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Genre Study: Historical Fiction

This Prezi teaches the genre of historical fiction through a fifth grade level text set of historical fiction literature.
by

Randi Everline

on 5 May 2014

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Transcript of Genre Study: Historical Fiction

Characters
:
- realistic behaviors
- fiction or based off of a real person
Plot
:
- realistic events mixed with fiction
- time period based - solution to conflicts at the end
Setting
:
- authentic time period in history
- a real historical location
Language
:
- time period based
- thoughts of people at that time
Theme
:
- often searching for freedom
- risk taking
- helplessness and struggle
- changes in life both directly and indirectly

Esperanza Rising
Author: Pam Muñoz Ryan

Summary: Esperanza thought she'd always live like a princess on their Mexican ranch, but disaster strikes and her life starts over in the U.S. during the Great Depression.

Why: Students will not only learn about the Great Depression, they will learn about how it affected other countries and how it is closely related to today's recession.

Method: Together as a class, we would review vocabulary. We would read the text through both reading aloud and partner reading while utilizing prompted responses of the text.
My Brother Sam Is Dead
Authors: James Lincoln Collier & Christopher Collier

Summary: Timothy Meeker is a young teen growing up in a loyalist family during the American Revolution, but when his brother, Sam, returns from college to fight for the Continental Army his family is torn.

Why: Students will be able to relate to Tim who is around their age. They will be able to compare his feelings of helplessness due to his age and his loyalty to his family.

Method: This book would be used as a read aloud and also group reading. Some of the topics in this book are more mature and will be discussed together as a class with the teacher. These discussions will be followed by reader's response.
The Watsons Go to Birmingham - 1963
Author: Christopher Paul Curtis

Summary: Kenny shares the story of his middle-class African American family and their trip to Birmingham during one of the toughest times in American history, the Civil Rights movement.

Why: Students will be able to understand and see how far we have come in understanding each other's differences and becoming more diversified.

Method: Students will listen to
this story through read-alouds of the chapters and respond in Reader Response Journals.
Ellen, Rachel, Randi, and Steph Q.
Genre Study: Historical Fiction
Genre Characteristics
Number the Stars
Meet Kit
Sounder
Little House on the Prairie
Readability
Quantitative
Flesch-Kincaid: 6.7
Lexile Measure: 1000L
Current Band: 860L-1010L
“Stretch" Band: 740L-1010L
Associated Band Level:
Grades 4 to 8
Qualitative
Meaning/Purpose: Very Complex - Multiple themes are introduced in this novel. Some are more clear, such as friendship, while others are more faint, such as moral conflict and the impact of discrimination and segregation on human relationships, behaviors, and social interactions.
Readability
Quantitative
Flesch-Kincaid: 5.4
Lexile Measure: 670L
Current Band: 450L-725L
Grades 2 to 3
“Stretch" Band: 420L-820L, 740L-1010L
Grades 2 to 3 and 4 to 5
Qualitative
Knowledge Demands: Middle High - Explores multiple themes such as survival, heroism, the Holocaust, prejudice, and more. The experience of the Holocaust is unfamiliar to readers. There are allusions within the novel and cultural elements are very prevalent.
Readability
Quantitative
Flesch-Kincaid:
Lexile Measure: 590L
Current Band: 450L-725L
“Stretch" Band: 420L-820L
Associated Band Level:
Grades 2 to 3
Qualitative
Language Features: Middle Low - There is some figurative language and ironic conversation, but it is simple enough for students to figure out on their own. Most of the language and conversation is familiar to students, but some of the slang/sayings are specific to the time period.
Readability
Quantitative
Flesch-Kincaid: 5.3
Lexile Measure: 750L
Current Band: 645L-845L
“Stretch" Band: 745L-1010L
Associated Band Level:
Grades 4 to 5
Qualitative
Language Features: Moderately Low - This text is more contemporary. Vocabulary presented within the piece is familiar with the exception of some Spanish vocabulary like the titles of the chapters, the character names, and some words within the text.
Readability
Quantitative
Flesch-Kincaid: 5.8
Lexile Measure: 770L
Current Band: 645 L - 845 L
“Stretch" Band: 740 L - 1010L
Associated Band Level:
Grades 6 to 8
Qualitative

Knowledge Demands: Middle High - My Brother Sam is Dead explores many themes like loyalty, conflict, patriotism, and coming of age. This story requires some knowledge of the American Revolution and the ways of life in the early colonial days.
Readability
Quantitative
Flesch-Kincaid: 5.0
Lexile Measure: 900L
Current Band: 860L-1010L
“Stretch" Band: 740L-1010L
Associated Band Level:
Grades 4 to 8
Qualitative
Meaning/Purpose: Moderately Low - Children will learn about how important education is and that many people were not able to receive it during their life.

Readability
Quantitative
Flesch-Kincaid: 3.3
Lexile Measure: 760L
Current Band: 645L-845L
Grades 4 to 5
“Stretch" Band: 420L-820L, 740L-1010L
Grades 2 to 3 and 4 to 5
Qualitative
Meaning/Purpose: Moderately Low - The novel focuses on one level of complex meaning and overcoming obstacles as a family.
The Witch of Blackbird Pond
Readability
Quantitative
Flesch-Kincaid: 6.0
Lexile Measure: 850L
Current Band: 645L-860L
“Stretch" Band: 740L-1010L
Associated Band Level: Grades 4 to 6
Qualitative
Author: Elizabeth George Speare

Summary: Kit Tyler struggles loneliness and acceptance when she leaves her family and her home in Barbados to journey north towards colonial Connecticut in 1867 where she becomes friends with Helen, a supposed witch.

Why: Students will see how throughout history, societies have targeted people who are different.

Method:This will be a silent read and students will answer questions in their Reader Response Journals.
Author: Lois Lowry

Summary: Ten-year-old Annemarie and her best friend Ellen often think of life before the war. When the Jews are "relocated," Ellen moves in with Annemarie's family and pretends to be one of them, yet her life is still in danger.

Why: Lowry tells the story in a light tone, while still discussing serious topics and events that occurred during this time period.

Method: This book would be taught through read-alouds because of the many vocabulary words and necessary breaks for class discussion and student questions.
Author: William H. Armstrong

Summary: Set in the Deep South, Sounder tells the story of an African-American family and their coon dog, Sounder, while sharing their struggles as sharecroppers and the lack of educational opportunity.

Why: Students will be able to understand the importance of education and learn about what life was like growing up African American during this time period.

Method: Students will read this individually and write answers to questions given in their reader response journals.
Author: Valerie Tripp

Summary: Kit Kittredge is a nine-year-old girl growing up during the 1930s, but when the hard times hit home, Kit responds with spirit and determination to help her family face the challenges the Depression brings to their lives.

Why: Kit lives during the Great Depression which resembles the current recession so students can connect to her experiences, emotions, and coping strategies.

Method: Students can use this book during self-selection individual reading or a group of students can read this book in a book club.
Author: Laura Ingalls Wilder

Summary: Laura's family prepares a covered wagon and she leaves her home in the woods forever, but the trip is not easy and Laura's spirited curiosity is heightened by the adventures they have along the way.

Why: Modern students might find it difficult to relate to the pioneer journey, but the characterization of the family members makes the story identifiable.

Method: This story would be used through some reader's theater and silent reading. Students would keep response journals and vocabulary logs.
Persepolis
Author: Marjane Satrapi

Summary: As Persepolis examines daily life in Iran, it also deals with a child's view of parents, friends, and old and new heroes all within the mixed framework of family, politics, and growing up.

Why: Students will be able to understand Persepolis because it is told from a child's perspective. They will be able to understand the main character as she deals with the struggles of growing up and also the hardships of war.

Method: This book will be used as silent reading. Students will record their thoughts and opinions of the story daily in a reader's log. At the end of the weekly log, students will discuss in group their ideas about the book, the characters and the setting.
Readability
Quantitative
Flesch-Kincaid: 8.0
Lexile Measure: NC380L
Current Band: N/A
“Stretch" Band: N/A
Associated Band Level:
Grades 6 - 10
Qualitative

Language Features: Middle High - Persepolis contains some foreign language well as some political terms that students may not have known the meaning prior to reading the book.

Mini Lessons
1. Setting: At the start of the historical fiction unit, the teacher will begin by defining the concept of setting. The class will discuss the function and purpose of setting. The students will then pick their favorite books from the class library and identify and study the use of setting within the story.

2. Characters: Students will learn the characteristics for historical fiction characters through the anchor chart and text set. Then, they will create their own historical character from a time period that interests them, along with drawing them and creating a short biography for them.

3. Non-fiction: After learning about the importance of setting and characters in a story, the teacher will introduce fiction and non-fiction. Together as a class, the students will make an anchor chart listing the characteristics of non-fiction. After, students will be asked to write a short non-fiction story about a life experience. This story will contain at least three of the characteristics discussed in class.
CCSS Standards
Anchor
R.CCR.2 - Determine central ideas or themes of a text & analyze their development; summarize the key supporting details & ideas.

R.CCR.3 - Analyze how & why individuals, events, & ideas develop & interact over the course of the text.
Literature
RL.5.2 - Determine a theme of a story/drama/poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

RL.5.5 - Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Writing
W.5.9 - Draw evidence from literary or informational texts to support analysis, reflection, & research.

W.5.10 - Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, & audiences.
Language
L.5.3 - Use knowledge of language & its conventions when writing, speaking, reading, or listening.
a. Expand, combine & reduce sentences for meaning, reader/listener interest, and style/
b. Compare & contrast the varieties of English used in stories, dramas, or poems.
Knowledge Demands: Middle Low - Students will have to understand what it means to be a social outcast to relate to this story. Children also have to understand the Puritan society.
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