Mary-Cate+Bono

Prepared by: Mary-Cate Bono Grade Level: 9-10 Estimated Time for Teaching: Seven 50-Minute Lessons Students will spend the unit focusing on the many different stereotypes found throughout our culture in books and movies. After the students and the teacher have gone over different types and varieties of stereotypes, they will then read the graphic novel, __The Absolutely True Diary of a Part-Time Indian__ by Sherman Alexie. After the novel is finished students will discuss the different stereotypes found throughout the novel, and then re-write the scenes with the stereotypes along with the different parts of the novel that they did not like. The re-writes to the story will have to keep in sequence of the original story, and include proper grammar, and punctuation. However, since the novel is a graphic novel, the students can choose to draw out parts of the story as well as actually writing. According to chapter 16 of __Adolescent Literacy__ students are looking for their teachers “to provide them with, the invitation and catalysts to explore, tools to inquire, construct, and communicate meaning, and venues through which to be hears and appreciated for the knowledge and perspective they bring”(page 256). This unit allows students to do this while facing the issue of stereotypes found throughout different stories that they read through. Heidi Burgess’ essay “Stereotypes/Characterization Frames” discusses how to face stereotypes head on and get children to look past the stereotypes and see that other people who are of a different background have the same fears and hopes that they do, which, in the end, can bring them closer. This unit allows students to place themselves in the shoes of the Native American character and rewrite the stereotypes placed on him · Students will be able to pick out different stereotypes while reading through a novel or book. · Students will be able to read through a graphic novel with ease. · Students will be able to re-write, and deal with the writing process. · Students will be able to deal with a writing genre outside of their comfort zone. · Students will be able to write from a different perspective than their own. · __ The Absolutely True Diary of a Part-Time Indian __ by Sherman Alexie · Paper · Pencils/pens · K.W.L. chart · Computer As the teacher, you will need to make sure you are well versed in the different stereotypes placed upon Native Americans, and have a very extensive knowledge on what stereotypes are found throughout the novel, where they can be located, and what happens from start to finish. You will need to do research and make copies of the different stereotypes for each of the students to have and look for throughout the novel, so they know what they need to change.
 * Re-Writing Stereotypes **
 * Overview: **
 * Theory to Practice: **
 * Student Objectives: **
 * Michigan Content Expectations: **
 * CE 1.1.2 ** Know and use a variety of prewriting strategies to generate, focus, and organize ideas.
 * CE 1.1.5 **  Revise drafts to more fully and/or precisely convey meaning—drawing on response from others, self-reflection, and reading one’s own work with the eye of a reader; then refine the text— deleting and/or reorganizing ideas, and addressing potential readers’ questions.
 * CE 1.1.7 ** Edit for style, tone, and word choice and for conventions of grammar, usage and mechanics that are appropriate for audience.
 * CE 1.2.3 ** Write, speak, and create artistic representations to express personal experience and perspective.
 * Resources: **
 * Teacher Preparation: **
 * Lesson Plans: **
 * Day One: ** The teacher will pass out the [[file:assignment sheet.docx]] to the students and go over the basic idea behind what is wanted by the end of the unit from the students, the number of points the project is worth, and even includes the self reflection that will be due after the final project is turned in. The teacher will then pass out the [[file:KWL chart.doc]] to the students along with the novels for their pre-writing activity  and part of a discussion prompt . The students and the teacher will then discuss any of the stereotypes that they know of and write them into their KWL chart. Also explain to the students that they will have to read this novel outside of classroom over the next two weeks or so.
 * Day Two: ** Have the students come in, having finished the book, and have the discussion prompt ready at the beginning of class. Have the students bring their KWL charts out, and discuss all of the different stereotypes found throughout the novel, let them be ones that we discussed on day one, or more that they may not have known about at the start of the unit. Students will spend the time of the class to go over what was found throughout the novel so that when they start re-writing the stereotypes and part of the novel that they did not like, they are all starting out on the same page. The class will also discuss the events in the story, and their reactions to the characters and events of the story. The teacher will allow the students the last few minutes of class to start thinking about what scenes they want to re-write.
 * Day Three: ** Grammar Mini-Lesson This day will be more of a lecture than an activity. The teacher will go over different aspects of proper grammar and language while writing a novel. Students will also learn about writing properly from the perspective of an already developed character. Each student will then spend the last half of the class period working on their re-writes and asking the teacher if they are having any problems or have any questions they may need help with.
 * Day Four-Six: ** Students will spend these class periods working on their re-writes and asking for any help that they may need. On day six, the teacher will remind the students that for the next class they are to bring in rough drafts for work shopping.
 * Day Seven: ** For this day students are going to peer review for the entire class period. They should have brought in rough drafts to exchange and read through. Students are required to read 2-3 of their peers writings. The teacher will pass out 4 post-it notes to each student for every piece of writing they read. They are to give two positive comments and two pieces of constructive criticism. After this day the students will have three more days before the final project is due. This gives the students enough time to make the revisions that they need to to their writing.
 * Day Eight: ** All of the final copies are due today. Since the self reflection has already been assigned, the teacher will remind the students that this assignment is due one week from this day. This gives the students enough time to look back on the large amount of reading and writing that they have done over the past weeks.