Grade: 7
Unit: 1
Essential Question
What makes characters in
historical fiction believable?
Title: Characters with Character
Key Content: The student will…
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Read and discuss fiction and nonfiction texts about the American
Revolution.
Summarize informational text by creating a comic strip of key events.
Compare and contrast characters and settings across stories about
the American Revolution.
Cite textual evidence, especially as it relates to character
development.
Explain the historical context of a story, and how authors make
historical fiction believable.
Unit Focus
Students build on their knowledge of the American
Revolution period. Students should have a variety of
“American Revolution” novels to choose from that take
place in various geographic regions. Although the
historical time period is secondary to character
development, historical accuracies and creative license
are considered. Students discuss how elements of a
story interact, practice citing textual evidence, and
formalize a process for determining word meanings.
Vocabulary and Terms to Emphasize
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…
character development
dialogue
monologue
plot
protagonist
setting (historical)
Dates of Instruction: _______________________
Code
RL.7.9
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Write a variety of responses to literature and informational text.
Write “Characters with Character” narratives that use effective
technique, relevant descriptive details, and well-structured event
sequences.
Standard
Compare/contrast a fictional portrayal of a time/place/character and a historical account of same
period to understanding how authors of fiction use or alter history.
Cite several pieces of evidence to support analysis of what the text says explicitly and any inferences
RI.7.1
drawn from text.
W.7.3
Write narratives of real or imagined experiences/events using effective technique, descriptive details,
and well-structured sequences. Establish a context and point of view; introduce a narrator and/or
characters; organize an event sequence that unfolds naturally and logically; use narrative techniques
and description to develop, events/characters; use transition words/phrases/clauses to convey
sequence and signal shifts between time frames/settings; use precise words/phrases, descriptive
details, and sensory language; provide a conclusion that follows from the narrated experiences or
events.
SL.7.1
Work collaboratively with a partner or in groups discussing grade 7 topics/texts building on ideas of
others and self. Be prepared and draw on preparation during discussion; follow rules for discussions,
track progress for goals/deadlines, and define roles. Pose and respond to questions, elaborating and
making comments that contribute to the discussion and bring others back on topic; acknowledge new
information expressed by others and modify views (if warranted).
Seek to understand other perspectives and cultures and communicate effectively with those from
varied backgrounds.*
L.7.4
Determine the meaning of unknown and multiple-meaning words and phrases based on grade 7
reading, using multiple strategies (context, Greek and Latin affixes/roots; and general/specific
reference materials). Verify the preliminary purpose of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
*Indicates standard specific to NY only.
Concept
Compare and
Contrast
Research
Narrative Writing
Cooperative
Learning
Cultural Diversity
Structural
Analysis/Context
Clues
Grade: 7
Unit: 1
Title: Characters with Character
Dates of Instruction: _______________________
Suggested Activities/Investigations/Demos:
1.
Strategies
INFORMATIONAL TEXT RESPONSES: After reading an instructional text on the American Revolution, such as Chronicle of the Revolution,
(newspaper Chronicles featured on PBS Website “LIBERTY! The American Revolution”) (see Resources):
o Outline the major events involved (e.g., timeline of the Boston Tea Party) by creating a comic strip of key events. Be sure to note the
newspaper article that each box refers to so as to go back and cite the text during class discussion.
o In a journal, make a list of new vocabulary words learned from this book and encountered in other (fictional) texts.
2. GRAPHIC ORGANIZER: Have students read a novel that takes place during the American Revolution, such as Johnny Tremain, by Esther
Forbes or My Brother Sam is Dead by James Lincoln Collier & Christopher Collier, and create a character map in their journals about how the
characters are affected by the time period in which they lived. Students need to make notes of page numbers with relevant information so they
can go back and cite the text during class discussion.
i. Where was that person’s place in colonial society?
ii. What was his or her economic status?
iii. Where did the character live, and why?
iv. What did the character’s parents do, and what does this mean for the character?
v. What was that character’s context? What was happening in the world?
vi. What was a typical day like for this person?
3. CLASS DISCUSSION: Using a Venn diagram have students compare and contrast two characters from the various novels. Use think-pairshare strategy to review their Venn diagram. Encourage students to discuss how authors accurately portray or alter history.
Graphic Organizer: Character Map,
consider using Inspiration software
Graphic Organizer: Venn Diagram
Think-pair-share
4. DRAMATIZATION/FLUENCY: Have students read the poem Paul Revere’s Ride, by Henry Wadsworth Longfellow (see Resources). Have
students work in groups to present the scene as a dramatic reading.
5. ART/MUSIC APPRECIATION: Discuss how art and music can provide insight into a historical time period. View the art of the revolutionary time
period (e.g Grant Wood, The Midnight Ride of Paul Revere or Emanuel Leutze, Washington Crossing the Delaware). Ask the class, How is the
historical period reflected in the art/music? Have students write their ideas in a journal prior to class discussion.
6. WORD STUDY: Ask students to think about where words come from and how does knowing their origin not only help with spelling words, but
also understand their meaning? Direct students to create vocabulary note cards of terms found, learned, and used throughout this unit (e.g.,
activist, boycott, colonist, musket, tyrant, unalienable rights, etc.). This dictionary can be used all year long to explore the semantics (meanings)
of words and their origins, especially those with Greek and Latin roots.
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Vocabulary Note Cards
Grade: 7
Unit: 1
Title: Characters with Character
Dates of Instruction: _______________________
Cross-Curricular Connections
Resources
Religion/Values: Highlight various historical figures during the American Revolution and have students work in
groups to discuss what virtues are evident/lacking in figures depicted.
Art: Refer to Essential Learnings pages 122-123. What elements are necessary to create a political cartoon? What
message is the artist trying to convey? Have students create their own political cartoon.
Social Studies: Analyze different historical figures and characters of the American Revolution. (See focus
questions on page 203, Essential Learnings.)
Link to view Chronicle of the Revolution:
http://www.pbs.org/ktca/liberty/chronicle.html
Click on specific article (e.g., “Boston 1774”)
Link to Paul Revere’s Ride, by Henry Wadsworth Longfellow:
http://poetry.eserver.org/paul-revere.html
Click for information on many topics about American Revolution:
http://www.teacheroz.com/colonies.htm#Revolution
Assessing Student Understanding
 Have students write an essay for the prompt, “Are characters born brave, or is courage
developed by facing fears?” Students should justify their answer with specific information
from a text they have read.
 Direct students to write in their journals a response to this question: “How does an author
develop memorable characters?”
 Create a “Character with Character” story. It should take place during the American
Revolution. Incorporate elements and techniques learned in this unit. Give students the
opportunity to talk with a partner prior to writing the first draft, and again at the end to revise
and strengthen their stories. They may add visual aids or illustrations once it is complete.
Publish stories on a class Web page.
 Direct students to answer the question, “What makes characters in historical fiction
believable?” Cite specific details from texts read.
Teacher Notes/Reflections
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