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This module examines how historical fiction, specifically "The Cellist of
Sarajevo", compares to non-fiction texts in relating historical events.
Grades: 9 10 11 12
Discipline: Social Studies
Course: World History
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L1: After researching historical fiction and non-fiction texts on the 1992 siege of Sarajevo , write an essay that argues your position on the benefits or disadvantages of historical fiction as a way to accurately present historical events . Support your position with evidence from your research.
L2: Be sure to acknowledge competing views.
Fiction and non-fiction can be used to present historical information. Following the 1992 siege of Sarajevo, numerous accounts of the horrors emerged.
Students may wish to contact author Steven Galloway, or cellist Vedran Smailovic to learn more about the siege.
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Scoring Elements
Focus
Controlling Idea
Reading/Research
Development
Organization
Not Yet
1
Attempts to address prompt, but lacks focus or is off-task.
Attempts to establish a claim, but lacks a clear purpose. (L2)
Makes no mention of counter claims.
1.5
Approaches
Expectations
2
Addresses prompt appropriately and establishes a position, but focus is uneven.
Establishes a claim. (L2) Makes note of counter claims.
Meets
Expectations
Establishes a credible claim. (L2)
Develops claim and counter claims fairly.
Advanced
2.5
3
Addresses prompt appropriately and maintains a clear, steady focus.
Provides a generally convincing position.
3.5
4
Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position.
Establishes and maintains a substantive and credible claim or proposal. (L2)
Develops claims and counter claims fairly and thoroughly.
Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt.
Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.
Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim.
Accurately and effectively presents important details from reading materials to develop argument or claim.
Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt. (L3) Makes no connections or a connection that is irrelevant to argument or claim.
Attempts to organize ideas, but lacks control of structure.
Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations. (L3)
Makes a connection with a weak or unclear relationship to argument or claim.
Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence.
Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim. (L3) Makes a relevant connection to clarify argument or claim.
Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument.
Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim.
(L3) Makes a clarifying connection(s) that illuminates argument and adds depth to reasoning.
Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.
Structure enhances development of the reasoning and logic of the argument.
Demonstrates
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Conventions
Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics.
Sources are used without citation.
Demonstrates an uneven command of standard English conventions and cohesion. with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors.
Content
Understanding
Attempts to include disciplinary content in argument, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.
Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.
Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors.
Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.
and maintains a well-developed command of standard English conventions and cohesion, with few errors.
Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt.
Consistently cites sources using appropriate format.
Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
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R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
R.CCR.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.
R.CCR.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.
R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary
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sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.11-12.6: Evaluate author's differing points of view on the same historical event or issue by assessing the author's claims, reasoning, and evidence.
RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
WHST.11-12.1: Write arguments focused on discipline-specific content.
WHST.11-12.1.A: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
WHST.11-12.1.B: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.
WHST.11-12.1.E: Provide a concluding statement or section that follows from or supports the argument presented.
WHST.11-12.2.B: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
WHST.11-12.2.C: Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
WHST.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.11-12.7: Conduct short as well as more sustained research projects to answer a
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question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
WHST.11-12.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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TASK ANALYSIS: Ability to understand and explain the task’s prompt and rubric and build connections to the task and content to existing knowledge, skills, experiences, interests, and concerns.
ACTIVE READING: Ability to identify the central point and main supporting elements of a text; identify and analyze competing arguments; and make clarifying connections and provide examples.
ESSENTIAL VOCABULARY: Ability to identify and master terms essential to understanding a text.
ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.
NOTE-TAKING AND ANNOTATION : Ability to select important facts and passages relevant to the task for use in one’s own writing.
BRIDGING CONVERSATION: Ability to link reading to writing task.
POSITION: Ability to establish a position.
PLANNING: Ability to develop a line of thought and text structure appropriate to an argumentation task.
DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure. L2 Analyze competing arguments. L3 Make clarifying connections and/or provide examples.
REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
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EDITING: Ability to proofread and format a piece to make it more effective.
COMPLETION: Ability to submit final piece that meets expectations.
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TASK ANALYSIS: Ability to understand and explain the task’s prompt and rubric and build connections to the task and content to existing knowledge, skills, experiences, interests, and concerns.
LIST
Bulleted List:
“In your own words, what are the important elements to pay attention to in constructing a good response to this teaching task?”
Pacing: None
Scoring Guide: work meets expectations if:
No Scoring
Teaching Strategies:
• Individually, students create a bulleted list of the important elements of the task.
• Pair students to share and improve their individual bullets.
• Create a classroom list: Choose one student to share a few ideas on the board, and ask others to add to it.
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SHORT CONSTRUCTED RESPONSE
What criteria will be used to grade the essays?
Pacing: 30 Minutes
Scoring Guide: work meets expectations if:
No scoring on this activity.
Teaching Strategies:
• Share examples of the type of text students are expected to create (from past students or from professionals)
• Review the rubric to determine possible questions; and hold a class discussion around the following questions:
- What are the elements on which your papers will be scored?
• Have students re-write specific elements of the rubric in "user-friendly" language.
- Ask students to pay particular attention to the “advanced” category. Ask students to identify at least one element on which they would like to achieve in the “advanced”

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category.
• Have students score examples using their re-written rubrics
• Clarify timeline and due dates
ACTIVE READING: Ability to identify the central point and main supporting elements of a text; identify and analyze competing arguments; and make clarifying connections and provide examples.
SHORT CONSTRUCTED RESPONSE
Mini-Task 2
Short reflective entry for the text, "Sarajevo":
What kind of information is being presented by the author? What are some of the categories of information being presented?
L2 How does this type of source compare to the novel as a way to understand the
1992 siege of Sarajevo? Is this type of text easier or more difficult than the novel?
Pacing: 30 Minutes
Scoring Guide: work meets expectations if:
• Answers questions with credible responses and supporting elements from the text.
Teaching Strategies:
• Use Sarajevo Reading 1, "Sarajevo."
• While reading and analyzing the article, students should be looking for historical examples that relate to the task prompt.
- Have students complete the "Sarajevo" worksheet.
- Students reflect on the author’s perspective, as well as the usefulness of this type of informational text.
• Encourage students to use their skimming skills. (Explain why those skills would be useful for a task such as this.)
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NOTES
Mini Task 1:
How does author Steven Galloway present the story of the Cellist of Sarajevo?
How is this account of the siege of Sarajevo similar to and different from the accounts presented by other sources?
Pacing: Ongoing

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Scoring Guide: work meets expectations if:
Answers questions with credible responses and supporting elements from the text.
Teaching Strategies:
• Depending on time and reading abilities, you can jigsaw the reading. (Have small groups focus on one of the three main characters, complete guided reading sheets/organizers, then give other students access to those organizers.) - Also, follow-up with class discussions, so students see the relationship between all the characters.
• Each of the first five days of the module (in a 90-minute block) should be split between reading the novel and completing the related tasks.
• Use the attached "Cellist Guided Reading" document.
ESSENTIAL VOCABULARY: Ability to identify and master terms essential to understanding a text.
LIST
Vocabulary list:
“In your notebook, list and define words and phrases that challenge your understanding of the text/s.”
Pacing: None
Scoring Guide: work meets expectations if:
• Completes mini-task.
• Provides accurate definitions and/or explanations.
Teaching Strategies:
• Make pictorial representations or use graphic organizers to illustrate vocabulary terms (e.g. word mapping)
• Write definitions in their own words
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ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.
SHORT CONSTRUCTED RESPONSE
Definition and strategies:
“Explain why plagiarism is a problem and list ways to avoid it.”
Pacing: None

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Scoring Guide: work meets expectations if:
• Proper use and credit of sources.
• Explain several appropriate strategies to avoid plagiarism.
Teaching Strategies:
• Discuss respect for others’ work to assemble evidence and create texts.
• Discuss academic penalties for stealing others thoughts and words.
• Instruct students on proper citation of sources used.
• Use Guided Notes and Plagiarism hand out
NOTE-TAKING AND ANNOTATION : Ability to select important facts and passages relevant to the task for use in one’s own writing.
NOTES
Notes and Annotation:
“As you read "What We Learned from the Siege of Sarajevo", take notes and/or annotate elements relevant to the task. Make sure you have the information to do a citation when needed to avoid plagiarism.”
Pacing: 30 Minutes
Scoring Guide: work meets expectations if:
• Identifies relevant elements – facts, quotes, explanations.
• Includes necessary citation information to support facts, questions, etc. (for example, page numbers for a long text, clear indication when quoting directly.
• Identifies and defines difficult vocabulary
Teaching Strategies:
• Teach or review strategies for note taking and/or annotation
• Check that early student work is in the assigned format
• Use highlighters, sticky notes, and red pens to help students organize what they are reading.
• Model strategies and thought processes
BRIDGING CONVERSATION: Ability to link reading to writing task.
LIST
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“Review the task and identify key points and information from your texts that will help you address the task.”
Pacing: 30 Minutes
Scoring Guide: work meets expectations if:
No scoring.
Teaching Strategies:
• Review the task.
• Small group discussion using teaching task - have students create a list (or 3-circle
Venn diagram) comparing the types of information presented by each source.
• Have students use the Venn Diagram and the task prompt to write an opening paragraph for their essay.
POSITION: Ability to establish a position.
SHORT CONSTRUCTED RESPONSE
Position statement:
“Write a one-sentence thesis statement which establishes the focus and purpose of your essay." Make sure you keep the task prompt in mind as you write.
Pacing: 30 Minutes
Scoring Guide: work meets expectations if:
• Writes a concise summary statement or draft opening that:
- Provides direct answer to main prompt.
- Establishes claim or position for the paper.
• Identifies key points that support development of argument.
Teaching Strategies:
• Offer several examples of position statements.
• Ask class to discuss what makes them strong or weak.
• Have students revise and strengthen their opening paragraphs from the Bridging
Lesson to include their thesis statement. (Use the "Thesis Essay Organizer" as a guide.)
• Use the "HOTT" method to determine the effectiveness of the opening paragraph.
(see "Basic Essay Structure" document.)
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PLANNING: Ability to develop a line of thought and text structure appropriate to an argumentation task.
OUTLINE
Outline/organizer:
“Create an outline based on your notes and reading in which you state your position, sequence your points, and note your supporting evidence.”
L2 “Include competing argument(s).”
Pacing: 45 Minutes
Scoring Guide: work meets expectations if:
• Creates an outline or organizer.
• Supports opening position.
• Uses evidence from texts read and images analyzed earlier with appropriate citations.
L2 Identifies competing argument(s).
Teaching Strategies:
• Provide and teach one or more examples of outlines or organizers.
• Invite students to generate questions in pairs about how the format works, and then take and answer questions.
• Use "Evidence Scavenger Hunt" Organizer to assist with text-supported claims
• Students should continue with the "Thesis Essay Organizer."
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DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure. L2 Analyze competing arguments. L3 Make clarifying connections and/or provide examples.
LONG CONSTRUCTED RESPONSE
Initial Draft:
“Write an initial draft complete with opening, development, and closing; insert and cite textual evidence.”
L2 “Identifies competing argument(s).”
Pacing: None
Scoring Guide: work meets expectations if:
• Provides complete draft with all parts.
• Supports the stated position with evidence and citations in each section.

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Teaching Strategies:
• Encourage students to re-read prompt partway through writing, to check that they are on-track.
• Work with students on a logical, reasoned organization of the paper, using the
"Thesis Essay Organizer."
• Provide stations to assist students who are having difficulties with one or more component of the essay. (Transitions, Conclusions, Citation, Body Paragraphs, etc.)
REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
LONG CONSTRUCTED RESPONSE
Multiple Drafts:
“Use strategies which refine the work’s logic, reasoning, and organization of ideas/points. Use textual evidence carefully, with accurate citations. Decide what to include and what not to include.”
Pacing: 30 Minutes
Scoring Guide: work meets expectations if:
• Provides complete draft with all parts.
• Supports the opening in the later sections with evidence and citations.
• Improves earlier edition.
Teaching Strategies:
• Timely feedback and conferencing
• Feedback balances support for strengths and clarity about weaknesses.
• Peer review to provide each other with feedback on strengths and weaknesses of the paper. Use "Peer Review Worksheet" and "HOTT-TEST-STOP" handout.
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EDITING: Ability to proofread and format a piece to make it more effective.
LONG CONSTRUCTED RESPONSE
Correct Draft:
“Revise draft to have sound spelling, capitalization, punctuation and grammar. Adjust formatting as needed to provide clear, appealing text.”
Pacing: 30 Minutes

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Scoring Guide: work meets expectations if:
• Provides draft free from distracting errors.
• Uses format that supports purpose.
Teaching Strategies:
• Briefly review selected skills that many students need to improve.
• Teach a short list of proofreading marks. (Use the "Basic Editing Marks" guide.)
• Assign students to proofread each other’s texts a second time using the rubric as a guide.
COMPLETION: Ability to submit final piece that meets expectations.
LONG CONSTRUCTED RESPONSE
Final Work:
“Turn in your complete set of drafts, plus the final version of your work.”
Pacing: None
Scoring Guide: work meets expectations if:
• Submits final work for evaluation.
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Sarajevo.
Our World: Bosnia & Herzegovina (2011)—Rich, Alex K.
This article presents an overview of the city of Sarajevo, the capital of the Republic of Bosnia and Herzegovina. The city was the starting point for World War I and is known for its cultural diversity. The article discusses the city's geography, architecture and its manufacturing industry. The city's history as part of the Ottoman Empire and its role in the conflicts of World
War I and the Bosnian War are noted.
1210L
What We Learned…from the Siege of Sarajevo.
Military History (Mar2010)—Andreas, Peter
The article discusses the lessons learned from the Siege of Sarajevo in Bosnia and
Herzegovina by Serbian forces which began on April 6, 1992 and ended in October 1995.
The battle was reportedly the longest siege in modern history and the most international which made the city of Sarajevo the media face of post-Cold War conflict and humanitarian intervention. As implicated in the Siege of Sarajevo, siege warfare lives and sieges presently have a global audience. The siege also showed that humanitarian aid is part of the war economy.
1200L
DIP INTO THE RICHES OF HISTORICAL FICTION.
Writer (Dec2011)—Vreeland, Susan
The article explores the literary genre of historical fiction. The author reflects on aspects such as discovering an historical source for a story, developing the conflicts and themes of the main character, and the invention of characters, scenes, and dialogue. Other topics include providing cultural details and learning about love.
1100L
WIDA_DefiningFeatures_AcademicLanguage[1].pdf
Defining features of Academic Language document.
The Cellist Guided Reading Notes.docx
Contains questions for students to answer while they read. (The questions are divided into sections, based on chapter/character, in the event the reading is jigsawed.)
Arrow Lit Circle Questions.docx
Contains discussion questions for each character.
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Kenan Lit Circle Questions.docx
Contains discussion questions for each character.
Dragan Lit Circle Questions.docx
Contains discussion questions for each character.
Writing Skills LPs.docx
Sample Lessons for Writing Skills/Essay Construction
Resources for Teaching Writing Skills.pdf
Resources for teaching writing skills
Sarajevo Reading 1 Questions.docx
Questions to accompany Sarajevo Reading #1: "Sarajevo"
3-Circle Venn Diagram.docx
3-Circle Venn Diagram (For use with Sarajevo Reading #2: What We Learned from the
Siege of Sarajevo")
IntroductoryParagraphs.ppt
Powerpoint presentation about Introductory Paragraphs
Bibliography Article & Book Citations.doc
Bibliography Citations Worksheets (for books and articles)
Blank Rubric.docx
Blank Rubric for Task Analysis
Why You Shouldn't Plagiarize.doc
Plagiarism Resources
Colorado Academic Standards (N/A)
(http://www.cde.state.co.us/cdeassess/UAS/CoAcademicStandards.html)
Many of these standards are already inside Module Creator, but this link provides access to printable and searchable standards.
Academic Language Standards (1210L)
(http://www.wida.us/standards/elp.aspx)
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CDE Standards Implementation Toolkit (1410L)
(http://www.cde.state.co.us/sitoolkit/index.htm)
This page includes the Discipline Concept Maps, the Vertical Progressions, and the
Elementary Concept Connections.
Academic Language (1290L)
(http://www.wida.us/aboutUs/AcademicLanguage)
Document explaining Academic Language for use inside your module.
* These Lexile measures were computed automatically and did not undergo human review.
They are not certified measures and should not be published or recorded in any way.
The Cellist of Sarajevo
Novel by Steven Galloway recounting the experiences of four individuals following the bombing of Sarajevo in 1992
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Focus
Not Yet
Attempts to address prompt but lacks focus or is off-task.
Reading/Research Demonstrates weak use of reading material to develop argument.
Controlling Idea
Establishes a claim and attempts to support an argument but is not convincing; (L2) Attempts to acknowledge competing arguments.
Development
Organization
Reasoning is not clear; examples or explanations are weak or irrelevant. (L3) Connection is weak or not relevant.
Provides an ineffective structure; composition does not address requirements of the prompt.
Conventions
Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are not appropriate to audience and purpose.
Meets Expectations
Addresses the prompt and stays on task; provides a generally convincing response.
Focus
Reading/Research Demonstrates generally effective use of reading material to develop an argument.
Controlling Idea
Establishes a credible claim and supports an argument that is logical and generally convincing.
(L2) Acknowledges competing arguments while defending the claim.
Development
Organization
Conventions
Develops reasoning to support claim; provides evidence from text(s) in the form of examples or explanations relevant to the argument (L3) Makes a relevant connection(s) that supports argument.
Applies an appropriate text structure to address specific requirements of the prompt.
Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose.
No Classroom Assessment Task for this module
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