Name: Ashley Harris

Inquiry Model Lesson Plan

Standards A. Common Core Standards

Addressed: CCSS.ELA-LITERACY.RL.9-10.2
(list Common Core and Determine a theme or central idea of a text and analyze in detail its
Technology Standards
where most applicable)
development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective
summary of the text.

CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard format for
citation.

CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
event sequences.

B. International Society for Technology in Education (ISTE)

Standards

3. Knowledge Constructor - Students critically curate a variety of

resources using digital tools to construct knowledge, produce
creative artifacts and make meaningful learning experiences for
themselves and others.

a) Students plan and employ effective research strategies to

locate information and other resources for their
intellectual or creative pursuits.
b) Students evaluate the accuracy, perspective, credibility
and relevance of information, media, data or other
resources.
Lesson Title or What does it mean for a Native American to be an individual while
Topic: remaining a member of the community?

Time Frame: 2 class lessons as part of a larger unit focusing on the theme of
identity in the novel

Objectives: Students will:

 Identify different groups that are part of their identity

 Research the history of Native American boarding schools
 Compare and contrast information in the book to facts
found through research
 Compose pen pal letters in the voices of two distinct
characters
Key Vocabulary:  Reservation
 tribe

Materials:  Copy of The Absolutely True Diary of a Part-Time Indian

by Sherman Alexie
 Computers
 Poster paper
 Markers
 Research worksheet

Engage: Teacher will present quote from the book from page 217, “I
The activities in this realized that, sure, I was a Spokane Indian. I belonged to that tribe.
section capture the But I also belonged to the tribe of American immigrants. And to
student’s attention, the tribe of basketball players. And to the tribe of bookworms…”
stimulate their
thinking and help Teacher will prompt students to think about the different “tribes”
them access prior they belong to. Students will get into small groups and fill out a
knowledge. poster paper with the different groups they belong to. (Ex. I belong
to a band of church-goers…I belong to a band of lacrosse
players…etc)

Each group will share out what they wrote on their sheet. Each
poster will be hung in the classroom. The teacher will prompt
students to discuss as a class how some of these groups may
conflict with each other and how each group contributes to their
identity.
Explore: Students will research the history of Indian boarding schools
Students are given individually or they can choose to work in pairs. However, each
time to think, plan, student must fill out the worksheet. Students will fill out a research
investigate, and worksheet to organize the information they found while
organize collected researching. Students will go to the school’s library or computer
information. lab to complete the research.
Explain: Students will regroup as a class and share their findings. As a class,
students will discuss what they think these findings mean in
Students are now relation to the theme of identity and the struggle between being an
involved in an individual and a member of the community.
analysis of their
exploration. Their The teacher will prompt students to make the connection between
understanding is the history of students leaving the reservation and the struggle
clarified and Junior faces.
modified because of
a reflective activity.

Elaborate/Extend: Students will find examples in the text of Junior’s identity struggle
Students are given and moments when he identifies a piece of his identity. Students
the opportunity to will also be prompted to find evidence of Junior discussing the
expand and solidify history of Native Americans and compare/contrast it to information
their understanding they found. Students will fill out a T-chart to organize this
of the concept and information.
apply it to a real-
world situation.

Evaluate: Formative assessment: Teacher will walk around and note student
participation and engagement in group activities. Teacher will also
note completion of research worksheet.

Summative assessment: Students will write pen pal letters back and
forth between a Native American student who is struggling with
his identity and a tribal leader on the reservation. Students will
draw from their research and apply it to their entry.