1. Lesson 7: No One Welcomes a Newcomer Alone
No One Eats Alone™
Presented by Beyond Differences
Lesson 7: No One Welcomes a Newcomer Alone

2. Objectives
Students will reflect on how meaningful are first encounters. 
Students will define asset and deficit-based thinking. 
Students will evaluate how actions can be perceived as inviting or excluding. 
Students will evaluate what aspects of identity might make it hard to be a newcomer. 

3. Journal
Can you remember your first day of school or your first day in a new community? Describe the experience:
What actions were taking place? 
How did you feel? 
How did you react?
If you can’t remember your first day at school, imagine your family told you that you were moving to a new town or city and that you would be switching schools. Imagine your first day and describe the experience: 
How did you react? 

4. Predict, Define and Discuss
Introduction
“Newcomer”
Today we are going to be focusing on what it means to be a newcomer and how we can create a positive, healthy, and inclusive environment for everyone.
Guided Questions:
What do you think the phrase “newcomer” means?
Based on your free write what do you think newcomers might experience or feel?

5. Share and Discuss
Today we are going to be reading a section of a book called The Absolutely True Diary of a Part-Time Indian.
In this book, Junior is the main character. He identifies as American-Indian and lives on a reservation.
He has gone to school on the reservation his entire life but in high school he decides to go to a school outside of his community in a neighboring town.

6. Read with a Purpose
As we are reading, underline and annotate any instance where Junior is experiencing being a newcomer.
Read pages as a class.
Newcomer

7. Teacher Model
An aspect of Juniors identity that makes him feel different is his race and culture. Junior is the only American Indian student at his school.
Students staring is an action that made Junior feel isolated as a newcomer. Sherman Alexie writes, “They started at me like I was Bigfoot or a UFO.” Students staring at Junior made him feel isolated and like an outcast.
What aspects of Juniors’ identity make him feel different than people at Reardan? 
Example Answers:
culture, race, education level
What actions made Junior feel isolated as a new comer at Reardan? 
Example Answers: 
• Everyone stared 
• People whispered 
• People laughed at his name 
• People accused him of lying 
• Penelope tells Junior that he talks funny 
Give students time to complete the worksheet in pairs or groups and then, as a group, share out some examples and answers. 

8. Asset-Based Thinking Versus Deficit-Based Thinking
Asset-based thinking is when you look for the positive and build enthusiasm and strong relationships; by focusing on others’ assets, it makes communities stronger, safer, more productive, and socially and emotionally healthy. 
Deficit-based thinking is when you focus on what is wrong or other’s weaknesses without acknowledging their strengths; by focusing on others’ deficits without acknowledging their strengths, it can lead to a toxic environment and a community that is not safe, productive, or socially and emotionally healthy. 

9. Deficit-Based Thinking
Discuss
Asset-Based Thinking
Deficit-Based Thinking
Do you think Junior is experiencing asset-based or deficit-based thinking from his peers? How do you think it affects him? 

10. Turn Deficit-Based Thinking into Asset-Based Thinking
*Be ready to share out!

11. Class Brainstorm
Being a newcomer to a school can be hard so it is important to think about how we welcome newcomers to our communities and whether or not our actions match our intentions.
What are some positive actions we can take here at our school?
Let’s brainstorm together as a class, and I will write down your ideas.
How might we make people that are new to our community feel welcome?

12. Asset-Based Thinking and Gratitude
Being aware of our own identities and the identities of newcomers are important. If we focus on their assets, we can learn new perspectives so let’s challenge ourselves - not only today but throughout the year - to be aware of other students’ assets!
I want you to think in your head about the partner with whom you were just working. Think about one asset or positive trait they have.
Now I want you to thank your partner and appreciate their assets by saying, “Thanks __________ for being my partner, I really appreciate __________ about you.”

13. No One Eats Alone™!