Lesson Plan

Lesson Title: Analyzing Historical Fiction Grade: 7th

Goals or Objectives: The student will be able to formulate a well-written response that analyzes the authors portrayal of a time period and a historical account of same event. Upon completing this activity the student will be able to defend their opinion by using sources from the text and either defend or criticize the authors portrayal. Grade Level Guide: Content Standards Content Curriculum Focal Points Common Core State (ie: NCTM, IRA,) Standards 7. Students conduct research on CCSS.ELA-Literacy.RL.7.9 issues and interests by generating Compare and contrast a ideas and questions, and by fictional portrayal of a time, posing problems. They gather, place, or character and a evaluate, and synthesize data historical account of the from a variety of sources (e.g., same period as a means of print and non-print texts, understanding how authors artifacts, people) to communicate of fiction use or alter history. their discoveries in ways that suit their purpose and audience.

Interdisciplinary Connections Incorporating social studies by analyzing a historical novel and historical accounts of the Civil War.

Academic Language: What Academic Language specific to your content area is necessary for learning to occur? Carding (cotton), Beanpole, Maypop, Ruddy-skinned, Hickory switch, Tributary, Secession, Militia, Haversack, Disposition, Lapels, Saloon, Initiated, Agitating, Shanty, Skirmishes Fodder, Agriculture, Manufacturing, Bayonets, Drummer boy, Cotton gin, and Hoopskirts Students Needs: What experiences, prior knowledge and/or knowledge gaps do students have that relate to the lesson goals? English Language Learners Special Needs (can be a group such as struggling readers or individuals)

Materials: List materials for both Student Needs and Teacher Needs 30 copies of How I Found the Strong Access to online resources and encyclopedias 30 copies of the worksheets 30 copies of the websites list

Language Function: The students are being asked to analyze and form an opinion based on their own research. We are asking them to make a correlation between language arts and social studies and discuss the historical aspects of the book while writing their paper. Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize Lesson Plan Before: After we have introduced the book and the students have read the book, they should come into class having a good opinion of what they thought about the book and how they thought things actually were during the Civil War. Go over the vocabulary words Review the introduction of the book During: The students will split up into groups of three to discuss what was read. The students will answer discussion questions on what they thought of the book. They will be asked if based on the history that was read in class if they think the book was historically accurate. What character did they most relate to? Have they ever felt the way that character did? Did this story give them any new information about history that they had not already known? To end the discussion worksheets will be given out with questions on the language, theme, and tone of the book. After: A handout will be given with appropriate websites for them visit in order to research the Civil War Then they will be given the assignment to write a paper comparing and contrasting the book to the historical account of the civil war. Assessment: How will you determine who knows which objectives? Describe the tools and techniques you will use. Type of assessment (formal or informal) Description of assessment Modifications to the assessment so that all students could demonstrate learning Evaluation Criteria- What evidence of student learning (related to the learning objectives and central focus) does the assessment provide? This assessment will show if the student was able to properly form an opinion comparing and contrasting the book and the events of the Civil War.

Formal paper

The student will write a paper of 2-3 pages double-spaced analyzing the story.

Resources: Include assessments, rubrics, and online resource links incorporated into the lesson, if applicable. http://www.civilwar.com http://mrnussbaum.com/civil-war-for-kids/ http://library.thinkquest.org/J0110546/ http://www.civilwarkids.com/id53.html

Analyzing Teaching: To be completed after the lesson has been taught What worked? What didnt? For whom? Adjustments
What instructional changes do you need to make as you prepare for your next lesson?

Proposed Changes
If you could teach this lesson again to this group of students what changes would you make to your instruction?

Whole class: Groups of students: Individual students:

Justification
Why will these changes improve student learning? What research/theory supports these changes?