Tag Archives: Absolutely True Diary of a Part Time Indian

Doing our part (so we don’t fall to pieces).

 

One Woman (and Dog) March

This month has been rough.

I’m still recovering from my winter break gall bladder removal: the big incision pinches, my diet has changed, and it’s January. And this particular cyclical January has millions of us in the U.S. and around the world incredibly anxious. This month was the ’17 TechExpo and proudly a few Minecraft Club members rallied and represented.

Ethan, Hannah and me

This year the Minecraft Club hasn’t been as big as it’s been in the past, and I’m not sure if it’s because we have a new staff and it needs some promoting. Regardless, we have some hardcore fans. The students have to provide it for themselves, but I’m still working to change that.

One thing that struck me as odd, and irksome, was a woman, (not sure what her role was, etc.,) asked me if “all the kids were doing was just playing Minecraft” for the booth, and yes, basically, that was it. The ‘l’esprit de l’escalier‘ moment came when I thought of all the things I should have said, namely, ‘Go ask the students yourself.” I learned later she asked an IT person who was helping in the general area the same question. It put me on the defense: I’m constantly educating other educators about the benefits of Minecraft in terms of coding, narrative, resource management, etc.

My inner voice screams: WHAT THE HECK DO YOU WANT?! Manage thy expectations, ma’am.

But honestly, sometimes…I just get a little burnt out. It’s exhausting constantly meeting others expectations. Or falling short.

One thing, though, that wipes away a snooty lady who questions the existence and right of students to share a passion they love was a visit from a former student.

I didn’t recognize him at first: when students grow from 8th to 12th grades, they change a lot. We talked, and he shared that he was going to college, he was working, etc., but he seemed kind of down. When he told me of his college plans, I asked him if he remembered my promise to him and his classmates that I would be there for them, long after 8th grade, if they needed help or guidance. He said he did–and then he skipped a beat and said how disappointed he was that he was graduating under Trump’s presidency.

Let that sink in for a moment.

I swallowed and said I was struggling to find silver linings in things, now, too.

But.

Think of it this way: he’s the first one graduating under his own rule– and that is the most powerful thing of all.

His shoulders lifted, and he seemed ready.

That was Thursday night, January 19.

Friday was the inauguration. I made a point to let it go for the day.

On Thursday in class, I tried something slightly new for Part-Time Indian. I took ten theme seed ideas, wrote them on large Post-It notes, and put them around the room at four table stations. The students counted off, and then rotated and discussed which idea out of the group per table. They kept track of their ideas in their composition books. We’ll use this for their own writing about the novel this upcoming week.

The big ideas of Part-Time Indian.

Friday we talked about the arch of one positive idea, and how one positive idea is often conflicted by negativity. I had them draw the diagram of ‘dreams’ and the betrayal idea versus the racism in the novel. On one side, his tribe and community see him as a traitor, but when he goes to Reardan, he is met with constant aggressive and casual racism.

Then I had the students list positive things about themselves. The number of things was determined by one student choosing a random number between 1 and 10. Next, they had to write the same number of negative things, and then determine how those negative things caused obstacles for the positive thing. They can also use this as part of their final reflection about the novel.

And then on Saturday, I was too exhausted, in pain, and sick to get myself to Seattle and march.

And the guilt was overwhelming.

From Love, Teach

 

So when I get this call to service, to do something else, something more, am I allowed to say “no?”

I write this blog, I plan new, original lessons. I meet with colleagues. I try to walk the dog with my husband. I try to keep up with book club reading choices and read new books for my students. I run two clubs. I am a union rep this year. I stay up on news and curate articles. I watch documentaries. I look and curate new resources. I spend a ton on new books. And this is all part of my personal passions and pursuits. But when I get one more ‘call to adventure’ it’s overwhelming. When I commented on Love, Teach’s post, another commenter told me my service as a union rep was “a good place to start.”

Can someone hand me a Dixie cup of water on this marathon, please?

No one can determine or judge what we do or don’t do. You know why there were millions who marched on Saturday? Because women get it done. Men, good men, do too. We all do our part: we write, draw, take photographs, bravely post our own opinion (even if it doesn’t match others in our circle of friends), and try to come to understand. Listening to understand, instead of responding, is critical, and something I could work on. Concurrently, however, I am not going to back away from my beliefs that are based on deep research and reading. If new information or actions occur that help all Americans, I’ll listen. So far nothing but “post-truth” or “alternative facts” in some Orwellian nightmare has seen the light, but I’ll still look.

And working together as classrooms and community is the best thing of all. Love this idea from Ethical ELA:

In class, we talked about the concept of betraying one’s community. We took a stand up vote:

How many think Arnold betrayed his community?

(no one stood up)

How many think his community betrayed him?

(most students stood up)

I asked those who remained conflicted or neutral to share their thoughts. It is in that ‘third place’ where a lot of truth is told. It is hard to see the community made to feel ashamed that they weren’t able to provide the life and education Arnold/Junior deserves, and understand why they don’t cheer him on when he leaves.

This is our shared conflict: stay in the tribe and ‘go along’ or speak up and question? How do we share of ourselves and our gifts? If we want something different or break away, do we risk losing our past?

For now, this is what I share, and what I do. Many of my social media contacts have hidden me. That does hurt, just a little. But it’s also their choice is they want to read my message or not. I read everything — echo chambers are boring. I can’t control whether or not they want to curate or prune me from their feeds. And as uncomfortable as that is, it is.

Absolutely True Attempt at Journey of the Hero

Illustration by Ellen Forney Students decided she was one part of supernatural aid on advice.

Ah, the never-ending struggle, challenge, and balance with what has proven to work with what’s new.

Teaching Joseph Campbell’s Journey of the Hero structural pattern works — it works because students understand truly what plot is, they can apply it to multiple mediums, stories, and their own lives, and wait…no more needs to be said. They can apply it to their own lives.

Having to let go of my curriculum baby — you know that baby–the one you work on for months, craft, shape, support with standards and engaging lessons, scope-it, and sequence-it and tie it all up with a bow, and share it with the world, only to have the world think it’s slightly funny looking or outdated. Well, I still think this baby, the Journey of the Hero unit, has merit and value, so thought I would try something different a few years ago and ‘chunk the Hobbit.’ No, that’s not some new Lord of the Rings drinking game, but I broke down the Hobbit into bite-sized pieces for groups of three chapters each. It kind of worked, but kind of didn’t. (Recently, though, I had a sibling of one of my former students ask me on behalf of her sister if I was still teaching that — she loved it.)

We have a full class set of The Absolutely True Diary of a Part-Time Indian, so this month I’ve devoted time to reading this extraordinary novel through the idea of the monomyth.

http://writerswrite.co.za/the-heros-journey

 

So far…it’s kind of working. I say kind of because there have been some obstacles, our own Road of Trials:

  • Too quick of an introduction of what JOTH is and entails
  • Jumped right into reading, and students not getting the message they need their books with them every day, to class and to home. They are allowed backpacks in my room so the carrying of a $15 paperback may be too much…but they have all gotten the message again.
  • We had two mornings of ice delays, so that threw off our schedule a bit.
  • Students are still not looking to Canvas for work, or at least the majority are not.
  • Students are still expressing too much “learned helplessness” (and it’s making me a little crazy). In fact, I gave students their first quote as scaffolding and one student stopped dead in her thinking tracks and said “I don’t get it” and then kept talking over me when I said let’s work this out. So now I need to go back and teach a lesson on what ‘central idea’ is. Never again will I not have multiple lessons on the basics at the beginning of the year. 

Here is what is starting to work:

We walked through the first three sections together, scaffolded and intentional:

Smartnotebook file (which I can’t embed here, but if you need it email me or contact me in the comments)

JOTH Reader Response Tracker

After we worked on it by hand, this weekend I’ve given them a scaffolded digital version that displays the work they’ve come up with : JOTH Part Time Indian Support

Laura Randazzo’s Prezi:

So we’ll see. We’re on our own journey through the novel, trying my best to allow them to discover what they think and find. I’ll keep you posted.

 

PS It’s not an accident that Penelope is named Penelope. Think about it.

Google Docs Links:

Journey of the Hero Support Doc

https://drive.google.com/file/d/0ByKyQvl3l_F5Wng1M2YyaVZ3NW8/view?usp=sharing

Journey of the Hero PowerPoint

https://drive.google.com/file/d/0ByKyQvl3l_F5NVc2ZVZwbHkweGM/view?usp=sharing

Archetypes PowerPoint

https://drive.google.com/file/d/0ByKyQvl3l_F5c0pFd1dRNGh6NjQ/view?usp=sharing