Presentation on theme: "Anchor Common Core Standards: RL.8.9 RI.8.3 RI.8.9 W.8.7 SL.8.5 L.8.3 Anchor Question: How does learning history through literature differ from learning."— Presentation transcript:
Anchor Common Core Standards: RL.8.9 RI.8.3 RI.8.9 W.8.7 SL.8.5 L.8.3 Anchor Question: How does learning history through literature differ from learning through informational text?
Students will read works of historical fiction and discuss how authors’ perspectives might produce accounts of historical events that differ from what we know happened. Students work collaboratively to reconcile different authors’ points of view and discuss why these differences occur. Students read “Paul Revere’s Ride” by Henry Wadsworth Longfellow and study the actual events of that night to consider the effect that poetry can have on historical memory. An in-depth research project accompanied by a multimedia presentation is highlight of this unit, because these creative processes integrate essential skills and meaningful content. This unit ends with an informative/explanatory essay in response the essential question How does learning history through literature differ form learning through informational text?
Define the following terms: History, Historical Fiction, Character Type, Point of View, Preconceived Notion, Patterns of Events, Perspective Vocabulary Building Page: Students will get this page to add vocabulary through out the lesson.
Anchor Question: How does learning history through literature differ from learning through informational text? This activity has you analyze a painting and then a poem along with other non-fiction primary documents and interactive activities to help you synthesize what you have learned by creating first person accounts of the night in April You should complete all three journals on Worksheet 3 so that you have a rounded picture of the three perspectives presented.Worksheet 3 When students have completed the activities ask them to read Henry Wadsworth Longfellow's "The Midnight ride of Paul Revere" (Worksheet 4), then complete the graphic organizer discerning fact from fiction, Worksheet 5. The graphic organizer has been started for the students. Using what they learned from the primary sources, they may add their own lines from the poem with the historical truth next to it.Worksheet 4Worksheet 5 Website fact-fiction-and-artistic-license#sect-introductionhttp://edsitement.neh.gov/lesson-plan/midnight-ride-paul-revere- fact-fiction-and-artistic-license#sect-introduction
Anchor Question: How does learning history through literature differ from learning through informational text? Read George Versus George: The American Revolution as seen from Both Sides by Rosalyn Schanzer. As the students read the first half of the book, they will find characteristics of the two Georges on a graphic organizer. Then they will use these characteristics to make an acrostic poem for each George. Students will read one poem of their choice. Other students will guess which George is being presented by filling in their charts during presentations.
Next, the students will read the second half of the book to find 6 opposing opinions of the two Georges. Students will enter this information on another graphic organizer. Once this is done, then students will create a game. Make a hanging ornament game using a coat hanger, clothes pins, yawn, and construction paper. Students will include a picture of each George on opposite sides. Then they will tie string from the hanger with a small piece of paper containing a characteristic from the graphic organizer with the opposing opinions of the two men written inside. Students have to guess which view goes with the correct George. They will clothes pin them to the correct side.(Fold outside has issue, two inside have opinions/put paper around the hanger and clip) Early finishers: Make a final determination where you will write a final or overall thought about how the opposing points of view contributed to the event.
Read about The Words We Live By: Your Annotated Guide the Constitution by Linda R. Monk, Freedom Walkers: The Story of the Montgomery Bus Boycott by Russell Freedman, and I Know Why the Caged Bird Sings by Maya Angelo. Infer: Looking at the titles of the three resources we will read and reflecting back on the previous lessons and anchor question, make an inference about our goal for this lesson. Resource Scavenger to answer the question: Unlike Longfellow, did Maya Angelou get it right? Read/Watch Longfellow’s poem. Read and analyze the poem, I Know Why the Caged Bird Sings by Maya Angelo. Research Scavenger Hunt: Students will look through two non-fiction books to find evidence to prove the answer to their question. Test: Fold your paper in half. Make one half of the page(caged bird/literal meaning) On the other side, find two lines or pieces from the poem that you feel will help answer your question. Then prove it is correct or incorrect by using evidence from the constitution and bus boycott book.
Anchor Question: How does learning history through literature differ from learning through informational text? Plan: Central Idea, 2 Supporting Details *Then add evidence First Draft: Add to the Introduction: Hook, Background 3 Body Paragraphs: Explanation, Transition Conclusion: Ending Statement, closure Final Draft: Publish