Revision Date: July 10, 2017 Submitted by: Dennis … 7...Oral presentation of text analysis and interpretation for one or several written pieces Journal entries based on participation

1

CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM

English Elective

Science Fiction

Revision Date: July 10, 2017

Submitted by: Dennis Hardies

2

Table of Contents: Science Fiction Course Overview Pg. 3

Pacing Chart Pg. 4

Unit #1 “Is There Anybody Out There?” Overview At-a-Glance Pg. 5

Unit #1 “Is There Anybody Out There?” Targeted Instructional Planning to Address Central Unit Standards Pg. 7

Unit #2 “Man As God” Overview At-a-Glance Pg. 13

Unit #2 “Man As God” Targeted Instructional Planning to Address Central Unit Standards Pg. 15

Unit #3 “Utopian Society” Overview At-a-Glance Pg. 21

Unit #3 “Utopian Society” Targeted Instructional Planning to Address Central Unit Standards Pg. 23

Unit #4 “Man Versus Machine” Overview At-a-Glance Pg. 28

Unit #4 “Man Versus Machine” Targeted Instructional Planning to Address Central Unit Standards Pg. 31

3

Science Fiction Course Overview

In this course, students will examine the ways in which science fiction reflects popular culture and the concerns of society today, as well as

explore the literary and social importance of science fiction, while acquainting students with several of the major themes, motifs and tropes found

in science fiction literature. In reading science fiction novels and short stories by authors from various time periods, and in viewing science fiction

films and documentaries, students will sharpen their abilities to analyze, think critically, and make both inter-textual and global connections.

Students will pose questions about the changing social impacts of literature and science to help to frame class lectures and discussions, while film

viewings explore the visual realm of the science fiction imagination. Students will use these skills in conducting research and in producing writing

for various purposes and audiences, such as essays, research papers and short stories.

The New Jersey Student Learning Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and

parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge

and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities

will be best positioned to compete successfully in the global economy.

The curriculum guide has been generated to not only help students achieve the New Jersey Student Learning Standards, but to ensure that students

will be prepared for college and career opportunities following high school graduation.

Primary Resource(s)

Textbook

Title: The Science Fiction Hall of Fame – Vol. One, 1929-1964

Publisher: Tor Publishing Copyright: 1998

Supplemental Materials (including various level of texts at each grade level)

Brave New World Cat’s Cradle Childhood’s End Ender’s Game

Fahrenheit 451 Frankenstein The Hitchhiker’s Guide to the Galaxy I, Robot

The Martian Chronicles The Time Machine War of the Worlds 1984

4

Pacing Chart Unit # & Title Pacing

(must equal 165 days for full-year or 83 days for half-year course)

Unit 1 – Is There Anybody Out There?

Examines the basic premise to the Science Fiction genre – Man’s fascination with the

heavens and whether there are other forms of intelligent life on other planets. Readings for

the unit include ideas on Space Exploration and Colonization, Invasions by Aliens, and

human extinction through “World War”.

(Novels include The Hitchhiker’s Guide to the Galaxy, The Martian Chronicles and War of

the Worlds)

40 Days – Marking Period 1 (8 weeks)

2 novels approximately 4 weeks each

Unit 2 – Man as God

Examines the basic taboo subject of science – “Can man create those things once thought

only achievable through divine grace?” The focus of the readings includes reanimation of

the dead, cloning, mutation, genetics and other scientific advances once thought impossible.

(Novels include Frankenstein)


1 novel with supporting material ongoing

throughout marking period

Unit 3 – Utopian Society

Examines the possibility of creating the perfect society, where mankind has rid itself of all

evils – crime, poverty, hunger, disease, etc. Readings focus on man’s acceptance of

“equality”, as well as the individual vs. society.

(Novels include Brave New World, Childhood’s End, Fahrenheit 451, and 1984)



Unit 4 – Man vs. Machine

Examines the struggle between man’s creation of machines that are “intelligent enough” to

improve the quality of life and creating machines that are “too intelligent” for the good of

mankind. Readings focus on sentient machines – those that become self-aware or their A.I.

is almost life-like.

(Novels include I, Robot and Do Androids Dream of Electric Sheep?)



5

Unit 1 Overview At-a-Glance Unit 1 – Is There Anybody Out There?

Unit Description: In this unit, the class examines the basic premise to the Science Fiction genre – Man’s fascination with the heavens and whether there are other forms

of intelligent life on other planets. Readings for the unit include ideas on Space Exploration and Colonization, Invasions by Aliens, and Human

Extinction through “World War”.

Essential Skills:

Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual

evidence when writing or speaking to support conclusions drawn from the text.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Assess how point of view or purpose shapes the content and style of a text.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and

sufficiency of the evidence.

Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the

authors take.

Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective

selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event

sequences.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and

expressing their own clearly and persuasively.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Acquire and use accurately a range of 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 encountering an

unknown term important to comprehension or expression.

6

Standards Addressed within this Unit

Central Unit Standards- This unit will focus primarily on

learning goals aligned with the following standards:

NJSLSA.R1-3, 8-10; NJSLSA.W1-3; NJSLSA.SL1,3; NJSLSA.L6

Supporting Unit Standards- This unit will also include activities

aligned with the following standards:

NJSLSA.R7; NJSLSA.W7-10; NJSLSA.SL2,4-6; NJSLSA.L1-3

Unit Details

Modifications for Special Education Students, English

Language Learners, Students at Risk of Failure, and Gifted

Students- Modify instructional approach and/or assignments and

evaluations as needed based for students with IEPs, 504s, ELLs

and gifted and talented students including but not limited to: Extended time

Enrichment activities / Independent Study

Alternate reading and writing assignments as per reading level (grade

level appropriate)

Preferential seating

Additional graphic organizers and outlines for crafting writing

assignments

Audio versions of texts

Native Language Prompts

Integration of 21st century skills through NJSLS 9 and Career

Education:

Lessons, where appropriate, incorporate multiple

perspectives to infuse cultural and global awareness.

Lessons integrate a focus on civic literacy so that students

can better understand the rights and obligations of

citizenship.

Lessons integrate effective collaboration and

communication skills and resources to interact with a

global society.

Assessments- including benchmarks, formative, summative,

and alternative assessments:

Initial Unit Benchmark Assessment

End of Unit Benchmark Assessment

Comparison Essays w/ Textual Evidence

Narrative Essays

Research Project Presentations

Creative Interpretations of Unit Material

Suggested Interdisciplinary Activities for this Unit:

Health/PE – Research the physical requirements (PT test) to be a NASA astronaut.

Math (Calc/Physics) – Discuss with math teacher the mathematical calculations needed

for space launch, including thrust, velocity and G forces affecting the ship upon liftoff.

Science – Work with science teacher to create a lesson on Astronomy and the solar

system.

History/Social Studies – Research the first rocket launches for orbital and outer space

attempts.

Technical Subjects – Analyze/Factor the physics involved with space travel.

Art – Create drawings of spaceships (real or imagined) and alien races as described in the

literature covered throughout the unit.

7

Unit Resources

Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.

Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support

struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate

resources to facilitate challenging levels of work for all students.

Leveled Supplemental Materials and Media/School Library

Resources

The Hitchhiker’s Guide to the Galaxy

The Martian Chronicles

War of the Worlds

Associated news articles relevant to topics being covered in the unit

Integration of the Technology Standard

Viewing of Star Wars – Episode IV and War of the Worlds

Utilize internet for research and analysis throughout the

unit

Utilize art/drawing software for creation of images used in

conjunction with the various stories covered in the unit

Utilize Prezi/PowerPoint/Google Docs software for

presentations of Research as required

Unit #1 Targeted Instructional Planning to Address Central Unit Standards: Central Unit

Standard and

Student Learning

Objective

Suggested Instructional

Activities

Suggested Student Output Formative Assessments

(Portfolios, Projects, Tasks,

Evaluations, & Rubrics)

NJSLSA.R1. Read

closely to determine

what the text says

explicitly and to make

logical inferences and

relevant connections

from it; cite specific

textual evidence when

writing or speaking to

support conclusions

drawn from the text.

Teach close reading strategies

utilizing reading checklist

bookmark

Teach reading in context to decode

unfamiliar vocabulary

Model citation of specific textual

evidence in support of claims made

from the text, explicitly or

implicitly

Collaborative note-taking and think/pair/share

evaluation

Informative/explanatory essay writing and

editorial writing

Oral presentation of text analysis and

interpretation for one or several written pieces

Journal entries based on participation in and

discussion of various venues (e.g. art, music,

video, audio associated with this theme)

Homework and notebook

evaluation rubrics

Teacher-made rubrics

PARCC/NJSLS holistic

rubrics

Essay and open-ended

responses included on unit

tests

Independent/group novel and

drama study project rubrics,

checklists, and evaluation

sheets

DBQ Essay

8

Model drawing logical conclusions

from the text and providing textual

support to valid those conclusions

Literature analysis and review utilizing textual

evidence Exit ticket

NJSLSA.R2. Determine

central ideas or themes

of a text and analyze

their development;

summarize the key

supporting details and

ideas.

Teach the basis of the archetypal

theme, as well as main types of

archetypal themes

Evaluate the main themes and

motifs for the Science Fiction genre

for this unit: man’s fascination with

the heavens and intelligent life

Teach plot sequencing as it applies

to development of theme

Review argumentative and

explanatory essay formats

Utilize textual evidence to support

development of thematic claims

Collaborative note-taking and think/pair/share

evaluation

Informative /explanatory essay writing and

editorial writing


interpretation



video, audio)


evidence


evaluation rubrics



rubrics



tests




sheets

DBQ Essay

Exit ticket

NJSLSA.R3. Analyze

how and why

individuals, events, and

ideas develop and

interact over the course

of a text.


to development of characters

Review characterization as it

applies to primary and secondary

characters in a story

Teach text analysis of plot events to

determine importance in terms of

plot advancement, including

climatic moment of the story

Collaborative note- taking and

think/pair/share evaluation


editorial writing


interpretation



video, audio)


evidence


evaluation rubrics



rubrics



tests




sheets

DBQ Essay

Exit ticket

9

NJSLSA.R6. Assess

how point of view or

purpose shapes the

content and style of a

text.

Review strategies for determining

an author's point of view

Teach how an author's point of

view affects content and style

Review various points of view

presented in literature

Teach how an author’s perspective

affects world point of view




editorial writing


interpretation



video, audio)


evidence


evaluation rubrics



rubrics



tests




sheets

DBQ Essay

Exit ticket

NJSLSA.R8. Delineate

and evaluate the

argument and specific

claims in a text,

including the validity of

the reasoning as well as

the relevance and

sufficiency of the

evidence.


an author's claim

Teach how an author's claim is

determined to be valid using logic

and reasoning to support ideas



Teach basic rhetorical terms as

applied to informational text

Teach elements of editorial style




editorial writing

Participating in Socratic seminars, debates

and/or writing arguments


interpretation



video, audio)


evidence


evaluation rubrics



rubrics



tests




sheets

DBQ Essay

Exit ticket

NJSLSA.W1. Students

will be able to write

arguments to support

Teach argumentative strategies for

writing (e.g. T.R.E.A.T, P.E.E.L.)

Write an argument based on current

opinion/editorial examples

Student and teacher

generated rubrics

10

claims in an analysis of

substantive topics or

texts, using valid

reasoning and relevant

and sufficient evidence

Teach online communication

techniques, proper etiquette, and

Internet safety

Provide examples (print and/or

electronic) of arguments which

utilize valid reasoning, logical

arguments and relevant and

sufficient support


electronic) of arguments which do

not utilize valid reasoning, logical

arguments and/or relevant &

sufficient support

Generate individual questions for and

participate in classroom seminar/debate

Compose replies between members of the

class and teacher

Imitate authentic rhetorical style of selected

exemplary authors

Participate in writer’s workshop peer revision

and edition

Adapted PARCC/NJSLS-

based rubrics

Writer’s workshop peer

evaluations

Literature Review

DBQ Essay

Journal entries

Exit ticket

NJSLSA.W2. Write

informative/explanatory

texts to examine and

convey complex ideas

and information clearly

and accurately through

the effective selection,

organization, and

analysis of content.

Teach strategies for creating

informative/explanatory writings

using textual evidence to present

ideas and information

Teach elevated/formal writing style

with focus on selection,

organization and analysis of content

Provide examples of various levels

of informative text that utilize

effective use of content and textual

support

Write an argument based on thematic material

covered over the course of the unit




class and teacher


and edition

Student and teacher

generated rubrics


based rubrics


evaluations

Literature Review

DBQ Essay

Journal entries

Exit ticket

NJSLSA.W3. Write

narratives to develop

real or imagined

experiences or events

using effective

technique, well-chosen

details, and well-

Teach strategies for creative

narrative writings that model an

author’s style and voice

Review plot sequencing, key

events, settings and characterization

as it applies to creating a narrative

text

Write a narrative extension of material

covered in class that imitates mood, style and

voice of the author.



Student and teacher

generated rubrics


based rubrics


evaluations

Literature Review

DBQ Essay

11

structured event

sequences.

Provide diverse examples of

narrative text that demonstrate

detail, event sequencing, and plot

development


class and teacher

Imitate authentic narrative style of selected

exemplary authors


and edition

Journal entries

Exit ticket

NJSLSA.SL1. Prepare

for and participate

effectively in a range of

conversations and

collaborations with

diverse partners,

building on others’ ideas

and expressing their own

clearly and persuasively.

Model paired collaborations, small

group instruction and whole class

discussion/debate





sufficient support





sufficient support

Teach persuasive argument

techniques to communicate

effectively

Participate in classroom discussions and

debates

Participate in collaborative efforts for research

projects and presentations




class and teacher


and edition

Student and teacher

generated rubrics


based rubrics


evaluations

Formal Oral Presentation

Rubrics

DBQ Essay

Journal entries

Exit ticket

NJSLSA.SL3. Evaluate

a speaker’s point of

view, reasoning, and use

of evidence and rhetoric.

Teach the relationship between

speaker, audience and information

being presented

Review point of view, logical

reasoning and rhetorical devices as

used in speaking






class and teacher

Student and teacher

generated rubrics


based rubrics


evaluations

Literature Review

DBQ Essay

Journal entries

12

Teach the various types of

perspectives that a speaker

considers when presenting an oral

argument

Teach the basic concepts of the

perceptual world as it applies to

logical argument, speaking and

writing

Imitate authentic rhetorical style of selected

exemplary authors


and edition

Exit ticket

NJSLSA.L6. Acquire

and use accurately a

range of 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

encountering an

unknown term important

to comprehension or

expression.

Teach the vocabulary specific to the

Science Fiction genre

Model the use of domain specific

vocabulary in speaking and writing

Review the use of context clues to

decode and comprehend Science

Fiction terminology and vocabulary

associated with this genre


debates utilizing domain vocabulary

Participate in collaborative efforts for research

projects and presentations utilizing domain

vocabulary




class and teacher


and edition

Student and teacher

generated rubrics


based rubrics


evaluations

Literature Review

DBQ Essay

Journal entries

Exit ticket

13

Unit 2 Overview At-a-Glance Unit 2 – Man as God

Unit Description: In this unit, the class examines the basic taboo subject of science – “Can man create those things once thought only achievable through divine

grace?” The focus of the readings includes reanimation of the dead, cloning, mutation, genetics and other scientific advances once thought

impossible.

Essential Skills:

Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite

specific textual evidence when writing or speaking to support conclusions drawn from the text.




Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance

and sufficiency of the evidence.

Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the

approaches the authors take.


Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

evidence.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the

effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-

structured event sequences.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’

ideas and expressing their own clearly and persuasively.


Acquire and use accurately a range of 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 encountering an unknown term important to comprehension or expression.

14








Unit Details





and gifted and talented students including but not limited to:

Extended time


Alternate reading and writing assignments as per reading

level (grade level appropriate)


Additional graphic organizers and outlines for crafting

writing assignments




Education:





citizenship.



global society.






Narrative Essays



Suggested Interdisciplinary Activities for this Unit

Health/PE – Create a health project on genome mapping and genetics.

Science – Research modern advances in genetic mutation, cloning and

cryogenics.

Social Studies – Complete an examination of different countries’ attitudes

toward cloning, as well as laws concerning cloning.

Art – Create drawings of DNA strands using computer drawing programs.

15

Unit Resources






Resources

Frankenstein

Articles on cloning – specifically in regard to Dolly the sheep

Advances in stem cell manipulation in building other cell types

Ethical/Moral arguments associated with cloning and potential reincarnation


View I, Frankenstein


unit



Utilize Prezi/PowerPoint software for presentations of

Research as required


Standard and Student

Learning Objective

Suggested Instructional

Activities

Suggested Student Output Formative Assessments


Evaluations, & Rubrics) NJSLSA.R1. Read

closely to determine what

the text says explicitly

and to make logical

inferences and relevant

connections from it; cite

specific textual evidence

when writing or speaking

to support conclusions


Teach close reading strategies

utilizing reading checklist

bookmark





from the text, explicitly or

implicitly



Informative /explanatory essay writing

and editorial writing


interpretation

Journal entries based on participation in

and discussion of various venues (e.g. art,

music, video, audio)


evaluation rubrics


PARCC/NJSLS holistic rubrics


responses included on unit tests




sheets

DBQ Essay

Exit ticket

16




Literature analysis and review utilizing

textual evidence


central ideas or themes of

a text and analyze their

development; summarize

the key supporting details

and ideas.



archetypal themes.

Evaluate the main themes and

motifs for the Science Fiction genre

for the unit: achieving scientific

advances once thought impossible


to development of theme










interpretation





textual evidence


evaluation rubrics








sheets

DBQ Essay

Exit ticket

NJSLSA.R3. Analyze

how and why individuals,

events, and ideas develop

and interact over the

course of a text.


to development of characters

Review characterization as it

applies to primary and secondary

characters in a story


determine importance in terms of

plot advancement, including

climatic moment of the story






interpretation





textual evidence


evaluation rubrics








sheets

DBQ Essay

Exit ticket

17

NJSLSA.R6. Assess how

point of view or purpose

shapes the content and

style of a text.


an author's point of view

Teach how an author's point of

view affects content and style










interpretation





textual evidence


evaluation rubrics








sheets

DBQ Essay

Exit ticket


and evaluate the


claims in a text, including

the validity of the

reasoning as well as the

relevance and sufficiency

of the evidence.


an author's claim


determined to be valid using logic

and reasoning to support ideas



Teach basic rhetorical terms as

applied to informational text









interpretation





textual evidence


evaluation rubrics








sheets

DBQ Essay

Exit ticket

NJSLSA.W1. Students







• Student and teacher generated

rubrics

18



texts, using valid





Internet safety





sufficient support





sufficient support




class and teacher

Imitate authentic rhetorical style of

selected exemplary authors

Participate in writer’s workshop peer

revision and edition

• Adapted PARCC/NJSLS-

based rubrics

• Writer’s workshop peer

evaluations

• Literature Review

• DBQ Essay

• Journal entries

• Exit ticket

NJSLSA.W2. Write







organization, and analysis

of content.


informative/explanatory writings

using textual evidence to present

ideas and information


with focus on selection,

organization and analysis of content

Provide examples of various levels

of informative text that utilize

effective use of content and textual

support

Write an argument based on thematic

material covered over the course of the

unit




class and teacher




rubrics


based rubrics


evaluations


• DBQ Essay

• Journal entries

• Exit ticket

NJSLSA.W3. Write

narratives to develop real

or imagined experiences

or events using effective


details, and well-

structured event

sequences.

Teach strategies for creative

narrative writings that model an

author’s style and voice

Review plot sequencing, key

events, settings and characterization

as it applies to creating a narrative

text


covered in class that imitates mood, style

and voice of the author.




rubrics


based rubrics


evaluations


• DBQ Essay

19

Provide diverse examples of

narrative text that demonstrate

detail, event sequencing, and plot

development


class and teacher

Imitate authentic narrative style of




• Journal entries

• Exit ticket

NJSLSA.SL1. Prepare

for and participate


conversations and

collaborations with

diverse partners, building

on others’ ideas and

expressing their own




discussion/debate





sufficient support





sufficient support

Teach persuasive argument

techniques in order to communicate

effectively


debates

Participate in collaborative efforts for

research projects and presentations




class and teacher



Student and teacher generated

rubrics

Adapted PARCC/NJSLS-based

rubrics


evaluations


Rubrics

DBQ Essay

Journal entries

Exit ticket

NJSLSA.SL3. Evaluate a

speaker’s point of view,

reasoning, and use of

evidence and rhetoric.



being presented



used in speaking






class and teacher


rubrics


rubrics


evaluations

Literature Review

DBQ Essay

Journal entries

20

Teach the various types of

perspectives that a speaker

considers when presenting an oral

argument


perceptual world as it applies to

logical argument, speaking and

writing





Exit ticket

NJSLSA.L6. Acquire


range of general


specific words and


reading, writing,

speaking, and listening at

the college and career

readiness level;

demonstrate

independence in


knowledge when

encountering an unknown

term important to

comprehension or

expression.













utilizing domain vocabulary




class and teacher




rubrics


rubrics


evaluations

Literature Review

DBQ Essay

Journal entries

Exit ticket

21

Unit 3 Overview At-a-Glance Unit 3 – Utopian Society

Unit Description: In this unit, the class examines the possibility of creating the perfect society, where mankind has rid itself of all evils – crime, poverty, hunger,

disease, etc. Readings focus on man’s acceptance of “equality”, as well as the individual vs. society.

Essential Skills:












evidence.











22








Unit Details



Students - Modify instructional approach and/or assignments and



Extended time






writing assignments




Education:





citizenship.



global society.






Narrative Essays



Suggested Interdisciplinary Activities for this Unit:

Health/PE – Analyze physical fitness standards for average

individuals – minimum physical capabilities.

History/Social Studies – Study Governmental Systems throughout

the ages, including those focusing on total equality for their

citizens.

Art – Create idyllic drawings/renderings of Utopia.

23

Unit Resources






Resources

Brave New World

Childhood’s End

Fahrenheit 451

1984

Articles to support these choices as needed


Viewing of Demolition Man and The Island

Utilize internet for research and analysis throughout the unit






Standard and Student

Learning Objective

Suggested Instructional Activities Suggested Student Output Formative Assessments


Evaluations, & Rubrics) NJSLSA.R1. Read

closely to determine what

the text says explicitly

and to make logical

inferences and relevant

connections from it; cite

specific textual evidence

when writing or speaking

to support conclusions


Teach close reading strategies utilizing

reading checklist bookmark




evidence in support of claims made from

the text, explicitly or implicitly

Model drawing logical conclusions from

the text and providing textual support to

valid those conclusions



Informative /explanatory essay

writing and editorial writing


interpretation

Journal entries based on participation

in and discussion of various venues

(e.g. art, music, video, audio)

Literature analysis and review

utilizing textual evidence


evaluation rubrics



rubrics



tests




sheets

DBQ Essay

Exit ticket

24






and ideas.

Teach the basis of the archetypal theme,

as well as main types of archetypal

themes

Evaluate the main themes and motifs for

the Science Fiction genre for the unit: the

possibility of creating the perfect society

Teach plot sequencing as it applies to

development of theme

Review argumentative and explanatory

essay formats








interpretation







evaluation rubrics



rubrics



tests




sheets

DBQ Essay

Exit ticket

NJSLSA.R3. Analyze




course of a text.


development of characters

Review characterization as it applies to

primary and secondary characters in the

stories discussed in this unit


determine importance in terms of plot

advancement, including climatic moment

of the story






interpretation







evaluation rubrics



rubrics



tests




sheets

DBQ Essay

Exit ticket




style of a text.

Review strategies for determining an

author's point of view

Teach how an author's point of view

affects content and style

Collaborative note-taking and





evaluation rubrics



rubrics

25

Review various points of view presented

in literature



Presentation of text analysis and

interpretation








tests




sheets

DBQ Essay

Exit ticket


and evaluate the


claims in a text, including

the validity of the

reasoning as well as the

relevance and sufficiency

of the evidence.


author's claim


determined to be valid using logic and

reasoning to support ideas


essay formats

Teach basic rhetorical terms as applied to

informational text






Participating in Socratic seminars,

debates and/or writing arguments


interpretation






evaluation rubrics



rubrics



tests




sheets

DBQ Essay

Exit ticket

NJSLSA.W1. Students





texts, using valid






electronic) of arguments which utilize

valid reasoning, logical arguments and

relevant and sufficient support




participate in classroom seminar/

debate

Compose replies between members of

the class and teacher

• Student and teacher

generated rubrics


based rubrics


evaluations


• DBQ Essay

• Journal entries

26


electronic) of arguments which do not

utilize valid reasoning, logical arguments

and/or relevant & sufficient support





• Exit ticket

NJSLSA.W2. Write








of content.


informative/explanatory writings using

textual evidence to present ideas and

information

Teach elevated/formal writing style with

focus on selection, organization and

analysis of content

Provide examples of various levels of

informative text that utilize effective use

of content and textual support


material covered over the course of

the unit


participate in classroom

seminar/debate






generated rubrics


based rubrics


evaluations


• DBQ Essay

• Journal entries

• Exit ticket

NJSLSA.W3. Write


or imagined experiences

or events using effective


details, and well-

structured event

sequences.

Teach strategies for creative narrative

writings that model an author’s style and

voice

Review plot sequencing, key events,

settings and characterization as it applies

to creating a narrative text

Provide diverse examples of narrative

text that demonstrate detail, event

sequencing, and plot development

Write a narrative extension of

material covered in class that imitates

mood, style and voice of the author.



seminar/debate



Imitate authentic narrative style of





generated rubrics


based rubrics


evaluations


• DBQ Essay

• Journal entries

• Exit ticket

27

NJSLSA.SL1. Prepare

for and participate


conversations and

collaborations with





Model paired collaborations, small group

instruction and whole class

discussion/debate.







utilize valid reasoning, logical arguments

and/or relevant & sufficient support

Teach persuasive argument techniques in

order to communicate effectively

Participate in classroom discussions

and debates





seminar/debate






rubrics


based rubrics


evaluations


Rubrics

DBQ Essay

Journal entries

Exit ticket





Teach the relationship between speaker,

audience and information being

presented

Review point of view, logical reasoning

and rhetorical devices as used in

speaking

Teach the various types of perspectives

that a speaker considers when presenting

an oral argument


perceptual world as it applies to logical

argument, speaking and writing





seminar/debate








rubrics


based rubrics


evaluations

Literature Review

DBQ Essay

Journal entries

Exit ticket

NJSLSA.L6. Acquire


range of general


specific words and





Participate in classroom discussions

and debates utilizing domain

vocabulary


rubrics


based rubrics

28


reading, writing,

speaking, and listening at

the college and career

readiness level;

demonstrate

independence in


knowledge when


term important to

comprehension or

expression.


decode and comprehend Science Fiction

terminology and vocabulary associated

with this genre






seminar/debate






evaluations

Literature Review

DBQ Essay

Journal entries

Exit ticket

Unit 4 Overview At-a-Glance Unit 4 – Man vs. Machine

Unit Description: In this unit, the class examines the struggle between man’s creation of machines that are “intelligent enough” to improve the quality of life and

creating machines that are “too intelligent” for the good of mankind. Readings focus on sentient machines – those that become self-aware or their

A.I. is almost life-like.

Essential Skills:











29


evidence.


















Unit Details






Extended time






writing assignments


Education:





citizenship.



global society.

30








Narrative Essays



Suggested Interdisciplinary Activities for this Unit

Math – Examine/Compare the processing speeds of various computers

from antiquity to today.

Science – Research studies and advances on Artificial Intelligence.

Technology – Research advances in computers and robotics over the past

50 years.

Art – Create Drawings/Renderings of Robots as portrayed in the

readings of the unit.

Unit Resources






Resources

I, Robot

Do Androids Dream of Electric Sheep?

Articles on advances in Robotics and AI from modern scientific journals and news sources


Viewing of films I, Robot and Blade Runner


unit





31

Unit #4 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard

and Student Learning

Objective

Suggested Instructional Activities Suggested Student Output Formative Assessments

(Portfolios, Projects,

Tasks, Evaluations, &

Rubrics) NJSLSA.R1. Read closely

to determine what the text

says explicitly and to

make logical inferences

and relevant connections

from it; cite specific

textual evidence when

writing or speaking to

support conclusions drawn

from the text.

Teach close reading strategies utilizing

reading checklist bookmark





from the text, explicitly or implicitly







editorial writing


interpretation





textual evidence


evaluation rubrics



rubrics


responses included on

unit tests

Independent/group novel

and drama study project

rubrics, checklists, and

evaluation sheets

DBQ Essay

Exit ticket






and ideas.



archetypal themes

Evaluate the main themes and motifs

for the Science Fiction genre for the

unit: the struggles associated with

man’s creation of machines


development of theme


essay formats




editorial writing


interpretation





textual evidence


evaluation rubrics



rubrics



unit tests




evaluation sheets

DBQ Essay

Exit ticket

32



NJSLSA.R3. Analyze




course of a text.


development of characters

Review characterization as it applies to

primary and secondary characters in a

story


determine importance in terms of plot

advancement, including climatic

moment of the story




editorial writing


interpretation





textual evidence


evaluation rubrics



rubrics



unit tests




evaluation sheets

DBQ Essay

Exit ticket




style of a text.


author's point of view

Teach how an author's point of view

affects content and style








editorial writing


interpretation





textual evidence


evaluation rubrics



rubrics



unit tests




evaluation sheets

DBQ Essay

Exit ticket


and evaluate the argument

and specific claims in a

text, including the validity


author's claim




evaluation rubrics


33

of the reasoning as well as

the relevance and

sufficiency of the

evidence.


determined to be valid using logic and

reasoning to support ideas


essay formats

Teach basic rhetorical terms as applied

to informational text



editorial writing




interpretation





textual evidence


rubrics



unit tests




evaluation sheets

DBQ Essay

Exit ticket

NJSLSA.W1. Students




substantive topics or texts,

using valid reasoning and

relevant and sufficient

evidence





Internet safety








arguments and/or relevant & sufficient

support






class and teacher






generated rubrics

• Adapted

PARCC/NJSLS-based

rubrics


evaluations


• DBQ Essay

• Journal entries

• Exit ticket

NJSLSA.W2. Write



convey complex ideas and


informative/explanatory writings using

textual evidence to present ideas and

information


material covered over the course of the unit


generated rubrics

34

information clearly and

accurately through the

effective selection,


of content.


with focus on selection, organization

and analysis of content

-Provide examples of various levels of

informative text that utilize effective

use of content and textual support




class and teacher



• Adapted

PARCC/NJSLS-based

rubrics


evaluations


• DBQ Essay

• Journal entries

• Exit ticket

NJSLSA.W3. Write


or imagined experiences or

events using effective


details, and well-structured

event sequences.

Teach strategies for creative narrative

writings that model an author’s style

and voice

Review plot sequencing, key events,

settings and characterization as it

applies to creating a narrative text

Provide diverse examples of narrative

text that demonstrate detail, event

sequencing, and plot development


covered in class that imitates mood, style

and voice of the author.




class and teacher

Imitate authentic narrative style of selected

exemplary authors




generated rubrics

• Adapted

PARCC/NJSLS-based

rubrics


evaluations


• DBQ Essay

• Journal entries

• Exit ticket

NJSLSA.SL1. Prepare for

and participate effectively

in a range of conversations

and collaborations with







discussion/debate









debates






class and teacher

Student and teacher

generated rubrics


based rubrics


evaluations


Rubrics

DBQ Essay

Journal entries

Exit ticket

35

arguments and/or relevant & sufficient

support

Teach persuasive argument techniques

to communicate effectively









being presented



used in speaking

Teach the various types of perspectives

that a speaker considers when

presenting an oral argument


perceptual world as it applies to logical

argument, speaking and writing






class and teacher





Student and teacher

generated rubrics


based rubrics


evaluations

Literature Review

DBQ Essay

Journal entries

Exit ticket

NJSLSA.L6. Acquire and

use accurately a range of

general academic and

domain-specific words and


reading, writing, speaking,

and listening at the college

and career readiness level;

demonstrate independence

in gathering vocabulary

knowledge when


term important to

comprehension or

expression.

















class and teacher



Student and teacher

generated rubrics


based rubrics


evaluations

Literature Review

DBQ Essay

Journal entries

Exit ticket

Documents

Revision Date: July 10, 2017 Submitted by: Dennis … 7...Oral presentation of text analysis and interpretation for one or several written pieces Journal entries based on participation