The Absolutely True Diary of a Part-time Indian 9A HS w.35-43 ht2024

"The Absolutely True Diary of a Part-Time Indian" is a semi-autobiography and an award-winning bestseller by Sherman Alexie. The book is about a Native American teenager and deals with topics such as alcoholism, poverty, violence, bullying, sexuality, death and much more. It's humorous and sad, but also insightful and easy to relate to. It brings laughter as well as tears. Enjoy!

EXAMINATIONS

1. Discussions in class

2. Three shortwritings: In Teams/Uppgifter/The Absolutely...Part-Time Indian you will find the questions for each Shortwriting. Answer each question directly in the Word document, you can write your answer below each question

- Shortwriting 1: w.36 Monday 2/9

- Shortwriting 2: w.39 Monday 23/9

- Shortwriting 3: w.42 Wednesday 16/10

3. Chatting with someone in 9A CMA: About life in reservations and being a native American in the USA today Wednesday 23/10 w.43

These are the topics for the chat in Teams to discuss. Your knowledge should be based on the facts and information you get from the novel, but also from the Internet (you'll find some links you can use down below the Reading Schedule). The information you have to find are about these aspects:

1. Terms: How to address the indigenous peoples in America: Indians? Native Americans? Other terms? What's the differences and similarities? Which expression to use in the USA?
2. History: How and why did Native Americans end up in reservations?
3. Today: Life in the reservations in present time
4. The future: How to improve life for Indians in the USA?

Reading Schedule

HOMEWORK - if you haven't finished reading during class!

1. For Wednesday w.37: Read chapter 1-7 p.1-53 In class we will listen to chapter 8 (18 min)

2. For Wednesday w.38: Read chapter 8-14 p.54-103 In class we will listen to chapter 15 (14 min)

3. For Wednesday w.39: Read chapter 15-21 p.104-151 In class we will listen to chapter 22 (12 min)

4. For Wednesday w.41: Read chapter 22-26 p.152-198 In class we will listen to chapter 27 (32 min)

5. For Wednesday w.42: Read chapter 27-30 p.199-230  

The Absolutely True Diary of a Part-Time Indian
Chapter	Pages
Foreword	0-1
1 The Black-Eye-of-the-month-club	1-6
2 Why chicken means so much to me	7-14
3 Revenge is my middle name	15-24
4 Because geometry is not a country somewhere nera France	25-31
5 Hope against hope	32-43
6 Go means go	44-47
7 Rowdy sings the blues	48-53
8 How to fight monsters	54-66
9 Grandmother gives me some advice	67-73
10 Tears of a clown	74-76
11 Halloween	77-81
12 Slouching towards Thanksgiving	82-98
13 My sister sends me an e-mail	99-100
14 Thanksgiving	101-103
15 Hunger pains	104-113
16 Rowdy gives mes advice about love	114-117
17 Dance, dance, dance,	118-129
18 Don't trust your computer	130-132
19 My sister sends me a letter	133-134
20 Reindeer games	135-149
21 And a partridge in a pear tree	150-151
22 Red versus white	152-158
23 Wake	159-168
24 Valentine heart	169-178
25 In like a lion	179-196
26 Rowdy and I have a long serious discussion about basket ball	197-198
27 Because Russion guys are not always geniouses	199-213
28 My final fresman year report card	214
29 Remebering	215-218
30 Talking about turtles	219-230
Reading group questions	233-236
Interview with Ellen Fourney –illustrator	237-244
Interview with Sherman Alexie – the author	245-251

LINKS

Listen and read the book: For ESL English Language Learners (esl-bits.net)

Word list: The Absolutely True Diary of a Part-Time Indian Vocabulary Words (bertmccoy.com)

Study Guide (summaries of the chapters, descriptions of characters, main ideas, quotes, etc): The Absolutely True Diary of a Part-Time Indian: Study Guide | SparkNotes

Mixed material The Absolutely True Diary of a Part-time Indian | WebEnglish

INFORMATION about Indians and Native Americans

• Websites - History: Indigenous American - Research Guides at Madison College (Madison Area Technical College)
• Native People of the American Great Plains (nationalgeographic.com)
• 9 Facts About Native American Tribes | HISTORY
•  
• What do Native people prefer to be called? (oklahoman.com)
• Frequently Asked Questions | Native Knowledge 360° - Interactive Teaching Resources (si.edu)
• Native American vs American Indian: Understanding the Difference (oprahdaily.com)
• Tribal Nations & the United States: An Introduction | NCAI
• History of Native Americans Animation - YouTube
• How the Navajo Nation Works (A Country Within a Country?) - YouTube
• These Native American Proverbs Are Life Changing - YouTubey
• Powwow: As Long As We Dance - YouTube
• The Canary Effect: Kill The Indian Save The Man - YouTube
• Native American Beadwork - YouTube
• PWNA Indian Casinos – Easy Money Or Not What You Think MASTER - YouTube
• Video What Would You Do: Woman introduces Native American fiance to white parents - ABC News (go.com)
• UA study shows perception of binge drinking Native Americans isn't reality - YouTube
• The Natives and the English - Crash Course US History #3 - YouTube

Schedule w.35-43

w.35

Monday 26/8

• STARTER: The English plan yr 9
• Introduction Power Point - a discussion in groups of three about native Americans

Wednesday 28/8

• STARTER: Finish the introduction of The Absolutely True...: Power Point

w.36

Monday 2/9

• STARTER: Handing out the books
• We'll listen to and read chapter 1 of the book The Absolutely True... (p.1-6)
• Shortwriting 1: What information did you recieve about Junior in chapter 1? Write about it in Teams/Uppgifter/The Absolutely True...'

1. What information have you recieved about Junior so far? Describe him!

2. Why is Junior a member of ‘the Black-Eye-of-the-Month Club’?

3. Why does Junior draw cartoons? What do the first two cartoons depict? What does this tell us about Junior? 

4. Describe the style of writing in the first chapter.

• Read chapter 2-7 (to p.53)

Wednesday 4/9 NO SUBSTITUTE TEACHER! 

w.37

Monday 9/9

• STARTER Read chapter 2-7 (to p.53). 
• Take notes while reading/listening
• Not done reading to page 53? Work on HEL or/and Homework or for Wednesday 11/9.
• LAST 10 MIN In groups of 3-4, discuss:

1. Discuss the start of the book: Stars = positive things and Wishes = negative things + MOTIVATE your thoughts
2. Can your best friend be more important than your family? Is Rowdy more important to Junior than his family members are?
3. What does Mr. P mean by this: “Son,” Mr. P said. “You’re going to find more and more hope the farther and farther you walk away from this sad, sad, sad reservation.” (p.43: the last paragraph)

Wednesday 11/9

• STARTER Check your answers to the questions from Monday's lesson:

1. Discuss the start of the book: Stars = positive things and Wishes = negative things + MOTIVATE your thoughts
2. Can your best friend be more important than your family? Is Rowdy more important to Junior than his family members are?
3. What does Mr. P mean by this: “Son,” Mr. P said. “You’re going to find more and more hope the farther and farther you walk away from this sad, sad, sad reservation.” (p.43: the last paragraph)

• We'll listen to chapter 8 (p.54-66) 18 min
• Read chapter 9-14 (p.67-103)
• Take notes while reading/listening

w.38

Monday 16/9

• Read chapter 9-14 (p.67-103)
• Not done reading to page 103? Work on HEL or/and Homework for Wednesday 18/9
• Discussion (last 10 min)

   

  Tears of a Clown

  1. What does Junior’s story about Dawn illustrate to the reader?

  Halloween

  2. How does Junior try to establish a connection with Penelope?

Wednesday 18/9

• We'll listen to chapter 15 (p.104-113) 14 min.
• Discussion 2 and 2:
  1. Read and discuss question 6 on p.235 in the book. What is bulimia/anorexia and why, do you think, does Penelope has Bulimia? "...transcend..." means anyone can get an addiction, no matter which ethnicity or class you belong to.
  2. Look at and read the text in the pictures in chapter 15. What do they mean?

• Read chapter 16-21 (p.114-151)

w.39

Monday 23/9

• STARTER: Read chapter 16-21 (p.114-151)
• Shortwriting 2 (Teams/Uppgifter/The Absolutely...Part-Time Indian):

“Coach knew exactly what to say… If you care about something enough, it´s going to make you cry. But you have to use it. Use your tears. Use your pain. Use your fear. Get mad, Arnold. Get mad.” (p.144)

How do you think this encouraged Junior? Would this have inspired you?

Wednesday 25/9

• STARTER: We listen to chapter 22 (p.152-158) 12 min. 
• Read chapter 23-26 (p.159-198)
• Finished reading? Revise Shortwriting 1 in Teams/Uppgifter/The Absolutely... by using the response from Helén

w.40 WORK EXPERIENCE (PRAO): Examination Wednesday w.41

w.41

Monday 7/10

• STARTER: Read chapter 23-26 (p.159-198)
• READING GROUP QUESTIONS Write down your answers to the questions you are able to answer on p.233-236. Write in the Word-document in Teams. (Teams/Uppgifter/The Absolutely...Part-Time Indian)
• Search for information/facts about Native Americans/Indians (see links up above in this plan)
• Not done reading to page 198? Work on HEL or/and Homework for Wednesday 9/10

Wednesday 9/10

• We'll listen to chapter 27 (p.199-213) 32 min.
• Discuss (In groups of 3): 

1. Do Junior's parents love him and care about him? Give at least 4 examples from the book. 
2. Have you ever started laughing in the "wrong" situation? E.g. when you were sad, imberresed, stressed, angry?
3. The title includes the words "Part-Time Indian". How does Junior explain that, why does he feel like a part-time Indian?

• Read chapter 28-30 (p.214-230)

w.42

Monday 14/10

• STARTER: Information about the examination w.43 Wednesday 23/10 

In a written chat in Teams with a student in 9A CMA, discuss these questions:

1. Terms: How to address the indigenous peoples in America: Indians? Native Americans? Other terms? What's the differences and similarities? Which expression to use in the USA?
2. History: How and why did Native Americans end up in reservations?
3. Today: Life in the reservations in present time
4. The future: How to improve life for Indians in the USA?

• Read chapter 28-30 (p.214-230)
• Search for information/facts about Native Americans/Indians (see links up above in this plan)
• Not done reading the book? Work on HEL or/and Homework for Wednesday w.16/10

Wednesday 16/10

• STARTER: 
• In groups of 3-4: What have you learnt about Indians' lifestyle today, culture, history, values/commandments, family and other relations? Write  one thing/Post-IT
• Discuss the MESSAGES + OWN OPINIONS about the book in general. Use quotes + important things from the book.
• Shortwriting 3 (Teams/Uppgifter/The Absolutely...Part-Time Indian): Write about:

1. Messages in the book
2. Your own opinions about the book.

Topics that can help you: alcoholism, poverty, violence, bullying, sexuality, death. Motivate + give good examples + use some quotes from the book to support your thoughts.

• Prepare for your EXAMINATION: Search for information/facts about Native Americans/Indians (see links up above in this plan). When doing the EXAM - no keywords, just your knowledge!

w.43

Monday 21/10

• STARTER: Finish writing Shortwriting 1-3
• Prepare for your EXAMINATION by reading and learning about Native Americans (American Indians). Use the book + links in the plan in Unikum + find information online yourself

Wednesday 23/10

• STARTER: Log in to the Teams chat, to the shared message from me, Helén.
• EXAMINATION "...Part-Time Indian": Discuss these questions about Indians/Native Americans:

1. Terms: How to address the indigenous peoples in America: Indians? Native Americans? Other terms? What's the differences and similarities? Which expression to use in the USA?
2. History: How and why did Native Americans end up in reservations?
3. Today: Life in the reservations in present time
4. The future: How to improve life for Indians in the USA?

Läroplanskopplingar

Syfte

• förståelse av engelska i tal och skrift,
• förmåga att formulera sig och kommunicera på engelska i tal och skrift,
• förmåga att anpassa språket efter olika syften, mottagare och sammanhang, och
• förståelse av kulturella och sociala förhållanden i olika sammanhang och områden där engelska används.

Centralt innehåll

• Åsikter, känslor, erfarenheter och framtidsplaner samt relationer och etiska frågor.
• Levnadsvillkor, traditioner, sociala relationer och kulturella företeelser i olika sammanhang och områden där engelska används, även i jämförelse med egna erfarenheter och kunskaper.
• Talad engelska, även med inslag av regional och sociolektal variation, och texter, från olika medier.
• Talad engelska och texter som är instruerande, informerande, beskrivande, berättande, diskuterande, argumenterande och kontaktskapande – varje slag för sig eller i olika kombinationer – till exempel samtal, intervjuer, nyheter, reportage och tidningsartiklar.
• Skönlitteratur och annan fiktion, även i talad och filmatiserad form.
• Sökning och värdering av innehåll i muntliga och skriftliga källor av olika slag, utifrån olika syften.
• Samtal, diskussion och skrivande där eleverna berättar, beskriver, instruerar och motiverar sina åsikter.
• Bearbetning av egna muntliga och skriftliga framställningar för att förtydliga, variera, precisera och anpassa kommunikationen efter syfte, mottagare och sammanhang.