Science Fiction Literature (Semester Course - Grade 12) Prerequisite: American Literature & Contemporary Composition

Transcription

1 Science Fiction Literature (Semester Course - Grade 12) Prerequisite: American Literature & Contemporary Composition Texts: Selected novels, short stories, literary criticism, and historical articles. The Horror Genre The Invisible Man by H.G. Wells Frankenstein by Mary Shelley In this unit, students will study how Wells novel, The Invisible Man, reflects 18 th century British notions about humanity and social behavior. Students will explore themes of moral corruption in the absence of social restriction and science without humanity. Although not all students will choose to do research for the essay project, it will be recommended that they challenge themselves by going beyond the text and comparing the theme of science without humanity with other time periods, including ours. Alternative Worlds Brave New World by, Aldous Huxley 1984 by, George Orwell The Giver, by, Lois Lowry In this unit, students will analyze the dystopian societies created by Huxley or Orwell and compare them with utopian societies. Students will observe the relevance of the prophetic voices of either Huxley or Orwell, and how the worlds created by the authors are comparable to our world of the NSA surveillance or Patriot act. Student may want to compare Orwell or Huxley s vision with that of the revelations of Edward Snowden, thereby making the novels not only prophetic, but relevant. Science and Technology : ASIMOV I Robot by, Issac Asimov In this unit students will observe how technology and science are used in the novel. Students will consider if the story is believabel as it explores new or different possiblities and if the science and technology is accurate according to the scientific community. Also, students will consider if the writer was prophetic and how much of the technology he created in the fictional world actually exists in the world today. In other words, how much does science fiction predict the future, and in doing so, how is it a predictable model of the shape of things to come? Does it use the past to inform the present, and thus future, as history might? Are science fiction writers also futurists, philosophers, historians as well as scientists? CLASSIC SCI FI/FANTASY The Martian Chronicles by, Ray Bradbury In this unit, students will explore the similarities between science fiction and fantasy by observing, analyzing, and comparing Bradbury s definitiosn of the genre of science fiction with that of fantasy COURSE DESCRIPTION The purpose of this class is to analyze the historical, cultural, and social influences of science fiction by investigating the stylistic and thematic contributions of science fiction writers of different historical periods to the literary canon. Students will examine the

2 philosophical, political, religious, ethical, and social influences of the historical periods and reflect on their influences on the characters, plots, and settings of the science fiction texts. Using written and oral responses to literature, students will also investigate the authors' use of imagery, language, universal themes, and stylistic devices to develop commentary on life and human nature, thereby encouraging students to cultivate empathy, critical awareness and imagination. Students will engage in a study of interpretative theories to help them understand multiple perspectives and ways to understand literature through different lenses and will be required to use MLA format in their documentation of technology by using advanced research techniques on the internet. In the course there is an emphasis on writing. Science Fiction Literature includes the historical investigation report and uses primary and secondary sources to compare different points of view regarding a single historical event. Students are expected to write and revise at least three compositions and write one final performance task essay that will be a timed final exam. This course provides students the opportunity to engage in the progression of the writing process and writing conventions to produce narrative, persuasive, expository, descriptive, and literary analysis of between 1000 and 1500 words. This course could possibly be paired with Expository Composition for the twelfth grade year. Course expectations Students will read a minimum of three novels, one from each unit. Students will be required to write one initial research essay, three essays, one for each of the first three units, and a final in class writing task performance, as a culminating writing activity, or a fully developed 10 page short story, demonstrating a thorough and deep understanding of the fiction and the literary devices of plot, character, setting theme, conflict, rising action, climax, resolution, and figurative language. This option of writing a short story is considered creating, an advanced level of Bloom's taxonomy, and is only suggested for students who have the necessary skills to perform such a task. Common Core Standards SL1. 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. RL3. Analyze the impact of the author's choices regarding how to develop and relate elements if a story, how the action is ordered, hw the characters/archetypes are introduced and developed. Common Core Standards (continued) W3 Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well structured event sequences. W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Assessment Claims Focus Claim:

3 #2: Writing: Students can produce effective and well - grounded writing for a range of purposes and audiences. Themes addressed in the Course 1. Technological development changes the world 2. Relationship between dystopia and utopia 3. Alien worlds help us to envision new possibility 4. Projecting hopes and fears in the future can change outcomes 5. Reflecting the technology of the times predicts the future and thereby changes the present 6. Science a Fiction might be considered future fiction in that it might predict future (think of Star Trek s predicition of cells phones!)

4 WEEK 1: What is Science Fiction Literature DAY 1- Research and Definition of SciFi Notes 1. Go visit link for historical time line of science fiction literature: 2. Graphic Organizer- After reading link on history of science fiction, review the genres in the four units, and the topics in the attached graphic organizer, and match the genres with the topics. You may include more than one genre for each topic. 3. Comparison and Opinion Notes- Go on the internet and find a site that contains information on what science fiction is. Bookmark the website and write down the address using MLA source. Then read the article and take notes. Be ready to share notes with teacher and discuss what you learned from the research that was different from the website link you were given to read in the guide DAY 2 1. Element of Science Fiction Notes- What makes science fiction different from other literary forms and how can you determine if the story contains the elements of science fiction? Research on internet and find website, read it, take notes, and write a one page summary of what you found. Use MLA format to document source. Be prepared to discuss at next appointment. DAYS 3 AND 4 1. CONTENT VOCABULARY : dystopia utopia Look up Thomas Mann s definition of utopia. Find a dictionary definition for dystopia. Write down the definitions and be prepared to explain the words at appointment and how they may relate to science fiction. Think of a movie or book you saw or read recently that may be about dystopian or utopian societies and explain why in a brief discussion. Bring notes for your explanation. 2. Read and take notes: The Lottery, by Shirley Jackson. Be prepared to discuss with teacher why this story might be considered science fiction. Does it have any of the theme topics that this course covers? Decide if the story falls under sub genre of: dystopia/utopia, science and technology, horror, adventure, or fantasy, or a combination of two or more. 3. Revised Essay- Be sure to support your opinion with examples from plot, setting, character and theme of the story. **Although this is not a formal essay, you will be graded by how thoroughly you respond to the question. ***Also, answer at least three of the study questions included in the story and be prepared to say why you chose those three as a means of understanding literary devices. WEEK 2: UNIT ONE: HORROR SCI FI GENRE The Invisible Man by H.G. Wells

5 DAY 1: Study Guide and Active Reading Notes 1. Read over the study guide and highlight anything that seems important. 2. Read Chapters 1 through Write an entry in your Reader/Response Journal for each chapter (Study Guide questions to guide your responses. DAY 2: Plot Points Worksheet 1. Read chapters 6-10 and continue to write in your journal and vocabulary log 2. Add Entries to Plot Points Worksheet as you read. DAY 3- Understanding the Plot Points 1. Read chapters and continue to write in your journal and vocabulary log DAY 4- Complete the Horror Genre Novel 1. Complete reading the novel and continue to write in your journal and vocabulary log 2. Complete Plot Points Worksheet- see attached DAY 5- Study Questions and Essay Topics. STUDY QUESTIONS - BOOK REPORT / ESSAY IDEAS 1. Why does Mrs. Hall tolerate the Invisible Man as long as she does? 2. Why do you think Griffin smashes bottles and swears behind the locked door of his room? 3. How do the speculations of the people in town exemplify human nature?... POSSIBLE ESSAY TOPICS-Choose 1 and discuss with your teacher Follow the first three essay steps from the writing process. (See Study Guide) 1. Research modern scientific discoveries. When has science proceeded without regard to the sanctity of life? Write a paper about the responsibilities of valid research. (Hint: how about animal experimentation, strip coal mining, etc.) 2. Is science portrayed in a positive or negative light in The Invisible Man? Please respond to this question as it relates to the theme of the novel and give at least two or three reasons why and plenty of examples from text to support your reasons. 3. Do different representations of science ever come into conflict with each other? For instance, is scientific research ever at odds with the scientific community? Discuss this question as it relates to The Invisible Man and give at least two other examples of how it might relate to the scientific community of our times. Give apt reasons and support with examples from the novel and your research. Use MLA format to document your sources. 4. What does this story make you think about science? Is it as dangerous as Wells makes it seem? Give examples from The Invisible Man and from other science or science fiction sources that you research. Find at least two other sources and use MLA format do document sources

6 WEEK 3: UNIT 1 HORROR SCI FI GENRE ESSAY UNIT 1: THE WRITING PROCESS-HOW TO COMPLETE ESSAY QUESTIONS v CHOOSE ONE FROM TOPICS TO ANSWER v BEGIN BY USING YOUR READER/RESPONSE JOURNAL TO TAKE NOTES v CREATE A BRAINSTORM DRAFT v MAKE A FORMAL OUTLINE FROM DRAFT v WRITE YOUR THESIS STATEMENT AND INTRO PARAGRAPH v WRITE YOUR BODY PARAGRAPHS v WRITE YOUR CONCLUSION v USE ESSAY RUBRIC TO SELF EVALUATE v GRADE YOUR ESSAY AND TURN INTO TEACHER FOR SECOND OPINION. REMEMBER THOUGH, YOUR TEACHER S OPINION WILL BE THE FINAL ONE TO DETERMINE GRADE Use the first 3 steps you completed from last weeks homework to begin this week. DAY 1- Outline from the Brainstorm draft from last week. Review your brainstorm draft (from writing process steps) and make formal outline DAY 2- Thesis Write thesis statement and introduction paragraph DAY 3- Paragraphs Write body paragraphs DAY 4- Conclusion and editing Write conclusion and review an edit draft based on content part of rubric DAY 5- Publish Type and print out your final draft. Evaluate with rubric for content, style, and writing conventions. Be sure you have MLA format for your sources if you used any. LINK TO MLA FORMAT:

7 READERS/RESPONSE JOURNAL ENTRY SAMPLE TEXT EXAMPLE AND PG # LITERARY ANALYSIS OF EXAMPLE In your example use sample literary devices from text such as character, plot, pov, setting, tone, and or forshadowing.

8 PLOT POINTS WORKSHEET (use for each novel or story you read) EXPOSITION: RISING ACTION: Event # 1: Event # 2: Event # 3: Event # 4: CLIMAX: FALLING ACTION/RESOLUTION: (denoument)

9 STUDENT GRADING RUBRIC CONTENT SCORE 1. Responds to prompt 2. Fully developed essay with introduction, body and conclusion 3. Strong and clear thesis statement 4. Apt logical reasons to support thesis 5. Relevent examples from text to support reasons and ideas 6. Demonstrates a thorough and deep understanding of the genre and the novel 7. Exhibits critical and original thought through development of ideas; writing is mature and reflects common core writing standards for senior year 5: Superior content, clear and strong 4. Good, competent content, responds to task and makes good use of examples from text 3. Satisfactory content, although could improve on logic and examples 2. Emerging content, yet not thorough or clear at times STYLE AND WRITING CONVENTIONS SCORE 1. Writing is tight and clear 2. Sentences are fluent and move smoothly 3. A variety of sentences are used from simple, to compound, to complex 4. A voice and a style is apparent 5. Writing follows conventions and correct grammar and spelling 6. MLA format is used properly 4. Superior writing style with voice 4. Strong writing style, visible voice 3. Writing has some errors, but is coherent 2. Emerging writer, errors and problems with sentence structure, run on sentences, fragments, etc. 5: A 4: B 3: C 2: D

10 TEXT EXAMPLE AND PAGE # RESPONSE AND ANALYSIS

11 WEEK 4: UNIT 2 ALTERNATE WORLDS (dystopia) Choose 1 of the following Brave New World by Aldous Huxley OR 1984 by George Orwell OR The Giver by Lois Lowry DAY ONE: Research and Definitions 1. Student Comment - Comment on this question in a few sentences and be prepared to discuss with teacher: How do technological developments change my world?. 2. Define: dystopia and utopia Write down comments or opinions 3. Student Opinion Statement: Do you believe that life moves toward utopia? If you are reading Brave New World, do the following: 4. Research and Report: Research Aldous Huxley and find out what inspired him to write Brave New World. Write a paragraph or two explaining why Huxley wrote the novel and use MLA format to document your source. 5. Creative Quick Write: Imagine you could design a dystopian society that might kill the human spirit. Write a one page description of how this society looks and use your prior knowledge from History classes to build this world. Then imagine you could design a utopian society. Write a one page description of how this society might look using the same recipe as you did for dystopia. 6. Read the Forward and first chapter of Brave New World and use your Reader Response Journal to take notes. DAY 2: Active Reading and Focus on Study Guide questions 1. Read chapters 2-6 and continue the take notes in journal DAY 3: Active Reading and Focus on Study Guide questions 1. Read chapters 6-11 and continue to take notes DAY 4: Active Reading and Focus on Study Guide questions 1. Read chapters and continue to take notes DAY 5: Complete Novel and Essay Topic 1. Complete reading the novel and complete the notes. Look at study guide and choose the essay topic you want to write your culminating essay on. 2. Add notes and entries to the Genre Graphic Organizer from week 1. **ENRICHMENT: Research Edward Snowden to prep for discussion Write a one page summary about the revelations he revealed to the press about the Patriot Act and be prepared to engage in a lively discussion on the Patriot Act even if you did not chose topic # 6.

12 WEEK 5: UNIT 2- ALTERNATIVE WORLDS: Brave New World DAY 1-1. Read and prepare to answer Study Questions 2. Make entries on Plot Points Worksheet 1. Student Comment Paragraph: Consider this: In what way was Brave New World about a dystopian society? Do you believe what happened in the novel could actually happen in our world? Explain why in a brief paragraph and be prepared to discuss. Day Two: Choose Essay Topic and Genre Graphic Organizer 1. Write brainstorm draft of essay and use journal entries to help. 2. Add notes and entries to Genre Graphic Organizer from week 1 Day Three: Thesis Statement and Body Outline 1. Review brainstorm draft and write intro paragraph and thesis statement. 2. Create a formal outline for body paragraphs. Day 4: Write, Review and Edit 1. Write body paragraphs. 2. Review and edit essay so far Day 5: Conclusion and Evaluation with Rubric 1. Write conclusion, then read, revise and rewrite (the three R s) 2. Evaluate with rubric and offer yourself a grade. Be prepared to turn in final draft at appointment!

13 WEEK 6 :UNIT 3: SCIENCE AND TECHNOLOGY: ASIMOV I ROBOT Day 1: The New York Times described I, Robot as "an exciting science thriller [which] could be fun for those whose nerves are not already made raw by the potentialities of the atomic age." [1] 1. Read the quote from The New York Times, and think about what it means. Observe that I, Robot was published in 1950, during the Cold War. 2. Research Summary- Recall the Cold War from your History class. Research and write a summary of what the Cold War was about. Before you actually read the novel, think about what fears and concerns people might have had during the 50 s that may have prompted Asimov to write this novel. Note: I, Robot could be seen as science and technology or as a thriller genre of science fiction. 3. CONTENT VOCABULARY: ROBOTICS (Contemporary and in 1950) First, look up Robotics. Write down what the contemporary definition is of robotics. Then look up what the meaning of robot or robotics was in Compare the meanings. Were they similar? Explain in a few sentences 4. Creative Quick Write- Imagine that you could create your own robot. What would it look like, what would it do, and how would it function? Write a description or if you prefer, write it as a poem or prose poem. Be creative. Day 2: Study Guide Questions 1. Respond to Study Guide questions from I Robot packet. 2. Be prepared to discuss with teacher at appointment 3. Read definitions of term robot. Check website written on first page of packet 4. Compare the definitions you have found. What is the same? 5.Read chapters 1-3 and answer Study Guide questions Day 3: Read and Focus Read chapters 4-6 and answer discussion questions Day 4: Read and Focus Read chapters 7-9 and answer discussion questions. Complete Plot Points Worksheet Day 5: ENRICHMENT- Book Report Write a book report on I, Robot. Follow book report hand out. After your write the report, consider this: How realistic or accurate do you think the novel was in its portrayal of robots? Did you see the movie? If so, compare the movie with the book and be prepared to discuss at appointment.

14 WEEK 7: Unit 3 SCIENCE AND TECHNOLOGY Day 1: Genre Essay Prepare to write your essay. You may choose one of these topics or create one of your own. You may also choose to write your own short story or poem inspired by the topic of robots. 1. Essay Question: In the novel, I, Robot, did Asimov suggest that humanity is obsolete? What is your opinion? Agree or disagree and write a persuasive essay arguing your position. Be sure to give plenty of examples from text to support your ideas. 2. Essay Question: Technology is more harmful then helpful. Do you agree or disagree that this is one of the themes of I, Robot? Write a convincing essay arguing your position and give examples to support your ideas from text. 3. ENRICHMENT: Screenplay- If you were to rewrite the novel for a more up to date movie, since the one that Will Smith starred in is already a bit dated, how might you begin it? Write the opening sequence, (about 10 pages) of a screenplay, in which you set up the basic dramatic situation. Stay true to the plot, but adjust so that it has a contemporary feel. 4. Essay Question: Create your own topic and write a thesis statement. This is student generated essay question and is highly recommended! Discuss your plans with your teacher at each meeting. Day 2- Brainstorm and Genre Graphic Organizer 1. Write brainstorm draft for essay or project 2. Add notes and entries to complete the Sci Fi Genre graphic organizer from week 1 Day 3: Thesis and Draft 1. Edit draft and write introduction. Review your thesis statement. Day 4: Write the Essay 1. Write body paragraphs. Edit and Revise! Day 5: Conclusion and Evaluation by Rubric 1. Write conclusion. 2. Edit and evaluate. Self grade according to rubric. 3. Print final draft to turn in at appointment.

15 WEEK 8 : UNIT 4: RAY BRADBURY: WHERE SCI FI MEETS FANTASY DAY 1-, August 2026: There Will Come Soft Rains 1. Read the short story in packet by Ray Bradbury, ( The Martian Chronicles) 2. Review and Analysis Worksheet Respond in complete sentences to the questions #1 though #4. Use Separate Sheet of paper. DAY 2: Worksheet Question 5 1. Complete worksheet question 5 which is in three parts. 2. Opinion Essay (250 WORDS) Consider this statement: Ray Bradbury has referred to his work as fantasy rather than science fiction, other than Farenheit 451, since his definition of science fiction is something that could actually happen. Based on this definition, is the story, August 2016: There Will Come Soft Rains, more science fiction or fantasy? Take a position and write a short (250) word opinion essay defending your position with examples from the text (the story). DAY 3: Re- read and Study Tasks 1. Refer to packet with story. Answer all Study Tasks, A- D DAY 4: Response Activities 1. Choose ONE of the FIVE WAYS OF GOING BEYONG THE TEXT TO SHOW PERCEPTION, activities to respond to. DAY 5: Creative Quick Write- Poem 1. Write your own poem inspired by either the story you read in this unit or read another story from THE MARTIAN CHRONICLES and write a poem inspired by the story. Prepare for your final in class performance task by reviewing all the novels and stories you have read and think about how an idea is developed in a story or novel. Although it is highly suggested you take notes, you MAY NOT bring notes to test because this test is not open book. Be prepared to write your in class performance task final exam at next appointment. You will be given one hour to complete the task. Unit 4 : REVIEW AND ANALYSIS WORKSHEET

16 August 2026: There Will Come Soft Rains Ray Bradbury Name: Directions: Provide responses that are fully developed and incorporate quotations. 1. What seems to have happened in Allendale, California, before this story takes place? What has happened to the human beings? Support your answer with evidence from the text Describe four ways in which the house is programmed for automated functions. What can you infer about the family based on the way their house is programmed? 3. What poem does the voice in the house read? Summarize the poem. What is different about the poem and what is happening in Bradbury s story? 4. Choose an image or scene that was particularly interesting to you. Why did this scene catch your attention? 5. It is often interesting to think about what the future holds. For instance, consider that Bradbury wrote this short story in 1951, 75 years ago. The year he chose for this futuristic society was 2026, which is only 14 years away from Now, consider what life would be like 14 years from now (you will be 26 or 27). What would a typical day be like in your life 14 years from now? For example, what kind of gadgets would be available for preparing breakfast? What kinds of transportation would take you to work or school? What would our school look like? What would your clothing look like? What kinds of gadgets would you carry with you all the time? What would your house look like? 6. Now, consider what life would be like 55 years from now (you will be 67 or 68). What would a typical day be like in your life 55 years from now? For example, what kind of gadgets would be available for preparing breakfast? What kinds of transportation would take you around where you need to go? What would our school look like? What would your clothing look like? What kinds of gadgets would you carry with you all the time? What would your house look like? 7. Then, consider what the possible negatives could be of the new technologies you are suggesting.