Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us

 

 

Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.

More

 

Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

More

 

Did You Know?

Your students can save their work with Student Interactives.

More more

HomeClassroom ResourcesLesson Plans

Lesson Plan

Using Historical Fiction to Learn About the Civil War

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 

Using Historical Fiction to Learn About the Civil War

Grades 3 – 5
Lesson Plan Type Standard Lesson
Estimated Time Ten 40-minute sessions
Lesson Author

Marguerite A. Murphy

Akron, Ohio

Publisher

International Reading Association

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

This lesson uses the book Meet Addy by Connie Porter to teach the characteristics of historical fiction, making inferences and using visualization, and Civil War history. The book tells the story of a young girl who escapes from slavery during the war. Students learn how to visualize and infer events from the author's choice of words and then refine their comprehension by questioning the text together.

back to top

 

FEATURED RESOURCES

  • Civil War Booklist: This booklist provides examples of books to use with any Civil War unit.

 

back to top

 

FROM THEORY TO PRACTICE

Hibbing, A., & Rankin-Erickson, J.L. (2003). A picture is worth a thousand words: Using visual images to improve comprehension for middle school readers. The Reading Teacher, 56(8), 758–770.

  • Illustrations can help with comprehension by prompting image making to combine the verbal and nonverbal representations.

  • With struggling readers, picture books can be an effective tool to build the background knowledge needed for understanding the information they are reading. The illustrations serve to create or confirm understanding.

 

 

Richards, J.C., & Anderson, N.A. (2003). How Do You Know? A strategy to help emergent readers make inferences. The Reading Teacher, 57(3), 290-293.

  • Inferencing is the strategic process of generating assumptions, making predictions, and coming to conclusions based upon information given in text and in illustrations.

  • The How Do You Know? strategy is a think-aloud questioning strategy used during a read-aloud. It involves stopping the reading to ask students a question that prompts them to infer important information.

  • Using the think-aloud questioning strategy, teachers can gradually shift the responsibility for identifying inferential connections to the student.

  • These types of questions provide opportunities for students to interact with their peers through group discussions and to engage in a reading and writing connection.

back to top