Explain using evidence from the text.

(This target task will require 10-15 minutes for students to complete. It will serve as a diagnostic assessment of students’ literary analysis writing.)

Key Questions

Questions about the text that will help guide the students understanding

p. 60 "My name is Junior," I said. "And my name is Arnold. It's Junior and Arnold. I'm both." What is the author juxtaposing here? What does this juxtaposition reveal about Junior's conflict?
Based on what we have read so far, what is Alexie conveying about the thematic topic of identity in this chapter? What evidence supports this? (Amongst other quotes, "I felt like two different people inside of one body" could be used here.)
How does "The Unofficial and Unwritten Spokane Indian Rules of Fisticuffs" further develop this theme?
p. 62 "The rules I grew up in are no longer applicable in this situation." What is so important about this line? How does it relate to the conflict? Identity?
What literary devices does Alexie use to convey theme? (conflict, character, juxtaposition, text features, characterization, etc.)

Notes

Suggestions for teachers to help them teach this lesson

Class should again begin with explicit instruction of vocabulary and literary terms to reinforce the routines established yesterday.
The primary focus of today’s lesson is to read, annotate, and gather evidence to write a written response to the target task.
The teacher should use the unit Writing Focus Areas to assess today’s target task and use this opportunity to teach students how to use Writing Focus Areas to guide their writing.

Lesson 1

Lesson 3

Lesson Map

ATDPTI pp. 54 – 57

Explain how Sherman Alexie uses juxtaposition to characterize Junior.

Practice the systems and routines (vocabulary acquisition, annotation, independent reading) of the high school literature classroom.

ATDPTI pp. 59 – 66

Explain the techniques Alexie uses to reveal and develop theme.

Practice the systems and routines (same as yesterday, plus evidence-based writing) of the high school literature classroom.

“4 Stages of Culture Shock”
St. Lucy's Home for Girls Raised by Wolves p. 226 — Stage 1 Epigraph

Explain how the author uses specific diction to characterize the girls on p. 225.

Practice the systems and routines (same as yesterday, plus root study) of the high school literature classroom.

St. Lucy's Home for Girls Raised by Wolves pp. 226 – 229 — Stage 1

Explain how the author uses diction to reveal important information about characters, plot and conflict.

Practice the systems and routines (same as previous day's, plus vocabulary in context) of the high school literature classroom.

St. Lucy's Home for Girls Raised by Wolves pp. 229 – 235 — Stage 2

Explain how the author is using the central conflict and characters to develop the theme of identity.

Practice the systems and routines (previous routines, plus habits and expectations of rigorous discussion) of the high school literature classroom.

“History and Culture: Boarding Schools”
St. Lucy's Home for Girls Raised by Wolves pp. 235 – 240 — Stage 3

Explain how the author uses the characterization of Claudia, Mirabella, and Jeannette to further develop the conflict.

St. Lucy's Home for Girls Raised by Wolves pp. 240 – 246 — Stages 4 and 5

Explain how the author continues to develop theme in the final pages of the text.

Discussion & Writing

St. Lucy's Home for Girls Raised by Wolves — Whole Text

Discuss the theme of identity and write a thematic statement about the author’s message in "St. Lucy’s".

Writing

St. Lucy's Home for Girls Raised by Wolves — Whole text

Draft a written response to the prompt using brainstorming from day 8.

“Roselily” pp. 1 – 6

Explain how the author creates character and establishes conflict in the first four paragraphs of the story.

“Roselily”

Explain how the author uses the story’s structure to convey theme.

Discussion & Writing

Compare the authors' craft and the theme development of all three stories through discussion and writing.

Assessment

Short Stories

Objective

Readings and Materials

Target Task

Writing Prompt

Key Questions

Notes

Lesson Map

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