Literature Teaching Package (3 havo/vwo)Created by: Bahtiyar & Nelie

Target audience

This lesson plan aims at third-year ‘havo/vwo’ pupils with drama lessons in their curriculum. When designing this series of YAL lessons we have kept in mind that the five lessons had to relate to the so-called ‘kerndoelen’ of secondary education in the Netherlands, which comes down to addressing the development of reading skills, writing skills, listening skills, communicative skills and knowledge of the cultural context of the Anglo-Saxon English-speaking countries. The additional questions can provide opportunities for discussions as well, but they are optional. As teacher you may decide not to use or use them partially.

This lesson plan comprises our design goals and a framework of ideas culminating in a number of diverse activities for the three stages of ‘reading’. Criteria for novels: Readability, Enjoyability, Formative value, and Usability as Class Reader.

Lesson Phase In class Homework

Lesson 1 Pre-readingRead pages 1 - 2

Activity 1Introduction: Native Americans History and Culture (video). The documentary offers a brief history of the Native Americans as well as a general overview of their culture and the impact of Western settlement. After that, ask students what they know about Native Americans.

Draw a mind map with all the words and phrases students come up with. After finishing the mindmap, explain to the students what they are going to read and how much they time they will get carrying out the reading activities.

After that, a short film will be displayed introducing the novel “The Absolutely True Diary of a Part-Time Indian”. Quotes from the novel are used to illu-strate the novel’s themes, setting and motifs. (show only 1:20 of the video).Activity 2Students will work together in groups of four in a brainstorm session to explore their knowledge of the Indian culture, Indian traditions and Indian

Read pages 1 - 53Answer questions worksheet: 1-21

values. During this brainstorm session they will write down their ideas, words, sentences and draw pictures on an A3-size piece of paper depicting the general image of the Indians in western (American) society. These pos-ters will be shown to their classmates.

Aim: to activate their previous knowledge and have them reflect on the Indian’s image. We want to make them clear how little we know of the Native American Indian perspective in American history. Each group will present its results to class. Through class discussion we want to raise their awareness on how images are created.

Activity 3Identity is a major theme in this novel. On page 57 Arnold is depicted in a comic showing the two ‘identities’ (White versus Indian). Various punchlines are used to characterise the schizophrenic situation of Indians in general and Junior more specifically. The students will work together to analyse these statements and try to relate them to the Native Indian and White American life. They will explain what is meant by the phrases “Vanishing Past” versus “Bright Future”, and try to relate the cheap glasses, his bad teeth, his clothes to facts mentioned in the book and reality.

Lesson 2 While Reading Activity 4a (b will be covered in the post-reading part)While reading the book create a personal dictionary containing 30 difficult words. Sherman Alexie uses well-chosen words to describe the characters and situations in the book. These words precisely express how a character feels or acts and help to explain the nature of a situation. Accurate adjec-tives can also describe something with irony. The vocabulary list contains some of these accurate adjectives from the book. Look for clues in the text to figure out word meanings or to check dictionary definitions. Support them in understanding the use of irony in the text.

Vocabulary cards discussion, first in groups. Make sure that pupils have clear roles such as chairman and secretary. Then, facilitate class discus-sion.

Activity 5Have the students search for films (e.g. YouTube, Hollywood westerns, newspapers, cartoons, caricatures, comics) and ask them to investigate to what extent these media contributed to our image of the Indian in the 19th and 20th century. How were Indians generally portrayed (good guy versus bad guy) and how does that still have an impact today. (e.g. Smoke Signals, John Wayne westerns, Dances with Wolves, Wind talkers, Skin walkers, Thunderheart). As students will need access to Internet pcs, this class will be delivered in the computer area.

Activity 6Spokane tribal website. Have the students have a look at the Spokane tribal website. Sherman Alexie is a Spokane Native American Indian. The website will provide the pupils more information on the history of the Spokane tribe. In our opinion it is of utmost importance to have a closer look at the history of the Indians to be able to understand the Indians’ point of view. Have

Read pages 54 -98Answer questions worksheet 22-39

Lesson 3

students analyse the sociological setting, educational issues, current tribal issues, their economy and the challenges they are facing.

Each group will probably have an information gap on these Indian matters. By assigning each group a different theme that they will have to research and present to class students they will learn to cooperate, collect and present information to a public. Make a travel brochure or leaflet inviting tourists to visit a rez. What types of activities would there be for them to attend?

Activity 7Read the quotations and explain your views on these statements. What kind of image you think Arnold has of himself? What is your opinion on Mr P.’s statement and what could be the consequences for the Native Americans.

● “I am zero on the rez. And if you subtract zero from zero, you still have zero.” (p. 16)

● “Reardan was the opposite of the rez. It was the opposite of my family. It was the opposite of me. I didn’t deserve to be there. I knew it; all of those kids knew it. Indians don’t deserve shit.” (p. 56)

Quotation of Mr. P. (Arnold’s teacher on the reservation):

● “I didn’t literally kill Indians. We were supposed to make you give up being Indian. Your songs and stories and language and dancing. Everything. We weren’t trying to kill Indian people. We were trying to kill Indian culture“ (p. 35)

Read pages 99-151Answer questions 40-

63

Lesson 4

Activity 8Sherman Alexie describes the various aspects of Junior’s life. Have the pupils describe their own lives: their homes, environment, family, school setting, friends and use photos to make a collage. After that, have them collect data and pictures to create an image of Junior’s surroundings and environment. The pupils will use the internet to collect photos and see to what extent their lives differ from that of Indian adolescents. You might give some hints to students: mobile phones, bikes, clothes, father, mother, their jobs, grandparents etc.

Activity 9Listening to song Wounded Knee by Redbone. Students fill out the gaps in gapfiller exercise.

Activity 10In reading the next pages for your homework please come up with interes-ting passages or persons which you think are relevant to the plot or explain a character in the book. You will be asked to elaborate on these passages next time why you think they are significant.

● “I was half Indian in one place and half white in the other.” (p. 118)● “I realized that I might be a lonely Indian boy, but I was not alone in

my loneliness. There were millions of other Americans who had left their birthplaces in search of a dream (p 217)

● “If you let people into your life a little bit, they can be pretty damn amazing.”(p. 129)

Read pages 152-196Answer questions

64-76

● “...some Indians think you have to act white to make your life better. Some Indians think you become white if you try to make your life better, if you become successful.”

Try to describe Junior’s character and three other characters based on information in the novel and the various quotes. To what extent do the comics contribute to a better understanding of these characters? Ask pupils whether these comics attribute to the enjoyability factor.

Activity 11Listening to song American Ghost Dance, by Red Hot Chili Peppers and carrying out a gap filler exercise.

Activity 12Comparing Indian traditions with white traditions. Encourage the pupils to do some research on how current developments such as sustainability, shared property, using Mother Earth, environmentalism, relate to old Indian values. So, what’s new about our white values? Raising awareness among the pupils. The Ten Commandments of the Native American Indians.

Activity 13Have students work in pairs and try to solve the puzzle on The Absolutely True Diary of a Part-Time Indian.

Lesson 5 Activity 14Choose your favourite three cartoons from the novel. Explain to your class why you have selected these cartoons as your favourite and explain the significance of each one.

Read pages 197-230Answers question

77-88 on your worksheet

(Optional)Have the pupils create a comic of their own of at least three frames.

Activity 15Have the students watch the trailer of The Absolutely True Diary of a Part-time Indian.

Some of the main themes in the novel are:● Identity● Racism and discrimination● Family relations● Poverty● Hopes and dreams● Friendship● Role Models

Have the pupils search for quotation relating to these themes and have them reflect on the message conveyed. The students will work together in groups of four to search for quotes in the novel supporting these themes. They will have to fill out the quotes and try to relate to the deeper layers of meaning of these themes. The Reading Circles may come in handy. Then, let every group present its findings.Additional activity 4 B VocabularyAsk students to refer to the definitions to answer the following questions.

1. In what way were Junior and Rowdy inseparable (p. 24) in the first part of the novel?

2. The narrator calls himself ‘articulate’ on page 84. What does he really mean?

3. In what way was Junior vulnerable (p. 92) at the reservation? In what way was he vulnerable when he went to Reardan?

4. Why did Arnold think the Reardan kids sometimes acted like repressed (p. 130) middle-age business dudes?

5. How does the narrator use scintillating ironically to describe his conversation with Rowdy (p. 227)?

Lesson 6 Post-reading Activity 16Have the pupils make a poster with a timeline showing the most significant and dramatic events in Junior’s history and have them illustrate this poster with pictures, photos and stories of Indians, reservations, high schools, teachers. Try to have the pupils make a connection to the actual history of the Indians (writing down important dates and events: Trail of Tears, Battle at Wounded Knee).

Activity 16Class Discussion on Obama’s Promise to Native Americans.

Activity 17Reading the novel pupils have found out how bad the Rez’ conditions are. Have the students work together in groups of four to create a plan to develop ‘the Rez’ (Reservation Economic Development Project).

Activity 18Ask the pupils to write down what struck them most in the novel, and what they got out of it (approx. 100 words).

Activity 19 (Creative writing)What If…Rewrite the history of the Indians. How would their history have been had the whites not discovered America. Write a story based on the former tribes and their residential areas (map in Amelia’s presentation). Students will first have to do some investigation in the history of the Native Americans.

Activity 20Encourage pupils to practise their speaking skills by Improv Games. Give the pupils an introduction on improv theatre.

Games Dubbing. 3-4 players. Off-stage players provide the voices for the

on-stage characters and action. Scenes from the book can be written on a story boar and acted out.

Scene Three Ways (aka Styles Replay): 2-3 players. Scene is played in three parts. A "neutral" scene is played (approximately one minute long). It then repeated two times in different genres, emotions, music styles.

Sportscasters. 3-4 players. Ask for an everyday, mundane activity. One or more players will be performing that activity as a sport, while two other players provide play-by-play and colour-commentary. The ‘athletes’ actions can be done in slow motion.

Activity 21Have the students rewrite a part of the story. Use another country with a totally different culture and adapt the characters and names.

Additional ResourcesThe First Nations War500 NationsAmerica’s Great NationsNative America before European ColonisationImprov Games

Activity 2 - The Indian’s imageYou will work together in groups of four having a brainstorm session to explore your know-ledge of the Indian culture, Indian traditions and Indian values. During this brainstorm session of 15 minutes, you will write down your ideas (words and phrases) and you might draw pictures on an A3-size piece of paper depicting the general image of the Indians in western (American) society. You will present these posters to your classmates. Below you can see examples of how the Indians’ were perceived.

Activity 4 - Vocabulary Cards Write down the meaning on the cards and discuss in pairs whether the words are used ironically or not.

susceptible (p. 3) inseparable (p. 24) impending (p. 70) articulate (p. 84)

vulnerable (p. 92) redundant (p. 93) judgmental (p.155) squirming (p.163)

scintillating (p. 227) repressed (p. 130) articulate (84) goofy-eyed (p. 154)

Activity 11 - Gap Filler Exercise American Ghost dance

(Red Hot Chili Peppers)Oh give me a home

Where the (1) ____________ roam

And the death of a race is a game

Where seldom is heard

A peaceable word

From the white trash

Who killed as they came

Though these words dig deep

They offer no (2) _____________

God save the queen

I am an Indian chief

There is a secret I keep

It's called the talking leaf

And you better believe

That he speaks his (3)_____________

Like a rock that bleeds

A sea of grief

My talking leaf speaks of

A (4) ____________ knee creek

American ghost dance

A new man who is with old ways

He walks the streets of life

But he's in chains

I'm alive he cried

I can feel the (5) _____________

Burning red inside

I am an Indian brave

There is a memory

That lives in my blood

Of the brand you laid

On all you touched

But the burning flame

Turns to burning pain

Genuine (6) ______________

And that's truly insane

So like a wild (7) _______________

I will dance on the grave

Of my race that died when it should have been saved

American ghost dance

KEYS1. buffalo 2. relief3. beliefs4. wounded 5. flame6. genocide7. hurricane

Activity 13 - Sherman Alexie Puzzle

ACROSS 6. Match 8. Rez10. Chicken11. favorite food Arnold12. Native American13. Arnold15. Best friend

DOWN 1. accidental death 2. Valentine Heart 3. Theme 4. Spokane 5. white school 7. Eugene 9. where Arnold's sister lives12. Theme14. Addiction

Sherman Alexie Puzzle (KEY)Down:

6. basketball8. reservation10. hunger11. pizza12. Indian13. Junior15. Rowdy

Across:

1.grandmother2.Penelope3. Friendship4. tribe5. Reardan7. killed9. Montana12. Identity14. addiction

Activity 15 - Main Themes (with keys)

Themes Quotations MessageIdentity “I am zero on the Rez. And if

you subtract zero from zero,

you still have zero” (p. 16).

“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.” (p.30)

“I want you to say that you

deserve better. I couldn't say

it. It wasn't true I mean. I

wanted to have it better but

but I didn't deserve it.” (p.40)

It is difficult for someone to

have confidence when he/ she

feels insecure or inferior to

others.

Junior is considered to be a

traitor by his people and when

he gets to Reardan, he is

considered inferior for being

Indian. His story reminds us of

the stories of all immigrants all

over the world: not feeling at

home, not belonging to one

culture or the other.

Poverty “Poverty - empty refrigerator

+ empty stomach” (p. 8)

“It sucks to he poor, and it

sucks to feel that you

deserve to be poor … An

ugly circle and there's

nothing you can do about it.”

(p. 13)

“I lied about how poor I was.”

(p.  119)

The reader is confronted with

the poverty of the Indians by

means of the personal stories of

Junior. The illness of Junior’s

dogs and the fact that the family

can’t afford a vet symbolises

this aspect of their life. He is

desperately trying to hide the

fact that he is so poor. But the

story changes when he admits

being poor; his friends react in

very sympathetic and

understanding way.

“And what's more. Our white

dentist believed that Indians

only felt half as much pain as

white people do. So he only

gave us half the Novocain.”

(p. 2)

“He was the loser Indian

father of a loser Indian son

living in a world built for

winners” (p. 55).

“Reardan was the opposite

of the rez. It is the opposite

of my family. It was the

opposite of me. I didn't

deserve to be there. I knew

it: all of those kids knew it.

Indians don't deserve shit.”

(p. 56)

Racism and discrimination “And what’s more, our white

dentist believed that Indians

felt half as much pain as

white people, so he gave us

only half the Novocain (p. 2)

“During one week I was little,

Dad got stopped three times

for DWI: Driving While

Indian (p.46)

“…some Indians think you

act white to make your life

The stereotypes and

discrimination Junior faces are

so persistent and part of

American society that he amost

believes the bias and prejudice

himself. This persistent idea

makes Native American feeling

victimised and not powerful.

However, both worlds that he is

living in, have aspects of

discrimination. The Indians are

racist and biased towards

whites as well.

better. Some Indians think

you become white if you try

to make your life better, if

you become succesful

(p. 131)

Family Relations “I suppose my father is

depressed. I suppose my sister

is depressed. I suppose the

whole family is depressed.” (p.

40)

“And my parents love me so

much that they want to help me.

Yeah, Dad is a drunk and Mom

is an ex-drunk, but they don’t

want their kids to be drunks” (p.

46)

“Yep, my daddy was an

undependable drunk… he may

not have loved me perfectly, but

the loved me as well as he

could”(p. 189)

Junior’s parents are alcoholic

and cannot afford to drive him

to school, still they love him

very much and they try to do

the best they can. Junior is well

aware of the fact that his

parents love him and support

him. Feeling the support of

one’s family is so important for

the development of

adolescents.

Hope and dreams “But, we reservation Indians,

don’t get to realize our dreams.

We don’t get those chances. Or

choice. We are just poor. That’s

all we are.” (p. 13)

“You kept your hope. And now,

you have to take your hope and

go somewhere where other

people have hope…You are

going to find more and more

hope, the farther and farther

you walk away from this sad,

Junior has dreams that he

wants to achieve. This means

that he has to breakout of the

lethargic situation of the Indian

reservation where the Indians

have forgotten all about their

glorious past and where Indians

do not have any hope or

dreams. The cartoon on p.43

illustrates his confusion. The

rez is his comfort zones. What

does hope stand for…?

sad, sad reservation.” (p.43)

Alcoholism and violence “Plenty of Indians have died

because they were drunk. And

plenty of drunken Indians have

killed other drunken Indians.

(P.158)

“And you know what the worst

part is? The unhappy part?

About 90% of the deaths have

been because of alcohol.” (p.

200)

“I was crying because I knew

five or ten or fifteen more

Spokanes would die during the

next year, and that most of

them would die because of

booze.” (p. 216)

It is a tragic fact of life that

Indian society is torn apart by

alcoholism, violence and

extreme poverty. He is torn

apart between the rez where life

is violent, poor and Reardan’s

world of affluence, hope,

pleasure, thinking of the future.

Questions

The Black Eye-of-the-Month Club1. Why is Junior a member of ‘the Black-Eye-of-the-Month Club’?2. Why does Junior draw cartoons? What do the first two cartoons depict? What does this tell

us about Junior?3. Describe the style of writing in the first chapter.

Why Chicken Means So Much to Me4. What does Junior identify as the worst thing about being poor?5. And hey, in a weird way, being hungry makes food taste better.’ (p. 8). What does this

statement show us about Junior?6. What happens to Oscar? What does this illustrate to the reader?7. How is poverty a cycle for Junior’s family?8. Use five adjectives to describe Junior’s personality so far.

Revenge Is My Middle Name9. Describe Rowdy and Junior’s relationship. What do they do for each other?10. What is the Spokane Powwow?11. What does Rowdy do to the Andruss brothers? Why? What does this demonstrate about

his friendship with Junior?

Because Geometry Is Not a Country Somewhere Near France12. Describe Mr P.13. Why is Junior so cynical about white teachers?14. What angers Junior about his geometry book?

Hope Against Hope15. Why does Junior throw his geometry book? What does it signify?16. Why does Mr P say the following? ‘Every white person on this rev should get smashed in

the face. But, let me tell you this. All the Indians should get smashed in the face, too.’ (p. 40)

17. What is Mr P’s advice to Junior? Why does he give him this advice?

Go Means Go18. How do Junior’s parents react to his decision to change schools? What does this show

about them?

Rowdy Sings the Blues19. How are sporting results used to compare the two schools? Why is it significant that Rowdy

performed well at most competitions?20. How does Rowdy react to Junior’s decision to move schools? Why does he react in this

way?21. How does Rowdy disguise his pain?

How to Fight Monsters22. Why is Junior deemed to have betrayed his tribe?23. Describe the cartoon on page 57. What does this symbolise about Junior’s insecurities?24. How does the confusion over Junior’s names demonstrate his change in culture?25. How do the students react to Junior at Reardan?26. How could Junior have reacted to being called names?27. How does the fight illustrate the differences in social codes?28. ‘Maybe I was telling the world I was no longer a moving target.’ How is this a significant

moment for Junior?

Grandmother Gives Me Some Advice29. ‘I realized how much of my self-worth, my sense of safety, was based on Rowdy’s fists.’

How does Junior learn to stand up for himself?30. What is Junior’s grandmother’s advice?

Tears of a Clown31. What does Junior’s story about Dawn illustrate to the reader?

Halloween32. How does Junior try to establish a connection with Penelope?33. How does trick or treating remind Junior of Rowdy?

Slouching Toward Thanksgiving34. How does the author illustrate Junior’s loneliness?35. What is significant about Junior speaking up in class?36. How does Mr Dodge reply and how does this make Junior feel?37. Examine the cartoon of Junior’s journey to school on p. 88. Contrast this to how you

normally get to school. How many kilometres is twenty-two miles?38. What does Mary do? Why?39. How does Junior become friends with Gordy? What do they have in common?

My Sister Sends Me an E-mail40. Summarise Mary’s email in three dot points.

Thanksgiving41. Why does Junior think of Rowdy at Thanksgiving time?42. Describe the cartoon Junior draws. Why is Rowdy’s respect still so important to Junior?43. How does Rowdy’s father regard the cartoon? Is this type of reaction typical in today’s

society? How could the fear of being considered ‘gay’ limit male interactions?

Hunger Pains44. How does Penelope and Junior’s friendship develop?45. How are Penelope and Junior using each other?46. What advice does Junior give Penelope? Is it good advice?

Rowdy Gives Me Advice About Love47. Why does Junior refer to how ‘white’ Penelope is? What is the effect of this?48. ‘White girls are privileged. They’re damsels in distress.’ (p. 116) What does this mean?

Dance, Dance, Dance49. Why is the novel called The Absolutely True Diary of a Part-time Indian?50. Examine the cartoon on p. 120. Analyse each of the pictures. Why do you think Alexie

presents the information in this way?51. How do Penelope and Roger react to Junior’s admission that he is poor?52. What does Junior learn by the end of the chapter?

Don’t Trust Your Computer53. What does Junior email Rowdy and how does he reply? Why does this make Junior laugh?54. Why do the people at home call Junior an ‘apple’?55. What does Gordy say about the role of the tribe? How is this applicable to Junior?

My Sister Sends Me a Letter56. What does Junior think of Mary’s ‘gorgeous new place’?

Reindeer Games57. Why does Junior try out for the basketball team?58. What happens at try-outs? Why does Junior get in?59. Why does Junior say ‘it was like something out of Shakespeare’ (p. 142) when he discovers

their first game is against Wellinpit?60. What happens when Junior enters the gym? How does he react? Why?61. What happens during the basketball game? Write a short news report.

And a Partridge in a Pear Tree62. Describe Junior’s Christmas.

Red Versus White63. What good things about his culture does Junior realise?64. Why does Junior describe his grandmother as tolerant?

Wake65. ‘We all have to find our own way to say good-bye.’ (p. 161) How does Junior do this?66. Who is Billionaire Ted and what is his story?67. ‘We lived and died together.’ (p. 166) What does this show about Junior’s community?

Valentine Heart68. How does Junior cope with his grief?69. What do Junior’s cartoons (pp. 170 & 171) reveal about his emotions?70. What happens in Mrs Jeremy’s class? Why is this so significant to Junior?

In Like a Lion71. How does Junior explain his improvement in basketball?72. What does the cartoon on p. 182 demonstrate about his feelings?73. How does Sherman Alexie build tension towards the game?74. What is the Reardan game plan? Is this successful?75. How does Coach give his team confidence?76. What happens during the game? Why does Junior cry when the game is finished? What

does he realise?

Rowdy and I Have a Long and Serious Discussion About Basketball77. Why is the chapter title humorous?

Because Russian Guys Are Not Always Geniuses78. How does Mary die?79. How does Junior react to Mary’s death? Why does he react in this way?80. Why does Junior feel responsible in some way for Mary’s death?81. How do the students at Reardan show they care?

My Final Freshman Year Report Card82. Describe Junior’s report card.

Remembering83. What realisations does Junior arrive at?84. What tribes does Junior belong to? How does this help him feel better?

Talking About Turtles85. Why do Junior and Rowdy climb the tree? What does this symbolise?86. How does Rowdy compare Junior to a nomad?87. ‘We didn’t keep score.’ (p. 230) What does the final line signify?88. Do you think Rowdy and Junior will remain friends? Explain.

Gap Filler Exercise (optional)

We Were All Wounded at Wounded Knee (Redbone)We were all wounded at Wounded Knee, you and me

We were all wounded at Wounded Knee, you and me

In the name of (1) _________________, you and me, you and me, you and me

They made us many promises but always broke their word

They penned us in like buffalo, drove us like a herd

And finally on the (2) ___________ where we'd gone for our (3) __________, we were all wiped out by the seventh cavalry

You and me, you and me

We were all wounded at Wounded Knee, you and me

We were all wounded at Wounded Knee, you and me

In the name of manifest destiny, you and me, you and me, you and me

Now we make our (4) ________________, we won't break our word

We'll sing, sing, sing out our story 'til the truth is heard

There's a whole new generation Braves who dream of (5) ____________ who were not wiped out by the 7th cavalry

You and me, you and me

We were all wounded at Wounded Knee, you and me

We were all (6) ______________ at Wounded Knee, you and me

We were all wounded by Wounded Knee

KEYS1. manifest destiny2. reservation 3. preservation4. promises5. veneration 6. wounded