Grade Eight Language Arts
by Rhea Rosvold, Michael Carter and Maria Furgiuele
2005
E112.73
Teaching Materials
from the
Stewart Resources Centre
Imagining the Future
to better understand
our world today.
The Writing Process –
Paragraphs and Essay format
Discussion
Reflection
Personal Response
Compare/contrast,
Thesis statements
The Writing Process –
Pre-writing
Graphic Organizers
Journal Prompts
Exercises
SCIENCE FICTION:
INFLUENCING THE
FUTURE
Science Fiction Topics
Short Story Structure
Alien Encounter on Earth
Exploring Alien Worlds
Alternate Futures
1
Theme
Setting, Plot
Characters
The Writing Process:
Science Fiction
Characteristics
of the Genre
Short Story
Drama
Oral Presentations
Journal
Science/Technology
Futuristic
Unrealistic
Aliens
TABLE OF CONTENTS
Introduction ...................................................................................................................................................................................... 3
Lesson Plan #1 ................................................................................................................................................................................ 4
Topic: Introduction to Science Fiction: Influencing the Future ................................................................................................ 4
Lesson Plan #2 ................................................................................................................................................................................ 5
Topic: Science Fiction: Story #1 .................................................................................................................................................. 5
Lesson Plan #3 ................................................................................................................................................................................ 6
Topic: Science Fiction: Story #2 ................................................................................................................................................... 6
Lesson Plan #4 ................................................................................................................................................................................ 7
Topic: Science Fiction: Story #3 .................................................................................................................................................. 7
Lesson Plan #5 ................................................................................................................................................................................ 8
Topic: Science Fiction: Prediction Paragraph ............................................................................................................................ 8
Lesson Plan #6 ................................................................................................................................................................................ 9
Topic: Science Fiction: Revise Prediction Paragraph ............................................................................................................... 9
Lesson Plan #7 .............................................................................................................................................................................. 10
Topic: Science Fiction: TV/Audio Clip ........................................................................................................................................ 10
Lesson Plan #8 .............................................................................................................................................................................. 11
Topic: Science Fiction: Compare/Contrast Essay ................................................................................................................... 11
Lesson Plan #9 .............................................................................................................................................................................. 12
Topic: Science Fiction: Essay Work Period ............................................................................................................................. 12
Lesson Plan #10 ............................................................................................................................................................................ 13
Topic: Science Fiction: Dramatization ........................................................................................................................................ 13
Lesson Plan #11 ............................................................................................................................................................................ 14
Topic: Science Fiction: Drama Performances ......................................................................................................................... 14
Lesson Plan #12 ............................................................................................................................................................................ 15
Topic: Science Fiction: Write a Science Fiction Short Story ................................................................................................. 15
Lesson Plan #13 ............................................................................................................................................................................ 16
Topic: Science Fiction: Write a Science Fiction Short Story – Work and Peer Editing Period ......................................... 16
Lesson Plan #14 ............................................................................................................................................................................ 17
Topic: Science Fiction: Unit Exam - Review ............................................................................................................................ 17
UNIT EXAM ...................................................................................................................................................................................... 18
READING LIST ............................................................................................................................................................................... 18
EVALUATION SCHEMA ............................................................................................................................................................... 19
APPENDIX ‘A’ - RUBRICS ........................................................................................................................................................... 20
APPENDIX ‘B’ – GRAPHIC ORGANIZERS ............................................................................................................................... 26
APPENDIX ‘C’ – OTHER MATERIAL ......................................................................................................................................... 29
BIBLIOGRAPHY ............................................................................................................................................................................. 30
SUGGESTED RESOURCES ........................................................................................................................................................ 31
2
Introduction
This unit was conceived and delivered collaboratively by the teacher, teacher-librarian and intern in a Grade
Eight class. Our initial planning was centred on the opportunity we had to explore Science Fiction in a small
group format, primarily using short fiction from the series “Tales from the Wonder Zone”, edited by Julie E.
Czerneda.
We used different stories for each group. However, upon reflection and given subsequent discussions that
occurred within the larger class group, it might have been preferable for the students to have read the same
stories, either concurrently or in rotation, to facilitate group discussion.
Finally, specific materials from the Content Enhancement Series1, specifically the Unit Organizer Routine©
(Lenz, Bulgren, Schumaker Deshler and Boudah, 2003) and the Concept Mastery Routine© (Bulgren,
Schumaker and Deshler 2003) provided integral organizational and learning tools for this Unit. Specifically,
the Unit Organizer Routine© was used to design the Unit and was provided to students so that they
understood the learning objectives. Secondly, we used the Concept Mastery Routine© for students to
develop their definition of the Science Fiction genre. A copy of our completed Unit Organizer for the Unit
Organizer Routine is included for reference only.
1
3
Copyrighted materials are used with the express written permission of the authors for reference purposes only.
Lesson Plan #1
Topic: Introduction to Science Fiction: Influencing the Future
Common Essential Learnings: This lesson will address components of Communication (discussion),
Creative Thinking (brainstorming concepts); Critical Thinking (analyzing the genre); and Personal and Social
Values and Skills (group discussion, opinion sharing, reflection).
Objectives:
Listening: recognize that listening is an active process by which listeners construct meaning
within the context of their daily lives and experiences
Speaking: participate effectively in group discussions: take turns speaking and add to others’
ideas. (General Citation: All Objectives, except those specifically noted otherwise, are taken
from the English Language Arts Curriculum Guide referenced to the Government of
Saskatchewan, 1997 and 2002).
Key Questions:
What is Science Fiction? What does it look like? What is it about?
Materials:
Video Clip - “The Matrix”
TV/VCR
Concept map blank ovals for bulletin board
Unit Graphic Organizer (Kansas University Centre for Research on Learning (KUCRL).
Presentation/Procedures:
Motivational Set
Show a 5 minute clip from “The Matrix”. Ask students to identify the genre and how they know it isn’t e.g.
a horror movie.
Main Steps/Activities
a. As a class, generate a list of characteristics of the Science Fiction genre. These terms will be transferred
to the bulletin board Web for ongoing reference.
b. Students will generate a list of the elements of a short story, including setting, characters, plot (action,
conflict), and theme. The Concept Formation Graphic Organizer might be helpful here (what is always,
sometimes and never an element of a short story). If a GO is used, the students will have an individual
copy for future reference; if not, a flip chart paper version should be posted in the classroom for ongoing
reference.
c. Students will be provided with copies of the “Unit Graphic Organizer” (KUCRL) and introduced to the Unit
Plan structure and learning objectives.
d. Students will be asked to consider why we read Science Fiction. (A synectics exercise as a warm-up to
this discussion would be helpful to illustrate the value of altering our perspective to promote creative
thought.)
In the brainstorm, students may come up with concepts such as: stimulating the imagination, illustrating
cross-cultural (or other) encounters in a non-threatening way, exploring ideas, interest in science and
technology, etc. The key concept for this session is that Science Fiction offers a different view of the world
or of our culture by exploring alternate futures, other worlds, other cultures, etc.
Closure: Students will be asked to reiterate the characteristics of Science Fiction.
Assessment: Observe student participation in group discussion; make appropriate anecdotal notes.
4
Lesson Plan #2
Topic: Science Fiction: Story #1
Common Essential Learnings: This lesson will address components of Communication (discussion),
Creative Thinking (journal response); Critical Thinking (analyzing the plot; identifying genre characteristics);
and Personal and Social Values and Skills (group discussion, opinion sharing, reflection).
Objectives:
Listening: listen in order to gather information, follow direction, participate in a discussion, form
an opinion, analyze information received and appreciate or enjoy
Writing: organize and sequence relevant ideas appropriately within identified formats
Reading: recognize that reading is an active process in which readers interact with text to
construct meaning within the context of their own understanding and experiences.
Key Questions:
Materials:
What are the characteristics of the story that identify it as Science Fiction?
What is this story about?
What was your reaction to the story?
Short Stories (see Reading List)
Flipchart paper and markers for Concept Map of story characteristics
Journal rubric and Journal Prompt sheets
Presentation/Procedures:
Motivational Set
Students will be asked to brainstorm the types of Science Fiction stories and topics with which they are
familiar. The topics will be reviewed to determine if they conform to the evolving definition of Science Fiction
that the students are developing.
Main Steps/Activities
a. Discuss journal entry requirements and distribute Journal Prompt Sheets and Journal Rubrics.
c. Students will be assigned to three groups. Each group will read a short story, commencing with a teacher
read aloud.
d. Each group will discuss the characteristics of their story that identify it as Science Fiction and produce a
web on flipchart paper. Students will record the chart in their notes.
Homework: Students will complete a half page written Journal response to the story using the Prompts
provided.
Closure: Students will be asked to reiterate the characteristics of the Science Fiction genre that
they have identified to date.
Assessment : Observe student participation in group discussion and make appropriate anecdotal notes.
Journal responses will be assessed in accordance with the Rubric.
5
Lesson Plan #3
Topic: Science Fiction: Story #2
Common Essential Learnings: This lesson will address components of Communication (small group
discussion), Creative Thinking (theme poem); Critical Thinking (identifying theme); and Personal and Social
Values and Skills (group discussion, opinion sharing, reflection).
Objectives:
Reading: select and use appropriate strategies for constructing meaning from text: recognize
main ideas
Speaking: use talk to explore own and others’ ideas and to express understanding
Listening: keep an open mind and consider ideas that differ from their own
Key Questions:
What is the theme of Story #2?
What is your response to Story #1?
Why do we have different ideas about the central idea of the story?
Materials:
Unit Organizer Graphic
Sticky notes for “One Word Strategy” (This is an adaptation of Linda Hoyt’s “Two Word Strategy).
Short stories #2 and #3 (see Reading List)
Presentation/Procedures:
Motivational Set
Students will be asked to critique the Concept Map and challenged to justify any
controversial characteristics (e.g. “mystery” or “adventure” as characteristic of Science Fiction).
Main Steps/Activities
a. Students will be asked to share journal entries. Students will submit journals for teacher review.
b. Students will complete/review Unit Organizer.
c. Students will gather in their small groups to read Story #2.
d. Students will be asked to convey the essence of the story in one word (the “One Word Strategy”), writing
their word on a sticky note. Words will be shared and discussed by students explaining why they chose
their theme word. The concept of themes will be discussed. Students will be encouraged to relate the
themes they have identified to other stories they have read.
e. Students will use the words to create a group poem (like found poetry) which will be shared with the rest of
class and posted in classroom.
Homework: a) Students will read Story #3 for next class.
b) Journal Entry
Closure: Students will be asked to state the theme(s) of the story and justify their ideas.
Assessment : a) Observe student participation in group discussion and poem and make appropriate
anecdotal notes.
b) Students will be assessed for journal entries based on the Rubric.
6
Lesson Plan #4
Topic: Science Fiction: Story #3
Common Essential Learnings: This lesson will address components of Communication (discussion),
Creative Thinking (journal response and visual interpretation); Critical Thinking (identifying story themes); and
Personal and Social Values and Skills (group discussion, opinion sharing, reflection).
Objectives:
Reading: select and use appropriate strategies for constructing meaning from text: recognize
main ideas, recognize relevant supporting details and reflect on and assess meaning as
understood
Speaking: participate effectively in group discussions; give reasons for opinions
Writing: plan for writing using a variety of graphic and written structures
Viewing: students will be able to analyze their perception of visual images (cartoons, in this
case).
Representing: students will be able to visualize and represent images evoked by reading.
Key Questions:
Materials:
What is the theme of Story #3?
What is your response to Story #2?
What does the story look like?
Question/Illustration Sheet (See Appendix B)
Presentation/Procedures:
Motivational Set
It might be helpful here to show a clip of the cartoon series “The Jetsons”. (or alternate science fiction based
cartoon, although the stereotypes in The Jetsons are more blatant). Students will be asked to contribute to a
list of the types of images that come to mind when they think of Science Fiction in general and to the stories
they have read. Do we have stereotypical images of aliens, technology, the future, (e.g. Jetson-type cars,
space-suits or robots)? What influences or limits our imagination when we read science fiction?
Main Steps/Activities
a. Students will be asked to share journal entries. Students will submit journals for teacher review.
b. Students will review the Unit Organizer Objective Questions as a class.
c. Students will convene in their small groups and discuss Story #3 guided by the Question/Illustration Sheet
handout.
d. Students will independently complete and submit the Question/Illustration Sheet.
Homework:
a) Students will complete the Question/Illustration Sheet if not already submitted.
b) Journal entry.
Closure: Students will be asked to summarize their response to Story #3.
Assessment :
7
a) Observe student participation in group discussion and make appropriate anecdotal
notes.
b) Students will be assessed for journal entries.
c) Students will be assessed for Question/Illustration Sheet.
Lesson Plan #5
Topic: Science Fiction: Prediction Paragraph
Common Essential Learnings: This lesson will address components of Communication (discussion),
Creative Thinking (predicting the future); Critical Thinking (identifying stereotypes and genre characteristics);
and Personal and Social Values and Skills (identifying stereotypes, opinion sharing, reflection).
Objectives:
Writing: organize and sequence relevant ideas appropriately within identified formats
Speaking: participate effectively in group discussions, add to others’ ideas, summarize what
has been said.
Listening: listen in order to gather information, participate in a discussion
Key Questions:
Materials:
What are the characteristics of a well-written paragraph?
What do you need to consider before predicting the future for a chosen story?
Flip chart paper
Presentation/Procedures:
Motivational Set
Students will be asked to recall the TV cartoon “The Jetsons”. This cartoon has a very distinctive
appearance. It also reflects distinctive ideas about the future. Ask students to recall the technology and
activities that this cartoon show depicts which predict change (jet cars, robot maids, space clothing, etc.).
What do these predictions say about our culture (e.g. we are concerned about personal transport, leisure
time, appearance, efficiency)?
Students will then be asked to consider the technology and activities that this cartoon show depicts that reflect
a lack of change in the future. (e.g.: Dad goes to work while Mom stays home, female (robot) is the caregiver,
everybody is white, the family has a Mom, Dad and two children). What do these predictions say about our
culture? (Where are the people that don’t look or live like this?)
(The class may have a more contemporary cartoon that they would prefer to critique although the stereotypes
in The Jetsons are more blatant--one of the anime’ productions might be interesting to deconstruct in this
way.)
Main Steps/Activities
a. Students will be asked to share journal entries. Students will submit journals for teacher review.
b. Students will brainstorm the characteristics of a well-written paragraph including thesis or opinion
statements. These requirements will be summarized on flipchart paper and posted.
c. Students will write and submit a paragraph (5 – 7 sentences) predicting the future of one of the three
stories read.
Homework:
a) Students will complete a draft paragraph if not completed in class.
b) Journal entry
Closure: Students will be asked to summarize the characteristics of a well-written paragraph.
Assessment :
a) Observe student participation in group discussion.
b) Students will be marked for journal entries.
8
Lesson Plan #6
Topic: Science Fiction: Revise Prediction Paragraph
Common Essential Learnings: This lesson will address components of Communication (peer editing),
Critical Thinking (paragraph characteristics; Sci-Fi vocabulary); and Personal and Social Values and Skills
(peer editing, discussion, reflection).
Objectives:
Writing:
- revise to ensure that each paragraph has an effective topic sentence, a body of relevant
details and an effective concluding sentence.
- consciously attend to the conventions and rules of written language when revising
- respond sensitively and constructively during peer conferences
Key Questions:
What are the characteristics of a well-written paragraph?
What vocabulary is characteristic of Science Fiction?
Materials:
Flip chart paper
Presentation/Procedures:
Motivational Set
Ask students a question that uses specific jargon (for example: “When you download a graphic from the
internet, you need to have a lot of memory available on your hard drive or it might crash.”) This sentence is
clearly about a specific subject (in this case, computers) and there are specific words that we use when we
talk about it that may have different meanings when used in different contexts. Science Fiction often has
distinctive language or vocabulary as well.
Students will be asked to generate a list of words that they have read or heard in this Unit that they consider to
be characteristic of Science Fiction (e.g. spaceship, robot, rocket, virtual reality, cyborg, android)
Main Steps/Activities
a. Students will be asked to share journal entries. Students will submit journals for teacher review
b. Students will gather in small groups and share draft paragraphs from Lesson #5. Students will consider
whether their paragraphs meet the previously agreed characteristics of a well-written paragraph.
c. In a Writers Workshop format, students will edit, review and revise their paragraphs with a partner.
Students will be provided with guidelines for Peer Writing Conferences, if required. Peers should be
asked to provide an opinion about what they think the writer is saying about our culture in their prediction.
Homework:
a) Students will complete the paragraph (if not completed in class); due Lesson 8.
b) Journal entry
Closure: Students will be asked to summarize the structure and conventions of a well-written paragraph.
Assessment :
9
a) Observe student participation in group discussion.
b) Students will be marked for journal entries.
c) Students will be marked for Prediction Paragraph.
Lesson Plan #7
Topic: Science Fiction: TV/Audio Clip
Common Essential Learnings: This lesson will address components of Communication (discussion),
Critical Thinking (story map and identifying genre characteristics); and Personal and Social Values and Skills
(group discussion, opinion sharing, reflection).
Objectives:
Speaking: participate effectively in group discussions
Writing: organize and sequence relevant ideas appropriately within identified formats
Listening: value listening as a means of learning and enjoyment (if audio used)
Reading: summarize major ideas from reading and state and justify own view of topic or
writer’s craft.
Viewing: students will see elements in visual/dramatized science fiction.
Key Questions:
What elements of print Science Fiction do you find in dramatized Science Fiction?
How does printed Science Fiction compare to dramatized Science Fiction?
How are they similar? How are they different?
Materials:
Flip chart paper
TV/Audio Production of Science Fiction
Story Map Graphic Organizer (see Appendix B)
Presentation/Procedures:
Motivational Set
(This may vary with the media and content used; we showed the original pilot episode for Star Trek). Students
will be asked to recall their predictions for the future of technology. The Star Trek creators imagined a future
where we would explore other galaxies using spaceships, transporters, phasers and other specific
technology. What other types of futuristic technology have they seen in other productions?
Main Steps/Activities
a. Students will be asked to share journal entries. Students will submit journals for teacher review
b. Students will watch/listen to a TV/audio production, completing jot notes on the types of technology and
elements of Science Fiction that they observe.
c. Students will independently complete a Story Map Graphic Organizer for the TV/audio production.
d. In small groups, students will discuss the TV/audio production, comparing it to the stories they have read
to date.
Homework:
a) Students will complete the Story Map Graphic Organizer if not completed in class.
b) Journal entry
Closure: Students will be asked to note similarities and differences between the clip and a story of teacher’s
choice.
Assessment :
a) Observe student participation in group discussion.
b) Students will be marked for journal entries.
10
Lesson Plan #8
Topic: Science Fiction: Compare/Contrast Essay
Common Essential Learnings: This lesson will address components of Communication (discussion),
Critical Thinking (essay characteristics, thesis statements, compare/contrast characteristics); and Personal
and Social Values and Skills (group discussion, opinion sharing, reflection).
Objectives:
Speaking: Students will participate effectively in group discussions, give reasons for opinions,
take turns speaking, encourage others to contribute
Writing: - recognize that writing is a process of constructing meaning
- plan for writing using a variety of graphic and written structures
- compose narrative, descriptive, expository, and persuasive multi-paragraph pieces
Listening: adapt listening and focus to purpose and situation
Key Questions:
What are the characteristics of a well-written essay?
What is a thesis statement?
What are the differences and similarities between two pieces?
Materials:
Flip chart paper
Overhead
Transparency of Venn Diagram.
Presentation/Procedures:
Motivational Set
Students will be reminded of the format of a Venn Diagram. The group will complete a diagram comparing
two volunteer students (e.g. both in Grade 8, but one is 12 and the other is 13, etc.)
Main Steps/Activities
a. Students will be asked to share journal entries. Students will submit journals for teacher review
b. Students will brainstorm the characteristics of a well-written essay including thesis statements. These
requirements will be summarized and posted on flipchart paper for ongoing reference. The types of thesis
statements appropriate to a Compare and Contrast Essay will be demonstrated. Students will need to
review the structure of a short story handout to use as a basis for their comparison. For example, both
pieces will have a plot, but one may be an adventure story while the other is more of a mystery. Or both
may have human and alien characters, but one is about a cross-cultural encounter while the other is about
alternate futures.
c. Students will choose to compare two stories or compare a story and the TV/audio production. Students
will complete a Venn Diagram as a pre-writing exercise for producing an essay.
Homework:
a) Students will complete the Venn Diagram, due for next class.
b) Journal entry
Closure: Students will be asked to summarize the characteristics of a well-written essay.
Assessment :
11
a) Observe student participation in group discussions.
b) Students will be marked for journal entries.
c) Students will be marked for the Venn Diagram.
Lesson Plan #9
Topic: Science Fiction: Essay Work Period
Common Essential Learnings: This lesson will address components of Communication (discussion, writing
for understanding), Critical Thinking (identifying main ideas and supporting details); and Personal and Social
Values and Skills (group discussion, opinion sharing, reflection).
Objectives: Writing: - shape and develop pre-writing into a written draft by using formats appropriate to
purpose and audience
- polish final drafts, when required, using pre-established criteria appropriate to chosen
format
Key Questions:
What are the characteristics of a well-written essay?
What are the similarities and differences of your chosen pieces? Are they more the
same or more different? Why?
What is a thesis statement?
Materials:
Overhead transparency of Venn Diagram
Overhead transparency (for Compare/Contrast Essay).
Presentation/Procedures:
Motivational Set:
Ask students to recall the characteristics of an alien character from one of the stories. Create a list of
characteristics of a human character from one of the stories. How are these lists similar and how do they
differ. Are they more the same or more different?
Main Steps/Activities
a. The review of the Venn Diagrams completed by students may indicate that a review is required. In this
case, the teacher will complete a Venn Diagram as a pre-writing exercise for a Compare/Contrast essay
using stories chosen by students and with student input.
The teacher may then wish to proceed to write a sample essay based on the Diagram, framing the thesis
statement and supporting arguments and details with student input. This essay will serve as a scaffold for
students and can be posted/copied as required as a student resource.
b. Students will be asked to share journal entries. Students will submit journals for teacher review
c. Students will be provided with the period to work on their essay.
Homework:
a) Students will complete the essay if not completed in class.
b) Journal entry
c) Students will read Story #4
Closure: Students will be asked to provide an example of a thesis statement sentence.
Assessment :
a) Observe student participation in group discussion.
b) Students will be marked for journal entries.
c) Students will be marked for the Compare/Contrast essay (see Rubric in Appendix A).
12
Lesson Plan #10
Topic: Science Fiction: Dramatization
Common Essential Learnings: This lesson will address components of Communication (discussion),
Creative Thinking (drama writing, directing, acting, prop and costumes); Critical Thinking (production values);
and Personal and Social Values and Skills (group product and process, role assignments).
Objectives:
Writing: write for a variety of purposes to create personal and fictional narratives
Reading: analyze characters growth (or lack thereof) from what they say and do, what other
characters say about them and what the narrator tells the reader about them (as a basis for
dramatization of a character)
Speaking: speak for a variety of purposes in order to express feelings, ideas, and opinions; to
explain, report, and inform; to explore ideas; to describe; to influence and persuade; and to
entertain
Key Questions:
How can Science Fiction be dramatized for an oral presentation?
What factors do you consider to effectively dramatize Science Fiction?
Materials:
Short script with copies of lines for student actors.
Presentation/Procedures:
Motivational Set
The teacher will provide volunteer students with a short line to deliver as part of a teacher written
dramatization from one of the stories students have read. The teacher and students will present this short
dramatization (see Appendix B for one example).
Main Steps/Activities
a. Students will be asked to share journal entries. Students will submit journals for teacher review
b. Students will be introduced to the assignment for a dramatization of Short Story #4. Students will
brainstorm a list of factors to be considered in order to effectively dramatize Science Fiction.
c. Students will script and present one of the following choices:
1. a monologue from a characters point of view
2. a dialogue between two characters that takes place in the future of the story.
3. a short skit based on any scene from the story or a predicted future of the story.
These pieces may be produced for audio or video presentation or performed live. (Whether or not students
are provided with school time and resources to complete an audio or video production will depend on time and
equipment available.)
Homework:
a) Students will complete script/rehearse dramatizations.
b) Journal entry
Closure: Students will summarize factors to be considered in order to effectively dramatize Science Fiction.
Assessment :
13
a) Observe student participation in group discussion.
b) Students will be marked for journal entries.
Lesson Plan #11
Topic: Science Fiction: Drama Performances
Common Essential Learnings: This lesson will address components of Communication (drama
presentation), and Personal and Social Values and Skills (viewing and assessing own and other’s drama
presentation).
Objectives:
Speaking: participate in a variety of dramatic speaking experiences
Listening: value listening as a means of learning and enjoyment
Key Questions:
What are the characteristics of dramatized Science Fiction?
What techniques are effective for dramatizing Science Fiction?
What visual and audio props/costumes are effective when dramatizing science
fiction?
Materials:
Self Assessment Rubric
Peer Assessment Rubric
Teacher Assessment Rubric (See Appendix A)
Presentation/Procedures:
Motivational Set – Not applicable.
Main Steps/Activities
a. Students will perform their dramatizations for the class or present their audio or video productions.
b. Students will evaluate own and peers’ performances based on the rubric criteria.
Homework:
Journal entry
Closure: Students will note the effective elements of their own dramatizations.
Assessment : Students will be marked for dramatization performances based on Self, Peer and Teacher
Assessments of the script and performance/production (see Rubric in Appendix A).
14
Lesson Plan #12
Topic: Science Fiction: Write a Science Fiction Short Story
Common Essential Learnings: This lesson will address components of Communication (discussion, writing
for understanding), Creative Thinking (write short fiction); and Personal and Social Values and Skills (group
discussion, opinion sharing, reflection).
Objectives:
Writing: organize and sequence relevant ideas appropriately within identified formats
Key Questions:
Materials:
Review: What are the elements of a short story?
What are the characteristics of Science Fiction?
Story Structure Graphic Organizer (See Appendix B)
Presentation/Procedures:
Motivational Set
Students will have expressed a variety of opinions about the stories they have read. We found that many
students were highly critical of what they termed the “unrealistic” aspects of the plots of these stories. Ask
students to brainstorm a Top Ten List of Bad Science Fiction Titles (suggest some from old “B” movies- e.g.
Attack of the Giant Killer Tomatoes).
Main Steps/Activities
a. Students will be provided with a Story Structure Graphic Organizer to complete for their own Science
Fiction short story and will begin to generate ideas for their story.
b. Students may discuss their story ideas in pairs or small groups.
c. Students may begin writing a first draft of their story.
Homework:
a) Journal entry
b) Story Structure Graphic Organizer if not completed in class.
Closure: Students will be asked to recall elements of Science Fiction.
Assessment :
15
a) Students will be assessed for their Story Structure Graphic Organizer.
Lesson Plan #13
Topic: Science Fiction: Write a Science Fiction Short Story – Work and Peer Editing Period
Common Essential Learnings: This lesson will address components of Communication (discussion, writing
for understanding), Creative Thinking (write short fiction); and Personal and Social Values and Skills (group
discussion, opinion sharing, reflection).
Objectives:
Writing: - organize and sequence relevant ideas appropriately within identified formats
- reflect upon own writing, and revise for clarity of meaning and appropriate detail by
adding, rearranging, or deleting ideas
- respond sensitively and constructively during peer conferences by reading the piece
carefully, making at least one positive comment before offering suggestions for
improvements, and focusing on the writer's identified needs and questions
- revise to ensure that each paragraph has an effective topic sentence, a body of
relevant details, and an effective concluding sentence
Key Questions:
Materials:
Review: What are the elements of a short story?
Peer Editing Checklists (if required, not included).
Presentation/Procedures:
A. Motivational Set
Students will be asked to share story ideas with the class.
B. Main Steps/Activities
a. Students will be provided a work period to write/edit/revise their story. Peer Editing Conferences will be
concerned primarily with encouraging the use of descriptive vocabulary and conventions (spelling,
grammar, punctuation, paragraphs, capitalization, etc.).
Homework:
a) Journal entry
b) Short Story
Closure: Students will be asked to recall the characteristics of well-written paragraphs and how these
characteristics apply to fiction writing.
Assessment :
a) Students will be assessed for their Short Story (see Rubric in Appendix A).
16
Lesson Plan #14
Topic: Science Fiction: Unit Exam - Review
Objectives:
Students will review the exam questions and consider possible answers.
Key Questions:
Materials:
See Exam Questions
Copies of previously generated flip chart papers and graphic organizers—both classroom
versions and student materials—for review.
Presentation/Procedures:
Motivational Set
Today we will discuss and develop the answers for the exam questions. Some students may be challenged
by the idea that they know the questions and the answers before the “exam”. Students can be asked to
consider what the objectives of such a non-traditional exam might be.
Main Steps/Activities
a. Unit Exam Questions will be reviewed and answers will be provided by the students as required. A
demonstration paragraph and essay can be generated as a class. Pairs or small groups can be convened
to provide peer tutoring opportunities. Students should be encouraged to re-read stories or notes in
preparation for the exam.
Closure: Students will be asked to recall the objectives of the exam.
Assessment : N/A
17
Science Fiction: Influencing the Future
UNIT EXAM
Questions
Possible Marks
1. What are the characteristics of the Science Fiction genre? Identify and discuss these
characteristics in three (3) paragraphs of about 5 – 7 sentences each.
10
2. Why is it worthwhile to read Science Fiction? Write one paragraph of about 5 – 7
sentences.
5
3. Compare the Science Fiction genre to any other genre (e.g. mystery, fairy tales, fantasy,
horror, etc.). Use examples from the Science Fiction stories read in this Unit. Write three
(3) to five (5) paragraphs.
10
4. Draw a character and fill in the Story Map about one of the short stories read in this Unit.
Please put the title of the story you are mapping at the top of your Story Map.
The story titles are below.
10
Total
35
READING LIST
Group
1
2
3
Story #1 (Alien Encounter
on Earth)
Dragonfly (Czerneda)
Snow Aliens (Czerneda)
Rain Ice Steam
(Czerneda)
Story #2 (Alien Worlds)
The Word Unspoken
(Czerneda)
Just Like Being There
(Czerneda)
Alien Games (Czerneda)
Doom of Planet D
(Czerneda)
Moonfuture Inc.
(Czerneda)
The Iron-barred Door
(Graves & McClymont)
The Iron-barred Door
(Graves & McClymont)
Story #3 (Moon/Known
Space)
Story #4 (Alternate Future)
Tether (Czerneda)
The Iron-barred Door
(Graves & McClymont)
18
EVALUATION SCHEMA
Journal Entries (5 entries, one for each of 4 stories and one for own writing).
Question/Illustration Sheet
5
Prediction Paragraph
10
Venn Diagram
5
Compare/Contrast Essay
Drama
25
Self
Peer
Teacher
50
10
10
10
30
Unit Exam
35
Unit Total
160
19
APPENDIX ‘A’ - RUBRICS
20
Journal Response Rubric
4
The student
provides a concise
and accurate
summary of the
plot, identifies
major characters
and describes the
setting. The
student
demonstrates their
understanding the
underlying theme of
the story.
3
The student
provides a concise
and accurate
summary of the
plot, identifies
major characters
and describes the
setting.
2
The student
provides a
summary of the
story plot that is
somewhat
confusing, does not
refer to the major
characters or does
not describe the
setting.
Personal
Connection
The personal
response
demonstrates that
the student has
developed a unique
perspective on their
own lives or
experience as a
result of reading the
story.
The personal
response
demonstrates that
the student is able
to relate the story to
their own lives.
The personal
The student has not
response indicates provided a personal
that the student
response.
may not understand
the connection of
the story to their
own lives.
Language
Conventions
There are no
spelling, grammar
or punctuation
errors. The student
uses sophisticated
vocabulary and the
entry is the required
length of one-half
page.
Spelling, grammar
or punctuation
errors do not
distract the reader.
The student uses
appropriate
vocabulary and the
entry is about the
required length of
one-half page. The
writing is legibly
written in blue or
black ink.
Several spelling,
grammar or
punctuation errors
are somewhat
distracting to the
reader; or the
student uses some
inappropriate
vocabulary; or the
entry is shorter than
one-half page; or
the writing is
somewhat illegible.
Story Summary
21
1
The student does
not provide a
summary of the
story.
The response
contains several
distracting spelling,
grammar or
punctuation errors
that are very
distracting. The
vocabulary is
inappropriate or the
entry is significantly
less than one-half
page or the entry is
generally illegible.
Science Fiction Short Story Rubric
Name: __________________
1
2
3
4
Organization
- problem or
conflict not
evident
- plot difficult to
follow or
confusing
- characters are
flat and
one-dimensional
- story difficult to
follow
-some events not
well connected or
explained
- characters not
fully developed
- problem or
conflict unclear
-clear beginning,
middle and end
- well-developed
plot
- believable
characters
- characters are
well-defined
- problem or
conflict clearly
evident
- clear beginning
middle and end
- strong,
engaging voice
- sophisticated
vocabulary
- characters are
compelling and
strongly
developed
- authentic
dialogue and
engaging
narrative
Science Fiction
Elements
- fewer than two
S.F. elements
- incorporates the
use of fantasy (or
other genres)
elements
- lacks futuristic
element
- one or two
elements used
throughout the
story
- perspective
missing
- incorporates
many Science
Fiction elements
- story provides a
different
perspective on
the world
- Science Fiction
elements are
skillfully
employed
- provides a
unique
perspective on
the world
- imaginatively
conveys a
message
Mechanics
- numerous
problems with
grammar,
spelling, etc. that
make reading
and
understanding
difficult
-no evidence or
proof-reading
-frequent errors
in punctuation,
spelling,
grammar or
sentence
structure which
are distracting
but do not
interfere with
meaning
- little evidence of
editing
- uses correct
sentence
structure,
grammar,
punctuation and
spelling most of
the time
- evidence of
editing
- sentences are
logical and make
sense
- excellent
mechanics
throughout
- takes risks by
trying to say
things in new or
unusual ways
22
SCIENCE FICTION DRAMA RUBRIC - TEACHER
STUDENT NAMES:________________________________________________________________
1
2
3
4
Science
Fiction
Elements
Script does not
include an element
of science fiction.
Script includes one
element of science
fiction.
Script includes more
than one element of
science fiction,
particularly science
or technology, a
futuristic scenario or
an encounter with
another being.
Structure
The script is
confusing and
there is little
evidence of
creativity.
The script is
confusing,
although some
creative thought is
evident.
The script is creative
with an engaging
beginning, an
interesting middle
and an effective and
relevant ending.
Script includes the
elements of science
fiction, particularly,
science or technology, a
futuristic scenario or an
encounter with another
being and addresses
these elements in an
original way.
Demonstrates a
sophisticated
perspective on our
culture.
The script has a gripping
beginning, a high level of
creativity is evident in the
middle and the ending is
thoughtful and creative.
Dramatic
Presentation
Students
demonstrate very
little enthusiasm
for the drama and
demonstrate little
preparation.
Characters are not
developed through
speech, gesture or
expression.
The participants
are somewhat
engaged in the
drama but
additional practice
or preparation is
required.
Characters are
somewhat
developed through
gesture,
expression or
speech.
The participants are
actively engaged in
the drama. Their
speaking parts (if
any) have obviously
been scripted and
rehearsed.
Characters are
developed with
appropriate gestures
and expressions.
The participants have
approached the
performance in a unique
way. Speaking parts are
fluent and appropriate for
the script content.
Characters are fully
developed through the
use of speech,
expression and gesture.
The participants
demonstrate a high
degree of risk-taking.
Set, props,
costumes
Participants have
invested little effort
or creativity in
developing or
utilizing a set,
props or costumes.
Participants have
developed or
utilized some form
of set, props or
costumes.
Participants have
developed or utilized
creative and relevant
set decor, props and
costumes which
enhance the
performance.
Participants have used
available materials in a
unique way, and the set,
props and costumes are
integral to the
performance.
TOTAL: __________________________
23
SCIENCE FICTION DRAMA RUBRIC – SELF-EVALUATION
2
3
I had some
I had many
important ideas and important ideas and
made a good effort
made significant
to complete the
effort to complete
project, including
the project script,
the script, acting,
acting, props or
props, video or
other production
audio. My team
techniques. My
would agree.
team would agree.
4
I had many
important ideas and
contributed in a
unique way to the
project script,
acting, props or
other production
techniques. My
team would agree.
Contribution to
Process
I either had to do all
My group didn’t
I worked well with
the work myself or
work very well
my team and made
another group
together or I had to sure everyone had
member took over do a lot of the work a chance to make a
and did most of the
alone. It would
contribution. I
project.
have been easier to
made an effort to
do the project
get along with all
alone.
members.
I worked very well
with my team,
improving our
respect for each
other’s contribution
and was able to
reduce conflict in
the group.
Elements of
Science Fiction
Our drama didn’t
really include any
elements of
Science Fiction.
Our dramatization
included most of
the elements of
science fiction
including:
__________
__________
__________
__________
___________
Contribution to
Project
1
I had few ideas and
contributed little
effort to the project
script, acting,
propos video or
audio. My team
would agree.
Our drama included
a few elements of
science fiction,
including:
___________
___________
Our dramatization
included a number
of elements of
science fiction
including
____________
____________
____________
Total: _____________________________
24
SCIENCE FICTION DRAMA RUBRIC - PEER
STUDENT NAMES:________________________________________________________________
1
2
3
4
Science
Fiction
Elements
Script does not
include an element
of science fiction.
Script includes one
element of science
fiction.
Script includes more
than one element of
science fiction,
particularly science
or technology, a
futuristic scenario or
an encounter with
another being.
Script includes the
elements of science
fiction, particularly,
science or technology, a
futuristic scenario or an
encounter with another
being and addresses
these elements in an
original way.
Demonstrates a
sophisticated
perspective on our
culture.
Structure
The script is
confusing and
there is little
evidence of
creativity.
The script is
confusing,
although some
creative thought is
evident.
The script is creative
with an engaging
beginning, an
interesting middle
and an effective and
relevant ending.
The script has a gripping
beginning, a high level of
creativity is evident in the
middle and the ending is
thoughtful and creative.
Dramatic
Presentation
Students
demonstrate very
little enthusiasm
for the drama and
demonstrate little
preparation.
Characters are not
developed through
speech, gesture or
expression.
The participants
are somewhat
engaged in the
drama but
additional practice
or preparation is
required.
Characters are
somewhat
developed through
gesture,
expression or
speech.
The participants are
actively engaged in
the drama. Their
speaking parts (if
any) have obviously
been scripted and
rehearsed.
Characters are
developed with
appropriate gestures
and expressions.
The participants have
approached the
performance in a unique
way. Speaking parts are
fluent and appropriate for
the script content.
Characters are fully
developed through the
use of speech,
expression and gesture.
The participants
demonstrate a high
degree of risk-taking.
Set, props,
costumes
Participants have
invested little effort
or creativity in
developing or
utilizing a set,
props or costumes.
Participants have
developed or
utilized some form
of set, props or
costumes.
Participants have
developed or utilized
creative and relevant
set decor, props and
costumes which
enhance the
performance.
Participants have used
available materials in a
unique way, and the set,
props and costumes are
integral to the
performance.
TOTAL: __________________________
25
APPENDIX ‘B’ – GRAPHIC ORGANIZERS
26
SHORT STORY
ELEMENTS
CHARACTERS
MAJOR
__________
MINOR
__________
__________
__________
__________
__________
__________
__________
PLOT
THEME
SETTING
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
Beginning: ____________________________________________________
Middle: ______________________________________________________
_____________________________________________________________
_____________________________________________________________
End: _________________________________________________________
27
QUESTION/ILLUSTRATION
Name: __________________________
_______________________________________
A. Using the following prompts, write FIVE questions about the story you just read.
–
–
–
–
–
Why did the character choose…?
What choice would you have made about…?
What advice would you give…?
Why was it better that…?
What is the relationship between…?
- Why do you think…?
- What is the theme of …?
- What is the motive of…?
- How is _____ related to _________?
- What is the function of…?
1.
2.
3.
4.
5.
B. On the other side of this sheet, draw an illustration for a scene from this story.
28
APPENDIX ‘C’ – OTHER MATERIAL
Sample Dramatization – Based on The Iron-barred Door, by Monica Hughes
Rebecca: I walked for a long time before I found the string that held the green and white kite. I didn’t find a child at the
end of the string, but I did find your note.
George: I worried that this day would come and when you opened the big front door, you would be lost or afraid. I knew
you would want to find out if there were others, like you in this world.
Rebecca: But how can you be here? I left you, broken in the courtyard! I covered you with a white cloth! George, what
is happening?
George: I am in the courtyard and I am here. I am many and I am George.
Rebecca: Do you mean that you are not MY George but you are a copy?
George: If that is what pleases you—I am more YOUR George than you know.
Rebecca: If you are George, then where are we now? Where is the broken George? Where is the house with 28 rooms
and the great, iron-barred door?
George: Welcome to the ruined city—follow me and all your questions will be answered.
29
BIBLIOGRAPHY
Bulgren, J. A., Schumaker, J. B., Deshler, D. D. (2003). The Content Enhancement Series: The Concept
Mastery Routine. Lawrence, KA: Edge Enterprises, Inc.
Czerneda, Julie E. (Ed.). (2002). Stardust. Toronto, ON: Trifolium Books Inc.
Czerneda, Julie E. (Ed.). (2002). Explorer. Toronto, ON: Trifolium Books Inc.
Czerneda, Julie E. (Ed.). (2002). Orbiter. Toronto, ON: Trifolium Books Inc.
Government of Saskatchewan. (1997). Saskatchewan Learning. Curriculum Guide: Middle Level English
Language Arts http://www.sasklearning.gov.sk.ca/docs/mla/ndex.html. Accessed January 12,
2005. (Includes material from 2002 updates).
Graves, C. & McCLymont, C. (Eds.). (1990). In Context: Anthology 2. Scarbrorough, ON: Nelson Canada
Lenz, K. B., Bulgren, J. A., Schumaker, J. B., Deshler, D. D., Boudah, D. A. (2003). The Content
Enhancement Series: Unit Organizer Routine. Lawrence, KA: Edge Enterprises, Inc.
30
SUGGESTED RESOURCES
Robots:





Popular Mechanics: Exploring the Principle Parts of Robots.
http://www.thetech.org/exhibits_events/online/robots/5main/
NASA. http://ranier.hq.nasa.gov/telerobotics_page/coolrobots00.html
BattleBots. http://www.battlebots.com
Robot Wars. http://www.robotwars.com/ (Please note: There may be problems with this url)
Robosapiens TLC http://tlc.discovery.com/convergence/robosapiens/robosapiens.html.
Space:


Franklin Museum. An Inquirer’s Guide to the Universe. http://sln.fi.edu/planets/gallery.html
NASA - Student Page for Grades 5 – 8.
http://www.nasa.gov/audience/forstudents/5-8/features/index.html (See also their Internet
Resources links).
General Science:


Science News for Kids. http://www.sciencenewsforkids.org/pages/search.asp?catid=31
Science Friday http://www.sciencefriday.com/
Science Fiction:

Science Fiction Museum
this url)
http://www.sfworld.org (Please note: You may have trouble with
General Writing:

31
OWL at Purdue http://owl.english.purdue.edu/handouts/general/index.html#types
2
2
The Unit Organizer form is used with the permission of the authors. Please see bibliography for details.
32