Lafayette Parish School System
English Language Arts Curriculum Map
Grade 6, Unit 3: Historical Fiction
November 14 – January 12
Edusoft Testing: January 13
Unit Guiding Questions
1.
2.
3.
4.
5.
6.
7.
8.
Literacy Strategies
Can students identify the elements of fiction, particularly historical fiction?
Can students recognize an author’s purpose?
Can students explain how historical setting can influence characterization and the future
action of a story?
Can students relate historical fiction to factual events and personal experiences?
Can students avoid plagiarism through creating citations and crediting of sources when
conducting Internet research?
Can students write a journal entry from first-person point of view?
Can students plan, draft, evaluate, revise, and proofread a found poem that uses word
choice and imagery to convey the mood of a character?
Can students plan, draft, evaluate, revise, and proofread a historical fiction story?
Description and Characteristics of
Genre
Historical fiction is based on careful
research and provides students with the
opportunity to visualize places and
events from history through the eyes of
fictional characters. It conveys to a
reader that while human nature is the
same over time, everyday human
experience is not the same.
The story is based on written record
Setting is the story element that is
of primary importance
Action and dialogue are invented
Fictional characters interact
realistically with historical figures or
during historical events
Learning Log
Vocabulary Card
Vocabulary Self-Awareness
Graphic Organizer
SQPL
Brainstorming
GISTing
Essential Skills and Concepts
Standards 1, 6, 7
Essential
1a, 1b, 1d, 2, 3, 4b, 4d, 5c,
5d, 7, 8, 9, 11a, 11b, 11c,
11d, 11e, 11f, 11g, 12, 13,
16d, 16e, 16f
Important
4a, 4c, 6c, 10a, 10b, 10c,
14, 15,
Condensed
1c
Standards 2, 3
Essential
19a, 19b, 19c, 19d, 19e, 20a,
20b, 20c, 20d, 20e, 20f, 21,
25a, 25b, 26, 27a, 27b, 27c,
28a, 28b, 28c, 30
Activities 1-4 (ongoing)
Reading fluency and comprehension (4b, 4d, 5a-d,
6, 7, 8, 9, 11a-g, 12, 13, 16a-d)
Vocabulary development (1a, b, 2, 3)
Learning Logs and Quick Writes (1a, b, 2, 3)
Language Development [Editing] (25a-c, 26, 27a-c,
28a-c, 30)
Activities 5-12 (reading and exploring)
Develop specific vocabulary (3)
Identify and explain story elements, including
theme development, character development,
relationship of word choice and mood, plot
sequence in five parts, imagery (metaphor),
onomatopoeia (4a-d, 5d)
Explain connections between ideas in text and real-
Student Outcomes/
Products
Announce to the students
at the outset: The major
product for the unit is an
original historical fiction
story. A rubric and due date
should be presented at the
start. All reading of literary
works and student models
should contribute to
understanding the craft of
writing historical fiction.
Historical Fiction Story
Students will write a story
that includes these features:
attention-grabbing
ELA Curriculum Map
Grade 6, Unit 3: Historical Fiction
Description and Characteristics of
Genre
Essential Skills and Concepts
Important
NOTE: Students process content and
demonstrate understanding through the
use of learning logs, quick writes,
graphic organizers, and frame models.
Sharing in pairs, small group, and whole
group discussions helps to clarify and
deepen understanding of skills and
concepts.
20g, 22a, 23, 29
Standard 4
Essential
32, 39 c, 39e, 40c
Important
40b
Standard 5
Essential
41a, 42a, 42b, 45b, 45c, 47a, 47c
Condensed
40a, 44a, 47b
life situations (7)
Compare and contrast story elements among a
variety of genres and other texts (9)
Demonstrate understanding of sequence of events,
state and/or implied main idea, literary elements
(11a, 11c, 11g)
Demonstrate understanding of summarizing and
paraphrasing information, making inferences and
drawing conclusions, generating solutions to
problems (11b, 11e, 12)
Apply reasoning skills to generate a theory, skim,
scan, to distinguish fact from opinion and
probability
(16a-d)
Activities 13-15 (writing and creating)
Develop compositions for an identified audience or
purpose and to engage the interest of the reader
(19a)
Develop compositions that demonstrate the use of
foreshadowing and flashback, show evidence of
strong voice, clear meaning and images, a variety
of sentence structure and use of standard English
(19b, 19d, 19e, 25a-c, 26, 27a-c, 28a-c)
Apply the writing process: prewriting, drafting,
conferring, revising, editing and publishing (20ag)
Participate in formal and informal discussions and
presentations (40, 31, 32)
Locate, evaluate, gather and integrate information
from a variety of sources (41a-d, 42a-c)
Generate note cards and graphic organizers,
particularly timelines (45c)
Cite sources of information (47a, 47c)
Student Outcomes/
Products
beginning
clear, historically
correct setting
three historically
correct details (tools,
vehicles, customs, etc.)
clear conflict with at
least two complicating
events and a logical
resolution
transitions that make
sequencing clear
historically correct
dialogue
evidence of revision
Other products and
processes that scaffold the
historical fiction story:
timeline
found poem
biographical sketch
note cards
bibliographic entries
plot map
character map or web
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