Lesson One: Using Textual Evidence to Find the Science Behind Science Fiction

6 teachers like this lesson
Print Lesson

Objective

SWBAT highlight elements in a text to understand and summarize what is said and inferred by dystopian literature.

Big Idea

Pick me Please! I can use opinions from evidences to understand Science Fiction.

Bellringer

7 minutes

Who doesn't know about science fiction! Students at this age are intrigued by the aliens that roam through the Earth or the craziest technology that makes even 2014 seem uncool. But what all is there to this fictional genre?

Students will begin to uncover the science behind the fiction by responding to the following prompt on the board

In your own words define science fiction? Combining your definition with another student, what is your new definition for science fiction?

Instead of sharing these definitions, I move students into the note-taking portion of the lesson. However, these definitions are revised once we end the lesson to see how accurate many definitions were to the truths behind science fiction literature.

Guided Practice: Listing Characteristics

10 minutes

Prior to reading any type of science fiction, I will hold a small discussion with students about the characteristics found in science fiction. These discussed elements are examples of what was placed on the board. This can be a great time to revisit definitions given by students in the prior activity to see how accurate students are with determining the denotation of this genre.

Independent Practice: Selections & Summaries

30 minutes

Students will read different fictional stories in groups. These stories include the Pedestrian and There will Come Soft Rains. With highlighters in hand, students will color over the elements of science fiction as expressed throughout the story.

No matter how students chose to read thier stories, they will summarize what they read with this objective summary. As students work collaboratively, I walk around the room to address any question students may have about the literature. Because students are reading two different types of dystopian fiction, many questions can be asked about this new genre type studied in class. See my talk over objective summaries to understand what was placed on student papers during this time of the lesson.