Unit Theme: 11.5: Historical Fiction Using Informational TextWeek:#5

Teacher: Subject: English Grade: 11th Date:From ______to______20____

Desired Result
Enduring Understanding
Example: Students will understand that...
-EU1 Voices from the past speak to us of other times and places. Learning about the past illuminates our comprehension of the present, makes for interesting stories and helps us to better understand others and ourselves.
-EU2. Readers and writers use aspects of real events and draw on real world characters to create their events and stories.
-EU3. Readers and writers must analyse documents from a variety of sources to identify truth and separate what did and did not occur. Presenting and debating the information helps us learn and grow as individuals and collectively.
Assessment Evidence
SummativeEvaluation (Performance Task)(unit projects, exams, etc.)
Learning Plan
Suggested Learning Activities:
Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Standards / Exploration:
Listening Speaking Writing / Exploration
Speaking Reading Writing / Conceptualization
Reading Writing / Conceptualization
Reading / Conceptualization
Reading Writing
Expectations / 11. L.1 11.L.1b 11. S.2 / 11.S.2 c / 11.R. 4I / 11. R.10 / 11. W.1a / 111. R. 3I / 11.W.1 / 11. W.1a / 11.R .2I / 11. R.10 / 11.R. 4I / 11. R. 10 11. R.1 11.W.7
Academic Strategy
Instructional Strategy and Phase
Objective / The student will...
-Listen and react to the read aloud of historical fiction.
-Follow turn‐taking, answering relevant questions, relating the information to prior knowledge from experience, texts, or real-world connections, and paraphrasing and analyzing key ideas. / The students will…..
-Listen or read a short fictional short story and comprehend it. Example: “Warriors Don’t Cry”
-Discuss and determine meaning and understanding of short story.
- Critically analyze why its historical
-Write arguments to support claims in an analysis of appropriate grade level content, using valid reasoning and sufficient evidence / The students will….
-Review the reading selection once again
-observe carefully how the author unfolds the events, how were they introduce, and how were they develop.
- identify and analyze what makes the selection fiction. What events are facts. (T-chart may be used)
-Justify why their just an opinion or a fact. / The student will…
-Read and comprehend the nonfiction reading selection “Rosa Parks”
-Discuss, share, and analyze important events.
- Analyze how the author unfolds the ideas or events.
- Determine the Main Idea / The students will……
-Read and comprehend reading selections (historical fiction VS. Non-fictional)
-Examine events and ideas.
-Analyze the connection between a fiction and a non-fictional historical reading selection. What is drawn between them?
Depth of Knowledge (DOK) / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
InitialActivities / Teacher can illustrate a short you-tube video, movie clip, or picture of a historical fiction movie. Example “Night of the Museum”/ / - Share a Reflection of Warriors
-Teacher can brainstorm the word “Warriors” / - Teacher may present a brief passage, phrase or sentence and ask students to determine the fact events present and the false event present.
-Go over the definition of what historical fiction is. / -Present Rosa Parks’, biography as a mini-lesson. ( YouTube video can help)
-teacher presents the title of the reading selection. “My Story” Rosa Parks / - Present a brief non-fictional selection.
- Ask students to observe the details and determine if their facts or opinions and why?
-
Development Activities / -The teacher reads, illustrate a brief video clip, youtube video on historical fiction
- Discuss it and allow students to react and share ideas.
- ask them to share their experiences with historical fiction movies, books, etc.
- Ask & discuss why these short stories, novel, and movies considered historical fiction. / -Ask students to jot done important facts or details while listening to the selection read by the teacher.
-The teacher can start reading the selection while students listen. Remember to stop and ask if everyone understands. May ask guided questions
- Teacher integrates little by little the following vocabulary words: Analyze, Conflict, Document, Fact, fiction, Resolution, Social conflict, Synthesize, Truth / - Teacher asks the students to recall important events of the reading selection previously read. “Warriors Don’t Cry”
-Teacher may give the students the reading selection or reread it orally.
- Students observe and make a list of important events.
-Analyze the events: how were they introduce and developed.
-Students identify which of the events are the fiction and which events are facts. (T-chart may be used) / -Teacher can begin reading the selection and then have a student proceed. (popcorn reading/ silent reading).
- discuss the reading selection.
- recall important events and their time frame.
- Analyze how the events were presented and developed.
-Once observing the details or events have students analyze the events and recall which of the events are fact or opinions.
-Students are asked to recognize the main idea. / -Using Reading log students perform Task #1
- Record Titles, events, and pages
-Students make a list of important details or facts found in historical and historical Non-fictional selections. (Venn Diagram)
-Draw evidence from the selections and/ or informational texts to support analysis, reflection, and research.
Closing Activities / -Students guided by the teacher will react
-what did they like or dislike
-discuss setting, and analyze conflicts and resolutions
-.Where they based on something facts? Which? / -summarize the reading selection as a group out loud.
- Students writes entry in their journal. (Act. #1 Getting Started) / -Observe the t-chart and proceed to
-Justify why the events are an opinion or a fact. / -teacher should use and focus on the vocabulary content words Fact, fiction, Resolution, Social conflict, Synthesize, Truth
-Justify why the events are facts.
- Have students make a short reading response journal entry. / -Complete Venn diagram
- Answer in their journals:
a. How is the information different in the fiction you read, compared to the nonfiction titles? How is it the same?
b. What kinds of information did you learn from fiction texts that you couldn’t learn from nonfiction?
c. What kinds of information did you learn from factual texts that you didn’t find in the stories you read?
d. Why are there differences in stories about the same historical topic?
Formative Assessment – Other evidence
Materials / Reading selection
Youtube or movie clip
-guided questions on the board
Homework / -Write a short journal reaction of today’s class and what you think about historical fiction / - Dialogue Journal – The student writes an entry, the teacher writes a response
Differentiated Instruction Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection