KEEPIN' IT REAL WITH NONFICTION
During the third period of the day, I teach the children nonfiction reading skills. I do this by teaching the children to ask questions before they begin their reading, and then answer them as they read.
I have the students read the A Wicked History series of books. These books are short histories of some of the most ruthless people in world history, including Ivan the Terrible of Russia, Henry VIII of England, and Vlad the Impaler - a bloodthirsty Wallachian prince who inspired Bram Stoker's Dracula.
As you read these books, you will write interview questions for each chapter. You'll then write detailed, in-depth answers for those questions, writing as if the historical figure is answering the question. You will also analyze other sections of the book, including the introduction, pictures, and vignettes throughout the book.
Finally, the student will answer the question, "Does my historical figure truly deserve the title of 'wicked'?" The student will analyze the actions of the historical figure over the course of his or her life and then will take a stand, answering yes or no to this question. The student will support his answer with reasons drawn from the historical figure's deeds.
I have the students read the A Wicked History series of books. These books are short histories of some of the most ruthless people in world history, including Ivan the Terrible of Russia, Henry VIII of England, and Vlad the Impaler - a bloodthirsty Wallachian prince who inspired Bram Stoker's Dracula.
As you read these books, you will write interview questions for each chapter. You'll then write detailed, in-depth answers for those questions, writing as if the historical figure is answering the question. You will also analyze other sections of the book, including the introduction, pictures, and vignettes throughout the book.
Finally, the student will answer the question, "Does my historical figure truly deserve the title of 'wicked'?" The student will analyze the actions of the historical figure over the course of his or her life and then will take a stand, answering yes or no to this question. The student will support his answer with reasons drawn from the historical figure's deeds.
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Adolf Hitler | |
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