| Throughout this unit, students work together in book clubs to answer the essential question: How do stories help us understand a time and place in history? Students work together to develop inquiry questions about their historical setting and work to answer their questions through a combination of context clues and paired reading of related nonfiction texts. In developing an understanding of the setting, students begin to analyze how the characters’ and authors’ points of view shape readers’ experience and understanding. For example, they may analyze whose stories are being told and whose are being left out. Throughout the book club discussions and accompanying lessons, students develop increasingly independent skills related to developing and sustaining discussion to support comprehension as well as in encountering unfamiliar vocabulary and information when reading in unfamiliar contexts.
Students should be grouped into book clubs according to shared choice and interests. The Suggested Text Sets to Support Book Clubs is intended to support you in developing a collection of book club choices, but it is not meant to limit the options. If you choose to expand the selections and/or offer additional/alternate texts or time periods, it is important to also supplement with supporting nonfiction and primary source texts to support students in developing schema around the setting and in comparing and contrasting.
Throughout the unit’s lessons, you will see invitations for the teacher to model reading and analysis skills before students apply them in their book club reading and discussions. Throughout the lessons outlined in this unit, the resources describe a teacher using the anchor text of My Name is Not Easy by Debbie Dahl Edwardson. However, you may choose to select the texts you use for modeling in a variety of ways: Read aloud a novel-length anchor text along with the class that is separate from one of the book club options (as described in the outlined lessons). Use excerpts from one or more of the book club selections to read aloud and model designated skills and concepts. In this way, you may additionally provide scaffolded support for students in reading select texts both guided and independently. Read together a combination of short shared texts (short historical fiction stories, narrative historical fiction poems, and/or historical fiction picture books) to model designated skills and concepts. Some suggested short shared texts are included after the book club selections on the Suggested Text Sets to Support Book Clubs
Throughout this unit, students analyze the narrative craft of their historical fiction books and apply their analysis to writing narrative vignettes and/or scenes in their writers’ notebooks. Although this offers the natural extension opportunity for students to develop one or more of their vignettes into a complete narrative, because reading takes center stage in this unit, it is not required that students develop their vignettes into a completed narrative or prepare their pieces for publication.
A note about scheduling and lesson planning with book clubs: The nature of book clubs offers ample opportunity for differentiation, scaffolding, and support. Throughout the scope of the unit, students may meet with their book clubs to have discussions that are student-led for the purpose of supporting their own and each other’s comprehension and engagement. You will also find that individual lessons ask students to work with their book clubs to discuss/apply specific skills or concepts from the lesson and teacher’s modeling to their book club reading. These may occur in addition to regularly-scheduled student-led book club meetings or as a continuation of their regularly-scheduled student-led book club meetings. Your daily/weekly schedules may vary, but a sample schedule may be helpful in framing context for how you view and plan for the lessons and your time. Although you may not be teaching remotely, we highly recommend this resource from Facing History as a guide to setting up book clubs. To access all of the embedded resources, you will need to sign up for a free account. Additionally, for excellent lessons aligned to language standards, we recommend purchasing Patterns of Power, Grades 6-8 by Jeff Anderson, Travis Leech, and Melinda Clark.
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| MI: English Language Arts 6-12 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. 6. Assess how point of view or purpose shapes the content and style of a text. RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. RL.7.7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RL.7.9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.7.3a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. W.7.3b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. W.7.3c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. W.7.3d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. W.7.3e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.7.9a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.7.1a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.7.1b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. SL.7.1c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. SL.7.1d. Acknowledge new information expressed by others and, when warranted, modify their own views. Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.7.1a. Explain the function of phrases and clauses in general and their function in specific sentences. L.7.1b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. L.7.1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. L.7.4a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.7.4b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). L.7.4c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. L.7.4d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | |
| Because this unit comes in the later part of the school year, some skills may be assessed through work in previous units. Consider asking students to provide an example of fiction writing from their Writers Notebook to gain a sense of writing and language skills that are already evident, as well as skills that you might prioritize in your instruction. You can also gain a sense of students’ current speaking and listening skills through focused observation. It may be helpful to gain a sense of what students already know about the historical fiction genre in general. This can be accomplished through a class-created KWL chart, class discussion, or individual student reflections. Finally, since students will be engaging in book clubs during this unit, consider surveying students about their perceptions and attitudes about book clubs--what has worked for them in the past, what has not worked, etc. This survey can be conducted prior to having students identify which book club book(s) they are interested in reading. In order for students to understand the expectations for this unit, consider sharing the summative tasks and rubrics ahead of time. Make space for students to regularly set goals and reflect on progress toward those goals during the unit. It will be essential to make space throughout the unit for students to read their book club book, engage in book club discussions, and apply writing skills during independent and collaborative writing.
Suggestions for Summative Assessment: 7th Grade Book Club Summative Rubric Each book club group will prepare for and engage in a fishbowl discussion demonstrating skills described in the summative rubric. Other students may be directed to watch and listen for one particular element listed on the rubric and/or observe one particular student, in order to provide feedback. Note: this can occur at any point during the unit, as long as each book club group feels adequately prepared. Engaging in this fishbowl activity at several points during the unit will provide students with multiple opportunities to observe others and reflect on their progress toward goals. Students will review their Writers Notebook and select and annotate writing excerpts that demonstrate the skills described in the rubric. Narrative Single Point Rubric Pilot 2021 In order to assess students’ increased skill with standards RL.7.9 and W.7.9, have each student complete a short, written reflection comparing fictionalized elements of a story to corresponding nonfiction text. This may be done either with an anchor text used for modeling or students’ book club books.
| Analyzing Consulting Determining Engaging Posing Presenting Using Verifying |
| Click here to access detailed lesson plans for this unit. For additional context and support with the instructional approaches in all of the units, please click here. | These units are intended to be a free curriculum resource available widely at no cost to Michigan schools and teachers. Because of this, the lessons in these units contain links to any required instructional materials for implementing individual lessons. In order to support the instructional practices throughout the units, your district should consider providing resources and materials in the following areas: - Suggested anchor and mentor texts: Throughout the units, you will find suggested texts to use as anchor and mentor texts when modeling reading and writing instruction. Because the units are built around standards and instructional practices, they are not about the content found within any given text, and so any suggested text may be substituted for alternate texts as appropriate given the focus and standards of the unit. Text selection in these units prioritizes diverse representation of characters, situations, and authors including, but not limited to, racial and ethnic background, gender, LGBTQ+ identity, genre, format (e.g. graphic novels, novels in verse, etc.), and complexity levels. If you are considering alternate or additional texts, it is critical to the integrity of these units that diverse representation is maintained. If you wish to use the suggested texts included in the unit, you can find free-access materials linked within each lesson template. Because the unit writers prioritized a commitment to engaging, inclusive texts, there are some suggestions for texts and trade books that are not available in free, open-access platforms. Texts that you may want to consider purchasing for teacher and/or student use can be found within the unit as well as in this document that lists Texts and Resources to Consider Purchasing . For schools that own a Newsela ELA subscription, this document provides suggested Newsela resources to supplement each unit.
- Abundant choice reading materials: Because these units are built upon workshop principles, students’ opportunity to independently select and engage in a wide range and volume of reading is critical. Access to school libraries and media specialists will significantly support implementation of these units. Additionally, individual classroom libraries will provide further and crucial resources necessary for the differentiation and gradual release of responsibility necessary to implementing these units with fidelity.
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