Historical Fiction Research Unit

Megan Ahlquist
Hope College
Student Teaching
Spring 2014
Ahlquist 1
Overview
Content Area:English
Grade: 9
Curriculum: This unit leads up to a research paper, which is a departmental anchor at
Zeeland West/East high schools""meaning ever ninth grader is assessed on the same rubric
for the same basic assignment, regardless of their teacher. The unit also contains many
reading and writing skills and fullls many Common Core Standards for grade 9.
Big Ideas: Active reading, critical thinking, evaluating web sources, conducting research,
analytical and expository writing
Objectives

Conduct research about the historical period, understand credible sources

Practice literary research skills through nding, accessing, and evaluating information
Design creative elements through multigenre work and apply knowledge from
historical ction novel and research
Incorporate elements of traditional expository writing, including parenthetical citations,
integration of quotations, thesis statement, etc.
Compile all research and writing into a single multigenre project
Standards
RI 9"10.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RI 9"10.2: Determine a central idea of a text and analyze its development over the course of
the text, including how it emerges and is shaped and rened by specic details; provide an
objective summary of the text.
RI 9"10.3: Analyze how the author unfolds an analysis or series of ideas or events, including
the order in which the points are made, how they are introduced and developed, and the
connections that are drawn between them.
RI 9"10.4: Determine the meaning of words and phrases as they are used in a text, including
gurative, connotative, and technical meanings; analyze the cumulative impact of specic
word choices on meaning and tone #e.g., how the language of a court opinion di$ers from
that of a newspaper%.
RI 9"10.5: Analyze in detail how an authors ideas or claims are developed and rened by
particular sentences, paragraphs, or larger portions of a text #e.g., a section or chapter%.
RI 9"10.6: Determine an authors point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.
RI 9"10.7: Analyze various accounts of a subject told in di$erent mediums #e.g., a persons
life story in both print and multimedia%, determining which details are emphasized in each
account.
RI 9"10.8: Delineate and evaluate the argument and specic claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and su&cient; identify false
statements and fallacious reasoning.
RI 9"10.10: By the end of grade 9, read and comprehend literary nonction in the grades 9
10 text complexity band prociently, with sca$olding as needed at the high end of the range.
Ahlquist 2
W 9"10.1: Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and su&cient evidence.
A% Introduce precise claim#s%, distinguish the claim#s% from alternate or opposing
claims, and create an organization that establishes clear relationships among claim#s%,
counterclaims, reasons, and evidence.
B% Develop claim#s% and counterclaims fairly, supplying evidence for each while point"
ing out the strengths and limitations of both in a manner that anticipates the audi"
ences knowledge level and concerns.
C% Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim#s% and reasons, between reasons
and evidence, and between claim#s% and counterclaims.
D% Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
E% Provide a concluding statement or section that follows from and supports the ar"
gument presented.
W 9"10.2: Write informative/explanatory texts to examine and convey complex ideas, con"
cepts, and information clearly and accurately through the e$ective selection, organization,
and analysis of content.
A% Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting #e.g., headings%, graphics
#e.g., gures, tables%, and multimedia when useful to aiding comprehension.
B% Develop the topic with well"chosen, relevant, and su&cient facts, extended deni"
tions, concrete details, quotations, or other information and examples appropriate to
the audiences knowledge of the topic.
C% Use appropriate and varied transitions to link the major sections of the text, cre"
ate cohesion, and clarify the relationships among complex ideas and concepts.
D% Use precise language and domain"specic vocabulary to manage the complexity of
the topic.
E% Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
F% Provide a concluding statement or section that follows from and supports the in"
formation or explanation presented #e.g., articulating implications or the signicance
of the topic%.
W 9"10.4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. #Grade"specic expectations for writing
types are dened in standards 13.%
W 9"10.5: Develop and strengthen writing as needed by planning, revising, editing, rewrit"
ing, or trying a new approach, focusing on addressing what is most signicant for a specic
purpose and audience.
W 9"10.8: Conduct short as well as more sustained research projects to answer a question
#including a self"generated question% or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating understanding
of the subject under investigation.
Ahlquist 3
Theme
Historical accuracy, "single stories"
Content Outline
Week 1 Week 2 Week 3
Monday Records day Snow day Read and annotate nish
research worksheet, look
at MGP models/packet
Tuesday Syllabus and intros, unit 4
lesson 21, introduce MGP
research paper
Snow day Unit 4 lesson 24, collect
research worksheets,
introduce discovery
sheets, DS work time in.
RSG's
Wednesday Picking books from
library, book approval,
more research paper intro
Snow day Read and annotate thesis
statement lesson, DS work
time
Thursday Unit 4 lesson 22,
annotating mini"lesson
Read and annotate, unit
4 lesson 23
Unit 4 lesson 25, read and
annotate, share DS's in
RSG's
Friday Annotating review,
reading time
Read and annotate,
credible sources lesson,
research worksheet,
introduce Research
Support Groups
Reading and annotating
time, get"to"know you
activity
Week 4 Week 5 Week 6
Monday Read an annotate,
discovery sheet 2, revisit
credible sources and
activity
President's day break Unit 5 lesson 28, book
timeline, draft summaries
Tuesday Unit 4 lesson 26,
discovery sheet work
time or read and
annotate
Snow day Transitions/ bridges
activity, edit summary
paragraph, research4
sources
Wednesday Collect DS 2, review
MGP model, notice and
note activity, 3 things
activity
Unit 4 pretest and
review, books nished,
discovery sheet 3 due,
blog about favorite DS
Unit 5 lesson 29, nish
researching, rough draft
similarity paragraph
Thursday Unit 4 lesson 27, start
building outline, read and
annotate
Journal about "good
writing", hooks and intro
paragraphs mini lesson,
write intro paragraphs
Snow day
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Week 4 Week 5 Week 6
Friday President's day break Unit four test, nish
intro paragraphs, peer
edit intros in RSGs,
TED article: single
stories
Unit 5 lesson 30, outline
similarities/di$erences
paragraphs and draft
Week 7 Week 8 Week 9
Monday Unit 5 lesson 31, work day:
nish sim/di$ paragraphs
and type everything
Five paragraph essays
due, TED talk: creativity,
discussion, changing
POV exercise
Formatting papers, edit
journals, begin genre four
Tuesday MME testing" no
students
Unit 5 lesson 33, revise
ve paragraph essays,
bibliographies
Unit 5 pretest, edit from
take home conferences,
nish and edit genre four,
works cited page
Wednesday MME 1/2 day #1"3 hours%
Unit 5 lesson 32, citations
and integrating quotes
"On This Day" NY
times activity, outline
newspaper article and
gather source info, draft
article
Polishing papers in RSGs
from checklist,
typing/drafting time, type
paper outlines
Thursday MME 1/2 day #4"6 hours%
Unit 5 lesson 32, citations
and integrating quotes
Unit 5 lesson 34, Editing
mouse exercise with
articles, journal models:
"This I Believe", outline
character journals and
draft
Library run, Unit 5 test,
silent read
Friday Finish di$erences
paragraph, phantom
conclusions exercise,
outline and draft
conclusion paragraph
Edit journals,
drafting/typing time
Research papers due!,
Shakespeare and hip hop
TED video, discussion, go
over Unit 5 tests
Interdisciplinary
Many of my assignments were interdisciplinary. Firstly, the entire unit but specically
the task of researching a historical time period added in the content area of history. Many of
my students were able to use prior knowledge about the time periods of their books while
researching. Another interdisciplinary example from my unit would be the discovery sheet
assignments. For these, students had the option of creative/analyticial writing, drawing
#pictures or maps%, and connecting song lyrics or music to their historical ction novels.
Through these assignments I was also able to bring in elements of the Multiple
Intelligences.
Ahlquist 5
Lesson Plans
1/21/14 Intro to a New Semester
"Review syllabus and introductions to Mrs. Navetta's class
"Unit 4 Lesson 21 of 3200
Guided notes and check for understanding
"Introduce Historical ction research/Multigenre project assignment
1/22/14 Choosing HF Books
"Explain day's objectives
"Visit library and choose books for Quarter
"Fill out Historical Fiction approval forms
"SSR
"Finish introducing research project
1/23/14 Grammar and Annotating
"Unit 4 Lesson 22 of 3200
"Annotating HF books mini"lesson
"Reading and annotating
1/24/14 SSR and Annotating
"Review annotations
"SSR
1/27/14 Snow day
1/28/14 Snow day
1/29/14 Snow day
1/30/14 Grammar and Reading
"3200, Unit 4 lesson 23
Guided notes and check for understanding
"SSR with HF Novels
1/31/14 RSG's and Research
"Reading and annotating time
"Credible sources and "how to research" direct instruction
"Preliminary research worksheet #due Tuesday%
"Meet Research Support Group members
2/3/14 MGP review and research
"Read and annotate
"Finish preliminary research worksheet with at least 5 annotations/sources
"Review MGP packet and model
2/4/14 Grammar and Discovery Sheets
"3200, Unit 4 Lesson 24
Ahlquist 6
Guided notes and check for understanding
"Collect research worksheets
"Introduce Discovery Sheets
"Checks on reading
"Way to explore novel more in"depth
"Practice/basis for a piece of MGP
"Going to do three throughout novel reading. Pick on from list of ten each
time.
"Work time on DS 1 with RSG's
2/5/14 Thesis Statements
"Read and annotate
"Direct instruction on thesis statements, using thesis statement handout
4"Square Sticky note activity: Give each student a sticky note. Write a simple
but disputable claim on board #i.e., basketball is fun%. Ask each student to ei"
ther agree or disagree and write down one reason why they do so on their
sticky note. In groups of 3"4, each student places sticky note on corner of a
page with lines in the middle. Using reasons on sticky notes, create a thesis
statement #try to use two minimum%. Share out.
"Using preliminary research, each student lls out page two of thesis handout to cre"
ate their own thesis statement for their own paper.
"If time left over, work on Discovery Sheets.
2/6/14 Grammar and Reading
"3200, Unit 4 Lesson 25
"Notes and check for understanding
"Hand in Discovery sheet #1
"Share in Research Support Groups, choose on! from each group to put on
display and showcase for hole class
"Read and annotate
2/7/14Reading and Annotating
"Reading and annotate historical ction novels

2/10/14Review Credible Sources
"Read and annotate
"Review credible sources and activity
"Five Cs Handout
"Evaluating sources: In RSGs, do web page evaluations""one good and one
bad. Research assigned topic, ll out worksheet, decide whether source is credible or not
based on how much information you can nd in that regard. #Model process: Denmark and
WWII%
"Topics:
Co$ee and Health
Famous Olympic Athletes
Ahlquist 7
Slavery in America
Violent Video Games
Global Warming
Cell Phones and Society
Edward Snowden
Causes of Road Rage
"Assign Discovery Sheet #2, work time
2/11/14Grammar and Discovery Sheets
"3200, Unit 4 Lesson 26
"Notes and Check for Understanding
"DS #2 Work Time
"DS should show that youve progressed in your reading since you last did a
DS. Write about middle stu$, not beginning, and remember this is practice for your MGP.
"Work in RSGs #quietly%
"Read and Annotate if done
2/12/14Notice and Note MGP model
"Read and Annotate
"Collect DS #2
"Notice and note: Pixar Short
"Model for the next activity. Make 8 observations while watching a Pixar
short. Discuss in class""no wrong answers.
"Notice and note: MGP Model
"Five Paragraph essay format/style
"First, read through whole 5 paragraph essay. Next, make 8 observations while
reading individually. Take three best or most worthy and rank, share. Notice paragraph style,
citations, etc. Di$erent from Discovery Sheets!

2/13/14Grammar and Outline Building
"3200, Unit 4 Lesson 27
"Notes and check for understanding
"Start building outline for MG research paper
"Remember when you did this with critical analysis?
"Grab a piece of lined paper and pencil/pen.
"Together, ll outline skeleton in with spaces in between #Just Is/IIs, As/Bs,
etc.%. Well ll in the spaces as we go along writing each piece of the paper so that we dont
get overwhelmed.
"Assign DS #3
"Read and annotate/work on DS if time
2/18/14Snow day

2/19/14Unit 4 Grammar Pretest and Blogs
"Unit 4 Pretest #4A% and review
Ahlquist 8
"Collect DS #3
"Blog: What was your favorite DS? Why?
Which, if any, better helped you understand your book?
Do any of them have potential for your fourth genre on the MGP?
What are you plans for expansion/revision/polishing?

2/20/14Good writing and Introduction Paragraphs
"Blog: What makes good writing?
S0me qualities that good writing has?
What does bad writing lack?
Examples of good and bad writing?
"Jigsaw: Model Essays w/focus on Introduction
"Discuss: How does the author start? Tone? Pick out a thesis? What message
is the author trying to send?
A: The Mammoth B: Lost Cities C: Asian Misrepresentation
D: Researchers Say E: Looking at War
"Review intro worksheet, examples of hooks
"Pick two examples that you like the style of. Write your own version.
"Key to good intro
"Model components, broken down and how they come together to make an
intro paragraph
"Outline intro, write

2/21/14Unit 4 Grammar Test, Continue Introductions
"Unit 4 Test #4B%
"Finish writing/revise intro when done
"Read TED talk, The Danger of a Single Story," discuss after test
"Peer edit in RSGs, revise as needed

2/24/14Grammar, Timelines, and Summaries
"3200, Unit 5 Lesson 28
"Notes and check for understanding
"Finish peer edits of introductions
"Book timeline activity
"Using pages doc #Blank timeline%, create a timeline of your book with key
elements #good things to reference: beginning, end, climax, etc%
"Good place to use annotations!
"Finish as homework!
"Outline
"Summarize 3"4 key things from timeline
"List main characters
"Begin drafting summary paragraphs

2/25/14Summaries, Transitions, and Research
"Transitions
Ahlquist 9
"Chances are, you already know some transition words. Take 2 minutes and
think of as many as you can on a scrap piece of paper.
"Pair"Share
"Review Transitional Devices from OWL
"Bridge building wksht with transition words list
"Edit summary
"Model: Messed up summary from model, many errors. Go through and er"
ror hunt together
"Error hunt with own summary paragraphs
"Begin research for paper
"Actual, not preliminary. Need to evaluate every source.
"Pull popsicle sticks and review for 1"2 minutes
"4 Sources minimum #Plus book%: Look for quotes that can help prove your
research
"Close: Tell the person next to you tw0"three things youve learned today and report
out

2/26/14Grammar, Research, Similarities
"3200, Unit 5 Lesson 29
"Notes and check for understanding
"Finish research evaluations with 4 good, credible sources
"Similarities paragraphs
"Fill in outline, Factual event, what happens, sources to back it up #times
three%
"Good things to include: connections between book and history, big plot
moments #especially things introduced in summary of book%
"After outlining, begin writing.

2/27/14Citations and Similarities/Di$erences
"Watch Integrating quotes in Plain English youtube video
"Discuss: easiest way to integrate a quote= to manipulate your writing so they
t exactly into what youre saying.
"Citations
"Purdue OWL: The Basics page
"Generally, quote," #Author #%.
"Continue writing similarities paragraphs
"If done with similarities, begin outlining and writing di$erences

2/28/14Grammar and Writing Day
"3200, Unit 5 Lesson 30
"Notes and check for understanding
"Type drafts #keyboards for iPads provided%
"As you type, look for your writing buggaboos " example spelling
"Work really hard for full hour, get typing #and proofreading% something fu"
for last ve minutes
Ahlquist 10
3/3/14Grammar and Typing
"3200, Unit 5 Lesson 31
"Notes and check for understanding
"Work day: Type everything you have so far and email to me
3/5/14 and 3/6/14Grammar and Quote Integration
"MME Testing: Wed. hours 1, 2, 3; Thurs. hours 4, 5, 6#
"3200, Unit 5 Lesson 32
"Notes and check for understanding
"Integrating quotes Prezi
"Type and revise similarities paragraph #and di$erences%
"Draft similarities for Friday
"Work time
3/7/14Conclusions
"Study model conclusions from old jigsaw essays, how they work, etc.
"Read through whole essay, note 4 things about body paragraphs and conclu"
sions. Turn and talk
"Teach: Goals of a conclusion #Purdue OWL%
"Phantom conclusion exercise
"Take o$ conclusion of example ve paragraph essay on handouts
"Write what you think conclusion would be
"Compare to actual conclusion. How is it di$erent?, Etc.
"Outline conclusion and begin writing #nished 5 paragraph draft emailed Monday%
3/10/14Creativity and POV
"5 Paragraph Essays due
"TED Talk: Tales of Creativity and Play #Tim Brown%
"Do two activities: draw your neighbor, 30 circles creativity.
"Discussion about creativity and fear
"Changing POV activity from Rip the Page! by Karen Benke
3/11/14Grammar and Bibliographies
"3200, Unit 5 Lesson 33
"Notes and check for understanding
"Revise 5 paragraph essays""swap in RSGs and incorporate notes
"Bibliographies and citations
3/12/14On This Day
" On This Day activity
"Go to learning.blogs.nytimes.com/on"this"day
"In search bar, type in year or place #example 1943%, scroll down to on this
page and click
"Find one article, read, and summarize it.
Ahlquist 11
"On after summarizing, star two things that you want to try to include in your
own article.
"Direct instruction on journalism style
"Outline articles, gather source info, and start writing
3/13/14Grammar and Journals
"3200, Unit 5 Lesson 34
"Notes and check for understanding
"Editing mouse activity #with articles%
"Journaling examples"notes with things to try
" This I Believe articles #Jackie Robinson, etc.%
"Dialectical blog:
"1st reaction, whats confusing, interesting, etc.?
"What text reminds you of from experience, other books, HF book
"How did the time inuence each writer/speaker?
"Outline journals from characters and begin writing
3/14/14Drafting and Editing
"Finish outline journals from characters and writing
"Finish bibliographies, model process
"Draft/work if time
3/17/14MLA Formatting, Genre 4
"Edit character journals from checklist
"Format papers into MLA format
"Review genre 4 criteria, mini"tutorials fro di$erent genres #ipped%
"Begin writing genre 4

3/18/14Unit 5 Grammar Pre"test, Take Home Conferences
"Unit 5 Pre"test #5A%
"Revise papers from parent forms when done
"Put notes in margins so I can see youre taking changes into account
"Collect parent forms
"Finish fourth genre of MGP
3/19/14Outlines, Editing in RSG's
"Polish and edit papers in RSGs from #long% checklist
"Put everything in one doc, type outlines, catch formatting issues
3/20/14Unit 5 Grammar Test and Library
"Library trip, return HF books and check out new silent reading books
"Unit 5 test #5B%
"Silent read when done
3/21/14Research Papers Due, Shakespeare and Hip Hop
Ahlquist 12
"Collecting MGPs celebration!
"Shakespeare and Hip Hop TED talk
"Note 3 things you found interesting while watching
"Discussion, intro to Shakespeare
"Go over unit 5 tests

Meeting diverse needs
Many of my students have either IEPs or Section 504 plans, and many of them have
needs whose accommodations haven't been dened by the school. Throughout my teaching,
I always attempted to follow the slanted rope theory of teaching. This theory comes from
the idea that if you stretched a rope across the room at one height, some students would be
able to get over it and others wouldn't. If you put the rope on a slant, however, all students
should be able to get over the rope at di$erent points. Throughout my teaching, with work"
shop style reading and writing, I always tried to make my assignments on a slant and en"
couraged my students to push themselves to higher levels.
An example of one of the assignments I created to help students at all levels achieve
would be the discovery sheet/reading checks that I assigned while students were reading
their historical ction novels. This assignment had students pick one task #example, writing
a short story or poem% from a list of ten. The options ranged from analytical writing, poetry,
short stories, and art, so each student could create something that they enjoyed creating.
Further, I also had a period of students who were in an accommodated version of
English 9. For the most part the curriculum was the same, but in some areas, like grammar
tests, where all the students' level of mastery was lower, I added in accommodations to help
them. An example of this would be extra clues on their grammar tests and omitting one of
the components of the multigenre research project, so that we could focus on other trouble
areas.
Materials
Following is a list of all of the materials and handouts that I needed throughout my nine
week unit. I have also inserted a few examples of the handouts I created.
Multigenre Research Paper assignment sheet
Outline of research paper
Example MGP of Number the Stars
Preliminary research worksheet
Prelim. Research model
Discovery sheet assignment list
Acrostic poem example
Developing a thesis statement
Thesis statement model
Web evaluation practice checklist
Intro paragraphs worksheet
Examples of hooks
"Lost Cities" essay copies
Ahlquist 13
"The Mammoth, No Longer.." Copies
"The Asian Misrepresentation" essay
"Looking at War" essay
"Researchers Say" essay
Peer editing worksheet
"The Danger of a Single Story" transcript
Book timeline worksheet
Book timeline model
Transitional devices handout
Bridge drafting worksheet
Bride drafting model
Research evaluation worksheet/organizer
Summary paragraph with errors
"The Three Africas" essay with conclusion removed
"Enjoy Your Camping Trip" ve paragraph essay
Five paragraph essay editing checklist
30 circles with TED talk""creativity
Change Your POV activity
Editing mouse activity
"Free Minds and Hearts at Work" essay
"No Dream is Impossible" essay
"A New Birth of Freedom" essay
Newspaper article notes guide
NY Times "On This Day" website
Take home parent conferencing form
Research project editing checklist
All grammar unit 4 and 5 guided notes, checks for understanding, and frames for each les"
son
Unit 4 grammar pretest
Unit 4 grammar test
Unit 5 grammar pretest
Unit 5 grammar test
Ahlquist 14
Multigenre Research Paper
English 9
Miss Ahlquist & Mrs. Navetta
A multigenre research essay is a collection of pieces written in a variety of genres, in-
formed by your research on a particular subject (in this case your historical fiction novel)
that presents one or more perspectives on a research question.
Genre:
Objectives:
Research the time period of your chosen historical fiction novel
Practice literary research skills through finding, accessing, and evaluating information
Design creative elements through multigenre work and apply knowledge from historical
fiction novel and research
Incorporate elements of traditional expository writing, including parenthetical citations,
integration of quotations, thesis statement, etc.
Compile all research and writing into a single multigenre project.
Steps to writing your MGP:
I. Preparing to research
A. Pick a historical fiction novel--okay it with me.
Title:______________________ Author:______________________
Era/Time Period:___________________
Ahlquist 15
B. Complete preliminary research on your time period. Some questions to consider:
1. What was happening during this time period?
2. What major events might you expect to see appear in your novel?
C. As you read, mark/highlight/sticky note/etc. the historical parts of your book.
Historical fiction is a fictional account of things that really happened; you need to
identify the what really happened parts from the fictional parts.
D. Read the whole book!!
II. Begin your research
A. Using your sleuthing skills, research the history or "what really happened" parts of
your novel. So, if your novel is about a young girl in Denmark during the 1940's,
the historical part would be WWII.
B. Research requirements
1. 5 unique sources. 1 should be your book, and Wikipedia DOES NOT count as
a source.
2. 5 or more bullets of information from each individual source (so, at least 25
bullets total). This could include dates, quotes, important events, information
about society or historical people, but should not be repetitive from source to
source (I.e., not five sources about Winston Churchill during WWII)
3. Take note of any similarities and difference between the actual historical event/
time period and the book's fictional portrayal of that event/time period. Also
note how the time period influences/affects the main character.
4. Develop a thesis statement and okay it with me.
Ahlquist 16
III. Writing the 5 paragraph essay (No first or second person pronouns like I or you!)
A. Introduction - 1 paragraph
1. Books title and author
2. Thesis statement (last sentence)
B. Summary of the book - 1 paragraph
1. Include setting, plot, and characters
2. Dont tell the whole story!
C. Similarities between your book and the time period (how the book was accurate at
depicting the time period) - 1 paragraph
D. Differences between your book and the time period (how the book was inaccurate
at depicting the time period) - 1 paragraph
E. Conclusion - 1 paragraph
IV. Multigenre artifacts
A. Diary/Journal entry written by the main character describing how the time
period/event has influenced him/her
B. Article describing the time period/major event
C. Free choice! Some options are...
Newspaper article Op/Ed Letter to the editor Advice column
Song lyrics Poem (haiku, free
verse, sonnet, etc.)
Short story Advertisement
Cartoon/comic strip Artwork (drawing,
painting)
Interview Play/Script/Dialogue
Letter from character Found poem Speech Myth/fairy tale
Ahlquist 17
V. The final product
A. Cover page
1. Paper title
2. Your name
3. Class
4. Period
5. Due date
B. Table of contents
C. 5 paragraph essay
1. Introduction
2. Summary of novel
3. How your novel is similar to the time period
4. How your novel is different from the time period
5. Conclusion
D. At least 3 multigenre artifacts
1. Description of the time period
2. How the time period/event influenced the main character
3. One is up to you!
E. Works cited page
F. Outline
Ahlquist 18
I. Title (should be the same as your paper)
II. Introduction
A. Attention grabbing lead (quote, statistic, anecdote, question)
B. Thesis statement
III. Summary of book
A. Setting and characters
1. Where and when did your story take place?
2. Who were some of the main characters in this story, and what were their rela-
tionships to one another?
B. Plot
1. Generally describe the most important elements of the plot (things necessary
to understand whats happening in the story). Consider the terms that we use
when we discuss plot (rising action, climax, resolution, etc.)
2. Dont give away the ending!
IV. Summary of historical event (note: you will be turning this into a multigenre piece)
A. What historical event/time period is this book based around?
B. What was significant about this event/time period?
C. What were the outcomes of this time period/event?
D. How was life different than it is now during this time?
V. How your book was similar to the historical event (you should have 3 similarities if
your thesis states that this is a strong representation of the time period. If it states
that this is a weak representation of the time period, you only need 1.)
A. Similarity 1
1. What was the factual event that is discussed in the book, what happens in the
story?
2. Find a bit of research that supports this happening in real life--explain how
they fit together.
VI. How book was different from the historical event (you should have 3 differences if
your thesis states that this is a weak representation of the time period. If it states
that this is a strong representation of the time period, you only need 1.)
A. Difference 1
1. Describe a historical event that was misrepresented in your book, describe
what happened in the book and what actually happened in the past.
2. Find a bit of research that proves this is factually inaccurate, use a quote to
illustrate your point.
VII. How the historical event influenced the character(s): explain how this time period
influenced the life or doings of the main character in your story. How would his/her
life been different if s/he had lived in a different time? (note: you will be turning this
into a multigenre piece)
VIII. Conclusion
A. Restate your thesis (in a different way, not word-for-word)
B. Answer the questions, so what? and, why? What can readers today still learn
from the lives of the characters or the research stated in your paper? Why is this
knowledge important?
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Discovery Sheets
Please do any of the following options at least three times (due dates
will be announced at least two days in advance). These will be graded
based on display of reasonable best effort.
1. Write a short scene in which your novels protagonist and antagonist are both in
line at a coffee shop. Describe, in one page, what would happen, what each
character would say, and how any bystanders would react.
2. Draw a detailed map of your books setting (if it has more than one, draw the
most relevant/prominent one). Include and label any major landmarks and the
sites of any important historical events.
3. Pick the theme song for your book--can be a popular hit, golden oldie, or any
kind of song provided it has (appropriate) lyrics. Explain in a paragraph or two
why this song exemplifies your novel, and include the lyrics.
4. Create a concrete poem (google for examples) about the main character, a
theme from your book, or an important image in your book.
5. Think about what life would be like if you were who you are but lived during
your books time period. Write a short story or journal entry of one page de-
scribing your thoughts.
6. Create a recipe for your books main theme using elements from the story. For
an example, go to http://mymultigenre.blogspot.com/2013/06/recipe_6.html
7. Turn your book (or as much as youve read of your book) into a short (2 page
max) childrens story. Add illustrations!
8. Create an acrostic poem (google for examples) of the main characters name
to describe his/her various characteristics.
9. Write a 1 page journal entry from the antagonists point of view that describes
an important event in the story.
10. If your character has to make a major decision in the story, write a pros/cons
list that s/he may have used to make his/her choice. Pick one pro and one con
from your list and explain each in more detail in a paragraph.
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Developing a Thesis Statement
Thesis:
At its most basic level, a thesis is composed of...
Components of a strong thesis:
Specific
Weak:
Strong:
One main idea
Weak:
Strong:
Shows multiple sides to an argument
Weak:
Strong:
Takes a definite stand
Weak:
Strong:
Subject + Opinion = Thesis Statement
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Topic (your book/time period):
Whats your opinion on this topic? (Accurate/inaccurate):
Strongest piece of evidence supporting your opinion?:
Another good piece of evidence supporting your opinion?:
Main piece of evidence against your opinion?:
Possible thesis statement:
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Behavior Management
The behavior management plan that I came up with alongside my mentor teacher focused
on proactive management over reactive management. My focus at the start of my placement
was on forming relationships with my students and getting comfortable in front of a class"
room, so that I would have an easy go of it once my unit started. Once I had formed rela"
tionships with most of my students, most of my management issues #students not paying
attention, side conversations, etc.% ended.
For one of my groups, English Foundations, I soon found that I had to be much
more regimental #still not unfriendly% with my lesson plans and behavior management. I did
still focus on forming relationships with these students, but as their level of mastery and
class climate as a whole is so much di$erent than my other classes, I learned to create les"
sons with very few transitions and signicantly more structured lessons.
In a few cases, simply focusing on forming relationships with my students wasn't
enough for management. With some students I had to learn to lay down the law more #for
things like being disrespectful, having cell phones out during class, etc% and be authoritative.
This was denitely new to me, especially the part where I gave detentions as punishment,
and it wasn't my favorite part, but I think it is probably the sad reality of some of the stu"
dents I had. I would also rathe be more relationship"oriented with 99( of my students and
more authoritative with the remaining 1( for whom that doesn't work, than more regimen"
tal with every student.
Pre$Assessment
As a pre"assessment to my students' learning and in order to gain an understanding of their
writing skills, I used an assignment from the previous unit. In this assignment, students
needed to write a critical analysis of whether or not they believed that Odysseus was an epic
hero or not. This introduced students to several concepts that would be expanded on in my
own unit, including writing a thesis statement, using quotations in their writing, and creat"
ing a formal outline for their writing. This assignment also occurred in the previous semes"
ter, which means that many of the students who were in some classes wound up switching to
other class periods for the unit I taught.
The averages for this assignment were as follows:
Second hour: 79(
Third hour: 93(
Fourth hour: 68(
Fifth hour: 78(
From the results of this assignment, I was able to identify exactly which areas I
needed to target when providing instruction in my historical ction research unit. The main
area that I identied as needing improvement was the students' integration of quotations
into their writing. I thought this was logical, as it is a newer area that most ninth graders
haven't had experience with before in their English classes.
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Post$Assessment
My post"assessment technically took place during and was the culminating assign"
ment of my unit. Because it was the culminating assignment, though, I think it is useful as a
post assessment tool. This assignment was the multigenre, historical ction research paper
that my students wrote throughout my unit. Some of the skills that my students needed to
know, many of which directly related to my pre"assessment, were writing thesis statements,
using transitions between paragraphs, integrating quotations, citing sources, analyzing an
author's writing in a historical ction novel, and writing conclusions.
The averages for this assignment were as follows:
Second hour: 81(
Third hour: 89(
Fourth hour: 85(
Fifth hour: 86(
While grading, I found that many of my students were able to accomplish my goals
for them in writing, and in general seemed to be successful with this assignment.
Reection on Assessment
During this semester, I have had the great pleasure of teaching the Historical Fiction
Research unit. This unit is for ninth grade English and lasts around nine weeks, or an entire
quarter. My specic goals for the unit included that students would: conduct research about
the historical period, understand credible sources; practice literary research skills through
nding, accessing, and evaluating information; design creative elements through multigenre
work and apply knowledge from historical ction novel and research; incorporate elements
of traditional expository writing, including parenthetical citations, integration of quota"
tions, thesis statement, etc.; and compile all research and writing into a single multigenre
project.
The standards that this unit covered were vast, but included most of the ninth grade
Reading: Informational Text and Writing standards. A few key standards were RI.9"10.8
#"Delineate and evaluate the argument and specic claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and su&cient; identify false statements and
fallacious reasoning"%, RI.9"10.1 #"Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text"%, and
W.9"10.1 #"Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and su&cient evidence"%.
In short, my unit revolved around historical ction research. My students read and
annotated a historical ction novel of their choice, and then research the time period that
their novel took place in to evaluate whether the author presented an accurate portrayal of
the setting. Instead of having students write a standard research paper, I made the assign"
ment a multigenre project in order to increase the depth of their understanding of their
topic. I also wanted students who arent traditionally strong essay writers to be able to get at
the same ideas through avenues that are more accessible and natural to them.
Overall, I think that I accomplished my goals, both throughout my unit and with my
nal anchor assessment. It was made clear through the students pre"assessment work that
they needed signicant help with integrating quotes and citations into their writing in order
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to support their own ideas, so I really hammered that home throughout my unit. Through
students work on the MGP, I do believe that I accomplished my goals.
Also, looking at just the data itself, I did have a positive e$ect on students learning
as a whole. Three of my four groups had raised averages on the MGP than they did on Criti"
cal Analyses, which I mostly attribute to the fact that they had more of a chance to learn
how to use traditional expository elements in their writing. Only one groups average low"
ered, and only by four percent, a very small amount. This could be attributed to many dif"
ferent things, including the fact that there had been a schedule change between the pre" and
post"assessment and some of our students were in di$erent class periods, that students were
less familiar with nontraditional writing practices included in a MGP, and that this was a
much larger assignment that was graded much more critically than the pre"assessment as"
signment.
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