Madison Public Schools · interpret it through the lenses studied in this course to create a presentation or analytical research paper. ... and of reflection on past events. Science

Madison Public Schools

Introduction to Science Fiction & Fantasy Literature

Grade 12

Written by:

Douglas Oswin

Reviewed by:

Matthew A. Mingle

Director of Curriculum and Instruction

Dr. Mark DeBiasse

Supervisor of Humanities

Approval date:

January 6, 2015

Members of the Board of Education:

Lisa Ellis, President

Kevin Blair, Vice President

Shade Grahling, Curriculum Committee Chairperson

David Arthur

Johanna Habib

Thomas Haralampoudis

Leslie Lajewski

James Novotny

Madison Public Schools

359 Woodland Road

Madison, NJ 07940

www.madisonpublicschools.org

Course Overview

Description

Science Fiction and Fantasy are literary genres that too often are underestimated. While each term refers to a wide variety of literature, they also frequently overlap. Novels that fit these classifications range from The Hobbit to the works of Isaac Asimov, creating a wide range of stylistic and thematic content. Commonly, these works feature imaginative views of interplanetary travel or a fantasy landscape. The specific manner in which tremendous scientific advancements, or the nature and practice of magic are re-imagined by every author who takes up these tropes. Because of their focus on elements outside our present reality, these novels are often dubbed “escapist” by critics. However, frequently Sci-Fi and Fantasy literature use great imagination to create metaphors suggestive of the society surrounding the writer. Rather than escaping from reality, these writers use their imagined realities to comment on the beauty and horror that they perceive in the non-fictional world. Because Science Fiction and Fantasy literature speak from an imaginative place, novels in these genres are often engaging and enjoyable to read. This course will use these high-interest novels and short stories to teach students about literary techniques and to see social commentary in literature. The course will focus on several representative works to identify the methods and messages of the writers that define these genres, both historically and more recently. The focus, however, will be on reading and interpreting these novels and expressing analysis in writing. The final project for the course requires students to select a work of Science Fiction or Fantasy that they are interested in, and interpret it through the lenses studied in this course to create a presentation or analytical research paper.

Goals

This course aims to: ● introduce students to the fundamental elements and archetypes of the Science Fiction & Fantasy genres; ● explore the limitations and potential for non-realistic writing by interpreting works of Science Fiction & Fantasy; ● develop analytical and critical reading strategies as well as an appropriate vocabulary to comprehend a variety of challenging

and sophisticated texts; ● develop and nurture both a love of reading and advanced skills in interpreting literature through the study of Science Fiction &

Fantasy works; ● develop the writing process and writing to learn strategies through which students compose a variety of written responses for

different purposes and audiences, employing a range of voices and taking compositional risks; ● Develop strategies to read text closely and support analysis through textual evidence both explicitly and inferentially.

Resources

Suggested activities and resources page

https://docs.google.com/a/madisonnjps.org/document/d/1ptZMiZn0qvriTETs6togr5sMtoCFofGKd0vjlLbKxtU/edit?usp=sharing

Unit 1 Overview

Unit Title: Introduction to Science Fiction

Unit Summary: This course begins with an introduction to the Science Fiction genre. Students will be asked to critically consider the relationship between mankind and technology, reflecting on the benefits and drawbacks of our symbiotic, or in some cases, dependent relationship. Students will study the broad development of Science Fiction as a genre of futurism (the predicting of technologies and human issues) and of reflection on past events. Science Fiction both inspires, and is inspired by, technological change, and focuses on fictional stories within the realm of plausibility. Students will also be asked to evaluate Science Fiction’s capacity for satire, in its use of hyperbole and allegory. Students will discuss robots, advanced technology, supercomputers, dystopian settings, among the devices Science Fiction writers use, and analyze how these devices reflect the human condition in literature. The works of Isaac Asimov, Carel Kapek, and Douglas Adams are examined as examples of the genre, and the study of each work is assessed in the unit individually.

Suggested Pacing: ~28 lessons

Learning Targets

Unit Essential Questions: ● What are the responsibilities of a creator to his or her creation? What is the creation entitled to from its creator? ● What drives humanity’s technological advancement? Will there come a time to stop? ● What does it mean to be human? What essential qualities separate humans from artificial intelligence? ● Humanity’s technology has a specific purpose- for what purpose was humanity created? ● What are the costs of technological conveniences?

Unit Enduring Understandings: ● Science Fiction is a genre that uses metaphor to reflect the human experience, current technology, and society ● Science Fiction works reflect futurism, humanity’s relationship with technology, moral ambiguity, and human flaws ● In addition to using technology as a metaphorical device to reflect society, Science Fiction can be predictive, inspiring

technological change ● Science Fiction writers use a variety of devices to illustrate the human condition: drama, humor, irony, and tragedy ● Plausibility is crucial to the success of Science Fiction’s metaphorical storytelling

Evidence of Learning

Unit Benchmark Assessment Information: ● Students will compose a short literary analysis paper of Science Fiction elements present in Capek’s R.U.R. based on Unit 1

essential questions, ● Research and present a discussion on contemporary technologies anticipated or mirrored in Asimov’s Robot Dreams, and ● Create an original planet and alien life forms that reflect metaphorical qualities of the human experience, based on elements in

The Hitchhiker’s Guide to the Galaxy.

Applicable Texts Objectives (Students will be able to…)

Essential Content

Suggested Assessments

Standards (NJCCCS CPIs, CCSS, NGSS) Pacing

Anchor Texts: Drama: -Rossum’s Universal Robots by Karel Čapek Short Stories: -Short Stories from Robot Dreams by Isaac Asimov Novel: -Hitchhiker’s Guide to the Galaxy by Douglas Adams Informational Texts: -Student-researched articles about emerging technology paralleled in the anchor texts. -Excerpts from “The Norton Anthology of Science Fiction” -Excerpts from “Anatomy of Wonder- A Critical Guide to Science Fiction” edited by Neil Barron Films: -Excerpts from I, Robot (2004) -Excerpts from A Hitchhiker’s Guide to the Galaxy (2005)

Reading Literature & Informational Texts- Students will be able to: ● Examine the emergence

of Humanity’s relationship with technology in Science Fiction literature

● Discuss the Creator and

Creation relationship as it manifests in Science Fiction literature and in our contemporary society

● Compare our modern

conceptions of Science Fiction literature with the foundational literature of the genre

● Describe the limitations

and possibilities of Science Fiction literature

● Identify central

metaphors in Science Fiction literature

● Discuss the prophetic

and predictive elements of Science Fiction

● Explore Science Fiction

as an apparatus for social criticism

● Apply understanding of

literary archetypes to readings of new texts

● Read and comprehend

Reading Literature & Informational Texts: ● The Frankenstein

Complex and how it applies to contemporary interpretations of a Creator & Creation narrative

● Historical legacy of

Science Fiction, beginning with the works of the Romantics, into the Industrial Revolution and the cultural embrace of the 20th and 21st centuries

● Identification of Science

Fiction tropes often used in novels and media (viruses, zombies, radiation, robots, advanced technology, futuristic settings, futurism (predicting future society/technology), space travel, time travel, robot rebellion, A.I., supercomputers, etc)

● Understanding of

contemporary scientific advances and how they connect to the thematic content of the literature studied in the unit

● Understanding of satire

as it applies to works of literature, focusing on tone, allegory, symbols, and hyperbole

Reading Literature & Informational Text Assessments: ● Collaborative analysis

questions through Google Docs

● Note-taking and

annotations of readings

● Reading

comprehension quizzes

● Characterization and

Conflict outlines with evidence

● Journal entries based

on readings & specific passages

● Journal entries focused

on style, structure, and meaning of a work

● Passage analysis

questions

● Literary Analysis essays

11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 11-12.RL.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 11-12.RL.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 11-12.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) 11-12.RL.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)

R.U.R. In-Class

Reading & Analysis:

~8 Lessons

Robot Dreams

Reading & Analysis:

~12 Lessons

Hitch- hiker’s Guide to the Galaxy

Reading & Analysis:

~8 Lessons

http://www.corestandards.org/ELA-Literacy/RL/11-12/1/





literary analysis and critique of works studied

● Draw literary

connections to works studied in other courses & students’ prior experiences

● Explore the importance

of narrator in relation to structure and meaning of a work

● Appropriate literary

terms for the analysis of Science Fiction including: central metaphor, allegory, symbolism, and hyperbole

● Clarification and definition of the terms: machine, robot, technology, and computer

● Fundamental literary

elements, including: character (round, flat, static, dynamic), setting, plot, characterization (direct, indirect), protagonist, antagonist, conflict, plot, point of view (1st, 3rd [limited, omniscient]), theme, flashback, foreshadowing, symbol, figurative language (simile, metaphor, personification), irony (verbal, situational, dramatic)

contribute to its overall structure and meaning as well as its aesthetic impact 11-12.RL.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). 11-12.RL.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) 11-12.RL.10 By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently. 11-12.RI.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 11-12.RI.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 11-12.RI.3 Analyze a complex set of ideas or




sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. 11-12.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison

defines faction in Federalist No. 10). 11-12.RI.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. 11-12.RI.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Writing SWBAT: ● Evaluate texts based on

Science Fiction elements and the relationship between humanity and technology in a concise essay

● Creatively develop a

satirical reflection of contemporary society in a narrative

● Creatively re-tell a

Writing: ● Formal essay-writing

expectations (tone, literary present tense, formatting, etc)

● Thesis statement

purpose and structure

● Essay structure for

comparative writing

● Effective paragraph

elements & structure:

Writing Assessments: ● In-class journal writing

● Literary analysis essays

● Single-work

assessments

● Creative writing

assignments ● “RUR” unit assessment

analysis essay

11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 11-12.W.1.a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

http://www.corestandards.org/ELA-Literacy/W/11-12/1/a/

narrative from the perspective of an alternate narrator

● Respond in writing

formally and informally to address essential questions about literature

● Analyze fiction and

informational texts to form connections relating to the human experience

● Formulate a thesis

statement and supporting argument for how the style and structure of a work of prose fiction conveys the meaning of a work

● Smoothly integrate and

analyze textual evidence to support assertions

● Write a well-structured

formal, literary argument with a central claim, develop the claim with evidence, and consider at least one other point of view

topic and concluding sentences, evidence, transitions, and discussion

● Strategies for

brainstorming and prewriting for both analytical and creative writing

● MLA style guidelines

(format, citations, conventions)

● “Hitchhikers Guide to the Galaxy” Satire writing assessment

11-12.W.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 11-12.W.2 Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 11-12.W.2.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 11-12.W.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. 11-12.W.2.c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 11-12.W.2.d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

http://www.corestandards.org/ELA-Literacy/W/11-12/1/d/

http://www.corestandards.org/ELA-Literacy/W/11-12/2/


http://www.corestandards.org/ELA-Literacy/W/11-12/2/b/

http://www.corestandards.org/ELA-Literacy/W/11-12/2/c/


11-12.W.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 11-12.W.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 11-12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 11-12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 11-12.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation 11-12.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each

http://www.corestandards.org/ELA-Literacy/W/11-12/2/e/

http://www.corestandards.org/ELA-Literacy/W/11-12/2/f/





source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 11-12.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking & Listening SWBAT: ● Effectively prepare for

class discussion by critically reading the text at hand and reviewing notes prior to class

● Use literary and academic

terminology that will best articulate the works and matters being discussed

● Independently note critical

points made by teacher or fellow students during class discussions

● Discuss and analyze

literary works in small and large groups

● Present group findings to

other groups and to the class as a whole

● Preface discussion points

with summary or reference to a previous speaker’s

Speaking & Listening: ● Guidelines for effective

class discussions (generated by students and teacher), i.e.: procedure for polite, respectful discussion and listening, necessity to provide textual support for ideas/opinions, and the ability to generate questions based on discussion

● Proper use of academic

and literary vocabulary in discussion

● Student and teacher

guidelines for Socratic seminars and writer’s workshop

Speaking & Listening Assessments: ● Presentation of

emerging technologies researched as part of our study of “Robot Dreams”

● Socratic Seminar

● Participation in class

discussions

● Participation in small-

group discussions

● Discuss literature in

small group or whole class discussions and provide textual support for ideas/opinions

● Shared journal entries

● Participate in both

teacher-led and/or

11-12.SL.1.c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. 11-12.SL.1.d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 11-12.SL.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each



http://www.corestandards.org/ELA-Literacy/SL/11-12/1/










points

● Select/provide appropriate

textual evidence to support ideas during class discussion

● Independently workshop

student work (sometimes functioning as a contributor and sometimes as a group leader)

● Identify procedure for

socratic seminar activities

● Create questions in

response to readings and interpretations of texts

● Respond to teacher and

student-directed questions and comments

student driven small and large class discussion

source and noting any discrepancies among the data.

11-12.SL.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

11-12.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

11-12.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated when appropriate.

Language SWBAT: ● Exhibit proper usage in

written and spoken language

● Identify use of

figurative language and determine how it contributes to the meaning and aesthetic impact of a literary work

● Recognize and

articulate a writer’s purposeful use of diction and syntax

● Research unfamiliar

Language: ● Review and

reinforcement of grammatical principles and vocabulary acquisition

● Rhetorical functions

and parallel structure

● Task-specific literary

and academic terminology

● Understanding of

Science Fiction literary terms: Allegory, symbolism, hyperbole, doppelganger,

Language Assessments:

● Student note-taking, reflecting consideration of challenging vocabulary

● Determining the

meaning of unknown vocabulary words using context clues in analytical writing

11-12.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

11-12.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

11-12.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

words and determine meaning from context clues

metaphor, central metaphor, internal conflict, dystopia, etc

11-12.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

11-12.L.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. 11-12.L.5.a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

11-12.L.5.b Analyze nuances in the meaning of words with similar denotations 12.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Unit 2 Overview

Unit Title: Introduction to Fantasy

Unit Description: Fantasy literature is largely considered escapist and juvenile, but it possesses a lasting appeal that continues to draw readers. Devices such as fantasy landscapes, magic, supernatural races, the polarizing of good and evil, and a broad, romanticized, historic focus support a deeply metaphorical and appealing literary genre. In this unit, students will be asked to collaboratively work to identify elements of this genre in J.R.R. Tolkien’s The Hobbit , and discuss how they differ from the similar devices in Science Fiction. In addition, students will read a contemporary work: Harry Potter and the Sorcerer’s Stone, and discuss its merits as a work of literature in the Fantasy genre. Focus will be placed on the highlighting the differences between Science Fiction and Fantasy, and critically evaluating the merits of the Fantasy genre as literature and in culture.

Suggested Pacing: ~20 Lessons

Learning Targets

Unit Essential Questions: ● What makes Fantasy literature so popular among young adult readers? ● Since the Anglo Saxons, people have used Fantasy in storytelling: what lasting appeal does Fantasy have? ● What are the stylistic similarities and differences between Fantasy and Science Fiction? ● What makes a work of literature escapist, and can an escapist work be considered “literature”?

Unit Enduring Understandings: ● Fantasy works appeal to readers of escapist literature, but often have great metaphorical significance ● Fantasy draws upon impossible circumstances and devices, but maintain internal plausibility through magical or mythical laws ● Fantasy works reflect a focus on the past, idealism, cycles of growth and renewal, and the polarization of Good and Evil


Unit Benchmark Assessment Information: ● Students will collaboratively develop and present an analysis of the Fantasy elements and devices present in Tolkien’s The

Hobbit, and ● Compose an argumentative paper discussing the literary merits and shortcomings of Rowling’s Harry Potter and the

Sorcerer’s Stone.


Essential Content



Anchor Texts: Novels: -The Hobbit by J.R.R. Tolkien -Harry Potter and the Sorcerer’s Stone by J.K. Rowling Informational Texts: -Excerpts from “On Fairie Stories” by J.R.R. Tolkien -Excerpts from “The Annotated Hobbit” by Douglas A. Anderson -Poetry and Essays excerpted from “The Tolkien Reader” by J.R.R. Tolkien -Selected essays from “The Master of Middle Earth: The Fiction of J.R.R. Tolkien” by Paul H. Kocher -Selected critical essays & book reviews on the “Harry Potter” works Films: Excerpts from The Hobbit films (1977, 2013, 2014) Excerpts from Harry Potter and the Sorcerer’s Stone (2001)

Reading Literature & Informational Texts- SWBAT: ● Read and comprehend


● Draw literary




Reading Literature & Informational Texts: Research and

background into pop culture/modern reception of fantasy

Fantasy tropes: magic,

fantastic creatures, medieval landscape, fantastic settings, allegorical scenarios, weapons and war, polarized good and evil, young audience

Literary devices and

themes important to the Fantasy genre, including: metaphor, symbolism, fantasy landscape, historical focus, mythology and tradition, idealism, heroism, and implausibility

● Elements of

Bildungsroman and the Quest story: A character’s coming of age, the stated goal and the character development, internal and external conflict, supernatural forces working against the character, and metaphorical races/tribes

● Historical background on the legacy of Fantasy writers since the 6th century

Reading Literature & Informational Text Assessments: ● Collaborative analysis

questions through Google Docs

● Note-taking and

annotations of readings

● Reading

comprehension quizzes

● Characterization and

Conflict outlines with evidence

● Journal entries based

on readings & specific passages

● Journal entries focused

on style, structure, and meaning of a work

● Passage analysis

questions

● Literary Analysis essays

11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 11-12.RL.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 11-12.RL.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 11-12.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) 11-12.RL.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a

The Hobbit Reading & Presenta-

tions: ~12 Lessons

Harry Potter

Reading & Analysis:

~8 Lessons






● The difference between the plausible and implausible in Fantasy literature

Fundamental literary elements, including: character (round, flat, static, dynamic), setting, plot, characterization (direct, indirect), protagonist, antagonist, conflict, plot, point of view (1st, 3rd [limited, omniscient]), theme, flashback, foreshadowing, symbol, figurative language (simile, metaphor, personification), irony (verbal, situational, dramatic)

comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact 11-12.RL.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) 11-12.RI.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 11-12.RI.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 11-12.RI.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. 11-12.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison


defines faction in Federalist No. 10). 11-12.RI.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. 11-12.RI.6

Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Writing SWBAT: ● Create a researched

defense or denouncement of the literary merits of Fantasy literature based on “Harry Potter and the Sorcerer’s Stone”

● Creatively re-tell a

narrative from the perspective of an alternate narrator

● Respond in writing

formally and informally to address essential questions about literature

● Analyze fiction and




● Thesis statement

purpose and structure


persuasive and analytical writing


elements & structure: topic and concluding sentences, evidence, transitions, and discussion

● Strategies for




● Single-work

assessments


assignments ● Harry Potter Persuasive

Research Paper

11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 11-12.W.1.a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. 11-12.W.1.b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.



● Formulate a thesis statement and supporting argument for how the style and structure of a work of prose fiction conveys the meaning of a work







11-12.W.1.c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 11-12.W.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 11-12.W.1.e Provide a concluding statement or section that follows from and supports the argument presented. 11-12.W.2 Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 11-12.W.2.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 11-12.W.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.







11-12.W.2.c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 11-12.W.2.d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. 11-12.W.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 11-12.W.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 11-12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 11-12.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and




http://www.corestandards.org/ELA-Literacy/W/11-12/2/f/



including grades 11-12 here.) 11-12.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11-12.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation 11-12.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.


http://www.corestandards.org/ELA-Literacy/L/11-12/






Speaking & Listening SWBAT: ● Prepare and deliver an

analytical presentation of chapters from “The Hobbit” in small groups

● Effectively prepare for


● Use literary and

academic terminology that will best articulate the works and matters being discussed

● Independently note

critical points made by teacher or fellow students during class discussions



● Present group findings

to other groups and to the class as a whole

● Preface discussion

points with summary or reference to a previous speaker’s points

● Select/provide

appropriate textual evidence to support ideas during class discussion

● Independently

workshop student work (sometimes functioning






guidelines for socratic seminars and writer’s workshop

Speaking & Listening Assessments: ● Collaborative “The

Hobbit” Analysis presentations



discussions


group discussions





teacher-led and/or student driven small and large class discussion

11-12.SL.1.c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. 11-12.SL.1.d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 11-12.SL.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

11-12.SL.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

11-12.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add











as a contributor and sometimes as a group leader)







interest.




● Identify use of

figurative language and determine how it contributes to the meaning and aesthetic impact of a literary work

● Recognize and











● Using appropriate literary terms and language in discussion and written assignments

● Student note-taking,

reflecting consideration of challenging vocabulary

● Determining the

meaning of unknown vocabulary words using context clues in analytical writing


11-12.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.



11-12.L.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or

function in a sentence) as a clue to the meaning of a word or phrase. 11-12.L.5.a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.


Unit 3 Overview

Unit Title: Final Exam Research Project

Unit Description: The Final Project is an independent reading and research project focused on a work of Science Fiction or Fantasy that each student chooses individually. Students are expected to read and interpret their chosen works and create either an extended research paper or a multimedia project to share their analysis with the rest of the class. This project will ask students to draw on their accumulated skills analyzing Science Fiction & Fantasy gained in this course and research other primary sources to synthesize with course content. Students will conduct research independently and make use of class time to construct their essays or presentations. This project will be counted in place of a formal Final Examination.

Suggested Pacing: ~15 Lessons

Learning Targets

Unit Essential Questions: ● What is society’s perception of Science Fiction & Fantasy literature, and what is the origin of these perceptions? ● Why are Science Fiction and Fantasy works so appealing to readers of all ages? ● How does the analysis of Science Fiction and Fantasy literature contribute to a more meaningful reading experience?

Unit Enduring Understandings: ● Science Fiction & Fantasy are works that can have both significant literary and entertainment value ● Science Fiction & Fantasy develop fantastic material through a variety of devices and styles ● Science Fiction & Fantasy reflect the human experience with focused metaphorical devices


Unit Benchmark Assessment Information: Students are given the two options for the Final Exam assessment at the beginning of the course. They may opt to complete one of the

two options prior to the end of the course. The Final Exam assessment is given in lieu of a formal exam.

● Option One: Presentation: Students will select a work of Science Fiction or Fantasy not studied in class, independently read it,

and create a researched, persuasive presentation in response to the question: “How does this work of Science Fiction or Fantasy

reflect the human experience?”. Students are expected to be prepared to present their research on their scheduled presentation

day.

● Option Two: Final Exam Essay: Students will select a work of Science Fiction or Fantasy not studied in class, independently

read it, and compose a formal research paper, developing an original thesis in response to the question: “How does this work of

Science Fiction or Fantasy reflect the human experience?”. Students are expected to bring all necessary pre-writing and

research with them on the exam day, and compose this final research paper during the scheduled exam period.

For both options, students should draw upon and use, when applicable, their work and materials from earlier study in the course.


Essential Content



Student-chosen work of Science Fiction or Fantasy literature

Reading Literature & Informational Texts- SWBAT: ● Independently analyze

a work of Science Fiction or Fantasy, reading for literary devices and thematic significance

● Read and comprehend


● Draw literary




Reading Literature & Informational Texts:

Literary elements and themes studied in previous units

Fundamental literary elements, including: character (round, flat, static, dynamic), setting, plot, characterization (direct, indirect), protagonist, antagonist, conflict, plot, point of view (1st, 3rd [limited, omniscient]), theme, flashback, foreshadowing, symbol, figurative language (simile, metaphor, personification), irony (verbal, situational, dramatic)

Reading Literature & Informational Text Assessments: ● Student note-taking

● Final project outline

(essay or presentation) ● Student Outlines for

presentations and final essays

● Prewriting and research

exercises for evaluating sources and evidence

● Final exam

presentations and synthesis essays

11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 11-12.RL.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 11-12.RL.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic

impact.

In-Class Research and Preparation: ~ 3 Lessons Presentations: ~12 Lessons

Speaking & Listening SWBAT: ● Effectively prepare for


● Use literary and academic

terminology that will best articulate the works and matters being discussed

● Independently note critical

points made by teacher or



Speaking & Listening Assessments: ● Presentation of

emerging technologies researched as part of our study of “Robot Dreams”



discussions


11-12.SL.1.c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. 11-12.SL.1.d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what










fellow students during class discussions



● Present group findings to

other groups and to the class as a whole

● Preface discussion points

with summary or reference to a previous speaker’s points

● Select/provide appropriate

textual evidence to support ideas during class discussion

● Independently workshop

student work (sometimes functioning as a contributor and sometimes as a group leader)










guidelines for Socratic seminar and writer’s workshop

● Expectations for a

formal presentation, including pacing, projection, eye contact, attitude, and preparation

group discussions





teacher-led and/or student driven small and large class discussion

additional information or research is required to deepen the investigation or complete the task.

11-12.SL.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. 11-12.SL.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

11-12.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


Writing SWBAT: ● Analyze fiction and






● Single-work

11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 11-12.W.1.a






● Formulate a thesis

statement and supporting argument for how the style and structure of a work of prose fiction conveys the meaning of a work





● Thesis statement purpose and structure


comparative writing


elements & structure: topic and concluding sentences, evidence, transitions, and discussion

● Strategies for




assessments


assignments

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. 11-12.W.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 11-12.W.1.e Provide a concluding statement or section that follows from and supports the argument presented. 11-12.W.2 Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 11-12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 11-12.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)






http://www.corestandards.org/ELA-Literacy/L/11-12/

11-12.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation 11-12.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.




● Identify use of

figurative language and determine how it





● Student note-taking, reflecting consideration of challenging vocabulary

● Determining the

meaning of unknown


11-12.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and





contributes to the meaning and aesthetic impact of a literary work

● Recognize and







vocabulary words using context clues in analytical writing

spelling when writing.



11-12.L.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. 11-12.L.5.a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.


Documents

Madison Public Schools · interpret it through the lenses studied in this course to create a presentation or analytical research paper. ... and of reflection on past events. Science