Ms.

Asbeck - ELA 11/12

Disciplinary Lesson Plan

Lesson #2

Subject: English
Grades: 11/12
Name: Jerrica Asbeck
Group Topic: Slavery
My Topic: Genre - Introduction to Historical Fiction / Kindred by Octavia Butler

Learning Objectives:
Students will be able to…
SWBAT identify the characteristics of historical fiction.
SWBAT differentiate between genres.
SWBAT discuss the impact of a genre on a text’s theme/message.
SWBAT discuss the impact of history on literature.
SWBAT write using aspects of historical fiction to support a claim.

Content Standards:

- “Analyze how an author’s choices concerning how to structure specific parts of a text
(e.g., the choice of where to begin or end a story, the choice to provide a comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact” (Common Core Standards 38).

- “Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed)” (Common Core Standards 38).

- “Draw evidence from literary or informational texts to support analysis, reflection, and
research” (Common Core Standards 47).

Materials Needed:
Kindred by Octavia Butler
Genre Chart Worksheet
Timeline Worksheet

Necessary Background:
- Understanding of American slavery
● Key dates
● Key concepts
 Ms. Asbeck - ELA 11/12

In order to introduce this new information, I want to start by asking students to spend three
minutes writing down all of the information they know about slavery in America. Next they’ll
start a timeline combining their prior knowledge with the information I give them on the history
of slavery. At the end, they’ll be expected to use this information in their journal prompt.
- Racial climate of the 1970s
● Key dates
● Societal expectations
Students will do a think-pair-share where they discuss what they already know about the racial
climate of the 1970s and discuss the impact of that climate on Dana. They’ll share their thoughts
with a partner and then return for a full class discussion.
- Students should have already read chapters 1-4 of Kindred

Procedure:
1) Start with a journal prompt on the board when students walk in, they can write down their
thoughts or just think about what they want to say.
2) Class discussion: What’s the difference between historical fiction and non-fiction? Have
students pull out their genre chart and write down characteristics of historical fiction.
3) Ask students to write down everything they already know about the history of slavery in
America in 3 min.
4) Quick history of slavery covering key dates that come up in the novel - have students fill
out the timeline as they go
5) Have students do a Think-Pair-Share: What do you know about the racial climate of the
1970s? How do you think this affected Dana? How does your knowledge of this time
period affect the way you read the first 4 chapters?
6) Come back as a full class for a brief history of the 1970s - add to the timeline
7) Writing assignment (homework)- Write a short journal (1-2 pages) about how history
influences Kindred. Consider what effect knowing the important dates has on your
experience as a reader. How would this story be different if it wasn’t rooted in a historical
context?

Strategies Used:
Genre Chart
Timeline / Guided Notes
Think-Pair-Share
Journaling

Modalities Met:
Viewing
Writing
Listening
 Ms. Asbeck - ELA 11/12

Speaking
Reading

Accommodations:
Students can complete their genre chart and timeline on a hard copy or online depending on what
works best for them.
The timeline and the genre chart will just be checked for participation at the end of the unit, so
students have lots of time to complete them and don’t need to rush to get them done in class, if
they didn’t have time to write down all of the information I can also post the slideshows at the
end of class for them to revisit.

Assessments:
Discussion
- There are multiple opportunities throughout the lesson for students to share their thoughts
with the class, giving me an idea of how much they’ve grasped from the lesson
(The best example of this will be hearing how they think the racial climate of the 70s
affects Dana in the story)
Homework
- For homework the students will complete a short writing assignment covering the impact
of genre on the text. They will be expected to use information they learned about the
history of slavery and the 1970s in class alongside the text to support their answer.