Historical Fiction Unit Plan
ELA Unit Plan: Historical Fiction
Common Core Standards:
-6th grade Key Ideas and details: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
-6th grade Key Ideas and details: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
-6th grade Craft and structure: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
NETS-S:
-Creativity and Innovation 1b: Students create original works as a means of personal or group expression.
-Communication and Collaboration 2d: Students contribute to project teams to produce original works or solve problems.
-Digital Citizenship 5b: Students exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.
GLCES:
-R.NT.06.02 analyze the structure, elements, style, and purpose of narrative genre including folktales, fantasy, adventure, and action stories.
- R.CM.06.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.
-R.CM.06.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.
-R.MT.06.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides.
-R.AT.06.01 be enthusiastic about reading and do substantial reading and writing on their own.
Materials:
Tackling Complex Texts: Historical Fiction in Book Clubs, Volume 1 & 2 by Lucy Calkins and Mary Ehrenworth, Encounter by Jane Yolen, Number the Stars by Lois Lowry, Freedom Summer by Deborah Wiles, Going North by Janice N. Harrington.
Outline:
Mini-lessons will be delivered three times a week. These will focus on ideas related to understanding and analyzing historical fiction texts. On some days, students will work in their leveled book groups to interact with and respond to their novel. Some days there may be a whole group lesson with a short story.
Book Choices Available:
I Survived- Titanic/Sharks: 3.3/2.4
When the Soldiers Were Gone by Vera W. Propp: 3.6
In The Year of the Boar and Jackie Robinson by Bette Bao Lord: 3.8*
The Friendship/ The Gold Cadillac by Mildred D. Taylor: 4*
The Earth Dragon Awakes by Laurence Yep: 4*
A Long Way From Chicago by Richard Peck: 4.6
When Hitler Stole Pink Rabbit by Judith Kerr: 5.1*
Bud, Not Buddy by Christopher Paul Curtis: 5.2*
The Journal of Douglass Allen Deeds by Rodman Philbrick: 5.3
The Journal of Scott Pendleton Collins by Walter Dean Myers: 5.3
The Secret Garden by Frances Hodgson Burnett: 5.4*
A Boy No More by Harry Mazer: 5.6
Day of Tears by Julius Lester: 5.6*
The Sign of the Beaver by Elizabeth Speare: 5.7
Soldier Boys by Dean Hughes: 5.9
The Upstairs Room by Johanna Reiss: 5.9*
Heroes Don’t Run by Harry Mazer: 6.1
M.C. Higgins, The Great by Virginia Hamilton: 6.2
The True Confessions of Charlotte Doyle by Avi: 6.6*
Roll of Thunder, Hear My Cry by Mildred D. Taylor: 6.9*
Fever 1793 by Laurie Halse Anderson: 7.6
Common Core Standards:
-6th grade Key Ideas and details: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
-6th grade Key Ideas and details: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
-6th grade Craft and structure: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
NETS-S:
-Creativity and Innovation 1b: Students create original works as a means of personal or group expression.
-Communication and Collaboration 2d: Students contribute to project teams to produce original works or solve problems.
-Digital Citizenship 5b: Students exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.
GLCES:
-R.NT.06.02 analyze the structure, elements, style, and purpose of narrative genre including folktales, fantasy, adventure, and action stories.
- R.CM.06.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.
-R.CM.06.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.
-R.MT.06.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides.
-R.AT.06.01 be enthusiastic about reading and do substantial reading and writing on their own.
Materials:
Tackling Complex Texts: Historical Fiction in Book Clubs, Volume 1 & 2 by Lucy Calkins and Mary Ehrenworth, Encounter by Jane Yolen, Number the Stars by Lois Lowry, Freedom Summer by Deborah Wiles, Going North by Janice N. Harrington.
Outline:
Mini-lessons will be delivered three times a week. These will focus on ideas related to understanding and analyzing historical fiction texts. On some days, students will work in their leveled book groups to interact with and respond to their novel. Some days there may be a whole group lesson with a short story.
Book Choices Available:
I Survived- Titanic/Sharks: 3.3/2.4
When the Soldiers Were Gone by Vera W. Propp: 3.6
In The Year of the Boar and Jackie Robinson by Bette Bao Lord: 3.8*
The Friendship/ The Gold Cadillac by Mildred D. Taylor: 4*
The Earth Dragon Awakes by Laurence Yep: 4*
A Long Way From Chicago by Richard Peck: 4.6
When Hitler Stole Pink Rabbit by Judith Kerr: 5.1*
Bud, Not Buddy by Christopher Paul Curtis: 5.2*
The Journal of Douglass Allen Deeds by Rodman Philbrick: 5.3
The Journal of Scott Pendleton Collins by Walter Dean Myers: 5.3
The Secret Garden by Frances Hodgson Burnett: 5.4*
A Boy No More by Harry Mazer: 5.6
Day of Tears by Julius Lester: 5.6*
The Sign of the Beaver by Elizabeth Speare: 5.7
Soldier Boys by Dean Hughes: 5.9
The Upstairs Room by Johanna Reiss: 5.9*
Heroes Don’t Run by Harry Mazer: 6.1
M.C. Higgins, The Great by Virginia Hamilton: 6.2
The True Confessions of Charlotte Doyle by Avi: 6.6*
Roll of Thunder, Hear My Cry by Mildred D. Taylor: 6.9*
Fever 1793 by Laurie Halse Anderson: 7.6
Incident at Hawk's Hill by Allan Eckert
The documents included below were used to accompany our whole group novel Incident at Hawk's Hill. We began reading the novel as a whole class and eventually turned the responsibility onto the students to complete the reading sections on time along with the comprehension check and the vocabulary activities. Students were expected to maintain a level of individual responsibility to complete these assignments although I frequently checked in with students to ensure they were on the right track. Students were also assigned a PowerPoint activity that they completed in groups. The activity had them researching the time period as well as environmental aspects of Manitoba, Canada to contextualize the novel we were reading. At the end of the novel, students were given a final assignment to respond to.
incidentathawkshillcompseci.docx | |
File Size: | 12 kb |
File Type: | docx |
incidentathawkshillcompsecii.doc | |
File Size: | 31 kb |
File Type: | doc |
incidentathawkshillcompseciii.doc | |
File Size: | 28 kb |
File Type: | doc |
incidentathawkshillvocabulary.doc | |
File Size: | 30 kb |
File Type: | doc |
vocabularyworksheetforincidentathawkshill.doc | |
File Size: | 29 kb |
File Type: | doc |
incidentathawkshillfinal.doc | |
File Size: | 31 kb |
File Type: | doc |
powerpoint_activity_for_incident_at_hawk.doc | |
File Size: | 29 kb |
File Type: | doc |
incidentathawkshillpowerpointexample.ppt | |
File Size: | 4705 kb |
File Type: | ppt |