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Department of Education
College of Arts, Letters and Education
312 Williamson Hall
Cheney, WA 99004
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TPA Lesson Plan
Course:
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1. Teacher Candidate
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Sammy Roderick
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Date Taught
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November 30, 2016
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Cooperating Teacher
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School/District
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Gotham City Middle School
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2. Subject
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English
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Field Supervisor
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Sean Agriss
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3. Lesson Title/Focus
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The Absolutely True Diary of a Part-Time Indian: Native American Stereotypes in
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5. Length of Lesson
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30 minutes
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4. Grade Level
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8
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6. Academic & Content Standards (Common Core/National)
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CCSS.ELA-LITERACY.RI.8.6
Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
CCSS.ELA-LITERACY.RI.8.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
CCSS.ELA-LITERACY.W.8.9
Draw evidence from literary or informational texts to support analysis, reflection, and research. |
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7. Learning Objective(s)
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The students will be able to apply their knowledge of the debate of using Native American mascots by reading “The Absolutely True Diary of a Part-Time Indian” and the provided text through discussion and completing a T Chart.
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8. Academic Language
demands (vocabulary, function, syntax, discourse)
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Vocabulary: Stereotypes. Racism.
Function: Analyze. Apply. Discuss. Debate.
Discourse: Students will be analyzing the pictures in their entry task and the readings that will be handed out during class. They will apply what they have read to fill out a worksheet. They will discuss with classmates around them what they have found or what they can add to the worksheet, and debate with the entire class about the specific topic.
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9. Assessment
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Formative:
The formative assessment will be the T Chart that they will be completing in their group or alone during class. This will check that they are participating in the class readings and noting what other students say during the discussion. This will be collected at the end of the day to check understanding and participation
Summative:
This is the first day of preparing the students for the persuasive essay that they will be writing on whether or not Native American mascots should be used anymore. This essay will show their overall understanding of what they have read in the story and in other texts to make a stance on the topic.
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10. Lesson Connections
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· This article discusses the importance of reading Absolute True Diary of a Part-time Indian in the classroom, and why students should read the story. IT is a controversial book, some schools do not allow it to be read, but there are many reasons for why it should be covered in the classroom.
· This article talks about the importance of discussing racism in the classroom with your students. It is a difficult topic to discuss and there are fine lines that need to be followed, but it is something that should be done so that tolerance is commonplace in schools.
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11. Instructional Strategies/Learning Tasks to Support Learning
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Learning Tasks and Strategies
Sequenced Instruction
· Go over the day’s objective and definition of the day, and have students write in the journals for the entry task (5 min)
· Have students share with the class what they wrote for the entry task and make sure they understand what a stereotype means (5 min)
· Have student(s) read page 56 in Absolutely True Diary of a Part-Time Indian out loud and discuss why Junior thinks Reardan is racist (6 min)
· Introduce their persuasive essay, pass out the worksheets, divide the class in half. Half the class being “For the use of mascots” and half the class being “against the use of mascots.” Have students work together or individually to fill out the T Chart as they read the articles (5min)
· Debate as a class whether mascots should be used or not based on textual evidence and own ideas in a “claim and then rebuttal” format. (5 minutes)
· Show video clip “6 Misconceptions of Native American People” (3 min)
· Review what they learned for the day (1 min)
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Teacher’s Role:
1. Make sure the students stay on task as they write and share for their entry task
2. Facilitate discussion, making sure that it does not get off topic and stays appropriate for the classroom
3. Select students to read if they do not volunteer
4. Make sure students stay on task as they read and complete the T Chart
5. Facilitate the debate making sure that each side of the argument is represented
6. Have video clip ready to go to show to class
7. Have final questions prepared in case there is time left over
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Students’ Role
1. Write in journal for entry task
2. Participate in class activities throughout the entire day
3. Be respectful to other students when they are speaking or reading
4. Stay on task when working either alone or in groups
5. Be considerate in the debate and only make arguments with evidence, not personal statements
6. Pay attention to the video clip
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Student Voice to Gather
Student voice will mainly come through in the entry task at the beginning of class. The students will be writing their own opinions on a topic or their own experiences and will get to write whatever they want and however much they want in the time that they are given. They will also be able to share their ideas and thoughts with the class throughout the discussion and debate.
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12. Differentiated Instruction
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Plan
This lesson tries to cover for all types of learners as much as possible. Visual learners will see the pictures for the entry task and the video at the end of the period. Auditory learners will hear other students talk about the text and read the text so they will be able to comprehend it more than just reading it. And kinesthetic readers will be writing in their journals and filling out the T Chart to get a more hands-on approach to the lesson. Technology will be used to appeal to the students and a video that was released yesterday will be showed to relate to the students and connect them to the lesson more.
If a student struggles with reading, the teacher will read the article to them or partner them with a student who will help them through the reading. Students will be allowed to type for their journals instead of write them if that helps them more. Students will not be forced to talk during discussion or debate, so they will not feel pressured to do so if they don’t want to. This is why the T Chart is present so the teacher can see that they are still participating by writing down what is discussed even if they do not speak. Arrangements will be made for students who are not allowed to read the book or do not feel comfortable being part of the discussion for that particular day.
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13. Resources and Materials
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Plan
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14. Management and Safety Issues
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Plan
Racism is a tough subject to cover in classroom. It needs to be handled with care and made sure that the students understand that they need to be respectful and conscious of what they say and write during the class. This book is also a controversial boom and needs to be handled in the classroom with care to make sure that no students feel uncomfortable or attacked while participating in this unit.
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15. Parent & Community Connections
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Plan
Since this book is controversial, a letter will have already been sent home to the parents explaining what we are reading in the classroom and what we will be covering with the book. It will be stated in the letter that it is important for parents to talk to students about racism and tolerance of other cultures outside of just this unit and culture that is focused on in this story.
This book was written by a Spokane native who grew up living some of the events in the story. There will be a community connection with the story as the students read and recognize places that are mentioned in the story. This will also bring the importance of the story to a better light knowing that it happened in the city that they live in.
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Articles Used:
Should Sports Teams Use Native American Names and Mascots?
Against the Use of Mascots…
Team mascots are racist
In response to previous letters about American Indians being mascots for sports teams, the writer of “Mascots don’t belittle Indians” (letter, Jan. 9) stated that the fans [don’t think lowly of American Indians because of] an American Indian mascot.
By definition, racism is discriminatory or abusive behavior toward members of another race. While the fans of these sports teams feel it is fine to have an Atlanta Brave or a Washington Redskin, it is abusive behavior toward members of American Indian tribes.
“The Washington (blank)s” — in the blank space insert any race, and you will come up with a team mascot that would not be tolerated in today’s society.
These team mascots need to be retired and we as Americans need to see that if we are to have freedom from oppression, then we need to start with our own homeland.
Dante Halleck
Kuwait
In Favor of Mascots…
Names prideful, not racist
In response to the letter “Team mascots are racist” (letter, Jan. 17): Team mascot names are not racist. The writer correctly gave the definition of racism, and no team mascot comes remotely close to meeting that definition.
Teams, whether they be high school, college or professional, choose mascot names that demonstrate strength and power. Cleveland Indians, Florida State Seminoles, Atlanta Braves, Washington Redskins … none of these display discriminatory or abusive behavior toward members of another race, or more specifically, toward American Indian tribes. In fact, when humans actually flesh out the part of those mascots, they are done with what most would agree is dignity and pride.
Perhaps we should rename them, though, in order to appease the letter writer. I wonder how he would feel about Cleveland Daisies, Florida State Kittens, Atlanta Peaches or Washington Pussy Willows? Those names would certainly strike fear in their opponents’ hearts and minds, wouldn’t they?
Jim McDonald
Camp Virginia, Kuwait
NCAA Takes Aim At Indian Mascots
(CBS/AP) Fed up with what it considers "hostile" and "abusive" American Indian nicknames, the NCAA announced Friday it would shut those words and images out of postseason tournaments, a move that left some school officials angry and threatening legal action.
Starting in February, any school with a nickname or logo considered racially or ethnically "hostile" or "abusive" by the NCAA would be prohibited from using them in postseason events. Mascots will not be allowed to perform at tournament games, and band members and cheerleaders will also be barred from using American Indians on their uniforms beginning in 2008.
Major college football teams are not subject to the ban because there is no official NCAA tournament.
Affected schools were quick to complain, and Florida State — home of the Seminoles — threatened legal action.
"That the NCAA would now label our close bond with the Seminole people as culturally 'hostile and abusive' is both outrageous and insulting," Florida State president T.K. Wetherell said in a statement.
"I intend to pursue all legal avenues to ensure that this unacceptable decision is overturned, and that this university will forever be associated with the 'unconquered' spirit of the Seminole Tribe of Florida," he added.
The committee also recommended that schools follow the examples of Wisconsin and Iowa by refusing to schedule contests against schools that use American Indian nicknames.
While NCAA officials admit they still can't force schools to change nicknames or logos, they are making a statement they believe is long overdue. Eighteen mascots, including Florida State's Seminole and Illinois' Illini, were on the list of offenders.
Those schools will not be permitted to host future NCAA tournament games, and if events have already been awarded to those sites, the school must cover any logos or nicknames that appear.
"Certainly some things remain to be answered from today, and one of those things is the definition of what is 'hostile or abusive,'" said Tom Hardy, a spokesman at Illinois.
The NCAA did not give a clear answer on that.
President Myles Brand noted that some schools using the Warrior nickname will not face sanctions because they do not use Indian symbols. One school, North Carolina-Pembroke — which uses the nickname Braves — will also be exempted because Brand said the school has historically had a high percentage of students, more than 20 percent, who are American Indians.
"We believe hostile or abusive nicknames are troubling to us and it can't continue," committee chairman Walter Harrison said. "We're trying to send a message, very strongly, saying that these mascots are not appropriate for NCAA championships."
The decision, however, quickly evoked passions and complaints from both sides.
At Florida State, Wetherell said the NCAA was trying to embarrass the school for using its nickname, even though the Seminole Tribe of Florida has given the university permission to continue using it.
"Other Seminole tribes are not supportive," said Charlotte Westerhaus, the NCAA vice president for diversity and inclusion.
Supporters also were unhappy.
Vernon Bellecourt, president of the National Coalition on Racism in Sports and Media and a member of the Anishinabe-Ojibwe Nation in Minnesota, approved of the ban but had hoped the NCAA would take even stronger action.
"We're not so happy about the fact that they didn't make the decision to ban the use of Indian team names and mascots," he said.
Harrison, president at the University of Hartford, said the executive committee does not have the authority to do that, and schools can still appeal their inclusion on the list.
Brand and Harrison said they hoped school officials would pursue policy changes through the NCAA first, before going to court.
"I suspect that some of those would like to having a ruling on that," Brand said. "But unless there is a change before Feb. 1, they will have to abide by it."
Two years ago, the NCAA recommended schools determine for themselves whether Indian depictions were offensive.
CBS News Correspondent Tom Foty reports that the NCAA had investigated 33 schools nicknames and that about half have changed their names since then, leaving the 18 schools now subject to the new mascot and nickname restriction.
Among the schools to change nicknames in recent years were St. John's (from Redmen to Red Storm) and Marquette (from Warriors to Golden Eagles).
But that hasn't changed opinions on either side.
"They're not willing to give up this money," Bellecourt said, referring to merchandising revenue. "We would hope that it (the decision) was the handwriting on the wall that would urge them to drop these team names and mascots."
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