Objective: SWBAT make text to text connections & text to self connections in preparation for our novel.
Do Now: Google Classroom (10 min)
ADVERSITY-(n.) difficulties; misfortune
Using the definition of adversity, what are some of the adversities people face when living on a reservation? Think back to the New York Times Article we read.
Whole Class: 50 min
Recall details from NYT article and complete Venn Diagram chart.
Who is our author-Sherman Alexie?
Complete Venn Diagram making text to text connections between articles read Monday and Wednesday.
Essential Question: How does adversity shape our identity?
Collaborative: 30 min
With a partner, complete graphic organizer defining what are factors that make-up your identity & and what are various forms of adversity?
Exit Ticket: 10 min
Google Classroom: Having learned what adversity is, what are some forms of adversity you've faced in your life? Or maybe someone close to you? How did it affect them?
Objective: SWBAT make informed predictions on our central novel based on prior knowledge and our readings.
Do Now: Gallery walk (10 min)
Independently and silently, write questions or comments for each photo visited.
1. I wonder if...
2. This makes me think that...
3. A question I have is...
Whole Class: Activating Prior Knowledge (20 min)
KWL Chart: Discussion on what we know, wonder, and will learn about Native Americans and life on reservations.
Turn & Talk to your partner about:
-Was there any connections between the photos?
-What was the general mood/vibe communicated through the photos?
-What did they possible show us about the lives of Native Americans on Reservations?
Stations: (25 min at each station)
Independent Station: Vocabulary Station
-Fill in your graphic organizer using the information found in Ms. Tapia’s Quizlet
-Study the vocabulary words
(Quiz on Friday)
Collaboration Station: Partner Station
Read “Life on the Reservations” & complete the graphic organizer with your partner.
Read NYT’s “Pain on the Reservation” & annotate the articles using our annotation guides.
Exit Ticket: (5 min)
Looking back at our KWL chart, add information from today’s readings on things learned about the history of reservations and the living conditions there.
Objective: SWBAT reflect on their academic performance, explore post-secondary options, and develop a plan of action.
Do Now: 10 min
Complete the graphic organizers and find the definitions for the three umbrella post-secondary options.
After Do Now: 10 min
Be reflective and answer the following questions below:
What is your educational goal after high school?
Do you plan on going to a four-year college? Community college? Vocational school?
How do you know that this is the right path for you? Respond in 3-4 sentences.
Whole Class: Career Exploration (30 min)
1. What is one interesting thing you learned about during this activity?
2. Did this activity change your educational goals after high school? Why or why not?
3. What do you want to learn more about after completing this activity?
4. Did your answer to the warm-up change after doing this activity? Why or why not?
Objective: IWBAT link my own style/method of learning to our article "The Traffic Metaphor" by using our Annotation Guide and Achieve 3000 Graphic Organizer.
Objective: SWBAT define advocacy, their strengths, and areas of need.