Superman and Me by Sherman Alexie Study Notes

First Encounter with Reading: Learned to read from a Superman comic book.
Significance: Began reading at the age of three as a Spokane Indian boy.
Family Background:
- Lived on the Spokane Indian Reservation, eastern Washington state.
- Describes family socioeconomic status as poor by general standards, but middle-class by reservation standards due to regular minimum-wage jobs held by parents.
Family Details:
- Had one brother and three sisters.
- Survival depended on irregular paychecks, hope, fear, and government surplus food.
Father's Influence:
- Attended Catholic school intentionally; an avid reader with diverse interests including westerns, spy thrillers, murder mysteries, gangster epics, and sport biographies.
- Acquired books from various sources: pawn shops, Goodwill, Salvation Army, Value Village, and new books from supermarkets, convenience stores, and hospital gift shops.
- House filled with books, creating an environment that fostered a love of reading.

Concept of a Paragraph:
- Describes the moment he understood a paragraph as a "fence that held words," where words worked together for a common purpose.
- Applies this analogy to family structure and reservation context, showcasing an understanding of individual and collective identity.
Perception of Comic Books:
- Treated each panel of the comic as a three-dimensional paragraph, integrating visuals, dialogue, and narrative to enhance understanding.
- Example of Superman breaking down a door illustrates the blend of reading and interpretation.
- Pretend Reading: Engaged in imaginative reading by vocalizing what he believed the narrative conveyed.

Reading Proficiency:
- Despite challenges, advanced reading skills (read "The Grapes of Wrath" in kindergarten).
- Contrast with peers who struggled with reading.
Societal Expectations:
- Smart Indian children often face ridicule and are considered dangerous because they defy stereotypes of ignorance.
- Alexie fought against the expectations placed on Indian children to fail in the non-Indian educational system.
- Classmates were subdued in front of non-Indian teachers but exhibited cultural richness in other settings.

Reading Practices:
- Engaged in reading extensively across various formats (books, magazines, newspapers, manuals, etc.)
- Developed a deep love of reading driven by both joy and a sense of urgency to escape dire circumstances.
Outcome:
- Transitioned from an aspiring pediatrician to a prolific writer of novels, short stories, and poems.
- Notably, formal education in writing was absent during his schooling.
- Lack of recognition of Indian authors and creative expression in educational contexts.

Role as a Teacher:
- Actively visits schools to inspire and teach creative writing to Indian children.
- Students engaged with his books, creating a cycle of empowerment through literature.
Dichotomy of Student Responses:
- Bright-eyed, hopeful students engaged in literature vs. disinterested children resistant to participation.
- Alexie expresses frustration over the lack of motivation in some students, viewing them as potential lives in need of saving through literacy and writing.

Need for Reading: Does Alexie need to read? Why?
Challenges to Sustaining a Love of Reading: Identify difficulties faced in sustaining a love for reading in Alexie’s life.
Personal Reflection: Relate your experiences with reading and writing; identify any factors that encouraged or discouraged those activities.
Significance of the Narrative:
- Why is it important to read and reflect on Alexie’s story?
- What human truths does it explore, and what relevance does it hold to understanding human experiences?