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 reimagined 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
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.
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.
(Students will be able to…)
Reading Literature &
Informational TextsStudents will be able to:
●
●
●
-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)
Essential
Content
Objectives
Applicable Texts
●
●
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
Reading Literature &
Informational Texts:
●
●
●
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
●
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
Suggested
Assessments
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
Standards
(NJCCCS CPIs, CCSS, NGSS)
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)
Pacing
R.U.R. InClass
Reading &
Analysis:
~8 Lessons
Robot
Dreams
Reading &
Analysis:
~12 Lessons
Hitchhiker’s Guide
to the Galaxy
Reading &
Analysis:
~8 Lessons
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:
Writing:
Writing Assessments:
●
●
●
In-class journal writing
●
Literary analysis essays
●
Single-work
assessments
●
Creative writing
assignments
●
“RUR” unit assessment
analysis essay
●
●
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
Formal essay-writing
expectations (tone,
literary present tense,
formatting, etc)
●
Thesis statement
purpose and structure
●
Essay structure for
comparative writing
●
Effective paragraph
elements & structure:
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.
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, domainspecific 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.3
Write narratives to develop real or
imagined experiences or events
using effective technique, wellchosen 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 selfgenerated 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.
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:
Speaking & Listening:
●
●
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
●
●
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 smallgroup 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
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:
Language:
Language Assessments:
●
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
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,
●
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
Evidence of Learning
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.
Anchor Texts:
Novels:
-The Hobbit by J.R.R.
Tolkien
-Harry Potter and the
Sorcerer’s Stone by J.K.
Rowling
Essential
Content
Objectives
Applicable Texts
(Students will be able to…)
Reading Literature &
Informational TextsSWBAT:
●
Read and comprehend
literary analysis and
critique of works
studied
Reading Literature &
Informational Texts:


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
●
●
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

-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)
●
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
Suggested
Assessments
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
Standards
Pacing
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.
The Hobbit
Reading &
Presentations:
~12 Lessons
(NJCCCS CPIs, CCSS, NGSS)
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
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:
Writing:
Writing Assessments:
●
●
●
In-class journal writing
●
Literary analysis essays
●
Single-work
assessments
●
Creative writing
assignments
●
Harry Potter Persuasive
Research Paper
●
●
●
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
informational texts to
form connections
relating to the human
experience
Formal essay-writing
expectations (tone,
literary present tense,
formatting, etc)
●
Thesis statement
purpose and structure
●
Essay structure for
persuasive and
analytical writing
●
●
Effective paragraph
elements & structure:
topic and concluding
sentences, evidence,
transitions, and
discussion
Strategies for
brainstorming and
prewriting for both
analytical and creative
writing
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
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
●
MLA style guidelines
(format, citations,
conventions)
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, domainspecific 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
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 selfgenerated 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.
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:
●
Prepare and deliver an
analytical presentation
of chapters from “The
Hobbit” in small groups
●
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 points
●
Select/provide
appropriate textual
evidence to support
ideas during class
discussion
●
Independently
workshop student work
(sometimes functioning
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:
●
Collaborative “The
Hobbit” Analysis
presentations
●
Socratic Seminar
●
Participation in class
discussions
●
Participation in smallgroup 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
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)
●
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
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:
Language:
Language Assessments:
●
●
●
●
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
words and determine
meaning from context
clues
Review and
reinforcement of
grammatical principles
and vocabulary
acquisition
●
Rhetorical functions
and parallel structure
●
Task-specific literary
and academic
terminology
●
●
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.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.
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 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
Evidence of Learning
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.
Student-chosen work of
Science Fiction or
Fantasy literature
Essential
Content
Objectives
Applicable Texts
(Students will be able to…)
Reading Literature &
Informational TextsSWBAT:
●
●
●
●
Independently analyze
a work of Science
Fiction or Fantasy,
reading for literary
devices and thematic
significance


Read and comprehend
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
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
●
Reading Literature &
Informational Texts:
Independently note critical
points made by teacher or
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)
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
Suggested
Assessments
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
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-
Standards
Pacing
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.
In-Class
Research and
Preparation:
~ 3 Lessons
(NJCCCS CPIs, CCSS, NGSS)
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.
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
Presentation
s:
~12 Lessons
fellow students during
class discussions
●
●
Discuss and analyze
literary works in small and
large groups
group 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)
●
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
●
Proper use of academic
and literary vocabulary
in discussion
Student and teacher
guidelines for Socratic
seminar and writer’s
workshop
Expectations for a
formal presentation,
including pacing,
projection, eye contact,
attitude, and
preparation
●
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
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.
11-12.SL.6 Adapt speech to a
variety of contexts and tasks,
demonstrating a command of
formal English when indicated
when appropriate.
Writing SWBAT:
Writing:
Writing Assessments:
●
●
●
In-class journal writing
●
Literary analysis essays
●
Single-work
Analyze fiction and
informational texts to
form connections
relating to the human
experience
Formal essay-writing
expectations (tone,
literary present tense,
formatting, etc)
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
●
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
●
Thesis statement
purpose and structure
●
Essay structure for
comparative writing
●
Effective paragraph
elements & structure:
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)
assessments
●
Creative writing
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.)
11-12.W.7
Conduct short as well as more
sustained research projects to
answer a question (including a selfgenerated 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.
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.
Language SWBAT:
Language:
Language Assessments:
●
●
●
●
Exhibit proper usage in
written and spoken
language
Identify use of
figurative language and
determine how it
●
Review and
reinforcement of
grammatical principles
and vocabulary
acquisition
Rhetorical functions
●
Student note-taking,
reflecting consideration
of challenging
vocabulary
Determining the
meaning of unknown
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
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
words and determine
meaning from context
clues
and parallel structure
●
Task-specific literary
and academic
terminology
vocabulary words using
context clues in
analytical writing
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.
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.