Historical fiction books are great tools for helping us experience the past. They can help us better create conceptual understanding of what life was like "back then." When incorporating these tools into our classrooms, we want to make sure we are choosing literature which truly reflects the experiences of historical figures. Therefore, it is important we use criteria for selecting quality texts.
- It is important to examine if the text presents are well-told story which does not conflict with historical records.
- Stories should portray characters realistically.
- The story should take place in an authentic setting as well as have historical facts artfully folded in.
- Most importantly, texts should avoid any stereotypes or myths.
Notes for classroom use:
As mentioned previously, historical fiction books are great tools for helping students live out the past. They promote multiple perspectives, deepen background knowledge, and often pique curiosity. Therefore, they are great additions to classroom curriculum and literature collections.
When using these texts in the classroom, it is important to pair them with informational texts. These texts can help students sort out what information is historical and what information is fictional. It is important to select informational texts which provide accessible information for all readers.
Examples of Quailty
Dead End Norvelt (2012)by Jack Gantos
According to the CCSS complexity band for leveling texts, this book is appropriate for readers in grades 4-5.However, due to the multifaceted plot line and objectionable language I would suggest this text for the higher end of this grade span and possible the lower end of the 6-8 grade span for independent reading. Using this book as a read-aloud, I would suggest it would be appropriate for 5th or 6th grade. Students in these grades may easily be able to relate to the content and themes presented in this book. With emphasis on communities and different ways of living, families and social structures, and a tug-of-war between tradition and modernization, this book can bring up all sorts of discussion topics. Students may enjoy this text because of the interesting and somewhat humorous situations Jack gets himself into. Connections between local, national, and global issues dealing with finding a balance between the old and the new would also be a great addition to the understanding of this text. In order to further help students grasp onto the concepts in this book, it is important to pair it with an informational text related to the town and Eleanore Roosevelt. By discussing what is fiction and what is historical in this book, students can gain a better perspective of US history.
Never Forgotten(2011) by Patricia McKissack
The complexity of this text is measured at the grade level band of 2-3, according the the CCSS text complexity leveling band. The information presented in this book is complex in nature, however this complexity is supported through the detailed illustrations. This book would be a great read aloud in grade three. With the support of comprehension strategies and group discussion, students could connect to the story in this text. Themes of slavery, African-American history, families, and social structures are all a focus in Never Forgotten. The poetic descriptive language in this book invokes readers into a different time. Issues of authority, racial injustices, and discrimination in today's society are also reflected in this text and should be discussed among the class. Due to the poetic nature of this text, students may need support in order to fully understand what it is saying. One method of encouraging comprehension would be to use class discussion. It would also be helpful to pair this book with an informational text. This way students can distinguish what parts of this historical fiction book is history and what part is fiction.
No comments:
Post a Comment