Kathleen Johnston
ENGL 3010W
Final Curriculum
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Introduction to Genre in Fictional Literature
Course Description
Introduction to Genre in Fictional Literature is a curriculum designed for fourth grade
Language Arts intermediate level students that is composed of four units, each exploring
a different genre of fictional literature. Fictional pieces of writing will serve as the units
of study. Students will come to understand the definition of genre as different forms of
literature classified by certain underlying and prominent characteristics as defined
through the four key elements of the novels listed below. Over the course of the year,
students will learn specific elementary level reading key elements, such as extracting
characters and qualities, setting, time, and plot. Texts included in this course are Roald
Dahl’s classic Charlie and the Chocolate Factory, Sharon Creech’s Walk Two Moons,
Letters from Rifka as well as Out of the Dust by Karen Hesse. Students will complete
various written, formal, creative, and interpretive assignments to help aid in the
development of an analytical, grade-level interpretation of these texts. The reading of the
texts will take place both in class and out of class, both silent and aloud, and individually,
in small groups, and class-wide. Each unit will also address standardized test
preparations for the CAPT, which all fourth grade students must take. Student writing
will consist of writing prompt responses, formal essays, and integrated writing
assignments accompanying creative options.
Course Enduring Understandings and Essential Questions
1. Fiction in literature is any writing that is created imaginatively and is not based
solely on fact.
 What differentiates fiction from non-fiction? What are the characteristics
of some of the different sub-categories of fiction?
 What are the key elements of a story? What are some key terms used to
identify these key elements when reading a fictional story or novel?
2. Genre is a commonly used term to refer to different types of (fictional) literature
as classified by certain unique characteristics specific to each particular type.
 What are some unique characteristics specific to fantasy? Storytelling?
Historical fiction? Trauma? How do these special characteristics interact
to create an original piece of fiction?
 What differentiates one type of genre from another? Do all genres have to
have the same defining characteristics? Can genre-related qualities be
different for all genres?
 Can genres intermix and cross paths? If so, what types of qualities would
an example of a mixed-genre piece of literature have?
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Instructional Unit: Fantasy
Books/Materials:
Charlie and the Chocolate Factory by Roald Dahl
Charlie and the Chocolate Factory 2005 film
Willy Wonka & the Chocolate Factory 1971 film
Enduring Understandings and Essential Questions:
1. Common patterns or elements in fantasy include heroic characters, magical
worlds, stories of adventure, and non-realistic events.
 What distinguishes real from fantasy? What makes characters, worlds, or
events real? What makes characters, worlds, or events fantastical or
magical?
2. Characterization refers to an analytical description of a character’s personality,
qualities, morality, and actions throughout the course of a novel.
 What types of words can be used as descriptors of a character? How does
a specific character change/grow from the beginning to end of a novel?
 What distinguishes main characters from supporting characters?
Knowledge and Skills:
1. Students will acquire the basic knowledge of:
 Elements of Fantasy
 Characterization, Character Lifespan, Morals
2. Students will be able to identify the main character(s), supporting characters, and
the qualities these characters have.
3. Students will be able to define specific vocabulary to the unit, including but not
limited to fantasy, character, characterization, morality, main character,
supporting characters, etc.
4. Students will respond to a personal/creative-oriented writing prompt.
5. Students will be able to read a passage from the novel fluently according to
fourth-grade standards.
Learning Activities:
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Class note taking of the elements of fantasy, using examples of previously read
pieces of literature as determined/volunteered by the students (i.e. Where The
Wild Things Are, etc.)
Students will respond to the following prompt: Take 10 minutes to write a brief
paragraph about yourself. Include qualities you believe you have, likes and
dislikes, and interests or activities. Then, class will discuss the idea of character,
morality, and what characteristics define someone.
Class reading of the text aloud, including sporadic teacher-directed instruction
Viewing and comparison and contrast chart of the 1971 movie version vs. the
2005 movie version
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Group discussion of the fantastical products Willy Wonka creates, and each group
will make a visual interpretation/depiction of one type of candy or dessert of their
choice from the novel
Group, individual and class tracking of characters in the novel, including a
character list, chart, and description of each characters’ life
Assessment Evidence:
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Throughout the course of the unit, students will keep a characterization chart for
the five child characters in the story, as well as Willy Wonka. This chart will
include qualities of each character, likes and dislikes, and character “downfalls”.
Students will answer questions such as: How do these characters exhibit qualities
of fantasy? What qualities of the world in which these characters live are
‘fantastical’? What are the differences between Charlie’s life with his family and
his journey at the chocolate factory?
Creative Final Project: Students will create a product based on one of the six
studied characters from the novel: Charlie Bucket, Mike Teavee, Augustus Gloop,
Veruca Salt, Violet Beauregarde, or Willy Wonka, where they will describe what
their item is, as well as include the recipe or description of the item. They also
must create a catchy advertisement for their item, as well as include some type of
visual showing what their item looks like. Students must also attach a small
description of why their specific item relates to the character they chose. Forms
of the final project may be an essay with appropriate visuals, a poster, a booklet or
brochure, or a multi-media presentation.
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Instructional Unit: Storytelling
Books/Materials:
Walk Two Moons by Sharon Creech
Cinderella [the folktale]
Rumpelstiltskin [Grimm Brothers]
Enduring Understandings and Essential Questions:
1. Narratives use voice, personalization, as well as critical events to define a desired
outcome and propose an ideal moral identity.
 What point-of-view or type of narration is most widely used in both
fairytales as well as fiction designed to recreate stories that have been
passed down through generations? Why does this point-of-view generate
such an emotional and moral response from readers?
 How does the voice of a child narrator affect different perspectives in a
piece of fictional literature? To what extent are child narrators believable
or credible?
2. Morality is the ability to determine between right and wrong decisions, engage in
good conduct, and socially acceptable and desired behavior.
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How do characters in stories experience or establish an identity? What are
key experiences that characters usually go through when developing a
moral identity?
 How do fairytales exhibit or promote the development of a moral identity?
Which characters are typically the ones who endure an identity crisis?
3. Societal, familial, and personal tradition guide individuals in establishing an
identity. Narration and storytelling provide a positive framework in describing
morality it terms of relatable and personal life events.
 In what ways do written stories provide a personal and relatable basis for
establishing an expected set of values or behaviors? In what ways does
oral storytelling do the same? What are some main differences and
similarities in oral and written storytelling? Which one is more effective?
Knowledge and Skills:
1. Students will acquire basic knowledge of:
 Common themes in fairytales
 Non-linear vs. Linear narration
2. Students will be able to write a five-paragraph essay with an argumentative thesis,
supporting evidence, and clinching conclusion.
3. Students will be able to determine point-of-view in a piece of writing. Students
will also be able to understand how a child narrator effects perspective in a
literary piece.
4. Students will obtain mastery in responses to writing prompts in accordance with
the appropriate fourth grade level.
5. Students will understand the methods of storytelling in terms of tradition and
promoting positive values/morals.
6. Students will understand the importance of voice and personalization in creative
writing.
7. Students will be able to research any topic on the internet and determine
appropriate and credible sources for research-oriented assignments.
Learning Activities:
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In-class journaling: Students will contribute to an overall journal of their personal
lives throughout the course of the unit
In-class reading and analysis of Cinderella and Rumpelstiltskin: Due to the
shorter nature of these folk/fairy tales, students will take turns reading aloud to the
entire class on a volunteer basis.
Students will then research in small groups basic and common themes in
fairy/folk tales on the internet using pre-approved, school-subscribed research
databases. The class will reconvene to discuss their findings, and come to a
consensus on the five most important themes in fairy/folk tales.
“Share-Show-Tell”: Each student will be given a 10 minute time block in which
they can share with the class a favorite fairytale, family tree, or personal
experience, show a book or movie clip from their favorite fairytale, or an item of
personal/familial value, or simply tell a family story or story of their own.
Assessment Evidence:
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Reverse Fairytale or Five-Paragraph Essay:
1. Reverse Fairytale: Students have the option of composing a “reverse
fairytale”—students may model their own fairytale story off of one of the two
read in class, keeping the same at least 3 components of the model story.
Students may change character names, settings, plots, or events but readers
must still be able to decipher what fairytale the end result is modeled off of.
The reverse fairytale must include dialogue, description, and a ‘moral’ ending,
as studied throughout the unit.
2. Five-Paragraph Essay: Students have the option of composing an essay
comparing and contrasting Cinderella and Rumpelstiltskin. This essay must
include at least five paragraphs: an introduction, three body paragraphs, and a
conclusion. More than five paragraphs is also acceptable.
Journaling: Students will keep journals of their personal lives about anything they
choose throughout the course of the unit to explore narrative style writing as well
as the development of a personal story. These will not be formally assessed or
read, but 20 minutes at least three times a week will be designated in-class time
for journaling.
Writing Prompt Response activity [CAPT practice]: Students will have 45
minutes to respond to the following prompt in an organized and detailed essay.
What is the importance of a non-linear narrative in Sharon Creech’s Walk Two
Moons?
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Instructional Unit: Historical Fiction
Books/Materials:
Letters from Rifka by Karen Hesse
excerpts from WWII soldier diaries
Enduring Understandings and Essential Questions:
1. Historical fiction incorporates real historic events into a fictional story.
 What key signifiers help aid in determining which events in a story are
true historic events? What methods does an author often use to incorporate
historic events or time periods into a fictional story?
2. The “historical setting” of a story relates to the development of the characters, the
setting of the novel, as well as the decisions each character makes, and the
fictional events that occur in the novel.
 How does a character depict a typical yet fictional person from the specific
historical time period being written about? In what ways can personalities
reflect a historical time period, event, or setting? Does historical fiction
make characters, settings, and storylines seem more real to readers?
3. Historical fiction novels provide valuable information to people today, as well as
showcases universal themes that occur timelessly unbound by history.
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What themes can be excerpted from historical fiction that pertain to
everyday-life?
Are characters in historical fiction ‘stuck’ in the past? In what ways are
characters timeless, and in what ways are characters ‘stuck’?
How can these specific events be related to events today? How do themes
such as ethnicity and nationality persist in present day culture?
Knowledge and Skills:
1. Students will acquire basic knowledge of:
 History of the Holocaust
 History of World War II
 Relationship of literature to history
2. Students will be able to read and analyze texts in small groups without direct
guidance from the teacher.
3. Students will be able to compose an MLA style works cited page when
documenting sources.
4. Students will understand the definition of ethnicity as well as an understanding of
how family trees can provide valuable information of histories.
5. Students will understand the difference between ethnicity and nationality.
6. Students will be able to differentiate between historically specific events in a text
and fictional aspects of a text, and how historical events relate to the fictional
aspect of a story.
Learning Activities:
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Literary Circles: Students will be placed in small groups of peers who are at or
similar to each other’s reading levels. Letters from Rifka will be read in these
literary circles. Groups may be at different points in the novel at different times,
but everyone must finish the novel at the end of 3 weeks.
WWII video: Students will watch a 45 minute excerpt documenting the history of
the Holocaust and World War II in order to provide initial historical background
to the unit.
Ethnicity/Nationality discussion: Students will engage in a class wide discussion
of ‘where I came from’. Students, on a voluntary basis, will speak about what
countries their ancestors immigrated from, what nationality they consider
themselves. The class will determine their own working definition of ethnicity.
[Outside of School] Students will speak with parents, relatives, grandparents, and
siblings about their own family history in preparation for completing their family
tree.
Students will be given various excerpts from soldier diaries to read in class where
they will be able to see perspectives not just from the victims but the soldiers
during this time period as well.
Assessment Evidence:
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Students will compose a short historical fiction story from the perspective of a
character other than Rifka. Students will integrate events based on research each
student will do on the Holocaust, and focus will be placed upon setting and plot as
related to different events of the Holocaust. Students must also include a works
cited page to document their sources.
Students will submit a family tree on a poster that reaches to each student’s greatgreat grandparents. Students will include name, birthplace and date, date of
death, and spouse, as well as any pictures, national flags, certificates, or articles
that have to do with members of their families. Students will be able to track their
own history and ethnicity.
Students will create a timeline of their own lives thus far, documenting at least 10
important events in their. These events can be personal or events from around the
world, but students must include a few brief sentences explaining the significance
of each event in terms of their own lives.
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Instructional Unit: Trauma/Coping
Books/Materials:
Out of the Dust by Karen Hesse
excerpts from Julie of the Wolves by Jean Craighead George
Enduring Understandings and Essential Questions:
1. People are affected differently by life-altering events. Children and adults alike
will respond to personal trauma with different coping mechanisms.
 In what ways/how does Billie Jo cope with the death of her mother as well
as the Dust Bowl? In what ways/how does Julie cope with the trauma of
being judged by outsiders? Do these methods positively or negatively
affect the lives of the characters?
2. Plot development consists of a serious of key elements, including exposition,
rising action, climax, falling action, and resolution. Events in novels can be a part
of more than one element, and the lines of a plot diagram can be blurred.
 How do all of the key elements relate to one another? Can the order of the
key elements of plot be mixed up in any story and still create a logical
outcome?
 How do the key elements set each other up for the next to come?
3. Poetry is a valid method of written expression.
 How does poetry emphasize emotion rather than event? Event rather than
emotion? What type of response from the reader does poetry elicit?
 What are the benefits of writing in poetic form? Drawbacks?
Knowledge and Skills:
1. Students will acquire basic knowledge of:
 Elements of plot
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 Coping with tragedy/trauma
 Microsoft PowerPoint
Students will be able to determine the key elements of plot when given any story.
**Students will understand that people/children handle difficult situations
differently; there is no universal coping strategy. Students will be made aware of
support services, both school and community.
Students will be able to analyze and critique poetry and its relationship to
emotional response.
Students will be able to write a general five-paragraph response paper when given
a direct topic.
Students will develop the ability to orally present findings/analyses in an
academic manner.
Learning Activities:
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In-class and at-home reading of Out of the Dust. Students will be required to
complete multiple chapters per night, however chapters are short and in poeticprose form.
Discussion: In-class discussions will be held daily to ensure students understand
the actual plot and are not being held back by the form of the novel. Discussions
will consist both of general plot overview as well as analysis, discussion of
trauma, and methods of coping with trauma.
Students will use excerpts of Julie of the Wolves to be exposed to different types
of trauma, including survival and societal questioning. Using the excerpts
provided, students will individually make a list of the various experiences Julie
has when being questioned by outsiders. Then students will make a similar list of
their own.
Venn Diagram: Students will complete a Venn Diagram of coping mechanisms
Julie used and personal coping mechanisms.
Plot Diagram: Students will be presented with a plot diagram as well as a lesson
on the elements of plot. Students will be responsible for continuously filling this
out throughout the reading of Out of the Dust or filling it out immediately after
finishing—individual preference.
PowerPoint: Students will participate in a class-wide workshop on using
Microsoft PowerPoint.
Assessment Evidence:
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Poetry analysis: Students in small groups will pick one of the chapter poems from
Out of the Dust and explore trauma/coping-related language. Students will
determine how poetry and poetic voice allow readers to experience the
tragedy/trauma the characters experience themselves. Students will study word
and phrase emphasis, purpose of adjectives, and form of the poem chosen.
Students will present their findings in a group PowerPoint presentation lasting no
longer than 5 minutes.
Plot analysis: Students will fill in the exposition, rising action, climax, falling
action, and resolution on a plot diagram for Out of the Dust. Students must
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display full understanding of these five elements of a plot by detailing each
element on the diagram with specific evidence from the novel.
Five-Paragraph essay: Students will respond to the following prompt: Using
either Out of the Dust or the excerpts from Julie of the Wolves, discuss how/in
what ways a character of your choice handles the trauma/tragedy in an
argumentative piece. Students may argue whether or not characters cope well, but
must support each argument with at least one quote from the text. Arguments
should be presented with a thesis and three supporting arguments stating why
students believe in their thesis.