Megan Moos Final Unit Plan December 23rd, 2013

Analysis of Historical Fiction

Introduction This unit is based on students’ continued analysis and critique of the competing realities of justice and injustice throughout the world. Students will engage in literature circles on a selected work known for its depiction of these conflicts and themes. This unit will culminate in students’ generation of research­based persuasive essays. For this task students will analyze and evaluate the historical accuracy and verisimilitude (i.e., life­like qualities) of one of the following texts: The Help, The Devils Arithmetic, The Good Earth, Sounder, Across Five Aprils, While participating in literature circles, students will also conduct research relating to the time period/world region of their chosen piece of fiction. As students evaluate these texts in essay format, they will use the Dagwood Model of Persuasion to demonstrate reasoning of how the book portrays justice/injustice. Students will present this reasoning along with “other viewpoints” that call attention to the possible historical embellishments or omissions of historical events in the selected piece of fiction. The final assessment for this unit will be a persuasive essay that is read aloud and recorded on Photo Story. The final project also includes primary pictures from the time period of the book inserted into the Photo Story presentation. All Photo Story presentations will be uploaded to students’ personal websites and shared with the public. Rationale for Gifted Learners This unit provides quality experiences for gifted learners. Students are given the opportunity to critique and investigate historical fiction for authenticity. Students will be exposed to many different outlets for creativity including technology experiences through Padlet.com, Weebly.com and Photo Story. Students are also allowed and encouraged to draw their own depictions of history for their photo story presentation. The photo story presentations allow for an authentic audience, which is crucial to making learning meaningful to many gifted learners. Weebly websites also provide a public outlet for student work, which is motivating because students can track the number of views their sights get and they can view comments from classmates and even users throughout the world.

Concept Map

Overarching Concepts for Historical Fiction

Global injustice is a result of powerful persuasion and fear of authority.

Authority can affect a person’s ability to make a decision based on justice.

Tradition can affect the actions of people when faced with moral decisions.

Justice allows for people, communities and civilizations to thrive in safety.

Unit Generalizations Related Standards

Synthesizing research with historical fiction leads to quality evaluations of literature.

7.7k Organize and synthesize information for use in written formats

Fiction can aid in understanding historical eras, but research must be done to fully understand the magnitude of certain events.

7.9a Collect and organize information from multiple sources 7.9b evaluate the validity and authenticity of sources

Effective reasoning must be supported by textual evidence or research evidence.

7.7f Elaborate on a central idea

Strong literary analysis must incorporate the use of ethos, pathos or logos in order to effectively appeal to the reader.

7.7f Elaborate on a central idea

Key Models and Strategies The Dagwood Model is a persuasive writing model that extends the hamburger model, allowing the writer to address contrasting viewpoints through counterarguments. This model “fleshes out” the hamburger metaphor, allowing for more “fixins,” or rather a more coherent and convincing argument. (http://education.wm.edu/centers/cfge/curriculum/teachingmodels/). This unit will culminate with a persuasive essay that demonstrates analysis of historical fiction novels supported by research. The research aspect of the unit will allow for strong arguments that uphold or criticize the authors depiction of history, while also giving students a window to present logical counterpoints. Differentiation Students are allowed to choose their own books based on interest and reading level. Some of the historical fiction novels are very long and some are short. This allows students who are most interested in the research and non­fiction component of this unit to pick shorter novels, while students who enjoy reading more than research can engage in the unit more through their independent reading. Regardless all students are required to have 6­7 pieces of reliable research, and reference 3­4 sources in their final product. Student Growth Many strong readers do not take the time to investigate a book before devouring it and moving on to another. In this unit students will learn to interact with a book through research, which will develop inquiry skills.

Middle school students are also at a point where an understanding of solid research is necessary for future success. This unit builds a foundation for students to find reliable research, analyze it for purpose and use it to support their claims. Technology moves so quickly and if we do not expose students to new resources, they will be left behind. This unit encompasses three basic, yet crucial aspects of technology ­ website design (Weebly.com), online sharing (Padlet.com) and interactive presentations (Photo Story). Day 1 Lesson Overview: Students will already have read Roll of Thunder, Hear My Cry. This will be the exemplar for all assignments given to students. In this lesson students will be introduced to the overarching concepts of the historical fiction literature circle unit. Students will discuss the presence of the themes in Roll of Thunder, Hear My Cry in order to conceptualize themes in literature. Objectives:

Students will record and discuss overarching themes of the unit by restating them in their own words.

Students will explain how overarching themes are present in the novel Roll of Thunder, Hear My Cry.

1. Present students with the PPT on overarching themes of Roll of Thunder, Hear My Cry. Discuss each theme and have students restate the themes in their own words. Share various versions of theme statements on board in large group.

Global injustice is a result of powerful persuasion and fear of authority. Authority can affect a person’s ability to make a decision based on justice. Tradition can affect the actions of people when faced with moral decisions. Justice allows for people, communities and civilizations to thrive in safety.

2. Pass out worksheet on overarching themes (appendix A) and complete (in cooperative groups) the form according to how the themes were represented in Roll of Thunder, Hear My Cry. Explain that students will make connections between their literature circle novel and these themes in the same way throughout the literature circle unit. Day 2 Lesson Overview: Students are given the choice of which book they would like to read for this unit. They are given a list of books with space to write a prediction and rank the book for preference. At the end of day two, the teacher has the information needed to place students in appropriate reading groups. Book List:

To Kill a Mockingbird, The Book Thief, Gone with the Wind, The Good Earth, The Devils Arithmetic, Weasel, Fire From the Rock, The Witch of Blackbird Pond, Across Five Aprils, Lyddie

Objective: Students will predict content of literature circle choices by using previewing skills.

1. Demonstrate how to use previewing skills ­ read the back of a book, read the first page, look at the copyright and read any introductions written by the author or by another credible writer. 2. Present students with choice packet and have them make a prediction for each book so that they have a solid understanding of the time period in which they will investigate. Ranking of the books should only come after they have completed their predictions. 2. Group kids according to choice and level. Assessment: Each student has valid predictions based on logical inferences made about each book. Day 3 Lesson Overview: Students are placed in their literature circle groups and are asked to record any background knowledge they have on the time period of their book. They record their background knowledge on an online sharing forum called Padlet. Padlet allows students to collaborate as if they were all writing on the same piece of paper at the same time.

Objective: Students will collaborate to create a Padlet of information that demonstrates their background knowledge on the time period of their book.

1. Each group of students will collaborate using the round robin Kagan strategy to record what they already know about their time period (appendix B) . One group member will then record knowledge using Padet.com, an online forum for student sharing. 2. Allow students time (20 mn) to read their books and have them regroup to create a separate Padlet representing questions they have for further investigation. This Padlet is available to all group members and should be updated freely as students encounter questions as they read. 3. Independent assignment is to find an article related to the historical time period that sheds light on some of the questions they have on their time period OR an article that raises more questions. 4. At the end of this lesson students are given reading schedules and all reading is to be completed at home. Assessment: Participation on Padlet shown by individual student entries. Day 4

Lesson Overview: In this lesson students will learn how to get the most out of an article or piece of research. They will use “Analyzing the Logic of an Article” (Miniature Guide to Critical Thinking) and discuss their thoughts on each article brought by their group members.

Objective: Students will analyze an article by using “Analyzing the Logic of an Article” (Miniature Guide to Critical Thinking).

1. Students share the articles/research they found and use the template to analyze each others articles (Appendix B). 2. Demonstrate how to have a discussion that critiques the pieces of research. Allow students time to update/change their Padlets based on new questions for further investigation. 3. Independent assignment is to bring new research each day for discussion or to distribute among group members. Assessment: completion of analysis sheet and participation in critique discussion Day 5 Lesson Overview: In this lesson students will start recording the realistic parts of their book so that they can compare the book against the research they are doing.

Objective: Students will categorize events/ideas in a story by distinguishing historically accurate events or ideas from embellished/fictional events or ideas.

1. Review the concept of verisimilitude and embellishment and distribute “verisimilitude tracking assignment” (Appendix C). 2. Using Roll of Thunder, Hear My Cry demonstrate how to use the assignment while they read. 3. Have students collaborate to record examples of verisimilitude from their books. The tracking sheet is hard copy and shared with the group on google drive. Assessment: 3­4 examples of verisimilitude from the book they are reading. This is an ongoing assessment because it is done throughout the entire book. Day 6 Lesson Overview: Along with basic secondary sources students should be able to analyze primary sources in order to draw their own conclusions about history. This lesson shows students how to decipher between primary and secondary.

Objective: Students will locate and analyze primary sources that pertain to their time period.

1. Plan to find example primary sources for each book so that students have a solid example of why this source meets the criteria. 2. Have students read and analyze their example primary sources using a rubric. 3. Discuss why using primary sources in research is important. Overarching ideas should be:

­Primary sources help us come to our own conclusions about history. ­Primary sources can give information about history without bias

4. Allow students time to find primary sources and post them to their Padlet.com sites so that their sources can be verified by group members. Assessment: The sources each student finds must meet the criteria for primary sources. Day 6 Lesson Overview: Students will be required to include counterpoints and cite research in their final essays. This lesson provides them with an example of what this looks like and requires them to take apart the essay to see how it fits together.

Objective: Students will analyze components of a persuasive essay based on the Dagwood model by backwards mapping.

1. Persuasive writing introduction: Present students with example of final product so they have an idea of what their essay could look like. (appendix D) 2. Take notes on the Dagwood model and take notes on how to record ideas from your book for research/counterpoints. 3. Have students backwards map the persuasive essay example. This will allow students to conceptualize each component of the Dagwood model (appendix). Assessment: Backwards map Day 7 Lesson Overview: Although many high level students have beautiful writing skills it is still important to provide structured instruction on crucial writing elements such as thesis statements. This lesson can be done as a mini­lesson or take the whole class depending on the level of the students.

Objective: Students will write thesis statements. Opening: A thesis statement is a one­sentence statement that is written towards the end of an opening paragraph. It’s an assertion about your topic and something that you are going to claim as true and valid throughout your persuasive essay.

1. Stress the importance of a thesis statement and review the format of an intro paragraph. First comes the hook (startling fact, anecdote, bold statement, question), then comes the connector sentence. This gives the hook some relevance and leads to the thesis. 2. Give the following examples: Physical education is a class at our school. Physical education is a valuable class at our school. Student uniforms rob individuals of their right to self­expression. More and more schools are turning to the use of school uniforms. Mr. Tardieu requires students to stay one hour after school to complete homework Mr. Tardieu unfairly requires students to stay after school to complete homework.

Have students identify which statement in each pair is a thesis statement and have them justify why.

3. Have a set of envelopes with various controversial topics (curfew, cell phones at school, backpacks at school, school lunches etc). Place students in partners and have them write a valid thesis for each topic. Switch partners and have them compare and critique each other’s thesis statements. 4. Now with a partner from their literature circle, have students write thesis statements that represent their stance. They should take turns discussing each others thesis statements. 4. Assessment: Ticket out – write a thesis statement that you think you will use for your final essay. Note: your thesis statement might change as you continue your research and reading. Day 8 Lesson Overview: Students will work on editing and and revisions of the rough drafts they have written. The goal of this lesson is for students to learn to give specific feedback. It should be noted that it is assumed students know how to properly cite research. If this is not the case then an additional lesson on citations should be done previous to this activity.

Objective: Students will critique a peers essay by giving specific written and verbal feedback.

1. In partners, have students read essays aloud to each other. This allows for students to self­check their work. 2. Have students highlight and label their thesis, topic sentences and the research referenced in their own essays. 3. Have students complete the peer review sheet and discuss each essay one at a time.

4. Allow students time to make changes to their writing and have teacher conferences with struggling students. Assessment: Evident changes made to essays. Day 9­10 Lesson Overview: This lesson should be done once final versions of their written essays are complete.

Objective: Students will locate primary images that supplement their written essays. 1. Show example of Photo Story for Roll of Thunder, Hear My Cry. This example has the teacher reading the essay aloud, while pictures from the time period are displayed as a slide show. 2. Allow students time to investigate Photo Story and to create a database of pictures for their projects. All photos must be cited correctly. Day 11 Lesson Overview: Students will post their completed Photo Stories on their personal websites. Laptops will be set up so that students can rotate and view/critique each others work.

Objective: Students will critique Photo Story projects using a rubric. 1. Students are given a rubric and circulate around the room to view the work of classmates. 2. At the end of class students come back to large group and praise/ask clarifying questions about each others work. Assessment: Quality critiques, participation in large group discussion Reflection:

Overall this was a pretty enjoyable assignment. Although it was a lot of planning ahead, once the idea came to me I decided to teach the unit while writing it. I’m currently teaching the unit with a group of 18 honors students, many of whom are very motivated and some are truly gifted. This group of kids were very motivated by the challenges of this unit and appreciated the different dimensions of the assessments. Currently we are day 4 of the unit and the momentum is great. They are very interested in research and are fascinated by Padlet.com, which allows them to store links to their data. Below is an example of research and ideas collected by a group who read Lyddie by Katherine Patterson. http://padlet.com/wall/Lyddielitcircle

Appendix A Day 1 Name: ________________________Period: ____ Date: ____________ Directions: The four themes listed below are common to all of the literature circle books in our historical fiction unit. While you are reading, find examples of events in your novel that support each theme. Write down the event and page number. These themes are general­­ as you get further into your book, come up with a new theme that reflects the overall message of your novel.

Global injustice is a result of powerful persuasion and fear of authority.

Authority can affect a person’s ability to make a decision based on justice.

Tradition can affect the actions of people when faced with moral decisions.

Justice allows for people, communities and civilizations to thrive in safety.

My Theme: ______________________________________________________ ________________________________________________________________ Support:

Appendix B Day 4 Template for Analyzing the Logic of an Article (from The Miniature Guide to Critical Thinking by Dr. Richard Paul and Dr. Linda Elder, the Foundation for Critical Thinking) www.criticalthinking.org The Logic of __________________________________________________________ 1. The main purpose of this article is 2. The key question that the author is addressing is 3. The most important information in this article is 4. The main inferences/conclusions in this article are 5. The key concepts we need to understand in the article are 6. The main assumption(s) underlying the author’s thinking is (are) 7. If we agree with the author, the implications are 8. If we disagree with the author, the implications are 9. The main point(s) of view present in this article is (are)

Appendix C Day 5 Literature Circle Title: ______________________________ Use this sheet to (as a group) record parts in your literature circle novel that you know or you think contain verisimilitude. (These could be specific names of historical figures mentioned, the occurrence of or reference to a historical event, etc.). Very briefly summarize the part and copy down the page number.

Parts in the story that we KNOW are historically accurate or reference real people/events

Parts in the story that we THINK might be historically accurate or reference real people/events

*Use the back of this chart to record any questions that you want to research.*

Appendix D Day 6 (essay example for backwards mapping)

Historical fiction is an art. It requires an author to immerse so fully into a time period that he or she pictures a new story; one that could fool a reader into believing a story really happened. Mildred Taylor’s Roll of Thunder, Hear My Cry is an accurate depiction of reconstruction in Mississippi.

As the novel unfolds, Taylor illustrates an accurate picture of sharecropping in the south. According to Grant, “sharecropping was an unjust system that trapped many poor people, including African Americans and whites” (25). In Roll of Thunder, Hear My Cry, the Logan family lives next to Harlan Granger, a cut­throat sharecropper. Granger demonstrates typical characteristics of sharecroppers in the 1930s by forcing his tenants into unfair financial situations which trapped them into staying on the land because they had to repay debt. Although many sharecroppers were African American like the Logans, it should be noted that Taylor did not show that sharecropping in the 1930s was also a large part of the poor white population.

Another major event that has historical significance is when Mrs. Logan gets fired for deviating from the curriculum in order to effectively teach her students about slavery. Her reasoning for this is due to the lack of information and even the glorification of slavery in the social studies curriculum she is supposed to use. What Mrs. Logan tries to avoid teaching is the concept of the “‘magnolia myth’,according to which slavery was a social structure of harmony and grace that did no real harm to anyone, white or black” (Loewen 140). Taylor does not name the textbook from which Mrs. Logan is supposed to teach, but examples of public school textbooks that justify slavery as necessary and beneficial include Triumph of the American Nation.

The last and most horrific part of history that Taylor portrays is the racist group the Ku Klux Klan. In Roll of Thunder, Hear My Cry Cassie and her community are terrorized by “the night riders” who represent the Ku Klux Klan. These men were responsible for countless murders, terrorism and intense racial discrimination and intimidation (Elliott 1). The event where T.J. is framed for murder and beaten nearly to death paints a very real picture of the horror caused by the Ku Klux Klan, especially in Mississippi during the 1930s.

Clearly Mildred Taylor’s novel Roll of Thunder, Hear My Cry displays verisimilitude throughout. The horrible racism of the South in the 1930s is accurately portrayed through the Logan family’s struggles. The Logans know they need to make a change, so Mama teaches the truth in her class only to be fired and the Logans attempt to put a racist family out of business only to be threatened by the bank. Despite these major setbacks, the characters, like those who actually fought for equality in history, are resilient.