Frontier Grant Lesson Plan
Teacher: Jeanne Wasko
Topic: Native American Culture
Grade: Sophomore/Junior: English/U.S. History
Duration of Lesson: 2 Weeks (approx.)
Lesson: Students will become familiar with the works of two Native American authors, (Sherman Alexie
and Michael Dorris) and will analyze and discuss themes that predominate in the literature of Native
Americans.
State Standards: Grade 10 Language Arts
752.03.c Interpret the social, cultural, and historical significance of a text: American Literature.
752.03.d Evaluate how an author uses language and literary devices to evoke a response in a reader:
style, format, structure.
753.01.a Demonstrate steps of the writing process
752.01.d Identify, collect, and/or select, and relate pertinent information to particular situations
752.01.g Explain how an author uses language and literary devices: mood, tone, style figurative
language.
755.03a Clearly express opinions and judgments
753.03.b Choose appropriate format to inform and explain
755.01.a Adjust oral language to audience
Measurable Learning Objectives: The students will be able to discuss several Native American authors
and demonstrate an understanding of the problems they address in the two works the authors have written.
(an excerpt from The Broken Cord and the movie Smoke Signals) Students will also demonstrate the
ability to develop a persuasive product to show the harmful effects of drinking alcohol while pregnant or
underage, and students will write a persuasive movie review of the movie Smoke Signals in which the
students will demonstrate an understanding of ethnic problems and concerns dealt with in the movie.
Essential Questions:
1. What are some of the cultural problems faced by Native Americans in modern times?
2. Name several authors who have addressed the social and cultural problems of Native Americans
in the 20th – 21st centuries.
3. What are some of the themes that predominate in 20th – 21st Century Native American literature?
4. How can pieces of literature have an effect on the problems faced by Native Americans or other
ethnic groups?
5. Name at least 4 motifs that relate to the Native American experience that occur in the movie
Smoke Signals. (basketball, fry bread, fire, storytelling)
Enduring Understandings:
Native American individuals may face problems related to their ethnic backgrounds.
Students will also understand that the problems faced by Native American individuals may also afflict
peoples of other ethnicities as well.
Students will understand that these problems may be remedied by taking positive actions.
Instructional Materials: Smoke Signals DVD, CD with Smoke Signals sound track, Smoke Signals
Screen Play, excerpt from The Broken Cord by Michael Dorris (taken from Literary Cavalcade magazine,
February, 1990).
Sequence of Activities:
1. Students will read the excerpt from The Broken Cord and discuss the questions at the end of the
article.
2. Students, in groups of two or three, will complete the project relating to the risks of drinking
during pregnancy and/or underage drinking.
3. Students will read several articles on the author Sherman Alexie and will learn the circumstances
of his birth, growing up, schooling and his process of becoming a well-known and successful
author.
4. Students will watch the movie Smoke Signals and will discuss, themes, motifs, point of view,
video effects, the genres of the road movie and coming of age movies.
5. Students will write a movie review of Smoke Signals using information from discussions.
Handouts: “The Broken Cord” excerpt and Movie Review Assignment
Assessment Methods: Students will be assessed on:
1. Interactive discussions held during class time
2. the response journal
3. the project students complete related to The Broken Cord
4. the persuasive movie review students complete after viewing Smoke Signals.
From The Broken Cord
By Michael Dorris
Name_______________________________
__________ 1. Read the excerpt from The Broken Cord by Michael Dorris including all
introductory materials and all sidebars.
__________ 2. Compose an essay/journal discussing possible ways for society to handle the
problems caused by women who drink during pregnancy; for example; should a woman who has
had one FAS baby be prevented from drinking during subsequent pregnancies – by incarceration
if necessary? What duty does the state have to care for severe FAS cases? Should FAS babies
be taken away from the mothers who bore them? (Your essay/journal should be at least one
page, typed).
________ 3. With a partner – prepare a project, the purpose of which is to inform teenagers,
both boys and girls, about the risks of drinking while pregnant and/or drinking by underage
persons. You will present your product the the 7th and 8th grade classes, so gear your
presentations to that audience. Include a bibliography in MLA format.
Some genres you might consider include: (these are just ideas – dare to be different and
creative).
poster
short story
diary entries
editorials
letters to the editor
power point presentation
advertisements
Web page
poetry
drawings
commercial
newspaper articles
play or skit
(a combination of ideas)
__________4. Present your production to the 7th or 8th grade class.
You will be graded on the following:
Productive use of class time
Initiative and creativity (use of sources and ideas)
Presentation (enthusiasm, eye contact, product)
Neatness, grammar, spelling etc.
Total
__________ 20 %
___________30 %
___________40%
___________10%
__________ 100%
Movie Review Assignment
Name ____________________
Objective: Analyze a film in a thoughtful and scholarly way so that those reading the review
will have an idea of whether or not they should view the film.
The review should be persuasive and concise (1 ½ - 2 pages typed: double spaced in
Times New Roman font.
The review should be written in 3rd person and include the title and director of the film in
the introductory paragraph.
The review should contain at least one witty expression (a pun, a sly reference to popular
culture, a play on some element of the movie’s plot, etc.)
The review should contain a witty or interesting title.
Overview: The review should contain references to at least 2 – 4 of the following elements
Historical and contemporary context of the film: What genre does it fit into? What
relationships to other films and/or pieces of literature does this film have? Has the
director made other films related to or different from this film (this might require some
research). What other films have the stars of this movie been in that are alike or different
from this movie?
Theme: All the elements of the film should work together to lead you to the film’s
theme. It may be explicitly stated, but it is usually derived from the work as a whole. It
may help to consider what the film presents as “good” and “evil” or what moods the film
establishes. Are these issues clear-cut and simple or complex? What is the basic conflict
and how does it relate to the theme/s of the movie.
Style and Technique: this may include and analysis of the music, acting, sets, costume,
writing, editing, etc.
Plot: the review should not be a summary of what happens in the film. Explain the
major plot elements without giving away the “key” elements that everyone would want to
see for themselves. You can (and probably should) however, discuss important turning
points, scenes which reveal character, subplots etc. You may also discuss time frame,
flashbacks, flash forwards, dream sequences or other devices the director uses to further
the ideas of the movie.
Setting: How important is the setting to the movie as a whole? How does it relate to
character, plot, theme, etc?
Character: Who are the important characters? How are they revealed? How important
is their appearance, or language? Do they change over the course of the film? Are the
characters realistic? Are they supposed to be realistic? Are there clear-cut heroes and
villains?
Motifs: What motifs or recurring ideas relate the themes covered in the movie?
Rubric for Movie Review
Name:
Rating
Advanced “A”
Criteria
introduction (thesis) engaging and entices the reader to read on
concise body which follows up point by point on thesis statement
provides relevant details about major aspects of the film
strong, appropriate transitions move the essay from point to point
conclusion is strong and relates back to thesis
is obviously and strongly in the voice of the writer
varied vocabulary and original figures of speech (witty title and use
of witty references used at least once).
grammatical errors are limited to 3 - 4 and are not glaring
Proficient “B”
introduction (thesis) is obvious but may ramble or be vague
body follows up on thesis statement
provides some details of major aspects of the film
appropriate use of transitions through most of the paper
conclusion refers back to the thesis
is in the voice of the writer
strong vocabulary, figures of speech present, but not necessarily
original
grammatical errors are limited to 4 – 6 and are not glaring
Basic “C”
thesis is attempted but vague or extremely weak
body refers to thesis statement but reference may be vague or
rambling
few relevant details about major aspects of the film
transitions occasionally attempted
conclusion is weak and vaguely refers to thesis
voice is lacking or voice is out of character
vocabulary is mundane or ordinary
grammatical errors are frequent but do not interfere with meaning
In Progress “D”
Must be redone
thesis is nonexistent or very weak
body rambles and refers only occasionally to introduction
many simple sentences – transitions not evident
conclusion does not refer back to thesis
voice is lacking or totally out of character
vocabulary is below grade level
frequent grammatical errors that interfere with the readability of the
paper