Unit 11.

5: History Non-fiction English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will explore historical fiction and non-fiction and their relationship to each other and to current events. Students will also complete a cross-curricular research project in order to bring what they are learning in their History class to the ESL classroom and deepen their understanding of the history of the United States. Transfer goal: Students will leave the class able to use their research skills and their knowledge of historical texts and their relationship to examine different types of historical writing and analyze current events to better understand the world around them.

Content Standards and Learning Expectations

Listening/Speaking L/S.11.2 Listens and responds to synthesize, explain, describe, support, and discuss information; answers and formulates closed and open-ended questions. L/S.11.4 Expresses thoughts and opinions to discuss current events, concepts, themes, characters, plot, and conflict resolution; makes predictions and inferences, as well as draws conclusions from listening to a variety of texts, performances, and multimedia sources; listens to sort and prioritize information. Reading R.11.2 Analyzes character development; infers the setting in fiction and nonfiction; classifies point of view. R.11.3 Classifies parts of the plot, establishes cause and effect, makes connections, predictions, and inferences in a variety of texts; draws conclusions; analyzes and compares and contrasts conflicts and resolutions across texts. Writing W.11.4 Compares and contrasts two forms of writing on similar topics to write a critical essay. W.11.5 Applies editing marks, self-correcting methods, and reference sources to revise and edit; analyzes, organizes, and verifies information to write and revise; completes a final draft using the writing process.

Big Ideas/Enduring Understandings:

Experiences, relationships, history, and culture influence identity. Voices from the past speak to us of other times and places. Learning about the past illuminates our understanding of the present. Importance of setting in different forms of literature Closed and open-ended questions

Essential Questions:
How does culture and relationships help shape identity? How do good writers bring the past to life? How do readers make connections to voices from the past?

Content (Students will know)

Skills (Students will be able to)

Listen and respond to synthesize, explain, describe, support, and discuss information. Answer and formulate closed and open-ended 1

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Unit 11.5: History Non-fiction English as a Second Language 6 weeks

Current events Conflict resolution Structure and purpose of nonfiction texts Use and structure of informational text Social conflict questions. Draw conclusions from listening to a variety of texts, performances, and multimedia sources. Listen to sort and prioritize information. Infer the setting in fiction and nonfiction. Analyze and compare and contrast conflicts and resolutions across texts. Compare and contrast two forms of writing on similar topics to write a critical essay. Verify information to write and revise.

Content Vocabulary

Stage 2 - Assessment Evidence Performance Tasks

Research Project Students will choose a topic from American History involving some sort of social conflict to research using encyclopedias, magazines, newspapers, and internet resources, if available. (Topic suggestions: The Civil War, the Civil Rights movement, Womens Suffrage, Integration, Immigration (current or past), Terrorism and National Security, etc) Students will begin by writing closed and open-ended questions that they want to answer through their research. Students will need to use multiple sources to gather information and synthesize the information in order to write their reports. Students will share their research with their classmates through an oral presentation. During the oral presentations for Performance Task 1, students will take notes using attachment 11.5 Performance Task Oral Report Response Form. Students will use the log to record information they learn about the topics their peers present. Students will then sort and prioritize the information by numbering the points from most to least important or influential.

Other Evidence
Literacy Journal which will include: o Double-Entry Journal The students will make a 2 column chart in their notebooks with the titles A sentence I like and This makes me think Students will write quotations from what they read and respond to them making text-to-text, textto-self, and text-to-world connections. o Dialogue Journal the student will write an entry, the teacher will write a response directly in the journal, the student will respond, and so on. o Reading Response Journal Students will answer response questions on their silent or group reading as assigned by the teacher. o Reading Log Students will record titles and pages read each day. Anecdotal evidence of comprehension and participation collected during discussions and group work Essay comparing historical fiction novel to non-fiction novel about the same topic

Learning from Others Oral Presentations

June 2012

Unit 11.5: History Non-fiction English as a Second Language 6 weeks Stage 3 - Learning Plan Learning Activities
Read alouds from Historical Fiction and Non-Fiction about a topic in American History The teacher will read The Watsons Go to Birmingham (or choose another historical fiction novel about American History to read) aloud to the class each day during this unit. The read-aloud novel and accompanying activities should be held concurrently with other lessons in the unit. The teacher should use this opportunity to demonstrate fluency in reading, to discuss setting, and to analyze conflicts and resolutions. The teacher will also read aloud a non-fiction book about the same time period. Students will compare and contrast the historical fiction novel read aloud with the non-fiction read aloud to write a critical essay. The following questions should be answered through the essay: o What are the differences between writing style of fiction and nonfiction? o How is the information different in the fiction you read, compared to the nonfiction titles? How is it the same? o What kinds of information did you learn from fiction texts that you couldnt learn from nonfiction? o What kinds of information did you learn from factual texts that you didnt find in the stories you read? o Why are there differences in stories about the same historical topic? Teaching Basic Steps to teach Research Skills http://www.crlsresearchguide.org/Big_Six_Steps.asp Teacher will teach the basic steps on the research processselecting a topic, note-taking, writing a thesis statement, making an outline and report writingintroduction, body, and conclusion and bibliography. See link for activities and graphic organizers, especially attachment 11.5 Learning Activity Big 6. http://www.crlsresearchguide.org/00_basic_steps.asp Students will sign up ahead of time for a day to present a current events news story. On his or her assigned day, the student will lead a class discussion about a current event he or she is interested in. The students should prepare a brief oral presentation explaining the situation and starting a class discussion. All of the students in the class should participate in the discussion and share their thoughts and opinions on the topic. Traveling the Road to Freedom Through Research and Historical Fiction http://www.readwritethink.org/classroom-resources/lesson-plans/traveling-road-freedomthrough-864.html Timelines and Texts: Motivating Students to Read Nonfiction http://www.readwritethink.org/classroom-resources/lesson-plans/timelines-texts-motivatingstudents-319.html 3

Compare and contrast two forms of writing on similar topics to write a critical essay

Research Techniques

Current Events Discussions

Sample Lessons

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Unit 11.5: History Non-fiction English as a Second Language 6 weeks

Blurring Genre: Exploring Fiction and Nonfiction with Diary of a Worm http://www.readwritethink.org/classroom-resources/lesson-plans/blurring-genre-exploringfiction-1145.html News for Teens http://www.channelone.com/ Time for Kids http://www.timeforkids.com/ Breaking News English Great resources for current events written for ESL students. Includes audio version, cloze passages, comprehension and discussion questions, extension activities, etc. Updated daily with a world news story. http://www.breakingnewsenglish.com/ A School Year Like No Other: Eyes on the Prize: Fighting Back: 1957-1962 - PDF Companion lesson for school integration lesson http://zinnedproject.org/posts/1508 The Zinn Education Project - promotes and supports the use of Howard Zinns book A Peoples History of the United States and other materials for teaching a peoples history in middle and high school classrooms across the country. The website offers more than 85 free, downloadable lessons and articles organized by theme, time period, and reading level. http://zinnedproject.org/ Teaching Basic Steps to teach Research Skills -http://www.crlsresearchguide.org/Big_Six_Steps.asp

Additional Resources

Literature Connections
Fiction: o The Watsons Go To Birmingham 1963 by Christopher Paul Curtis o Out Of The Dust by Karen Hesse o A Step From Heaven by An Na o Macaroni Boy by Katherine Ayres o A Letter to Mrs. Roosevelt by C. Coco De Young o Warriors Dont Cry by Melba Patillo Beals (abridged young adult version recommended) Nonfiction: o The Eyes on the Prize Civil Rights Reader: Documents, Speeches, and Firsthand Accounts from the Black Freedom Struggle, 1954-1990 Edited by Clayborne Carson, David J. Garrow, Gerald Gill, Vincent Harding and Darlene Clark Hine o Freedoms Children: Young Civil Rights Activists Tell Their Own Stories by Ellen Levine Paired Readings Historical Fiction and Non-Fiction: o Nightjohn by Gary Paulsen and To Be A Slave by Julius Lester. o A Picture of Freedom: The Diary of Clotee, a Slave Girl by Patricia McKissack and Rosa Parks: My Story by Rosa Parks with Jim Haskins o Thunder on the Tennessee by G. Clifton Wisler and A Nation Torn Apart by Delia Ray Literature Timeless Voices, Timeless Theme, Bronze o The Third Wish by Joan Aiken page 199 (Modern Fairy Tale: Analyze) o A Boy and a Man by James Ramsey Ulman page 210 (Story: Predict) o from Into Thin Air, pages 218 (Story: Conflict with Nature) o The Highwayman by Alfred Noyes page 299 (Story: Suspense, Cause and Effect) o The Dying Cowboy Traditional by Folf Song page 300 (Story: Cause and Effect)

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Unit 11.5: History Non-fiction English as a Second Language 6 weeks

o o o o o o o o o o o o o o o o o o o o o o o o o The Real Story of a Cowboys Life by Geaoffrey C Ward page 309 (Story: Cause and Effect, Suspense) The Little Lizards Sorrow from Vietman Translated by Mai Vo-Dinh page 315 (Folk Tale: Infer) Justin Lebo by Phillip Hoose page 346 (Story: Third-Person Point of View) The Rider by Naomi Shihab Nye page 351 (Story: Make Inferences) Amigo Brothers by Piri Thomas page 352 (Story: Make Inferences) The Walk by Thomas Hardy page 359 (Story: Make Inferences) The Luckiest Time of All by Lucille Clifton page 398 (Story: Recognize Authors Purpose) After Twenty Years by O. Henry pages 453 ( Fiction: Surprise Ending) Heartache by Anton Chekhov page 506 (Story: Make Inferences, Setting) Suzy and Leah by Jane Yolen page 512 (Story: Make Inferences, Setting) Tenochtitlan: Inside the Aztec Capital by Jacqueline Dineen page 623 (Essay: Analyze) A Christmas Carol: Scrooge and Marley, Act I by Charles Dickens, dramatized by Israel Horovitz page 644 (Play: Elements of Drama) A Christmas Carol: Scrooge and Marley, Act II by Charles Dickens, dramatized by Israel Horovitz page 663 (Play: Characterization and Theme in Drama) Sarafina! Bring Back Nelson Mandela by Hugh Masekela page 685 (Play: Characterization, Dramatic Performance) Popocatepetl and Ixtlaccihuatl by Juliet Piggott page 811 (Legend: Predict) The People Could Fly by Virginia Hamilton page 822 (Folk Tale: Interpret) The Algonquin Cinderella by Idries Shah 825 (Folk Tale: Interpret) Yeh-Shen: A Cinderella Story From China by Ai-Ling Louie page 829 (Folk Tale: Inference) His Just reward by Lone Thygesen-Blechar and George Blecher page 833 page (Folk Tale: Inference) Djuha Borrows a Pot by Inea Bushnaq page 834 (Folk Tales : Compare and Contrast) All Stories Are Anansis, Retold by Harold Courlander page 840 (Folk Tale: Analyze) Phaethon, Son of Apollo by Olivia E. Coolidge page 854 ( Myths: Predict) Demeter and Persephone by Anne Terry White page 858 (Myth: Analyze) Narcissus by Jay Macpherson page 862 (Myth: Predict) Icarus and Daedalus by Josephine Preston Peadoy page 864 (Myth: Cause and Effect)

June 2012 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe