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Grade 8 — English Language Arts: Historical Narrative
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Overview
Students identify and use elements of historical narrative to design and create non-sequential ICT representations about characters from the past.
Background information: Historical narratives are stories, or narrative, about main characters, events, and ideas from a particular time period. The historical facts remain, but they have been woven into a story that personalizes history. Legends and myths may also be used to characterize people.
Activate
Students search, using multiple electronic sources, to find information about historical narratives. [Gather and Make Sense] Students construct ‘how’ and ‘why’ questions to identify information needs [Plan and Question]. Using electronic learning logs or inquiry journals, students record questions, prior knowledge and new information. Students analyze gathered information, applying given criteria and define historical narrative in their inquiry journals. [Gather and Make Sense]
Students design electronic plans to research an individual about whom they will create a presentation. [Plan and Question]
Teacher Tip:
For more information on Big Six, please see p. 76, ELA K to 8 Strategies That Make a Difference. For more information on KWL Plus, please see pp. 6.20-6.21 Success for All Learners or p. 89 ELA K to 8 Strategies That Make a Difference.
Suggestions for Assessment:
Work Sample: Review individual planning sheets to help students clarify and refine their plans.
Acquire
Students select an individual and research this person using electronic, print or other source material such as Internet sites and archives that include letters, diaries, wills, oral history transcripts, political pamphlets, cartoons, etc. [Gather and Make Sense] They organize and categorize information using a note taking strategy (e.g., Cornell, Two-Column Note Taking, or organizational frames), or choose an electronic note making tool such as concept mapping to record information. [Gather and Make Sense]
Suggestions for Assessment:
Work Sample: Review students' composite characters to distinguish fact from opinion and determine what information to include in their composite.
Conference: Conference with students to determine how they dealt with issues of bias, accuracy, validity, etc. [Plan and Question]
Students evaluate their original inquiry questions, synthesize new questions, incorporate new information and adjust their inquiry strategies [Plan and Question, Gather and Make Sense]. Students analyze whether information collected from ICT and other sources is sufficient and or suitable to purpose and audience. [Gather and Make Sense]
Apply
Students design and create a non-sequential ICT representation in order to bring their historical characters to life for an intended audience. [Produce to Show Understanding] Students self-assess their ICT representations and enhance meaning and/or artistry according to the audience, purpose and occasion of presentations [Produce to Show Understanding]. Students discuss their presentations with peers using electronic communication tools. [Communicate] Students self-monitor their representations and reflect on the value of incorporating ICT and set personal goals for future use of ICT to learn. [Reflect]
Suggestions for Assessment:
Work Sample: Review the students’ representations. Look for accurate portrayal of the chosen character. Consider students’ ability to distinguish fact from fiction/opinion.
Conference: Conference with students as they reflect on their accomplishment and the role ICT played in assisting them.
