Bellringer Feb. 10/Feb. 11

• Pick one of the four kids pictured• Write a description of what kind of person he

or she is. DO NOT describe his or her physical appearance.

The Absolutely True Diary of a Part Time Indian by Sherman Alexie

We are just examining chapter 1, but it is an awesome novel.

How does Sherman Alexie set up the main character and the

problems he faces?

Spokane Tribe of Indians

The Spokane Tribe of Indians are of the Interior Salish Group, which has inhabited northeast Washington, northern Idaho and western Montana for many centuries. The Spokane Tribe now lives on 159,000 acres in Wellpinit, Washington, and continue to contribute to the larger community of Spokane, Washington.

High Poverty

• Until the 1990’s the socioeconomic condition of the Spokane Tribal Reservation was bleak. Poverty, unemployment and a large Bureau of Indian Affairs (BIA) presence was overwhelming. While conditions currently do not match surrounding counties or that of the United States, marked improvements have been made with the development of Tribal Casinos in Chewelah and Two Rivers, WA. Unemployment rates decreased and per capita incomes increased.

• Spokane Tribe of Indians: A Socioeconomic Profile 2013

Education

• According to the ACS, there were 1,002 people on the reservation over the age of 24. Of these people, 84.0 percent graduated from high school (see Figure 3.3.2.1). Additionally, 40.3 percent continued their education at college.

• Of those who pursued higher education, 18.0 percent received some degree.

• The reservation population has a lower percentage of higher education across the board, as well as more high school drop outs when compared to both Stevens and Spokane counties which border the reservation.

• Spokane Indian Tribe: A Socioeconomic Profile 2013

Has some autobiographical elements

– Hydrocephalous

– Alcoholism is high on reservations, including use during pregnancy

Characterization

• Direct statements stating what type of person the character is: She is smart. She is beautiful.

• Indirect (You have to infer!)– Speech – what the character says– Thoughts – what the character thinks– Effects on others - how others react to or treat the

character– Actions – what the character does– Looks – physical appearance

Author’s Style

• Style describes how the author describes events, objects, and ideas.

• Think of it like fashion Classy, fresh, informal formal, serious

READ!

• Follow the reciprocal teaching procedure.• I don’t believe groups followed the Reciprocal

teaching procedure with “The Yellow Wallpaper.” So, you’re going to write down your predictions, your questions, your clarifications, and your summaries. Your group will hand it in and I will be assessing what you have written.

After reading

• Did your group complete the character chart? • What type of person is Junior? Use all of the

details to pull together one inference. • Be prepared to share your characterization of

Junior including your evidence.

Bellringer Feb. 12 and Feb. 13

• How would you describe the style of your clothes today? Now write a sentence or two which MIMICs the style of your clothes.

• For example, if I am wearing something casual, I might write “She sat at her desk, waiting for the announcements”

• If I am wearing a formal evening gown, I might write “She erectly perched at her scholarly pew, in anticipation of the proclamations.”

Who is Junior?

• Based on your character chart and your inference, write a description of the type of person he is. Use at least one detail from each of the categories on your chart. End your description by explaining what problems he faces in life. (Don’t just list his health problems!!)

Author’s style:

• Defining style handout • Now, chart examples of how this author is writing. • For effects, you are inferring how the words and the

order they are in make you feel or make you associate with other ideas or things.– For example, a short one word sentence might create the

effect of urgency or importance.– A long sentence with lots of description might create the

effect of flowing, like a river.

With your partner, decide what the sum total of the style effects reveal about the person telling the story.

Re-write section 2 or 6

• With your partner, re-write section 2 or 6. Use the third person limited point of view.

• Compare your rewrite with the original.• How does your relationship with Junior

change when the narrator switches? Write your response on your rewrite. Be ready to share and submit.

In Summary….

• List all the letters of the alphabet.• Next to each letter, write a word or phrase

describing Junior, his life, his problems. Include the different writing STYLEs that Junior uses to tell his story

• (s – slang words like “rez”) or (s- short sentences like “Ten more than normal”)

NOW WRITE!

• Using the CSET components, answer the question:• HOW DOES SHERMAN ALEXIE SET UP THE MAIN

CHARACTER AND THE PROBLEMS HE FACES?

• Be careful – you are examining how the chapter is constructed – not just what the words mean. (You’re looking at how he put the outfit of his style together – not just the body)