Unit 3_Table of Contents
Historical Fiction Book Clubs
Section
Unit Essential Questions
Unit Goals and Sub Goals (Task Analysis)
Unit Language
Unit Assessments Checklist
Unit Assessment Rubric
Sample Unit Calendar
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Page Number
Grade 7
Content Unit 3
Unit Title:
Stage 1
Standards:
(Alpha-numeric listing
of standards
incorporated in the
unit)
Dates of Unit:
Historical Fiction Book Clubs
Identify Desired Results
Assessed Standards:
 7.RL.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.
 7.RL.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
 7.RL.6 Analyze how an author develops and contrast the points of view of different characters or narrators in a text.
 7.RL.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.
Supporting Standards:
 7.RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
 7.SL.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.
a. 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.
b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as
needed.
c. 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.
d. Acknowledge new information expressed by others and, when warranted, modify their own views.
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Essential
Questions:
(These goals should
be aligned to Essential
Questions.)
Goals:
(These should be
aligned to the Goals
above)
Learning
Targets
(aligned to goals)
How does reading historical fiction enrich your life?
Reading Historical Fiction
Author’s Message
What is historical fiction and why
do authors write in this genre?
How does our role as a reader
change when reading
historical fiction?
How and why do authors
convey a message in a story?
How do readers
develop their ideas
about a historical
fiction text?
Students will be able to analyze how
characters, setting, and plot events
interact and how authors include or
leave out historical facts in a historical
fiction text.
1. I can define historical fiction and
explain how it combines elements of
both fiction and nonfiction.
Students will be able to apply
strategies to comprehend complex
historical fiction text.
Students will be able to determine
the point of view and theme of a
historical fiction text.
5. I can choose and utilize appropriate
strategies and/or resources to
determine the meaning of unknown
words and phrases within context.
(DEVELOPING/PROFICIENT)
6. I can choose and utilize appropriate
strategies, tools, and/or resources to
aid overall comprehension when
faced with challenging text.
(DEVELOPING/PROFICIENT)
8. I can identify the point of view of
my text (e.g. first person, second
person, third person, etc.) and
explain why authors use a certain
point of view over another.
9. I can contrast the points of view
of different characters or narrators
in a text on the main historical
conflict or theme.
7. I can enhance my understanding of
the text by investigating related
nonfiction resources.
10. I can determine key events over
the course of the text that
contributes to the theme using
specific evidence.
Students will be able to
develop interpretations of
a text and support their
ideas with specific
evidence.
13. I can clearly express
my ideas and opinions and
support them with specific
evidence from the text.
(DEVELOPING)
14. I can value and
consider the ideas and
opinions of others in my
group in order to deepen
and revise my own.
(DEVELOPING)
15. Students will be able to
communicate their ideas
about a text and revise
their point of view based
on the ideas of others.
2. I can analyze how the characters,
setting, conflict, and plot interact and
affect one another in historical fiction.
3. I can analyze how authors use,
change, or leave out historical facts to
develop their own fictional stories.
4. I can compare and contrast a fictional
portrayal of a time, place, or character
to a historical account of the same time,
place or character.
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Developing
Interpretations
Historical Fiction as a Genre
Stage 2
Determine Assessment Evidence
Academic Language Function(s):
Academic Language (What language will students need to sound like experts?)
Academic Language Stems:
Easy for Beginners
Academic Vocabulary:


Medium for Intermediate
Difficult for Advanced and Fluent
Assessment
Tools:
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 Goals Rubric
 Assessment Checklist
Student Name
Learning Target
Unit of Study Assessment Checklist
B = Beginning
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Notes
D = Developing
P = Proficient
M=Mastery
Unit of Study Assessment Rubric
Unit 3 - Unit Historical Fiction Book Clubs
Learning Target
Mastery
Proficient
Developing
I can define historical
fiction and explain how
it combines elements of
both fiction and
nonfiction.
I can define historical fiction as a
fictional story that takes place in a
historical time period and can explain
which story elements tend to be
made up (fiction) and which tend to
be based on historical fact
(nonfiction). I can also give reasons
why historical fiction has value as a
genre.
I can analyze and make inferences on
how the characters, setting, conflict,
and plot interact and affect one
another in historical fiction.
I can define historical fiction as a
fictional story that takes place in a
historical time period and can
explain which story elements tend
to be made up (fiction) and which
tend to be based on historical fact
(nonfiction).
I can define historical fiction as a
fictional story that takes place in
a historical time period.
I can define fiction as a story
with made-up elements or
history as a retelling of past
events.
I can analyze how the characters,
setting, conflict, and plot interact
and affect one another in
historical fiction.
I can attempt to analyze how the
characters, setting, conflict, and
plot interact with one another in
historical fiction text.
I can analyze one piece of the
elements of a historical text.
I can analyze how an author uses,
changes or leave out historical facts
to develop a story and evaluate how
the story adds to or detracts from my
understanding of and/or changes my
perspective on the historical time
period or event.
I can explain several examples of how
characters, setting, and events in my
historical fiction text interact and
affect one another and cite specific
parts of the text to support my
thinking.
I can analyze how an author uses,
changes or leaves out historical
facts to develop a story.
I can state how the author uses
or change some facts to develop
their own story.
I can give an example of a
historical fact from my text.
I can explain several examples of
how the characters, setting, and
events in my historical fiction text
interact and affect one another.
I can give one or two general
examples of how the characters,
setting, and events in my
historical fiction text interact and
affect one another.
I can state who the main
characters in the story are,
where the story takes place, and
list the major events that
happen.
I can use specific evidence to identify
the point of view of my text (e.g. first
person, second person, third person,
etc.) and explain why authors use a
certain point of view over.
I can identify the point of view of
my text (e.g. first person, second
person, third person, etc.) and
explain why authors use a certain
point of view over another.
I can identify the point of view of
my text (e.g. first person, second
person, third person, etc.)
I can recognize the point of
view of a text.
I can analyze how the
characters, setting,
conflict, and plot
interact and affect one
another in historical
fiction.
I can analyze how
authors use, change, or
leave out historical facts
to develop their own
fictional stories.
I can compare and
contrast a fictional
portrayal of a time,
place, or character to a
historical account of the
same time, place or
character.
I can identify the point
of view of my text (e.g.
first person, second
person, third person,
etc.) and explain why
authors use a certain
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Beginning
point of view over
another.
I can determine key
events over the course
of the text that
contributes to the
theme using specific
evidence.
Language Learning Target
7|Page
I can cite specific evidence and
explain my thinking of how key events
over the course of the text contribute
to the theme.
I can determine key events over
the course of the text that
contributes to the theme using
specific evidence.
I can list one or more key
events over the course of the
text that contributes to the
theme.
I can list one or more key
events over the course of the
text.
Stage 3
Plan Learning Experiences and Instruction
SAMPLE UNIT CALENDAR
Monday
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Tuesday
Wednesday
Thursday
Friday
Appendix A: Supporting Mini-lesson Correlation Chart
Teaching Point
1. I can choose and utilize appropriate
strategies and/or resources to aid
comprehension when given
challenging text.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
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Reference to Minilessons
Calkins, L. (2010). Units of Study for Teaching Reading. In M. Ehrenworth,
H. Atif Khan, & J. Mooney, Constructing Curriculum: Alternate
Units of Study. Portsmouth: Heinemann.
 Taking Charge of our Reading Lives and Becoming Active Learners
(pg. 64-68)
Appendix B: Anchor Charts
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