Nevada Academic Content Standards- Resource Page
The resources below havebeencreated to assist teachers'understandingand to aid instruction ofthis standard.
CollegeandCareer Readiness (CCR) Anchor Standard / Standard: RL.7.9-Compare andcontrast afictional portrayal ofatime, place, orcharacter andahistorical account of the same periodas a means of understandinghowauthors of fiction useoralter history.R.CCR.9 Analyzehow two ormoretexts address similar themes or topics in orderto build knowledgeor to comparetheapproaches the authors take. / Questions to FocusLearning
Whydoauthors usehistorical accounts in their stories andhow can thoseaccounts be altered to shape events in fiction? Authors affect andalter historybased on their fictional portrayalsofhistorical accounts.
Student FriendlyObjectives
KnowledgeTargets
I can definefact and opinion.
I can definestoryelements of portrayal of time, place,character, period, and historical account.
Reasoning Targets
I can compare a fictionalportrayal ofatime, place, or character with an actual historical account. I can contrast a fictional portrayal ofatime, place, or character with anactual historical account.
I can determinethe differences between thefictional and historical accounts. I can explain how authors of fiction usehistorywithin theirstory.
I can determinehowauthors of fiction alterhistorywith their accounts.
Vocabularyalter
fictional
historical account
means of understanding place
portrayal same period time
Teacher Tips
Seven Directions: MakingConnectionsBetweenLiteratureand AmericanIndianHistory - This middleschool lesson uses picturebooks to integrate AmericanIndian culture and belief systemswith language and visualarts.
Beyond the Story: A Dickens ofaParty-In this lesson from ReadWriteThink, students areinvited to attend a19th
Centurypartyas acharacter from CharlesDickens'A Christmas Carol.
Entering History: NikkiGiovanni and MartinLuther King, Jr.-Students studythe social impact ofMartinLuther King
Jr.’s “IHaveaDream” speech byreadingNikkiGiovanni’s poem “The Funeral of MartinLutherKing, Jr.”.
Myth and Truth: "TheFirst Thanksgiving"-Students learn to think criticallyabout commonlybelieved American
myths in this lesson that explores the first “Thanksgiving”.
Seeing Integration from Different Viewpoints-This lesson from ReadWriteThink usesTheStory of RubyBridges, by
Robert Coles, as abasis foraDirected Reading-ThinkingActivity.
Vertical Progression
RL.K.9 -With promptingand support, compareand contrast the adventures and experiences of characters in familiar stories.
RL.1.9 -Compare and contrast the adventures andexperiences ofcharactersin stories.
RL.3.9 -Compare and contrast thethemes, settings, and plots of stories written bythesame authorabout thesameor similar characters (e.g., in books from a series).
RL.4.9 -Compare and contrast thetreatment of similarthemes andtopics (e.g., opposition ofgood and evil) and patterns of events (e.g., thequest) in stories, myths, andtraditional literature from different cultures.
RL.5.9 -Compare and contrast stories in thesamegenre(e.g., mysteries and adventurestories) on their approaches to similar themes and topics.
RL.6.9 -Compare and contrast texts in different forms or genres(e.g., stories andpoems;historical novels and fantasy stories)in terms oftheirapproaches to similar themes and topics.
RL.8.9 -Analyzehow amodern work offiction draws on themes, patternsof events, or charactertypes from myths, traditional stories, or religious works suchas theBible, includingdescribinghow thematerial is rendered new.
RL.9-10.9 -Analyzehow an author draws on and transforms sourcematerial in aspecificwork (e.g., how Shakespeare treats a theme or topic from Ovid or the Bibleorhow alaterauthor drawson aplaybyShakespeare).
RL.11-12.9 -Demonstrateknowledgeof eighteenth-, nineteenth-and early-twentieth-centuryfoundational works of
American literature, includinghow two ormoretexts from thesameperiod treat similarthemes ortopics.
The aboveinformation and more can be accessedfor freeon the Wiki-Teacherwebsite. Direct link forthis standard: RL.7.9