Historical Events in Dragonwings Lesson I. Benchmark/Standard CCSS.ELA-Literacy.RL.7.

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. II. Behavioral/Objective: After collaboratively creating a poster, engaging in a gallery walk of the other posters, and taking notes on the three other historical events, the learner will be able to distinguish between the Chinese Exclusion Act, Angel Island, the Wright Brothers, and the Great San Francisco Earthquake of 1906 and will be able to connect these events to the events in Dragonwings. III. Anticipatory Set: Each group of students will be given the same literary terms and definitions from yesterday. Students will match all terms and definitions as fast as possible and call the teacher over for verification of accuracy. IV. Objective/Purpose: Today, we will be reviewing the four historical events that have been discussed in the novel. In your groups, you will create a poster that describes and summarizes the historical event that is assigned to your group and connect this event to Dragonwings. By working together to talk about the historical events we have learned about, I am hoping you all benefit from this review. V. Input a. Task Analysis i. Teacher will seat students into seven groups of three to four students. ii. Teacher will hand out the literary and historical terms matching game to each group. iii. Students will work collaboratively to accurately match each term with its definition. 1. Group that accurately completes their matches first will be given a prize and will be able to choose which historical event they would like to cover. 2. When all groups are finished and all historical events are picked, teacher will re-collect the matching game. iv. Teacher will give each student a lined piece of paper. 1. Each student will write three facts about their groups historical event. a. Students may use their folders for assistance. v. After all students have listed at least three facts, teacher will instruct students on what is expected to be on each poster (teacher will leave directions on the ELMO for students to refer to): 1. Names of all group members 2. Hour 3. Date 4. Name of historical event 5. Five facts about the historical event 6. At least three sentences explaining how the historical event relates to Dragonwings vi. Teacher will help students assign each group member a specific task: 1. Supplies Retriever

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2. Facts Writer 3. Connection Writer 4. Spell-Checker vii. Teacher will give each group poster paper. viii. Students will work collaboratively to create a poster for their chosen historical event that includes all the required criteria. 1. Teacher will circulate through the room and help students if necessary. 2. If students cannot work collaboratively and effectively in a group, they will be placed at another table and will create their own poster on a 8x11 white piece of paper. 3. If some groups are done with their poster before the other groups, they will get their Moon Shadow versus Robin paragraph back and continue working on their revisions. ix. When all groups have completed their posters, teacher will hang each poster around the room. x. Students will walk participate in a gallery walk. 1. Each student will write down two facts that they learned about each of the historical events that they did not cover on their poster. xi. Teacher will collect the students individual lists at the end of the class period. b. Thinking Levels i. Knowledge: List five facts about a historical event and record two facts about the other historical events. ii. Comprehension: Restate facts about a historical event found in the articles. iii. Analysis: Apply the historical event to Dragonwings. c. Learning Styles and/or Accommodations i. Intrapersonal: Each student will write two facts about each historical event during the gallery walk that the individual student did not cover on their groups poster. ii. Visual: In groups, students will create a poster explaining a historical event and connecting it to Dragonwings. Students will also see other groups posters. d. Method and Materials i. Ways of presenting: Short instructional lecture, visual directions on ELMO ii. Materials needed: ELMO, poster paper, colored markers, Dragonwings folder, matching game: literary terms and definitions Modeling a. Teacher will model the template of the posters to the students using the ELMO and a plain, white piece of paper. Checking for Understanding a. Students will demonstrate understanding of literary terms by successfully matching all literary terms to their definition. b. Teacher will be able to visually notice if each group of students understands the directions and historical events by watching their progress with their poster.

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Guided Practice a. Teacher will circulate to help with difficulties. b. Students will write two facts they learned from the other historical event posters during the gallery walk. c. Students will collaboratively create posters. Closure a. Teacher will collect the students individual fact lists and all other material at the end of class. b. Teacher will analyze students knowledge of the four major historical events and their connections to Dragonwings to determine if further explicit instruction is necessary.