Response to “The Absolutely True Story of a Part-time Indian” by Sherman Alexie

APA Reference:  Alexie, S. (2007). The Absolutely True Diary of a Part-Time Indian (Illustrated by E. Forney). New York, NY: Little, Brown Books for Young Readers. Genre: Contemporary Realistic Fiction, YA Usage: Ages 12+, Grades 7 and up

Personal Response Sherman Alexie’s Part-Time Indian resonated with me deeply. As a minoritized Latino man who often moved between cultural spaces, I connected with Junior’s struggle of navigating two different worlds. His story reminded me of the balancing act required to belong in multiple communities without losing yourself. Junior’s humor, even in painful moments, felt authentic and courageous. His journey to stay true to both his roots and his dreams spoke to my own experiences growing up. If reading with students, I’d ask: “What does it mean to stay true to yourself in unfamiliar spaces?” or “How does humor help us deal with hard things?” Critique Plot: Junior leaves his reservation school to attend an all-white high school, facing challenges and discovering strength along the way. The story feels emotionally honest and engaging. Setting: The reservation and Reardan school highlight the contrast in Junior’s life and the social divide he navigates. Theme: Identity, poverty, racism, and resilience are central themes. The story encourages readers to reflect on belonging and self-discovery. Style: Told with humor and heart in Junior’s voice, the narrative blends words and illustrations to deepen the emotional impact. Point of View: The first-person perspective brings readers close to Junior’s thoughts and emotions, building empathy and understanding. Lesson Sketch Proposed Lesson Title: Finding Your Voice Across Two Worlds Relevant 5th Grade CA Common Core Standard: RL.5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text. Objective (ABCD Format): After reading selected excerpts from The Absolutely True Diary of a Part-Time Indian, students will be able to compare how Junior’s experiences differ between the reservation and Reardan, using at least two text-based examples. Standard-Aligned Lesson Activity: Students will create a two-column journal entry comparing life on the reservation with life at Reardan, including physical setting, relationships, and expectations. Students will draw or write about how Junior feels in each environment and what strategies he uses to cope and grow. Discussion Questions: What are the biggest differences between Junior’s life on the reservation and at Reardan? How does Junior use humor to deal with pain? What does Junior learn about friendship and loyalty? Outside Resources: https://school.teachingbooks.net/tb.cgi?tid=10212 – Author interviews and teaching resources for the book https://www.pbs.org/video/who-can-identify-as-a-native-american-piezvq/ – Who can Identify as Native American? https://www.learningforjustice.org/celebrate-native-american-heritage – A resource for celebrating Native American heritage