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Running Head: HISTORICAL FICTION: A LIT GENRE STUDY

A LitGenre StudyGrade Level: 5

Katlin Burley

University of Texas at San Antonio

1HISTORICAL FICTION: A LIT GENRE STUDY

Historical Fiction: A LitGenre Study

5th Grade

Genre Concepts Around Which Unit Will Be Built:

Authenticity- Details about the setting are geographically, culturally, and historically accurate for the time period.- Time markers in book align chronologically with history.- Characters in the story, both real and fictional, belong in the time period and act appropriately for their role in society at the time.- The details in the plot are focused on real historical events and are accurately portrayed.- There is a balance between real and imaginative details in the story.- Details in the story are engaging and make the reader feel like they are actually in the historical event/era that the story takes place in.- Details don’t overshadow the historical content; rather they enhance the immersive nature of the story.- The theme is an accurate representation of the lesson(s) learned in the past.

Historical Fiction Concepts to Explore with Students:Setting:

Details in the setting are authentic for the place and time period. Setting and details add to the story, but do not overshadow the story’s

authenticity. Setting is presented in an engaging and immersive way the places the reader in the

story to experience the historical event themselves.

Character: Characters are authentic and act appropriately for the time period and setting. Normally consists of ordinary people living “commonplace” lives, but can also

consist of people of importance.

Plot: Conflict grows out of the time in which the story takes place. Imagined events work with historical events to create a fictional account of a

historical event. Events in the story unfold in a chronological order that makes sense historically.

Theme:


Explore themes that are not only historically relevant, but also relevant in the present.

Themes teach important messages about different lessons learned from the past. Themes launch rich discussions about issues of social justice.

Touchstone Book(s):**Ratings and Summaries obtained from http://scholastic.com/teachers/bookwizard/

1. January’s Sparrow by Patricia Palacco (5.3)

This 94 page picture book takes the reader on a true story journey to freedom through the eyes of slave in Kentucky in the mid-1800s. The speaker is a man named January, who in the beginning, was thought to be killed from a beating by Master Giltner. January tells the story of Sadie Crosswhite, her family, and their escape to the North. Using the cover of nightfall to travel through the Underground Railroad to Marshall, Michigan they find safety. Four years after arriving in Marshall, three of their master’s men find them and try to “reclaim their property.” The town then bands together to protect the Crosswhite family and keep them safe.

Why this book was chosen:I chose this book because I thought it would work well for all reading levels in the classroom. I was originally going to choose The Last Safe House: A Story of the Underground Railroad by Barbara Greenwood and Heather Collins because it is very interactive and gives a lot of background information; however, the reading level of that book is a little too high to being into the class for readers of all levels. The fact that the book is a historical fiction picture book would also really help to add to the sensory experience. In addition, because the book is a shorter historical fiction book, as well as a picture book, the book would make historical fiction, less daunting to the young reader. I didn’t want the book I chose to take up a lot of time in class because I wanted to spend more time on the application activity. The historical context of the story is also familiar (because in 5th grade the students learn about American history) and the author really makes you feel the anxiety that the characters feel as the story progresses.


Books for Literature Circles

1. (4.9) Katie’s Trunk by Ann Turner and Ron Himler

Summary: A story set during the Revolutionary War. After the Boston Tea Party, the colonists are ready to fight. Katie’s parents were England supporters, so Katie and her family were raided by rebels. Katie hides in her mother’s wedding trunk until she is saved by a rebel soldier.

2. (5.2) Bud, Not Buddy by Christopher Paul Curtis

Summary: This story is set in Flint, Michigan in the 1930s. Bud is ten years old and orphaned. He does not know who his father is, only a clue left to him by his mother. Bud’s mission throughout the book is to find his dad, despite the obstacles along the way.

3. (5.4) Forge by Laurie Halse AndersonSummary: In this story set during the Civil War, the main character Curzon is an escaped slave disguised as a free man. Curzon is also a soldier fighting in the war, among his many other struggles.

4. (5.8) Guns for General Washington by Seymour Reit

Summary: Set during the American Revolution, this book tells the story of nineteen year old Will Knox. Will has the dangerous job of transporting cannon from Fort Ticonderoga in New York to Boston in order to help General Washington win an important battle.


5. (5.9) The Last Safe House: A Story of the Underground Railroad by Barbara Greenwood and Heather Collins

Summary: This story is set in the mid-1800s in the Underground Railroad. The story is told from the perspective of Eliza Jackson and Johanna Reid, both 12 years old. Greenwood integrates information about the time period and other facts to get the read into the setting.

Books for Independent Reading1. (4.7) Chains by Laurie Halse Anderson

Summary: Set during the beginning of the Revolutionary War, Isabel is a slave who was promised freedom when her owner died, but she was tricked and became property of an uncompassionate New York City couple. Isabel is then convinced to spy on her owners in order to win her own freedom.

2. (4.9) Pink and Say by Patricia PalaccoSummary: Based on a true story, this book is set during the Civil War. Pink and Say are soldiers from opposing sides of the war; Say is a Confederate soldier who is rescued by a Union soldier named Pink. After being captured together and then separated, Say survives to tell the story.

3. (5.0) Sophia’s War by AviSummary: This is a story set during the Revolutionary War. Sophia is a young girl who decides to help the American cause after witnessing an execution. Sophia then becomes a spy in General Clinton’s home and uncovers shocking information.

4. (5.3) Lunch Box Dream by Tony


AbbottSummary: This story is set in 1959 during the Jim Crow era. Two families are travelling on summer trips; one family is on a trip to a Civil War battlefield while the other is on a trip to Atlanta. Through both stories, the main characters witness the injustices and repercussions of segregation.

5. (5.5) An Outlaw Thanksgiving by Emily Arnold McCully

Summary: Set in the American Old West, Clara and her mother attend a Thanksgiving feast with strangers who are really Butch Cassidy and his gang. Based on a true story.

6. (5.5) Who Comes with Cannons? By Patricia Beatty

Summary: Set in 1861 in North Carolina, Truth Hopkins in a 12 year old Quaker girl who opposes slavery. When a runaway slave seeks refuge on her uncle’s farm, she learns that the farm is actually a stop on the Underground Railroad trail.

7. (5.5) Dear America: A Light in the Storm- The Civil War Diary of Amelia Martin by Karen Hesse

Summary: This book is the diary of a young girl living in the split state of Delaware as she documents her experiences during the first year of the Civil War as the people in her home-state fight against one another.

8. (5.7) Dear America: Behind the Masks- The Diary of Angeline Reddy by Susan Patron

Summary: This book is the diary of Angeline Reddy, a young girl growing up in California during the gold rush in 1880. Angeline’s father


is mysteriously “murdered,” but she knows he isn’t really dead. Angeline is forced to solve the mystery and find out what happened to her father.

9. (5.9) Bright Freedom’s Song: A Story of the Underground Railroad by Gloria Houston

Summary: Bright Freedom Cameron is a white girl living in the mid-1800s who discovers that her parents are helping slaves escape. The Cameron family risks their lives and opens their home as a stop on the Underground Railroad. When Bright’s father explains why he is helping, he explains that he was kidnapped and made an indentured servant for ten years.

10. (6.1) Amelia’s War by Ann RinaldiSummary: This is a story about a girl living in Maryland during the Civil War. Because Maryland is a split state, Amelia’s friends are taking sides. Amelia tries to stay out of the conflict, but when she and her friend have the chance to make a small difference in the war, they have to decide what is important and what side they are on.

General 10-Day Lesson Plan (60 min/day)


Differentiated for Different Learning Styles The Read Aloud book chosen for the genre study is not too challenging for readers at a lower level. The books chosen for the independent reading are all of various topics and reading levels so that students can find a book that interests them and is comfortable for them to read. The journal responses and final assignment will also be independent and allow the students to develop their own ideas.

Finished Product: Students will use what they learn throughout the genre study to produce their own Historical Fiction short stories.

DAY 1:Objective(s): SWBAT identify the meaning of the word “authenticity” through the exploration of what makes up the historical fiction genre and what makes it authentic.Materials needed: Historical fiction books, chart paper, New Day Dawning short story

Bring in all historical fiction books listed and put on display in front of the classroom

(10 min) Warm Up: Have the students look at the books (touch them, skim through them, etc.) in order to brainstorm what elements they believe make up the historical fiction genre.

Students will record their ideas by writing their ideas on a “Before” chart.

(20-25 min) Minilesson on the meanings of historical fiction, key historical fiction vocabulary terms, as well as historical fiction concepts.

Introduce the term, “Authenticity”

(25-30 min) Read short story New Day Dawning by Joyce Hansen (a story about the emancipation of slaves and the choices they make after the war) and work in small groups to identify characteristics of the story that classifies the story as historical fiction.

(5 min) Introduce historical fiction book clubs and hang up sign-up sheets.

DAY 2: Objective(s): SWBAT use what they have learned about historical fiction and their prior knowledge about the 1800s in the United States to brainstorm and identify authentic historical fiction characteristics.Materials needed: Student journals, January’s Sparrow, web diagram

(10 min) Warm Up: In their student journals, student will write a well-developed paragraph answering this question: What does the word “authentic” mean?


(10 min) Meet is small groups and answer: What would an authentic story taking place shortly before the Civil War look like? Students will make a list and post it for classmates to see (Use setting, characters, plot, and theme as an outline).

(5-10 min) Have a groups share their ideas.

(20 min) Introduce January’s Sparrow by Patricia Polacco and use videos to draw conclusions about the background information of the story. Begin Web Diagram (Teacher writes)Web Diagram Bubbles: Setting, Characters, Conflict, Plot, Description/Details, and Dialogue

(10-15 min) Independent Reading

DAY 3:Objective(s): SWBAT draw conclusions about the story January’s Sparrow based on prior historical knowledge.

SWBAT identify authentic historical fiction characteristics in the book, January’s Sparrow.

Materials needed: January’s Sparrow, student journals, web diagram

(10 min) Begin class with a review of what makes up historical fiction. Talk as class about introduction to January’s Sparrow.

(30 min) Read Aloud/“Popcorn Read” January’s Sparrow pgs 1-31.[Procedure: “Popcorn” reading is when one person starts reading and then calls out another person’s name (“popcorns” them) and the new person picks up reading where the person before them left off.]

(10 min) Talk about reading and fill in January’s Sparrow web diagram using literary elements and elements of historical fiction from previous discussions as guides.(Web diagram will always be hanging up for students to see)

(10 min) Journal Response: Answer the question: Given the circumstances of the time, would you have helped the Crosswhites escape the Kentucky plantation? Why or why not? Use details from the story and what you know about history to support your answer.

DAY 4:Objectives: SWBAT draw conclusions about the story January’s Sparrow based on prior historical knowledge.




(10 min) Warm-Up: Working with the people around them, students will talk about what makes the setting(s) seen in January’s Sparrow authentic. Groups will each write down their ideas. One person from each group will present their group’s ideas.

Revisit Web Diagram

(30 min) Read Aloud/”Popcorn Read” Read January’s Sparrow pgs 31-66

(10 min) Talk about reading and fill in January’s Sparrow web diagram using literary elements and elements of historical fiction from previous discussions as guides.

(10 min) Journal Activity: In their student journals, students will write a well-developed paragraph comparing and contrasting the Crosswhite’s old setting to their new setting in Marshall, Michigan. Through this exercise, students will also state whether or not they believe each setting is authentic. Why or why not?

DAY 5Objective(s): SWBAT draw conclusions about the story January’s Sparrow based on prior historical knowledge.



Revisit Web Diagram

(30 min) Read Aloud/”Popcorn Read” January’s Sparrow pgs 66-94 (end)

(10 min) Talk about reading and fill in January’s Sparrow web diagram using literary elements and elements of historical fiction from previous discussions as guides.

(20 min) Journal Response: Students will answer the following question in their student journals: In your opinion, was the book a good historical fiction book? Use the criteria and vocabulary discussed in class as well as details from the text to support your opinion.

Students will use these journal entries to help them in the discussion planned for the next class.

DAY 6:Objectives: SWBAT use their journal response about the book, January’s Sparrow in addition to their knowledge about the historical fiction genre to participate in a discussion about whether or not January’s Sparrow was a good historical fiction book.Materials needed: January’s Sparrow, student journals, web diagram, final assignment outline


(10 min) Students will have a few minutes to read over their responses to last class’s writing prompt in order to prepare for the discussion.

(30 min) Book Discussion: Students will move desks into a circle so that everyone can be seen. Teacher will provide guides and topics for the discussion and students will use their responses and what they have learned in class to respond to the guides provided by the teacher as well as the questions and comments posed by their peers.

(10 min) Introduce Final Assignment: Students will conduct research, write, and revise their own historical fiction short story.

(10 min) Independent Reading

DAY 7:Objectives: SWBAT use what they have learned about how to conduct good research and the historical fiction genre in order to conduct research about a time period of their choosing for their historical fiction short story project.Materials needed: Prezi minilesson, kahoot quiz

(20 min) Warm-Up: Minilesson on how to conduct good research and take quiz on minilesson on kahoot.it (website)

(40 min) Students will research for their projects

DAY 8:Objectives: SWBAT use an outline in order to organize the events and ideas in their historical fiction short stories and write their first drafts.Materials needed: Outline minilesson, student journals

(15 min) Warm-Up: How to use an outline.

(30-35 min) Students will write their first drafts in their student journals.

(10-15 min) Independent Reading

DAY 9:Objectives: SWBAT use revision strategies that they have learned in order to revise the first draft of their short stories through peer review.Materials needed: Revision strategy minilesson, rough draft, “Glow and Grow” response sheets.

(10 min) Warm-Up: Revision Strategies


(10 min) Students will use this time to look over their own work and add or fix anything they see fit before moving to the peer review stage. Students will complete “Glow and Grow” peer comment sheets to record comments.

(20 min) Peer Review exchange

(20 min) Make final adjustments to story

DAY 10:Objectives: SWBAT test their knowledge about Historical Fiction by playing a Fiction or Historical Fiction quiz game on kahoot.it. SWBAT write about what they have learned about Historical Fiction SWBAT publish and share their short stories with their peers.Materials needed: Kahoot quiz/game, web diagram, short stories, student journals

(10 min) Warm-Up: Fiction or Historical Fiction game[Procedures: Kahoot.it- Quiz will be made asking students to answer questions about the characteristics of historical fiction versus regular fiction.

(25 min) Publish project in on large book containing everyone’s historical fiction stories by binding them all together and share the stories out loud.

(10 min) Overview of historical fiction genre. Class will work together to make a checklist for Historical Fiction while teacher records. Compare the checklist to the “Before” chart.

(15 min) Journal Response: Students will answer this question in their journals: Look back at your journal entry from Day 1, did your idea of historical fiction change? What do you know now about the genre that you didn’t know before? Do you think you will read more historical fiction books now?

Bonus Question: What was your favorite reading selection? Why?


Texas Essential Knowledge and SkillsEnglish/Language Arts TEK(s):

(3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

(C) explain the effect of a historical event or movement on the theme of a work of literature.

(6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(A) describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events;

(B) explain the roles and functions of characters in various plots, including their relationships and conflicts; and

(C) explain different forms of third-person points of view in stories.

(8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to evaluate the impact of sensory details, imagery, and figurative language in literary text.

(9) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

(10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved.

(11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

(A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order;


(15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

(C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;

(D) edit drafts for grammar, mechanics, and spelling; and

(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:

(A) write imaginative stories that include:

(i) a clearly defined focus, plot, and point of view;

(ii) a specific, believable setting created through the use of sensory details; and

(iii) dialogue that develops the story; and

(B) determine the facts in text and verify them through established methods;

(24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

(A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts;


(B) differentiate between primary and secondary sources;

(C) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes;

(D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format; and

(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

(25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

(B) evaluate the relevance, validity, and reliability of sources for the research.

(27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose or perspective;

(C) determine both main and supporting ideas in the speaker's message.

(29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.

Lesson Aligned Specifically with these Social Studies TEK(s):

(4) History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to:

(E) identify the causes of the Civil War, including sectionalism, states' rights, and slavery, and the effects of the Civil War, including Reconstruction and the 13th, 14th, and 15th amendments to the U.S. Constitution;


Bibliography

Abbott, T. (2013). Lunch box dream. New York, NY: Square Fish Publishing.

Anderson, L.H. (2010). Chains. New York, NY: Atheneum Books for Young Readers.

Anderson, L.H. (2012). Forge. New York, NY: Atheneum Books for Young Readers.

Avi (2013). Sophia’s war: A tale of revolution. New York, NY: Beach Lane Books.

Beatty, P. (1992). Who comes with cannons?. New York, NY: Harper Collins Publishers.

Curtis, C.P. (2004). Bud, not buddy. New York, NY: Random House Publishing Co.

Greenwood, B. & Collins, H. (1998). The last safe house: A story of the underground railroad. Toronto, ON: Kids Can Press.

Hansen, J. (1996). New day dawning. Asher, S. (Ed.). But that’s another story. New York, NY: Walker and Company.

Hesse, K. (2011). Dear america: A light in the storm, the civil war diary of amelia martin. New York, NY: Scholastic Incorporated.

Houston, G. (1998). Bright freedom’s song: A story of the underground railroad. Boston, MA: Houghton Mifflin Harcourt.

McCully, E.A. (1900). An outlaw at thanksgiving. New York, NY: Penguin Young Readers Group.

Patron, S. (2012). Dear America: Behind the Masks, The Diary of Angeline Reddy. New York, NY: Scholastic Incorporated.

Polacco, P. (2009). January’s Sparrow. New York, NY: Penguin Group Incorporated.


Polacco, P. (1994). Pink and Say. New York, NY: Penguin Group Incorporated.

Reit, S. (2001). Guns for General Washington: A Story of the American Revolution. Boston, MA: Houghton Mifflin Harcourt.

Rinaldi, A. (2002). Amelia’s War. New York, NY: Scholastic Paperbacks.

Turner, A. & Himler, R. (1997). Katie’s Trunk. New York, NY: Aladdin Publishers.

ADDITIONAL SOURCES CONSULTED:

Hastings, A.W. Northern State University. (24March1999). Toward a theory of historical fiction for children. Retrieved from http://www.academia.edu/2144562/Toward_a_Theory_of_Historical_Fiction_for_Children

Lindquist, T. (October 1995). Why and how I teach with historical fiction. Retrieved from http://scholastic.com/teachers/article/why-how-i-teach-historical-fiction

Pace. University of Florida School of Teaching and Learning. (2001). Historical fiction genre study. In Teaching Young Adult Literature in the Secondary School, 1-8. Retrieved from http://faculty.education.ufl.edu/Pace/English/_Ed/Genre%202Historical.pdf

Scholastic Incorprated. (2014). Book wizard: Find the right books. Retrieved from http://www.scholastic.com/teachers/bookwizard

Temple, C.A., Martinez, M.A., Yokota, J. (2014) Children’s books in children’s hands. (5th ed.). Boston, MA: Pearson Publishers.

http://www.scholastic.com/teachers/bookwizard

http://faculty.education.ufl.edu/Pace/English/_Ed/Genre%202Historical.pdf

http://scholastic.com/teachers/article/why-how-i-teach-historical-fiction

http://www.academia.edu/2144562/Toward_a_Theory_of_Historical_Fiction_for_Children

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