During World War II, the United States government realized they needed a different means to send coded messages to their commanders concerning strategic maneuvers and battle plans. The government made the decision to use Navajo Marines. 

The Navajo language is a very difficult language to learn if you are not a native speaker. The U.S. government enlisted Navajos to create a code using their language. It has been said that the U.S. would not have won the war against Japan if it had not been for the Navajo code talkers. 

Code Talker, by Joseph Bruchac, is the story of Ned Begay, a Navajo code talker during World War II. Begay joined the Marines at the age of 16 (he lied about his age). While at boot camp, Begay is chosen to be a part of the Code Talker program. Begay describes his experiences at boot camp, during code talker training, and while in the battlefield. He tells his story in a humorous, poignant way that draws the reader into it. Throughout the story, Begay demonstrates how he keeps his Navajo ways close while trying to fit into the world outside his reservation. Bruchac does an excellent job of detailing their experience through the eyes of Ned. We read about Ned’s struggles from his early childhood through his experiences as a Code Talker. 
During the book study, we will discuss the prejudices experienced by the Navajo code talkers, their struggle to assimilate into the American lifestyle, and how their Navajo traditions affected their time spent in the military. 
This novel study was created to enhance a child’s understanding and perception of people living in America who may be different (culturally) from others. There will be many activities and discussions that will challenge the preconceived ideas we may hold. 

Meeting 1- Skills- background information, comprehension, inference, and critical thinking
Chapters 1 and 2- I will read to the students. We will discuss the first 2 chapters.
Assignments: (1 hour)
Read chapters 3-9

Meeting 2- Skills- Connecting Text to Real Life, Exposition of Plot, Types of Conflicts
Analyze and discuss: chapters 3-9

Assignments: (1 hour)
Read Chapters 10- 17

Meeting 3-  Skills: Rising Action, Types of Conflicts and Characterization with Textual Evidence
Discuss Chapters 10-17

Assignments: (1 hour)
Read Chapters 18-29

Meeting 4- Skills- characterization using textual evidence, imagery using literary devices, theme

Discussion and analysis of Chapters 18-29




 ** All classes will begin on time as long as there is at least one learner in the classroom. If there are no students in the class 10 minutes after the class start time, the teacher will exit the classroom. This class cannot be taught with zero students. No recording will be available for classes with zero attendance.