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1). Topic and Type: Historical Fiction and External and Internal Conflict: A lesson to reiterate prior information2). Content Overview: We will be focusing on historical fiction as a genre and external and internal conflict in this genre.3). SOL’s: 7.5 c. Identify conventional elements and characteristics from a variety of genres. c) Organize writing structure to fit mode or topic.4). Instructional Objectives: Students will have a solid foundational knowledge of historical fiction as a genreStudents will understand how conflict moves plot, especially within historical fiction Students will know the different types of conflictStudents will be able to write their own historical fiction5). Assessment Plan:For understanding historical fiction as a genre: a creative writing exercise at the end asking them to create their own historical fictionFor knowing the different types of conflict: a power point at the end which asks them to figure out the different types of conflict. 6). Materials: -index card to write answers on for entrance and exit slip-pencils-prepared power point 7). Differentiation: -lesson includes elements which accommodate both visual and auditory learners, there are also think-pair-shares for students who do not like talking as much. Hook – 2 min: Think-pair-share: Show 4 pictures (one of each type of the 4 conflicts)Ask: What connections do you see between these 4 photos? Can you find one commonality between then?A clue: each pic represents a different type of conflict. Conflict drives our lives. It “is the driving force of every story ever told.”Step #1 – 3 min: There are four different kinds of conflict, using the pictures, let’s brainstorm together to figure out what they are. And why. To help you, think of conflicts in your life and ones in the books you read to figure out what they are. (write on white board)-Discuss-Human vs. selfHuman vs. humanHuman vs. societyHuman vs. NatureEvery book has conflict, think about the book you are reading right now. Can I get one type of conflict from everyone from the book they are reading?Step #2 – 1 min: Throughout history, people have faced conflict, just like you face different kinds of conflict now. These conflicts play a huge role in moving forward the plot of historical fiction (really every plot).Today we’re going to explore all of these types of conflict in Historical fiction. Have y’all heard of this type of fiction before? Let’s work to make a definition. (write on white board)Definition: When author’s write historical fiction, they set their stories during real events that happened in the past. Usually, authors do research on that the time period they are writing their novel during to make sure that they give an accurate description of what life was like. However, their characters and the plot is usually made-up/embellished (sometimes the characters are based on a real person). Step #3 – 12 min: I’m going to read a picture book to y’all that is an example of historical fiction. As we read this book, be thinking about the different types of conflict you see. Context: this is set during WW2 which was from 1939 through 1945. During this time, men went out to war and women filled their jobs in the workplace. Read: Coming on Home Soon1st question: Understanding the title is important. Why did the author decide to call this book Coming on Home Soon?Questions: (think-pair-share for several of these)Where do you see conflict in the novel? What do Ada’s internal conflicts in the story tell you about her character?Go through the places in the story with internal conflictDo you see any other types of conflict?What kind of conflict is Ada’s mom having to leave?(in a way, it’s both societal and relational) Is this conflict bad?What would have happened if there was no conflict?Can you figure out a theme for this story?Look at what’s repeated and what the main character goes through in order to help youHow does the grandmother’s feel about the cat? “Ice storm came last night… Don’t you know about cold snaps, she asks, how they come on fast and sometimes stay?” can you think of how this might be a metaphor for part of the plot?Can you think of a way to connect “the big, wide world” to Ada’s mom?What does the first line of Ada’s Mom’s letter tell us about Ada’s mom?What kept Ada going?Do you remember when we talked about cause and effect a while ago? The cause of cause and effect is often the conflict. What’s the cause of Ada’s mom having to leave?Step #4 – 15 min: Writing an extension to this story:This story, set in WW2, happened between 1939 and 1945. Can anyone think of what happened during the time just before this? Here are some facts on The Great Depression, using these, write a short historical fiction piece including at least 2 types of conflict on what Ada’s mom and grandma experienced during that time. Tips for writing good historical fiction: The author of the book we just read did a good job, let’s think about what she did well in order to prep us to write. (write on board for them to be able to look at)1). Characters – behave in realistic ways2). Setting – Arguably the most important part – set during a real time and in a real place3). Plot – real events mixed with fictional events4). Descriptions – vivid 5). Conflict – characters are in a realistic conflict6). Dialogue – Character’s speech represents people from that time period*You can make up names for her mom and grandma and you can write this from either your perspective (1st person) or third person (outside looking in)Facts:-The Great Depression was from 1929-1939-Herbert Hoover was president when the Great Depression started, in 1933, Franklin D. Roosevelt became president- Over 20,000 companies and business went bankrupt and closed at the start of the Great Depression. People were laid off work and there were no opportunities for new employment.- People had no jobs and no money and many went hungry. There was no benefits system and people were literally starving. Americans were forced to join 'Bread Lines' for free handouts of food, in particular bread. There were so many impoverished people that the Bread Lines sometimes stretched over several blocks.- Due to unemployment Americans were unable to pay their bills. Many unfortunate tenants were evicted by bailiffs. Homeless Americans had no alternative but to set up shacks on unused or public lands.- Farmers had experienced a difficult time in the 1920s. It got worse in the 1930s. In 1932 a devastating drought hit the farmers in North and South Dakota, Nebraska, Kansas, Oklahoma, and New Mexico. With no rainfall the soil turned to dust. Violent winds whipped the dry soil creating terrifying dust storms. The dust got everywhere, crops were ruined and livestock were killed. Farmers lost their lands and homes to the foreclosures by the banks. The dust bowl and the dust storms destroyed 100 million acres of land.?- Americans sought to escape the horrors of the Great Depression by listening to the radio or spending a dime to go to the movies. 60-80 million Americans went to the movies every week.*You can make up names for her mom and grandma and you can write this from either your perspective (1st person) or third person (outside looking in)My ex: Rosie was rocking back and forth in her chair, she was nervous. She had looked everywhere for a job and hadn’t been able to find one. She had no idea how she was going to be able to provide for Addy, her baby girl. She heard Addy crying and thought to herself “how much longer before we starve?” She felt knots forming in the pit of her stomach. It wasn’t long before they were kicked out of their apartment after being unable to pay the rent and were chilled to the bone by the weather. Rosie knocked on a door to ask for help but in turn got the door slammed in her face. Closing activity:Show 4 more pictures of different types of conflict and have students write down what type of conflict they think each one is. ................
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