Marcia Anick
Teaching the Language Arts
Unit Title: Discovering Science Fiction
University of Minnesota-Duluth, Fall 1997
PREFATORY STATEMENT:
Science Fiction is a genre which is not commonly read much less explored in a classroom. Science Fiction belongs to a new era in English literature. As our world forges ahead in technology, the media is a constant reminder of what the future will hold. These ideas are appealing to young readers who are interested in making a promising future (Caulkins 2).
The Webster's New World Dictionary defines Science Fiction as: "Highly imaginative fiction typically involving some actual or projected scientific phenomena." For students, however, I would define Science Fiction as a different kind of a reality from our own, one set in the future. Young readers who have not been exposed to Sci-Fi may tend to stereotype the genre before they even open a novel. Therefore, it is the our responsibility to provide adequate introduction to the unit eliminating all stereotypes.
Throughout the course of this unit, students will be reading Ender's Game, by Orson Scott
Card. To accompany the reading students will be required to keep an ongoing dialogue journal
with their instructor. Classroom activities with revolve around the reading the novel,reading short
stories, classroom discussions, and a small group project. In small groups, students will prepare a
panel discussion tackling a question involving human morality and ethics.
CLASS SPECIFICATIONS:
This unit is designed with high school students in mind, specifically eleventh and twelfth graders. The panel discussions will involve the student in complex research to inform themselves on their topic, in order to express themselves with intelligence and thoughtfulness. This might be too advanced and abstract for junior high students. However, the unit might work if part of the required reading was dropped. I also think that younger students will need
more guidance with the group work.
I really think Sci-Fi will spark the interests of students. However, if the literature fails to
interest some, the discussions on the morality and ethics of the human race will.
SIGNIFICANT ASSUMPTIONS:
-Students can identify and discuss issues involving morality and ethics.
-Students can write and think critically.
-Students will enjoy reading and discussing Sci-Fi.
-Students will be able to recognize and point out the important parts (highlights) of each story.
-Students have opinions about human nature and morality.
-All students have been exposed to Sci-Fi.
DESIRED OUTCOMES:
-Students will think critically about the world around them and the affects our actions have on it's existence.
-Students will learn how to gather research material for a presentation.
-Students will learn to ask and answer their questions about reading.
-Students will gain an understanding of themselves as people.
-Students will gain from the introduction of a new genre.
-This fulfill the Minnesota High School Standard: Inquiry M.2:
-What the student should do: Gather valid information
from multiple sources.
Inquiry M.1:
- Access information from a number of sources to answer
a question or support a position.
1. Generate a question to be answered or a position
to be supported through investigation.
2.Use electronic media or other available means
to access relevant information.
3.Determine how to record and organize
information.
4.Answer the question or support a position by
synthesizing information.
POSSIBLE WHOLE-CLASS ACTIVITIES:
-Student/teacher reading and discussion of short stories and novels.
-View Sci-Fi fiction movie clips.
-Present with group members a panel discussion on an ethical issue.
-Library and media research for panel discussion.
POSSIBLE SMALL GROUP ACTIVITIES:
-Students will break into groups for the panel discussion activities. These groups will meet throughout the unit.
The group will:
-Select a question to tackle.
-Research the topic and divide it into areas of
expertise.
-Students will select an area and become that
expert for the group
-The group will research together and independently
and towards the end of the unit will work on
the presentation on a daily basis.
-After the presentation the group with prepare a "case
study" on the history and dynamics of the group. They
will discuss how their interactions and methods lead
to the outcome of their presentation. (see handouts)
POSSIBLE INDIVIDUAL ACTIVITIES:(Microprojects)
-Selection and reading of five short stories, which they will discuss with me in their dialogue journal.
-Write a letter to N.A.S.A. or other group.
-Write a book review on Ender's Game or one of the other stories
-Create a collage or picture about one of the stories.
-Write about one of the short stories in newspaper article style.
-Do a "mock" interview with one of the characters of the stories.
ONGOING ACTIVITIES:
-Research and meetings with small groups.
-Dialouge journal exploring their reading of the novel and development of their small group.
-In class reading time.
-Library and computer lab time.
-Small group presentation rehearsal.
STUDENT RESOURCES:
-Ender's Game,by Orson Scott Card.
-Library/internet access.
-Journal/notebook.
-Handouts on research guidelines, panel discussions, and
presentation tips.
-Copy of The Martian Chronicles, by Ray Bradbury
-Handouts on small group communication.
-Unit assessment handout.
-Handouts on panel presentation evaluation.
-Clips of Sci-Fi movies. (You can use the titles I have
suggested or check out the Sci-Fi section at your local
video store).
WEEK ONE/DAY ONE...
TITLE: Discovering Science Fiction
RATIONALE: To introduce students to a new genre and guide them to discover and dismiss
common stereotypes often associated with science fiction. Encourage students to connect their
views about literature with their thoughts about the world around them.
STANDARDS:
1. Comprehend, interpret and evaluate information in fiction by reading, viewing and
listening.(See outcomes section for further details)
METHODS:
1. Introduce students to science fiction by guiding them to a greater understanding of the genre. This will be done by listing what the common stereotypes of the genre are, and eventually coming to an understanding of what science fiction is really about.
2. Have students make a list of what they think of when they hear the words "science fiction." ( 5 minutes)
- Also have students to keep in mind a time in their lives when they stereotyped something, and discovered they were wrong.
3. Have students break into groups of three to five people, and share their lists. Ask students to create a group list.(10 minutes)
4. Create a class definition of what the students think science fiction is and write it on the board. (Ten minutes)
5. Then show them clips movies that students might not classify as science fiction (Twelve Monkeys,Screamers,The Fifth Element,Dracula,The Arrival,Alice in Wonderland etc.). Then ask students to make necessary changes to the class definition of science fiction. (15 minutes)
6. Encourage students to keep an open mind about science fiction, reminding them of what they
might miss if they stereotype this unit.
ASSESSMENT: I will know students are learning if:
1. They question and think about what they read, and record these ideas in their journal.
2. They are able to have an independent (without the aid of the instructor) discussion of the novel with their peers.
3. They come to an acceptable definition of Sci-Fi.
DAY 2/HISTORICAL OVERVIEW AND INTRO TO ENDER'S GAME...
I will give a brief overview of the history of Sci-Fi, and explain that it is a new and up-and-coming genre. I will provide a list of several authors who students might
not recognize as Sci-Fi (Bram Stoker's Dracula, Mary Shelly's Frankenstein, Johnathon Swift's Gulliver's Travels,
and Lewis Carrol's Alice in Wonderland)
I will also introduce Ender's Game. Then, I will assign students to keep a dialogue journal on
their reading of the novel. Here, they can address their comments and questions about their
reading to me, and I will with answer them in class or in the journals. Students will be required to
turn the journals twice a week. In order to limit information overload, on my side, I will ask
students to bracket ideas they want me to pay specific attention to. I will end the hour by reading
into the novel, and leave students to read silently. Chapter 1 and 2 are assigned for the next day.
DAY 3...
We will discuss the setting, character and occurrences in the first two chapters of the novel. Students will answer the following questions in groups:
1. Who is Ender Wiggen?
2. What is a "third"?
3. What is happening in the America right now, and what
is the governments role? What happened in the past to cause this uproar?
4. Who are Ender's enemies? His allies? How do they treat him and why?
Then we will discuss their answers in class. Themes to discuss:
1. The nature of intelligence.
2. Over population.
3. Systems of morality
Chapters 3 and 4 for tomorrow. Tell students that they will be responsible for teaching the class a
section of the text the next day.
DAY 4...
I will break students into groups and assign each group a certain number of pages to teach the class. I will give the groups fifteen minutes to outline their section, and then we will begin.
--NOTE: Instructor should be prepared to identify important themes and ideas that students may
leave out.
DAY 5...
I will ask students to write for ten minutes about what they have read so far as a check to see if they've been reading.
As a break, we will end the day by silently reading. I'll start by reading into the next chapter and slowly leave off.
I will ask that students either to turn in a question or observation about what they read that day at
the end of the hour.
DAY 6/WEEK TWO
As a class we will discuss some of themes we are identifying in the novel. A big theme to tackle
is that of human morality. What rights do we as humans have? Is it okay to play "god"? Why are
we trying to kill a race we can't communicate with?
I will explain that Sci-Fi authors often intend their writing to be a critical look at present day
humans set in the future. Is this true, if so what is Card saying about us?
DAY 7...
TITLE: Introduction to The Martian Chronicles.
RATIONALE: To introduce the story which will be used for outside of the classroom reading
material. I will also introduce the individual microproject requirements. This is another method
of getting students interested in making a better world and humanity.
STANDARDS: To comprehend and interpret information in fiction by reading,viewing, and
listening.
METHODS:
1. Introduce the outside reading requirement: The Martian Chronicles, by Ray Bradbury.
2. View film "Story of a Writer with Ray Bradbury."
3. Introduce the microproject: Students will be required to read at least five short stories and record their observations in the dialogue journals. They also must complete at least two microprojects, but have the option to do up to five for a higher grade.
4. Microproject options(Note: Here it is a good idea to make a handout of these criteria for students):
-write a review of a story.
-create a drawing or collage about a story
-write a newspaper article about an event in a story.
(remember to include the who, what, where, why, when
and how!)
-interview a character from a story. What would they say?
Note: I am also open to other options, but students need to okay them with me first. Here, it is a good idea for the instructor to include several examples of good work, so students have something to go by.
5. The first microproject will be due on the first day of week three.
ASSESSMENT: I will know students are learning if:
1.They complete their microprojects with creativity.
2.They question and think about what they read and record these thoughts in their journals.
DAY 8...
TITLE: Introduction of the Panel Presentation Requirement.
RATIONALE: To introduce the panel presentation project, which will be due at the end of the
unit. This project is intended for students to vocalize their opinion on improving humanity and
the world.
STANDARD: Access and use a variety of materials to answer a question or support a
position.(Standard is explained in greater detail in the outcomes section)
METHODS:
1. Today students will break into groups for the project.
These groups will remain together for the duration of the unit. I advise that all group have five members. Groups with odd numbers generally work better together, and it helps to avoid cliques. Students must be urged to select a group that will be an asset to the project. This project is a significant part of their grade, and not an opportunity to socialize with friends. I also think it is important to have a mix of both male and females in each group.
2.During the past few days of reading many themes have come up in the book specifically that of human morality and ethics. Students, like most of us, are interested in the future and how to make this world a better world. The panel presentation will involve extracting a theme or issue from the novel and presenting it to the class. The students will have arguments for and against it. Some ideas might be:
- Do we have the right to train children, who are supposed to be the ideal picture of innocence, into killers?
- Is it fair to control the birth rate?
- Does the media control us?
- Do we have the right or responsibility to contact alien life?
- Is it okay for us to play "God"?
-How are men and women portrayed in Sci-Fi? Are there stereotypes involved here?
6.The groups will be required to okay their idea with me in a classroom conference, in which I will provide suggestions for possible areas of expertise. Then the groups needs to head to the library to start gathering information.
Eventually, when they have reviewed their source they will be able to identify the separate areas of their topic. This would be a good time to assign each member to be responsible or "experts" on that topic.
7.Students will be asked to write in their journal about their experience within the group: How did you collect research? How did you work together? Who seemed to become the leader of the group? What role did you have in the group? Does your group have good communication? What were your conflicts? (see handout for more information).
Try looking in Communication in Small Group Discussion by Cragan and Wright. (See Source
List)
DAY 9 & 10...
From this point on we will spend less time on class discussions about Ender's Game; however students will be responsible to continue writing in their journals and
working on their Martian Chronicles microprojects. Both texts will need to have been read before
the presentations.
DAY 9...
Intro to the library and media resources within the school.
We will meet the school librarian who will give students a tour of how to access information for
their presentations.
DAY 10...
Library day. Remind students that their first microproject is due on Monday.
WEEK 3...
DAY 11...
Microproject #1 is due. Students will be required to turn in one more project, but have the option to do up to five for grade points. Microproject #2 is due in one week.
--I will have students write for five minutes as a reading check selecting a question which is from one of the later chapters.
--Then they will conference with their presentation groups.The majority of their sources must be collected by the end of the week. During this time they will need to write a list of all their sources, so I can review for their
group conference with me the following day.
--Library time will be available.
DAY 12...
--Today groups will conference with me about how their
research is going. This will be a time for them to ask questions and come to me with problems. It will also serve as a time for me to check on their sources and progress.
--The other groups will be free to work together or go to the library when not in conference with
me.
DAY 13...
The groups need to start outlining their presentations.
I will provide examples and walk around the room to answer questions and check for understanding.
--Remind students that Friday is the deadline for sources.
--I will block computer lab time for the next week for groups to get their outline typed.
DAY 14...
Students will continue working out the order of their presentations on paper and organizing their sources.
--Computer lab option available.
DAY 15...
Sources are due today.
--Microproject #2 is due on Monday. Those students who choose to do more projects will be required to turn them
in by the end of week five.
--Computer lab option available.
--The group can decide whether they want to meet that
day or work individually. If students choose to work individually they can read, work on journals,
or microprojects.
WEEK FOUR...
DAY 16...
-Microproject #2 is due.
-A group of Communications Majors will visit the class and
present a an example of a panel discussion. Students will
be given time to ask questions. I will assign them to write a short observation about the
experience in their journals.
DAYS 17, 18, 19, & 20...
--The majority of this time will be used for groups to rehearse their presentation and start putting them together.
I plan to reserve the auditorium or some area in the building so each group will have the chance to practice privately at least twice.
--I will conference with each group before the middle of the week to answer questions, check progress, and possibly deal with inter-group conflicts.
--Students will sign up for presentations the following week.
--Near the end of the week I will introduce the case study project. The case study will require the
group to write collaborative paper on their experiences during their project. They will be required
to talk about how they acquired research, worked together, and if there were any conflicts. In the
end they need to state how all of those issues contributed to the final outcome of their
presentation. (see handout for more information).
WEEK FIVE...
DAY 21 & 22...
Presentations. I am planning on videotaping all of the presentations so students can view them if
they want to.
DAYS 23, 24, 25...
Computer lab time will be blocked for groups to type their case studies which will be due in one week from day 23.
--Microprojects need to be in by the end of the week, as well as final journal entries.
--I will announce a test due for the following Monday. It will be a take-home essay in which
students will write about their experiences during the unit. (See test)
GRADING GUIDELINES...
In order to receive a grade in this unit you will need to complete the following checklist:
INDIVIDUAL REQUIREMENTS
____ meet all dialogue journal entries deadlines.
(Everyone will receive on freebie)
____ write in journal throughout your group experience.
____ write an observation about the College students
presentation.
____ meet the requirements for the final test.
____ wrote about five additional stories in journal.
**** all students must complete the individual requirements
in order to receive a grade
Microprojects:
____ five projects for an "A."
____ 3-4 projects for a "B."
____ 2 projects for a "C." (Note: all students are required
complete 2 projects or else they will not receive a
grade for this unit).
____ grade
GROUP REQUIREMENTS:
____ meet source deadline requirement.(20)
____ complete word-processed outline of presentation. (15)
____ complete case study of group evolvement.(50)
____ grade
Group requirement grades:
77 points for a "A"
69 points for a "B"
60 points for a "C"
-- 59 and below will be required to conference with me.
PRESENTATION REQUIREMENTS:
Topic: 10 points
____ Was the topic clearly stated?
Audience: 10 points
____ Is there a appropriate relationship between the
panel and the audience?
____ Is there and attempt to make the topic relevant?
____ Did the discussion flow clearly for the audience?
(summarized/clarified/transitions etc.)
Level of group enthusiasm: 20 points
____ Do all members participate?
____ What is the quality of interaction?
(eye contact between members, active listening,
interest in discussion etc.)
____ Is the group presentation creative?
Time use: 10 pts
____ Was time used effectively?
____ total of points out 50
Presentation Grades:
At least 44 pts for a "A"
At least 36 pts for a "B"
At least 30 pts for a "C"
--groups who fall below this mark must conference with me.
***You will receive a grade for each segment of the unit. The grades will be averaged for a final
grade.
SCIENCE FICTION UNIT TEST
Over the past five weeks you have read a novel, five short stories, and a great deal of research
material all about Sci-Fi. Now it is time to reflect about what you have experienced during this
unit. Write an essay about your experiences with Sci-Fi, and use your dialogue journal to help
you collect your thoughts. Below, I have listed some questions I would like you to discuss in your
essay. You have the weekend to complete this assignment, which can either be word processed or
written neatly. There is no page limit, but keep in mind that you must answer every question
completely. Good luck!
1. What is my definition of Sci-Fi?
2. Should Sci-Fi be taught in the classroom? Why or why not?
3. Why is communication so important in small groups?
4. What is so important about learning to work well with
others?
5. What do you think the future will be like?
6. What don't you like about humanity's morality? ethics?
How would you change us if you could?
7. What didn't you like about the world Orson Scott
Card introduced to in Ender's Game? Why? How would you
change it?
8. What did you think of the human behavior you observed
in The Martian Chronicles? Would we really act like that?
TEACHER RESOURCES...
Bradbury, Ray. The Martian Chronicles. Doubleday, 1958.
Card, Orson Scott. Ender's Game. Tristar Publishing, 1975.
Caulkins, Elizabeth. Teaching Tomorrow: A handbook for
teachers of science fiction. Plflaum/Standarg, 1972.
Clute, John. Science Fiction: The illustrated encyclopaedia.
London, 1995.
Cragen and Wright. Communication in Small Group Discussion.
West Publishing, 1980.
Cragen and Wright. Communication in Small Group Discussion:
An Integrated Approach. West Publishing Company, 1991
Dozois, Gardner. Modern Classic Short Novels of Science
Fiction. St Martins Press, 1994.
Johnson and Johnson. Joining Together: Group Theory and
Group Skills.
Kennedy, DayAnn M. Science & Technology in Fact and Fiction: a guide to young adult books. Bowker, 1990.
Watson,Noelle. Twentieth-century Science Fiction Writers.
St. James Press, 1991.
POSSIBLE THEMES TO EXPLORE IN SCIENCE FICTION...
1. OVERPOPULATION
2. ECOLOGY
3. PHILOSOPHY OF HISTORY
4. TRUE NATURE OF MAN AND WOMAN
5. LIMITATIONS OF HUMAN'S CAPABILITIES TO
ADAPT TO CONDITIONS OF EXISTENCE
6. THE NATURE OF INTELLIGENCE
7. SYSTEMS OF HUMAN MORALITY AND ETHICS (i.e. Oppression)
8. NATURE OF REALITY
List adapted from Elizabeth Caulkins book:
Teaching Tomorrow: a handbook for teachers of
science fiction.1972
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