Grades 7–8 The Absolutely True Diary of a Part-Time · PDF fileThe Absolutely True Diary...

The Absolutely True Diaryof a Part-Time Indian

Sherman Alexie

Grades 7–8

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THE ABSOLUTELY TRUE DIARY

OF A PART-TIME INDIAN

bySherman Alexie

Art by Ellen Forney

Student PacketWritten by

Linda Herman

Contains masters for: 2 Prereading Activities7 Vocabulary Activities1 Study Guide2 Character Analysis Activities1 Critical Thinking Activity2 Comprehension Activities2 Literary Analysis Activities2 Writing Activities2 Quizzes1 Novel Test

PLUS Detailed Answer Keyand Scoring Rubric

ISBN 978-1-60878-097-6

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Web site: novelunits.com

NoteThe 2009 Little, Brown and Company paperback edition of the book, © 2007 by Sherman Alexie, was used to prepare this guide. Pagereferences may differ in other editions. Novel ISBN: 978-0-316-01369-7

Please note: This novel deals with sensitive, mature issues. Parts maycontain profanity, sexual references, and/or descriptions of violence.Please assess the appropriateness of this book for the age level andmaturity of your students prior to reading and discussing it with them.

Teacher NoteSelected activities, quizzes, andtest questions in this Novel Units®

Student Packet are labeled withthe appropriate reading/languagearts skills for quick reference.These skills can be found abovequiz/test questions or sectionsand in the activity headings.

SAMPLE 2 Prereading Activities

SAMPLE 2 Prereading Activities7 Vocabulary Activities

SAMPLE 7 Vocabulary Activities1 Study Guide

SAMPLE 1 Study Guide2 Character Analysis Activities

SAMPLE 2 Character Analysis Activities1 Critical Thinking Activity

SAMPLE 1 Critical Thinking Activity2 Comprehension Activities

SAMPLE 2 Comprehension Activities2 Literary Analysis Activities

SAMPLE 2 Literary Analysis Activities2 Writing Activities

SAMPLE

2 Writing Activities2 Quizzes

SAMPLE

2 Quizzes1 Novel TestSAMPLE

1 Novel TestPLUS SAMPLE

PLUS Detailed Answer KeySAMPLE

Detailed Answer Key

© © © © © arts skills for quick reference.

© arts skills for quick reference.These skills can be found above

© These skills can be found abovequiz/test questions or sections© quiz/test questions or sectionsand in the activity headings.© and in the activity headings.

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Novel 1 Novel Test

Novel 1 Novel Test

Detailed Answer Key

Novel Detailed Answer Key

and Scoring Rubric

Novel and Scoring Rubric

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The 2009 Little, Brown and Company paperback edition of the book,

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The 2009 Little, Brown and Company paperback edition of the book, © 2007 by Sherman Alexie, was used to prepare this guide. Page

Novel

© 2007 by Sherman Alexie, was used to prepare this guide. Pagereferences may differ in other editions. Novel ISBN: 978-0-316-01369-7

Novel

references may differ in other editions. Novel ISBN: 978-0-316-01369-7

Please note:Novel

Please note:Novel

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the appropriate reading/language Novel

the appropriate reading/language

Units, 2 Character Analysis Activities

Units, 2 Character Analysis Activities

1 Critical Thinking Activity

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1 Critical Thinking Activity2 Comprehension Activities

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2 Comprehension Activities2 Literary Analysis Activities

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2 Literary Analysis Activities2 Writing Activities

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2 Writing Activities

Detailed Answer KeyUnits,

Detailed Answer Key

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Note to the Teacher

Selected activities, quizzes, and test questions in this Novel Units® Student Packet are labeled with thefollowing reading/language arts skills for quick reference. These skills can be found above quiz/testquestions or sections and in the activity headings.

Basic Understanding: The student will demonstrate a basic understanding of written texts. Thestudent will:

• use a text’s structure or other sources to locate and recall information (Locate Information)• determine main idea and identify relevant facts and details (Main Idea and Details)• use prior knowledge and experience to comprehend and bring meaning to a text

(Prior Knowledge)• summarize major ideas in a text (Summarize Major Ideas)

Literary Elements: The student will apply knowledge of literary elements to understand writtentexts. The student will:

• analyze characters from a story (Character Analysis) • analyze conflict and problem resolution (Conflict/Resolution)• recognize and interpret literary devices (flashback, foreshadowing, symbolism, simile,

metaphor, etc.) (Literary Devices)• consider characters’ points of view (Point of View)• recognize and analyze a story’s setting (Setting)• understand and explain themes in a text (Theme)

Analyze Written Texts: The student will use a variety of strategies to analyze written texts. Thestudent will:

• identify the author’s purpose (Author’s Purpose)• identify cause and effect relationships in a text (Cause/Effect)• identify characteristics representative of a given genre (Genre)• interpret information given in a text (Interpret Text)• make and verify predictions with information from a text (Predictions) • sequence events in chronological order (Sequencing) • identify and use multiple text formats (Text Format)• follow written directions and write directions for others to follow (Follow/Write Directions)

Critical Thinking: The student will apply critical-thinking skills to analyze written texts. Thestudent will:

• write and complete analogies (Analogies) • find similarities and differences throughout a text (Compare/Contrast)• draw conclusions from information given (Drawing Conclusions)• make and explain inferences (Inferences)• respond to texts by making connections and observations (Making Connections)• recognize and identify the mood of a text (Mood) • recognize an author’s style and how it affects a text (Style) • support responses by referring to relevant aspects of a text (Support Responses)• recognize and identify the author’s tone (Tone)• write to entertain, such as through humorous poetry or short stories (Write to Entertain)• write to express ideas (Write to Express)• write to inform (Write to Inform)• write to persuade (Write to Persuade) • demonstrate understanding by creating visual images based on text descriptions (Visualizing) • practice math skills as they relate to a text (Math Skills)

SAMPLE • analyze conflict and problem resolution (Conflict/Resolution)

SAMPLE • analyze conflict and problem resolution (Conflict/Resolution)• recognize and interpret literary devices (flashback, foreshadowing, symbolism, simile,

SAMPLE • recognize and interpret literary devices (flashback, foreshadowing, symbolism, simile,

• consider characters’ points of view (Point of View)

SAMPLE • consider characters’ points of view (Point of View)• recognize and analyze a story’s setting (Setting)

SAMPLE • recognize and analyze a story’s setting (Setting)• understand and explain themes in a text (Theme)

SAMPLE • understand and explain themes in a text (Theme)

The student will use a variety of strategies to analyze written texts. The

SAMPLE The student will use a variety of strategies to analyze written texts. The

• identify the author’s purpose (Author’s Purpose)

SAMPLE

• identify the author’s purpose (Author’s Purpose)• identify cause and effect relationships in a text (Cause/Effect)

SAMPLE

• identify cause and effect relationships in a text (Cause/Effect)• identify characteristics representative of a given genre (Genre)

SAMPLE

• identify characteristics representative of a given genre (Genre)• interpret information given in a text (Interpret Text)SAMPLE

• interpret information given in a text (Interpret Text)• make and verify predictions with information from a text (Predictions) SAMPLE

• make and verify predictions with information from a text (Predictions) • sequence events in chronological order (Sequencing) SAMPLE

• sequence events in chronological order (Sequencing) • identify and use multiple text formats (Text Format)SAMPLE

• identify and use multiple text formats (Text Format)

© • draw conclusions from information given (Drawing Conclusions)

© • draw conclusions from information given (Drawing Conclusions)• make and explain inferences (Inferences)

© • make and explain inferences (Inferences)• respond to texts by making connections and observations (Making Connections)© • respond to texts by making connections and observations (Making Connections)• recognize and identify the mood of a text (Mood) © • recognize and identify the mood of a text (Mood) © • recognize an author’s style and how it affects a text (Style) © • recognize an author’s style and how it affects a text (Style) • support responses by referring to relevant aspects of a text (Support Responses)© • support responses by referring to relevant aspects of a text (Support Responses)

Novel • interpret information given in a text (Interpret Text)

Novel • interpret information given in a text (Interpret Text)

• make and verify predictions with information from a text (Predictions)

Novel • make and verify predictions with information from a text (Predictions)

• sequence events in chronological order (Sequencing)

Novel • sequence events in chronological order (Sequencing)

• identify and use multiple text formats (Text Format)

Novel • identify and use multiple text formats (Text Format)

Novel

• follow written directions and write directions for others to follow (Follow/Write Directions)

Novel

• follow written directions and write directions for others to follow (Follow/Write Directions)

The student will apply critical-thinking skills to analyze written texts. The

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The student will apply critical-thinking skills to analyze written texts. The

• write and complete analogies (Analogies) Novel

• write and complete analogies (Analogies) • find similarities and differences throughout a text (Compare/Contrast)Nove

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• make and explain inferences (Inferences)

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• identify the author’s purpose (Author’s Purpose)

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• identify the author’s purpose (Author’s Purpose)• identify cause and effect relationships in a text (Cause/Effect)Units

, • identify cause and effect relationships in a text (Cause/Effect)• identify characteristics representative of a given genre (Genre)Units

, • identify characteristics representative of a given genre (Genre)• interpret information given in a text (Interpret Text)Units

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• interpret information given in a text (Interpret Text)• make and verify predictions with information from a text (Predictions) Units

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• make and verify predictions with information from a text (Predictions)

Inc.The student will apply knowledge of literary elements to understand written

Inc.The student will apply knowledge of literary elements to understand written

• recognize and interpret literary devices (flashback, foreshadowing, symbolism, simile,Inc.• recognize and interpret literary devices (flashback, foreshadowing, symbolism, simile,

The Absolutely True Diary of a Part-Time Indian

Activity #2 • Prereading Use Before and After Reading

(Prior Knowledge/Making Connections)

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Name ________________________________

Anticipation and Reaction

Directions: Consider the following statements before you read the novel. Place a checkmark in one of the boxes to show whether you agree or disagree with each statement, and provideyour reasoning. After you have completed the novel, mark your response again. On a separatesheet of paper, provide explanations for each of your opinions that have changed.

Response Before Reading

Statement Response After Reading

1. Poverty only teaches you how to be poor.

2. A best friend is more importantthan family.

3. There is always time to change your life.

4. People should accept their ownlimitations.

5. Running toward something is better than running away.

6. A person needs to have hope inorder to lead a successful life.

7. Cultural differences should notaffect the way people treat eachother.

8. The most important thing in life is to follow your dreams.

you agree

you disagree

you agree

you disagree

you agree

you disagree

you agree

you disagree

you agree

you disagree

you agree

you disagree

you agree

you disagree

you agree

you disagree

you agree

you disagree

you agree

you disagree

you agree

you disagree

you agree

you disagree

you agree

you disagree

you agree

you disagree

you agree

you disagree

you agree

you disagree

SAMPLE

SAMPLE 1. Poverty only teaches you how to

SAMPLE 1. Poverty only teaches you how to

SAMPLE

SAMPLE 2. A best friend is more important

SAMPLE 2. A best friend is more important

than family.

SAMPLE than family.

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3. There is always time to change

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3. There is always time to change your life.

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your life.

SAMPLE

SAMPLE

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4. People should accept their ownSAMPLE

4. People should accept their ownSAMPLE

SAMPLE

SAMPLE

SAMPLE

© © © © © © © you agree © you agree © you disagree© you disagree

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Novel 4. People should accept their own

Novel 4. People should accept their own

limitations.

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limitations.

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5. Running toward something is

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5. Running toward something is better than running away.Nove

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2. A best friend is more important

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2. A best friend is more important

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c.Response

Inc.Response

After Reading

Inc.After Reading

Inc.Inc.Inc.Inc.Inc.Inc.you agreeInc.you agreeInc.you disagreeInc.you disagree

Name ________________________________


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The Absolutely True Diary of aPart-Time Indian

Study Guide

Directions: Answer the following questions on a separate sheet of paper. Use your answers inclass discussions, for writing assignments, and to review for tests. Starred questions indicatethought or opinion questions.

The Black-Eye-of-the-Month Club–Because Geometry Is Not a Country Somewhere Near France

1. Why did Junior need surgery when he was six months old?

2. How many teeth do most humans have? How many does Junior have?

3. Why did the white dentist only give Junior half a dose of Novocain?

*4. Explain the meaning of the chapter title “The Black-Eye-of-the-Month Club.”

*5. What does Junior mean when he says, “I draw because words are too unpredictable” (p. 5)? Are you able to express yourself best by talking, writing, or drawing?

6. What magic trick does Junior wish he could perform? Why?

7. Where does Junior live?

8. Why doesn’t Junior want to hear the truth from his mother?

9. What would Junior’s parents have been if given the chance?

10. What is Rowdy’s “war paint”?

11. Why does Rowdy attack the minivan?

12. How does Rowdy retaliate against the Andruss brothers?

13. What kind of comics does Rowdy like?

14. Who is Mary Runs Away?

15. What is the weirdest thing about Mr. P?

16. Who is Agnes Adams?

17. What does Junior do with his mother’s geometry book?

Hope Against Hope–How to Fight Monsters

1. How does Junior feel about being suspended from school?

2. What does Mr. P confess to Junior?

3. Who dreams of writing romance novels?

4. What is the nicest thing a teacher has told Junior? Who says this to Junior?

5. What advice does Mr. P give Junior?

6. Why does Mr. P believe that Junior threw the geometry book at him?

SAMPLE 3. Why did the white dentist only give Junior half a dose of Novocain?

SAMPLE 3. Why did the white dentist only give Junior half a dose of Novocain?

*4. Explain the meaning of the chapter title “The Black-Eye-of-the-Month Club.”

SAMPLE *4. Explain the meaning of the chapter title “The Black-Eye-of-the-Month Club.”

*5. What does Junior mean when he says, “I draw because words are too unpredictable”

SAMPLE *5. What does Junior mean when he says, “I draw because words are too unpredictable”

(p. 5)? Are you able to express yourself best by talking, writing, or drawing?

SAMPLE (p. 5)? Are you able to express yourself best by talking, writing, or drawing?


SAMPLE 6. What magic trick does Junior wish he could perform? Why?


SAMPLE 8. Why doesn’t Junior want to hear the truth from his mother?


SAMPLE 9. What would Junior’s parents have been if given the chance?


SAMPLE


11. Why does Rowdy attack the minivan?SAMPLE

11. Why does Rowdy attack the minivan?

12. How does Rowdy retaliate against the Andruss brothers?SAMPLE


13. What kind of comics does Rowdy like?SAMPLE


© 17. What does Junior do with his mother’s geometry book?

© 17. What does Junior do with his mother’s geometry book?

Hope Against Hope–How to Fight Monsters© Hope Against Hope–How to Fight Monsters

1. How does Junior feel about being suspended from school?© 1. How does Junior feel about being suspended from school?

Novel 12. How does Rowdy retaliate against the Andruss brothers?

Novel 12. How does Rowdy retaliate against the Andruss brothers?


Novel 13. What kind of comics does Rowdy like?


Novel


16. Who is Agnes Adams? Novel

16. Who is Agnes Adams?

17. What does Junior do with his mother’s geometry book? Novel

17. What does Junior do with his mother’s geometry book?

Units,

*5. What does Junior mean when he says, “I draw because words are too unpredictable”

Units,

*5. What does Junior mean when he says, “I draw because words are too unpredictable” (p. 5)? Are you able to express yourself best by talking, writing, or drawing?

Units, (p. 5)? Are you able to express yourself best by talking, writing, or drawing?


Units, 6. What magic trick does Junior wish he could perform? Why?


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12. How does Rowdy retaliate against the Andruss brothers?Units

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Inc.*4. Explain the meaning of the chapter title “The Black-Eye-of-the-Month Club.”Inc.*4. Explain the meaning of the chapter title “The Black-Eye-of-the-Month Club.”

*5. What does Junior mean when he says, “I draw because words are too unpredictable” Inc.*5. What does Junior mean when he says, “I draw because words are too unpredictable”

(p. 5)? Are you able to express yourself best by talking, writing, or drawing?Inc.(p. 5)? Are you able to express yourself best by talking, writing, or drawing?

Name ________________________________

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The Absolutely True Diary of aPart-Time Indian

Activity #16 • Literary AnalysisUse After Reading

(Literary Elements)

Characters Setting

main __________________

main __________________

main __________________

minor __________________

minor __________________

minor __________________

Date: __________________Place: __________________Other: __________________

Conflict(s)

Possible Themes(general statements thebook makes about life)

Point of View

_________________________

Genre

_________________________

Author’s Styleand Tone


Story Map

Directions: Complete the story map below.

SAMPLE

SAMPLE

SAMPLE

SAMPLE __________________

SAMPLE ____________________________________

SAMPLE __________________

SAMPLE

SAMPLE

SAMPLE

SAMPLE

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minor __________________

SAMPLE

minor __________________

minor __________________SAMPLE

minor __________________SAMPLE

SAMPLE The Absolutely True Diary

SAMPLE The Absolutely True Diary

of a Part-Time Indian

SAMPLE of a Part-Time Indian

© book makes about life)

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The Absolutely True Diary

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of a Part-Time Indian

Inc.Inc.Inc.Inc.Inc.Inc.Conflict(s)

Inc.Conflict(s)

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Quiz #1The Black-Eye-of-the Month Club–

Dance, Dance, Dance

(Main Idea and Details)A. True/False: Mark each with a T for true or an F for false.

____ 1. Junior draws because words are too predictable.

____ 2. Hunger is not the worst thing about being poor.

____ 3. Rowdy wears war paint to look tough.

____ 4. Mary hides in the basement to write romance novels.

____ 5. Mr. P says hope can be found far away from the reservation.

____ 6. No one in Junior’s family has gone to college.

____ 7. Junior punches Roger to earn respect.

____ 8. Penelope is anorexic.

____ 9. Gordy accuses Junior of being racist.

____ 10. Junior borrows money at the diner because he forgot his wallet.

(Main Idea and Details)B. Fill in the Blanks

11. No one paid attention to Junior’s parents’ _______________________.

12. _______________________ is the most important person in Junior’s life.

13. Dad tells Junior he is brave like a(n) _______________________.

14. Mary marries a Flathead Indian and moves to _______________________.

15. Junior becomes _______________________ by semi-dating Penelope.

(Point of View)C. Short Answer: Why does Junior feel he must transfer to Reardan High School?

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

SAMPLE ____ 5. Mr. P says hope can be found far away from the reservation.

SAMPLE ____ 5. Mr. P says hope can be found far away from the reservation.

____ 6. No one in Junior’s family has gone to college.

SAMPLE ____ 6. No one in Junior’s family has gone to college.

____ 7. Junior punches Roger to earn respect.

SAMPLE ____ 7. Junior punches Roger to earn respect.

____ 9. Gordy accuses Junior of being racist.

SAMPLE ____ 9. Gordy accuses Junior of being racist.


SAMPLE ____ 10. Junior borrows money at the diner because he forgot his wallet.

11. No one paid attention to Junior’s parents’ _______________________.SAMPLE

11. No one paid attention to Junior’s parents’ _______________________.

© 15. Junior becomes _______________________ by semi-dating Penelope.

© 15. Junior becomes _______________________ by semi-dating Penelope.

C. Short Answer: © C. Short Answer: ©

Why does Junior feel he must transfer to Reardan High School?© Why does Junior feel he must transfer to Reardan High School?

Novel 11. No one paid attention to Junior’s parents’ _______________________.

Novel 11. No one paid attention to Junior’s parents’ _______________________.


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14. Mary marries a Flathead Indian and moves to _______________________.Novel

14. Mary marries a Flathead Indian and moves to _______________________.

15. Junior becomes _______________________ by semi-dating Penelope.Novel

15. Junior becomes _______________________ by semi-dating Penelope.

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Novel Test

(Character Analysis)A. Matching: Identify the speaker for each of the following quotes.

____ 1. “You have to leave this reservation.”

____ 2. “If that were true, then wouldn’t all white people be successful?”

____ 3. “But how can I get enough experience if they don’t give me a chance to getexperience?”

____ 4. “You have to dream big to get big.”

____ 5. “Because I want to build something beautiful. Because I want to be remembered.”

____ 6. “They call me an apple because they think I’m red on the outside and white on theinside.”

____ 7. “You’re starting tonight…. You can do it.”

____ 8. “Think of all the new people you’re going to meet….It’s such an exciting idea.”

____ 9. “It will be good to have you out there. We need some new blood.”

____ 10. “The Indians around here are going to be angry with you.”

____ 11. “There’s a lot of white people here.... It’s pretty cool, you doing this….”

____ 12. “I always knew you were going to leave us behind and travel the world.”

(Summarize Major Ideas)B. Identification: Explain how each word listed below is important to the story. Write one ortwo sentences for each word.

13. basketball

_______________________________________________________________________________

_______________________________________________________________________________

a. Junior b. Rowdy c. Mary d. Penelopee. Roger f. Gordy g. Junior’s father h. Junior’s motheri. Grandma j. Eugene k. Mr. P l. Coach

SAMPLE ____ 2. “If that were true, then wouldn’t all white people be successful?”

SAMPLE ____ 2. “If that were true, then wouldn’t all white people be successful?”

____ 3. “But how can I get enough experience if they don’t give me a chance to get

SAMPLE ____ 3. “But how can I get enough experience if they don’t give me a chance to get

____ 4. “You have to dream big to get big.”

SAMPLE ____ 4. “You have to dream big to get big.”


SAMPLE ____ 5. “Because I want to build something beautiful. Because I want to be remembered.”

____ 6. “They call me an apple because they think I’m red on the outside and white on the

SAMPLE


____ 7. “You’re starting tonight…. You can do it.”SAMPLE


____ 8. “Think of all the new people you’re going to meet….It’s such an exciting idea.”SAMPLE


© ____ 12. “I always knew you were going to leave us behind and travel the world.”

© ____ 12. “I always knew you were going to leave us behind and travel the world.”

(Summarize Major Ideas)© (Summarize Major Ideas)B. Identification: © B. Identification: Explain how each word listed below is important to the story. Write one or©

Explain how each word listed below is important to the story. Write one ortwo sentences for each word.© two sentences for each word.

Novel ____ 7. “You’re starting tonight…. You can do it.”

Novel ____ 7. “You’re starting tonight…. You can do it.”


Novel ____ 8. “Think of all the new people you’re going to meet….It’s such an exciting idea.”


Novel



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____ 11. “There’s a lot of white people here.... It’s pretty cool, you doing this….”Novel

____ 11. “There’s a lot of white people here.... It’s pretty cool, you doing this….”

____ 12. “I always knew you were going to leave us behind and travel the world.”Novel

____ 12. “I always knew you were going to leave us behind and travel the world.”

Units, ____ 3. “But how can I get enough experience if they don’t give me a chance to get

Units, ____ 3. “But how can I get enough experience if they don’t give me a chance to get


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____ 7. “You’re starting tonight…. You can do it.”Units,


Inc.____ 2. “If that were true, then wouldn’t all white people be successful?” Inc.____ 2. “If that were true, then wouldn’t all white people be successful?”

____ 3. “But how can I get enough experience if they don’t give me a chance to getInc.____ 3. “But how can I get enough experience if they don’t give me a chance to getInc.Inc.

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Novel Testpage 5

(Main Idea and Details)____ 29. Junior hopes and prays that he will someday

(a) be a famous writer and artist

(b) solve the mystery of Turtle Lake

(c) forgive himself for leaving his tribe

(d) have Rowdy’s forgiveness for leaving the reservation

(Main Idea and Details)____ 30. Whose death is not alcohol-related?

(a) Eugene

(b) Grandma

(c) Mary

(d) Oscar

D. Essay: On a separate sheet of paper, write a well-developed essay of at least threeparagraphs for two of the following.

(Summarize Major Ideas)I. Explain the meaning of the book’s title. Include whether or not you think the title iseffective and why.

(Character Analysis)II. Discuss how Junior changes throughout the novel and how he remains the same. Include how the reservation influences his character.

(Theme)III. One of the novel’s themes is identity. Explain how life’s “struggle between being anindividual and being a member of the community” (p. 132) addresses this theme.

(Author’s Purpose/Text Format)IV. Discuss why you think the author chose to write the story as an illustrated diary. Give examples to support your answer.

(Making Connections)V. Explain what the W. B. Yeats quote at the beginning of the novel—“There is another world, but it is in this one”—means and how it applies to the novel.

SAMPLE On a separate sheet of paper, write a well-developed essay of at least three

SAMPLE On a separate sheet of paper, write a well-developed essay of at least three

paragraphs for two of the following.

SAMPLE

paragraphs for two of the following.

I. Explain the meaning of the book’s title. Include whether or not you think the title isSAMPLE

I. Explain the meaning of the book’s title. Include whether or not you think the title is

© (Author’s Purpose/Text Format)

© (Author’s Purpose/Text Format)IV. Discuss why you think the author chose to write the story as an illustrated diary.

© IV. Discuss why you think the author chose to write the story as an illustrated diary. Give examples to support your answer.© Give examples to support your answer.

(Making Connections) © (Making Connections)V. Explain what the W. B. Yeats quote at the beginning of the novel—“There is another © V. Explain what the W. B. Yeats quote at the beginning of the novel—“There is another

Novel I. Explain the meaning of the book’s title. Include whether or not you think the title is

Novel I. Explain the meaning of the book’s title. Include whether or not you think the title is

II. Discuss how Junior changes throughout the novel and how he remains the same.

Novel

II. Discuss how Junior changes throughout the novel and how he remains the same. Include how the reservation influences his character.

Novel

Include how the reservation influences his character.

III. One of the novel’s themes is identity. Explain how life’s “struggle between being an

Novel

III. One of the novel’s themes is identity. Explain how life’s “struggle between being anindividual and being a member of the community” (p. 132) addresses this theme.Nove

l individual and being a member of the community” (p. 132) addresses this theme.

IV. Discuss why you think the author chose to write the story as an illustrated diary. Novel

IV. Discuss why you think the author chose to write the story as an illustrated diary.

Units,

On a separate sheet of paper, write a well-developed essay of at least three

Units,

On a separate sheet of paper, write a well-developed essay of at least three

I. Explain the meaning of the book’s title. Include whether or not you think the title isUnits,

I. Explain the meaning of the book’s title. Include whether or not you think the title is

Inc.

© Novel Units, Inc. 33

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Answer Key

Activities #1–#2: Answers will vary.

Activity #3: Crossword puzzles will vary.

Activity #4: Noun—culture, romance, addicts; Verb—contemplating, pummeled, mutilated, betray;Adjective/Adverb—sober, racist, ambitious, translucent, moral, potential, mute; Category—Answerswill vary.

Activity #5: 1. pathetic 2. inspired 3. sacred 4. illiterate 5. suffocate 6. momentum 7. traditional 8. nomadic 9. articulate 10. naïve 11. singular 12. alpha 13. assaulted 14. dramatic 15. traitor;Synonyms: 2, 3, 5, 6, 7, 8, 12, 14

Activity #6: Word maps will vary. Dictionary definitions of the vocabulary words as used in the novel:monotonous—uninteresting, repetitive; subtle—not obvious; destiny—fate; gorges—overeats, stuffsoneself; mutated—transformed; defying—challenging, disobeying; smudged—dirtied, smeared;biological—related to living organisms; limitations—inadequacies, imperfections; retroactive—retrospective, relating to the past; hysterics—uncontrollable laughter; revealing—making known,disclosing; ecstatic—thrilled, delighted; penultimate—second to last; sympathy—understanding,compassion

Activity #7: Word associations will vary. Examples: repressed—Penelope; Penelope is repressed bymaintaining her popularity rather than expressing her true emotions; primitive—Gordy; Gordyexplains that when humans were primitive, weak people were banished from the tribe; banished—Junior; Junior feels banished by both Indians and whites because he is different; sentimental—Junior;Junior becomes sentimental at the cemetery while thinking of his grandmother, sister, and Eugene;humiliation—Rowdy; Rowdy feels humiliation when Junior blocks his shot during the basketball game;optimistic—Rowdy; Rowdy is optimistic about Junior’s nomadic future; intimidate—Roger; Roger andthe other basketball players intimidate Junior during his first week of school; pelted—Andruss brothers;The Andruss brothers pelted Junior with insults; contempt—Earl; Earl expresses contempt when hisdaughter dates an Indian; taunted—Mrs. Jeremy; The social studies teacher taunted Junior for missingso many days of school; concussion—Junior; Rowdy gives Junior a concussion during a basketballgame; endeavor—Junior; Junior’s endeavor is to live a better life; eccentric—Grandma; Grandma iseccentric in that she is an Indian who never drinks alcohol; binge—Father; Father goes on a drinkingbinge whenever he is depressed; tolerant—Grandma; Grandma’s best characteristic is that she istolerant of everyone she meets.

Activity #8: Stories will vary.

Activity #9: 1. a 2. a 3. b 4. b 5. a 6. a 7. b 8. b 9. a 10. b

Study GuideThe Black-Eye-of-the-Month Club–Because Geometry Is Not a Country Somewhere Near France:1. Junior was born with water on the brain. 2. 32; 42 3. The dentist believed Indians only feel half asmuch pain as white people. 4. Bullies beat up Junior at least once a month. 5. Words limit Juniorbecause not everyone speaks the same language, whereas everyone understands pictures; Answerswill vary. 6. make a drawing of food or money become real; Junior’s family is poor. 7. Spokane IndianReservation 8. The truth is Junior cannot do anything to save Oscar. 9. Junior’s mother would havebeen a teacher; Junior’s father would have been a musician. 10. the bruises on his face from hisfather’s punches 11. Rowdy is angry with Junior for laughing at him, but he will not hurt his bestfriend. 12. Rowdy shaves off the brothers’ eyebrows and cuts their braids. 13. Rowdy likes comics forkids, such as Richie Rich, Archie, and Casper the Friendly Ghost. 14. Junior’s older sister 15. The teachersometimes forgets to come to school. 16. Junior’s mother 17. Junior throws the book at Mr. P.

SAMPLE biological—related to living organisms; limitations—inadequacies, imperfections; retroactive—

SAMPLE biological—related to living organisms; limitations—inadequacies, imperfections; retroactive—retrospective, relating to the past; hysterics—uncontrollable laughter; revealing—making known,

SAMPLE retrospective, relating to the past; hysterics—uncontrollable laughter; revealing—making known,disclosing; ecstatic—thrilled, delighted; penultimate—second to last; sympathy—understanding,

SAMPLE disclosing; ecstatic—thrilled, delighted; penultimate—second to last; sympathy—understanding,

Word associations will vary. Examples: repressed—Penelope; Penelope is

SAMPLE Word associations will vary. Examples: repressed—Penelope; Penelope is

maintaining her popularity rather than expressing her true emotions; primitive—Gordy; Gordy

SAMPLE maintaining her popularity rather than expressing her true emotions; primitive—Gordy; Gordy

primitive

SAMPLE primitive, weak people were banished from the tribe; banished—

SAMPLE , weak people were banished from the tribe; banished—primitive, weak people were banished from the tribe; banished—primitive

SAMPLE primitive, weak people were banished from the tribe; banished—primitive

by both Indians and whites because he is different; sentimental—Junior;

SAMPLE by both Indians and whites because he is different; sentimental—Junior;at the cemetery while thinking of his grandmother, sister, and Eugene;

SAMPLE at the cemetery while thinking of his grandmother, sister, and Eugene;

humiliation

SAMPLE humiliation when Junior blocks his shot during the basketball game;

SAMPLE when Junior blocks his shot during the basketball game;

optimistic

SAMPLE

optimistic about Junior’s nomadic future; intimidate—Roger; Roger and

SAMPLE

about Junior’s nomadic future; intimidate—Roger; Roger andintimidate

SAMPLE

intimidate Junior during his first week of school; pelted—Andruss brothers;

SAMPLE

Junior during his first week of school; pelted—Andruss brothers;pelted SAMPLE

pelted Junior with insults; contempt—Earl; Earl expresses SAMPLE

Junior with insults; contempt—Earl; Earl expresses daughter dates an Indian; taunted—Mrs. Jeremy; The social studies teacher SAMPLE

daughter dates an Indian; taunted—Mrs. Jeremy; The social studies teacher so many days of school; concussion—Junior; Rowdy gives Junior a SAMPLE

so many days of school; concussion—Junior; Rowdy gives Junior a game; endeavor—Junior; Junior’s SAMPLE

game; endeavor—Junior; Junior’s

© The Black-Eye-of-the-Month Club–Because Geometry Is Not a Country Somewhere Near France:© The Black-Eye-of-the-Month Club–Because Geometry Is Not a Country Somewhere Near France:1. Junior was born with water on the brain. 2. 32; 42 3. The dentist believed Indians only feel half as© 1. Junior was born with water on the brain. 2. 32; 42 3. The dentist believed Indians only feel half asmuch pain as white people. 4. Bullies beat up Junior at least once a month. 5. Words limit Junior© much pain as white people. 4. Bullies beat up Junior at least once a month. 5. Words limit Juniorbecause not everyone speaks the same language, whereas everyone understands pictures; Answers© because not everyone speaks the same language, whereas everyone understands pictures; Answers

Novel Junior with insults; contempt—Earl; Earl expresses

Novel Junior with insults; contempt—Earl; Earl expresses

daughter dates an Indian; taunted—Mrs. Jeremy; The social studies teacher

Novel daughter dates an Indian; taunted—Mrs. Jeremy; The social studies teacher

so many days of school; concussion—Junior; Rowdy gives Junior a

Novel so many days of school; concussion—Junior; Rowdy gives Junior a

endeavor

Novel endeavor is to live a better life; eccentric—Grandma; Grandma is

Novel is to live a better life; eccentric—Grandma; Grandma is

in that she is an Indian who never drinks alcohol; binge—Father; Father goes on a drinking

Novel

in that she is an Indian who never drinks alcohol; binge—Father; Father goes on a drinkingwhenever he is depressed; tolerant—Grandma; Grandma’s best characteristic is that she is

Novel

whenever he is depressed; tolerant—Grandma; Grandma’s best characteristic is that she isof everyone she meets.

Novel

of everyone she meets.

Stories will vary.

Novel

Stories will vary.

1. a 2. a 3. b 4. b 5. a 6. a 7. b 8. b 9. a 10. bNovel

1. a 2. a 3. b 4. b 5. a 6. a 7. b 8. b 9. a 10. b

Units, Word associations will vary. Examples: repressed—Penelope; Penelope is

Units, Word associations will vary. Examples: repressed—Penelope; Penelope is

maintaining her popularity rather than expressing her true emotions; primitive—Gordy; Gordy

Units, maintaining her popularity rather than expressing her true emotions; primitive—Gordy; Gordy

, weak people were banished from the tribe; banished—

Units,

, weak people were banished from the tribe; banished—by both Indians and whites because he is different; sentimental—Junior;

Units,

by both Indians and whites because he is different; sentimental—Junior;at the cemetery while thinking of his grandmother, sister, and Eugene;

Units,

at the cemetery while thinking of his grandmother, sister, and Eugene;when Junior blocks his shot during the basketball game;

Units,

when Junior blocks his shot during the basketball game;about Junior’s nomadic future; intimidate—Roger; Roger andUnits

, about Junior’s nomadic future; intimidate—Roger; Roger and

Junior during his first week of school; pelted—Andruss brothers;Units,

Junior during his first week of school; pelted—Andruss brothers;Junior with insults; contempt—Earl; Earl expresses Units

, Junior with insults; contempt—Earl; Earl expresses

daughter dates an Indian; taunted—Mrs. Jeremy; The social studies teacher Units,

daughter dates an Indian; taunted—Mrs. Jeremy; The social studies teacher

Inc.Word maps will vary. Dictionary definitions of the vocabulary words as used in the novel:

Inc.Word maps will vary. Dictionary definitions of the vocabulary words as used in the novel:

monotonous—uninteresting, repetitive; subtle—not obvious; destiny—fate; gorges—overeats, stuffs

Inc.monotonous—uninteresting, repetitive; subtle—not obvious; destiny—fate; gorges—overeats, stuffsoneself; mutated—transformed; defying—challenging, disobeying; smudged—dirtied, smeared;

Inc.oneself; mutated—transformed; defying—challenging, disobeying; smudged—dirtied, smeared;biological—related to living organisms; limitations—inadequacies, imperfections; retroactive—

Inc.biological—related to living organisms; limitations—inadequacies, imperfections; retroactive—retrospective, relating to the past; hysterics—uncontrollable laughter; revealing—making known,Inc.retrospective, relating to the past; hysterics—uncontrollable laughter; revealing—making known,disclosing; ecstatic—thrilled, delighted; penultimate—second to last; sympathy—understanding,Inc.disclosing; ecstatic—thrilled, delighted; penultimate—second to last; sympathy—understanding,


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Linking Novel Units® Student Packets to National and State Reading Assessments

During the past several years, an increasing number of students have faced some form ofstate-mandated competency testing in reading. Many states now administer state-developedassessments to measure the skills and knowledge emphasized in their particular readingcurriculum. This Novel Units® guide includes open-ended comprehension questions thatcorrelate with state-mandated reading assessments. The rubric below provides importantinformation for evaluating responses to open-ended comprehension questions. Teachers mayalso use scoring rubrics provided for their own state’s competency test.

3-Exemplary Thorough, complete ideas/informationClear organization throughoutLogical reasoning/conclusionsThorough understanding of reading taskAccurate, complete response

Many relevant ideas/pieces of informationClear organization throughout most of responseMinor problems in logical reasoning/conclusionsGeneral understanding of reading taskGenerally accurate and complete response

Minimally relevant ideas/informationObvious gaps in organizationObvious problems in logical reasoning/conclusionsMinimal understanding of reading taskInaccuracies/incomplete response

Irrelevant ideas/informationNo coherent organizationMajor problems in logical reasoning/conclusionsLittle or no understanding of reading taskGenerally inaccurate/incomplete response

2-Sufficient

1-Partially Sufficient

0-Insufficient

Scoring Rubric for Open-Ended Items

SAMPLE

SAMPLE

SAMPLE Thorough, complete ideas/information

SAMPLE Thorough, complete ideas/informationClear organization throughout

SAMPLE Clear organization throughoutLogical reasoning/conclusions

SAMPLE Logical reasoning/conclusionsThorough understanding of reading task

SAMPLE Thorough understanding of reading taskAccurate, complete response

SAMPLE Accurate, complete response

Many relevant ideas/pieces of information

SAMPLE

Many relevant ideas/pieces of informationClear organization throughout most of response

SAMPLE

Clear organization throughout most of responseMinor problems in logical reasoning/conclusionsSAMPLE

Minor problems in logical reasoning/conclusionsSAMPLE

SAMPLE

SAMPLE Scoring Rubric for Open-Ended Items

SAMPLE Scoring Rubric for Open-Ended Items

© © 0-Insufficient© 0-Insufficient

Novel

Novel Minor problems in logical reasoning/conclusions

Novel Minor problems in logical reasoning/conclusions

General understanding of reading task

Novel General understanding of reading task

Generally accurate and complete response

Novel Generally accurate and complete response

Novel

Minimally relevant ideas/information

Novel

Minimally relevant ideas/informationObvious gaps in organization

Novel

Obvious gaps in organizationObvious problems in logical reasoning/conclusionsNove

l Obvious problems in logical reasoning/conclusionsNove

l 1-Partially Sufficient

Novel

1-Partially Sufficient

Units,

Units, Thorough, complete ideas/information

Units, Thorough, complete ideas/information

Clear organization throughout

Units, Clear organization throughout

Logical reasoning/conclusions

Units, Logical reasoning/conclusions

Thorough understanding of reading task

Units,

Thorough understanding of reading taskAccurate, complete response

Units,

Accurate, complete response

Many relevant ideas/pieces of informationUnits,

Many relevant ideas/pieces of informationClear organization throughout most of responseUnits

, Clear organization throughout most of responseMinor problems in logical reasoning/conclusionsUnits

,

Minor problems in logical reasoning/conclusionsGeneral understanding of reading taskUnits

,

General understanding of reading task

Inc.Inc.Inc.Inc.Inc.Inc.

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