Grade: 7
Unit: 5
Essential Question
How do authors make science
fiction believable?
Title: Science or Fiction?
Key Content: The student will…
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Read and discuss science fiction stories and nonfiction science texts
about space, robots, and planets.
Compare and contrast the settings, characters, and unusual
circumstances among science fiction stories, and discuss the unique
nature of this genre.
Analyze how a science fiction story evolves over the course of a text,
discuss how this is similar to and different from other novels read.
Write a variety of responses to literature and informational text.
Conduct research on an astronaut or science fiction author of choice
Unit Focus
In addition to exploring classic and contemporary works
of science fiction, students pair fictional stories with
informational text about science and astronomy.
Student discussions trace the logic of various
storylines, focusing on the believability of the stories
read in class. This unit ends with the students’ choice
of responding to the open-ended reflective question or
writing their own science fiction story that answers the
question, “What if…?”
Code
and present findings to the class in a multimedia format.
Write a science fiction story.
Participate in group discussions.
Standard
Cite several pieces of textual evidence to support analysis of what the text says explicitly and any
inferences drawn from text.
RI.7.8
Trace and evaluate the textual arguments and claims, assessing whether the reasoning is sound and
evidence supports the claims.
Write informative/explanatory texts to examine a topic and convey ideas/concepts/information through
the selection/organization/analysis of relevant content. Introduce a topic; previewing what is to follow,
organize ideas and information using strategies, such as definition, classification, compare/contrast,
and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia as
comprehension aids. Develop the topic with relevant facts, definitions, concrete details, quotations,
etc.; use transitions, precise language and domain-specific vocabulary; write formally; and provide a
conclusion that supports the information presented.
W.7.2
SL.7.5
…
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RL.7.1
Vocabulary and Terms to Emphasize
 DNA
 fantasy vs. science fiction
 common settings for science fiction:
future, alternate timelines,
outer space
 common themes for science fiction:
time travel, alternate
histories/societies, body and mind
alterations
 human cloning
Dates of Instruction: _______________________
Include multi-media components and visual displays in presentations to clarify claims/findings and
emphasize main points.
L.7.1
Use standard English grammar and usage when writing/speaking. Explain function of phrases/clauses;
choose among simple/compound/complex/compound-complex sentences to signal different
relationships among ideas; place phrases/clauses within a sentence, correcting misplaced and
dangling modifiers.
W.11
Create a presentation/art work/poetry/stories/play/etc., in response to a literary work with a
commentary that identifies connections. Make deliberate, personal, cultural, textual, and thematic
connections across genres.*
*Indicates standard specific to NY only.
Concept
Identifying
Textual
Evidence
Evaluate
Writing
Informative/
Explanatory
Text
Multi-media
Presentations
Grammar and
Usage
Making Diverse
Connections
Grade: 7
Unit: 5
Title: Science or Fiction?
Dates of Instruction: _______________________
Suggested Activities/Investigations/Demos:
…
Strategies
Compare and Contrast
1.
CLASS DISCUSSION: Ask students to compare and contrast settings and experiences from the various science fiction stories read. How can
they begin to generalize about the genre of science fiction from reading these novels?
2.
MEDIA APPRECIATION: After listening to the original 1938 radio broadcast of War of the Worlds, discuss the following questions with students:
Did the radio play hold your attention? Why or why not?
Which techniques were effective in making the audio “come alive”?
Were you invested in what happened to any of the characters? Why or why not?
Does this remind you of any similar stories/broadcasts you have heard? (See Resources.)
3.
CLASS DISCUSSION: Have students conduct research on an astronaut or science fiction author of choice and discuss with classmates specific
claims made by an author in a text. Is the reasoning “sound” and the evidence “relevant and sufficient” to support the claims? Why or why not?
Discussion
4.
CLASS DISCUSSION: H.G. Wells did not give a name to his protagonist in The War of the Worlds, why? What is the significance of his
anonymity? How does it add to the effectiveness of the story? Have students write their ideas in their journals and share ideas with a partner
prior to class discussion.
Journal
5.
MUSIC APPRECIATION: Each movement of The Planets by Gustav Holst is named after a planet of the solar system. All planets, except Earth,
are represented. Discuss what makes the music for each planet unique. Ask students to take notes of their thoughts in their journals while
listening to the music.
Journal
6.
WORD STUDY: [Continuing activity from the first four units.] Choose some words learned in this unit and add these to vocabulary note cards.
Vocabulary Note Cards
7.
CLASS DISCUSSION: Select a text or texts on human cloning (see Resources). Teach students the principles of the Socratic seminar (see
Reading Strategies). Direct students to read the texts provided and conduct a Socratic seminar on the pros and cons of human cloning.
Socratic Seminar
Grade: 7
Unit: 5
Title: Science or Fiction?
Dates of Instruction: _______________________
Cross-curricular Connections
Resources
Religion: In light of human dignity and self-respect, how do changes in the world of science and technology
represent both a positive and negative impact on our lives?
Science: Research science fiction terms from movies or books that are now science facts (e.g. robots,
communication devices).
Click for a recording of Orson Welles’s radio version of The War of the
Worlds:
http://www.youtube.com/watch?v=Zl_J4J2mQpQ
For the Planets Suite of Gustav Holst, click on link, then click on “Planets
Suite” (246kb). →Click on a planet to listen (i.e., Jupiter):
http://www.aquarianage.org/lore/holst.html
For articles on human cloning, type, human cloning in search bar, then
select and click on an article of choice:
http://www.wisegeek.com/
Assessing Student Understanding
 Direct students to write a research essay about an astronaut or science fiction author of
choice. Include multimedia components and visual displays.
 Students should publish their research on the class Web page, including links to reference
materials used, and present their report to the class.
 Have students write an essay response to the essential question: “How do authors make
science fiction believable?” Cite specific details from texts read.
Teacher Notes/Reflections
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