Exploring fantasy and futuristic fiction final draft



Download 247 Kb.
Date25.06.2018
Size247 Kb.

- -


EXPLORING FANTASY AND FUTURISTIC FICTION FINAL DRAFT
Students in this class will venture into the world of literature focusing on fantasy, science fiction, and futuristic fiction to complete projects in collaborative

groups. Using technology for research virtual visits, author-Skyping, and exploring the craft of writing, students will read, discuss, research, and create as

they complete their projects and present to parents and peers. What is it? Literature in the genres of fantasy and science fiction are closely related. Fantasies are stories

that involve beings and events that do not exist in real life. These works may start on a realistic bent but they soon evolve into tales that could never really happen. Science

fiction literature focuses on real or imagined developments in science or technology. All science fiction and fantasy writers face a common challenge. They try to present

worlds that are radically and intriguingly different from today's world. The basic themes of science fiction include time travel, space travel, marvelous inventions, or

discoveries, life in other worlds, and the invasion of Earth by beings from other planets.
If an activity or resource is marked with a project or foldable, the links lead you to sites from which to choose an assignment: http://www.greenninja.org/workshop/TL-foldables!!![1].pdf - http://pinterest.com/curriculumgal/foldables/ - http://pinterest.com/MsKris/foldables http://pinterest.com/alwayslearning/foldables-as-graphic-organizers - http://www.eduplace.com/graphicorganizer/

Italicized resources are additional reading strategies. Use the following for others: http://www.farr-integratingit.net/Theory/ReadingStrategies - http://hillview.mpcsd.org/modules/cms/pages.phtml?pageid=178921&sessionid=4a15c498ec6ad00ee92647d96c71d878&sessionid=4a15c498ec6ad00ee92647d96c71d878


http://www.cobbk12.org/Cheathamhill/LFS%20Update/Graphic%20Organizers.htm - http://www.literacy.uconn.edu/compre.htm





CCSS

Activities

Essential Questions Resource numbers are listed from top to bottom on Resource Guide.







PART 1

Futuristic (Science) Fiction and Fantasy

How does science-fiction and fantasy literature present and reflect on social and political issues?

What is the role of SFF in modern society?







SL.7.1.
L.7.3.

RI.7.5.


RI.7.7.
SL.7.4.
SL.7.2.


The Genre Write two or three sentences describing what you think futuristic fiction and fantasy are.
Carousel - Divide into groups to discuss sentences. Each group uses a different color marker and butcher paper to write their definitions. Put posters on the wall, rotate to add or change and discuss what the previous group wrote. Use exit slips for formative assessment.

Watch In the Year 2525 -Respond to a prompt to imagine what 1960 was like when 2525 was written. Imagine how 2025 will be based on today.

Create a picture collage or storyboard depicting 2025.

Separate the genres to show understanding characteristics of each. Use the class definitions, make a list of examples of futuristic and fantasy fiction.

Discuss characteristics of the genre. Explain, "print" and "non print.” – Print materials - books, maps, journals, photos, newspapers etc. Non-print usually refers to electronic materials. PowerPoint’s, Wikis, Games and DVDs, as well as graphics such as pictures, comics, etc.

Groups read, recall, and discuss genre characteristics of Fantasy and Futuristic Fiction. Skim, Scan, Underline, and Highlight

Repeat for vocabulary and list characteristics of Fantasy along top of the first side of the SFA template. Identify and list the characteristics of futuristic fiction along the top of the back of the SFA.


Groups continue to add characteristics to the top of fantasy SFA. Analyze the matrix to gain a deeper understanding of the vocabulary. List stories and videos on the left side of the SFA.

Writing to Demonstrate Learning


Think Pair Share

Predict


Making Connections
Exit Slip RESOURCE 1
2025 YouTube video

http://www.youtube.com/watch?v=WhNM2K8cmU8

Characteristics of the Genre RESOURCE 2

PowerPoints:

Fantasy Elements RESOURCE 3 Elements and History of Science Fiction RESOURCE 4


Semantic Feature Analysis Example

http://www.readingeducator.com/strategies/analysis.htm
Semantic Feature Template RESOURCE 5

Semantic Feature Analysis

In the Year 2525 http://www.youtube.com/watch?v=5tLTb4P1HD8



http://www.youtube.com/watch?v=pc8mJU9OaRQ
http://algebraforum.wikispaces.com/file/view/Kinch+3+semantic+feature+analysis+template.pdf

Highlight / Underline

Clarify-Predict-Ponder
Characteristics Handout.

Elements of Fantasy PowerPoint RESOURCE 3

Elements and History of Science Fiction RESOURCE 4

Select and Create a FOLDABLE/GRAPHIC ORGANIZER to depict learning and present it to the class.








RL.7.10.

SL.7.5


SL.7.6

Examine print and nonprint fantasy and futuristic fiction. Create an SFA for each.

Read a short story from the fantasy and science fiction links and fill out the SFA on both




Watch: Elements of the genre videos, Predicting the future: Arthur C Clarke - Predicting the future 1964

AND YOUR CHOICE OF Two fantasy clips i.e. King Author, Lord of the Rings, Cinderella/Disney movies

Two science fiction clips i.e. Lost in Space, The Jettisons’, Star Trek


Concept and Word Analysis

Fantasy Short Stories



http://www.itsaperfectstory.com/blogs/fantasy/
Science Fiction Short Stories

http://bestsciencefictionstories.com/category/good-for-kids/

Read and Say Something http://literacy.purduecal.edu/STUDENT/ammessme/ReadSay.html

Watch the YouTube videos Predicting the future: Arthur C Clarke - Predicting the future 1964 http://www.youtube.com/watch?v=FxYgdX2PxyQ
Elements of Fantasy Digital Story

http://www.youtube.com/watch?v=OebNXFxe79I
The Science Fiction Genre

http://www.youtube.com/watch?v=oWUWFyOoyVE

Select and Create a FOLDABLE/GRAPHIC ORGANIZER to depict the differences in fantasy and science fiction. Prepare a presentation rubric for students to present their project to the class.








RI.7.7.
W.7.6.

W.7.3.


Use the information gained from the Semantic Feature Analysis to complete a group project creating an original print and/or non print fantasy or futuristic fiction piece.

Making Conclusions
Google Read Write Think

Read Write Think Comics in the Classroom as an Introduction to the Genre Study

Comic Book Elements http://scripped.com/help/nav/comic_elements

The Essentials of Comic Book Writing http://www.bigredhair.com/work/comics.html




















PART 2


Superheroes

How can I read without words?

Why do we need superheroes? Who are real life superheroes? How can we apply their characteristics to our lives?




RL.7.6

What are the characteristics?

Read and Say Something

Use uploaded Brainstorming document for work in progress because of students’ motivation and interest. Use CCSS

Google Read Write Think Lesson Plan: Fantastic Characters: Analyzing and Creating Superheroes and Villains

Characteristics –Superhero Gifted RESOURCE 6





SL.7.1.

SL.7.5




Watch your choice of three of the origins videos.
In groups, prepare a powerpoint presentation – Themes in comics.

Ask before, during, and after questions

http://watchmojo.com/video/theme/comic%20book%20origins/1






RI.7.5.

RI.7.10


Visual Parts of the book

The Visual Parts of a Comic Book Page RESOURCE 7

http://www.bigredhair.com/work/comics.html

Comics Techniques RESOURCE 8






RL.7.3.

SL.7.5


W.7.2

W.7.6


In groups, make a Storybird with the Superhero elements including character analysis. Prepare a presentation rubric for students to present their project to the class.

Superhero Elements PP RESOURCE 9

Character Analysis (Generic) RESOURCE 10

http://en.wikipedia.org/wiki/Superhero




RL.7.1.

How to Inference – Show them the way to infer between the boxes – similar to the reading between the lines strategy.

It Says . . . I Say. . . And So . . .

Graphic Novel Inference PP RESOURCE 11







RL.7.1.

Make Inferences in Comics

Infer and write the remaining story of one-pagers.



Determine Importance
One Pager Inferences – How do I read when their aren’t words? RESOURCE 12
FOLDABLE/GRAPHIC ORGANIZER to portray the elements of comic books and their characters.




RL.7.4.

Read Superman Short Graphic

Chart the Text

Story Element Graphic Organizer

Plot Chart







Explore other Graphic Novels

Use R180 as a reference for book sets OR FREE COMIC BOOKS ONLINE: http://www.lorencollins.net/freecomic







Research Game

RESOURCE 13




RL.7.3.

Project Write and Design a Comic Book Online

Character Mapping

Problem Analysis

Comic Creator – http://www.readwritethink.org/files/resources/interactives/comic/index.html









The “So What” in Comics

Slide Share – http://www.slideshare.net/bright9977/10-life-lessons-from-superheroes
















PART 3

Anderson’s Fairy Tales

How is literature shaped through history and social structure?

How do cultural values shape fairy tales, or do fairy tales shape cultural values?



RI.7.5.



Author Study - Watch two Prezi and read through to discuss the web quest.

Google Read Write Think Hans Christian Andersen was born on this date in 1805

http://prezi.com/_5qqfo7cmlvu/hans-christian-andersen

http://prezi.com/ayeui1tjn60j/author-study-hans-christian-andersen





RL.7.2.
RI.7.9

RI.7.10


Hans Christian Andersen's Fairy Tales Who was Hans Christian Andersen? What are some of his most well known stories? What are some typical characteristics and themes of Andersen's stories? How do we feel about Andersen's stories? Each other highlights different areas of Anderson’s life. What do you see as important to each of the authors?

Paired Questioning
http://edsitement.neh.gov/lesson-plan/hans-christian-andersens-fairy-tales




RL.7.2

SL.7.6


L.7.1.

Retell the stories, to make use of sequencing words (first, so, then, next, after that, finally).

Google Read Write Think Teaching About Story Structure Using Fairy Tales




RL.7.2.

L.7.1.


SL.7.5

Students work together in small groups to read, discuss, and analyze fairy tales.

After compiling a list of common elements, students collaborate on their own original fairy tales—based on events from their own lives or the lives of someone they know.


Jigsaw


Pattern Puzzles
Google Read Write Think Fairy Tale Autobiographies

In order to synthesize fairy tale information, work in groups to select and create a non-fiction FOLDABLE.

Portray the elements of fairy tales and their characters. Use the presentation rubric.





W.7.5.

W.7.6.



Create Fractured Fairy Tales

Determine the beginning, middle, and end.



Story Map

Guided Imargy
Google Read Write Think Tool Fractured Fairy Tales

Use the online tool to change a fairy to show understanding of story setting, point of view, and plot.






W.7.1. W.7.2

SL.7.6


Read two teacher-selected tales to complete a character analysis.

Conclusion – Support

Select and Create a FOLDABLE/GRAPHIC ORGANIZER to portray one of the characters. Prepare a presentation rubric for students to present their project to the class.






RL.7.1

RL.7.2.


RL.7.9

SL.7.6


Inference &Visualization - Self-select two tales to summarize and complete an analysis of the settings. Are the settings realistic to modern times?

Predict and Visualize

Inference and Summary RESOURCE 17

Select and Create a FOLDABLE/GRAPHIC ORGANIZER to analyze and compare the two settings. Prepare a presentation rubric for students to present their project to the class.






RI.7.10.

Review Elements of Fantasy

http://www.kimskorner4teachertalk.com/readingliterature/genres/fantasy/fantasy_elements.pdf

PowerPoint Fantasy Elements Use RESOURCE 3 again to review






RI.7.1.

RI.7.2.


W.7.1

Read short story A Wrinkle in time – Author Study Madeleine L’Engle) Madeleine L’Engle

Find information on Madeleine L’Engle and write an expose’.



Cite textual evidence – Star and Bar
(Sparknotes http://www.sparknotes.com/lit/wrinkle/context.html

http://www.enotes.com/authors/madeleine-l-engle
Use AR writing rubric




RI.7.9

SL.7.2.


SL.7.3.
W.7.1

Read, discuss, explore. Is time travel possible?
Discuss challenges in early theories that time travel might be possible using a black hole.

Conclusion Support


Jigsaw, take notes, report out in groups.
http://www.pbs.org/wgbh/nova/time/think.html




RL.7.2.



How essential is the setting to the story?

Could the story have taken place anywhere else?

What are the conflicts in A Wrinkle in Time?

What types of conflict (physical, moral, intellectual, or emotional)?

How does Madeleine L'Engle reveal character in A Wrinkle in Time?

What are some themes in the story? How do they relate to the plot and characters?

What are some symbols in A Wrinkle in Time?

Do you find the characters likable? Are the characters persons you would want to meet?



Discussion Web

Self Questioning

Story Map
A Wrinkle in Time Excerpts
http://www.npr.org/books/titles/146158461/a-wrinkle-in-time-50th-anniversary-edition
(Graphic) http://www.tor.com/stories/2012/09/a-wrinkle-in-time-the-graphic-novel-comic-excerpt
http://www.sheilaomalley.com/?p=5134
http://www.scholastic.com/kids/homework/pdfs/A_Wrinkle_in_Time.pdf




RI.7.7.

RI.7.8.


SL.7.5

Time Travel

Use the webquest guide to help you create Science Fiction. Tell what you learned about elements of a story, dimensions, space and our solar system vocabulary words


Prediction – Sequence Graphic Organizer

Concept Definition Map
A Wrinkle in Time Webquest

http://www.lifestreamcenter.net/DrB/Lessons/Wrinkle/index.htm

http://library.thinkquest.org/CR0213657/studyguide.htm
Create the story - http://www.lifestreamcenter.net/DrB/Lessons/Wrinkle/StoryCraft_files/frame.htm




RL.7.6.

Read Raising Dragons -Jerdine Nolan

Evaluate / Authentic Questions
Raising Dragons PDF Chart RESOURCE 18 http://www.serflo1.com/Raising%20Dragons.html OR Student copy RESOURCE 19




RI.7.8.

W.7.8


W.7.2.

W.7.9.


SL.7.5


Unicorns dragons and magical creatures Dragons WebQuest

Research basic dragon facts.


Utilize links provided from dragon breeders.

Collaborate to write informative group essay that explains basic dragon care to a new, inexperienced owner of a baby dragon.

Summarize the steps taken in gathering your data. Tell how you analyzed your information and decided which findings were and were not important. Tell how your group worked together and what you learned. List strong points of group work as well as points to improve on. Write a small paragraph on using the WQ. List your likes and dislikes.


http://edsitement.neh.gov/lesson-plan/unicorns-dragons-and-other-magical-creatures

http://teacherweb.com/FL/BuckhornElementary/ADaniels
Chart the Author’s Style

Cluster

Star and Bar Main Idea and Evidence
















PART 4

Science Fiction

How can exploring alien worlds help us envision new possibilities?

How does it apply to the future, especially in invention and innovation?




W.7.10.

SL.7.2.


SL.7.5

Background for

Asimov - The Immortal Bard; Robbie

Kurt Vonnegut, Jr- .Harrison Bergeron

Ray Bradbury - The Veldt; All Summer in a Day; August 2026:


There Will Come Soft Rains; The Pedestrian

Arthur C. Clarke - Dial F for Frankenstein; Superiority; The Sentinel

Cornell Notes

Summarize

Anticipation

FIND STORIES ONLINE and Discover Science Fiction Authors

Explore Science Fiction: Genre Google Read Write Think Genre Study: A Collaborative Approach

Science fiction museum http://www.sfhomeworld.org/at-the-museum.aspx

Science fiction clips 2011 http://blogs.amctv.com/movie-blog/2011/12/science-fiction-5.php

World of syfy http://news.bbc.co.uk/2/hi/uk_news/magazine/8310420.stm

Science fiction exploration web quest http://www.michellehenry.fr/scifi.htm

Online chat http://www.pospieszna.com/learn_english_online.htm

Create a FOLDABLE/GRAPHIC ORGANIZER that depicts the genre. Prepare a presentation rubric for students to present their project to the class.





RI.7.7.

Exploring Robots – Watch the film introductions and write a summary of the story before reading it.
Try to depict the theme. What are the three characteristics that define a robot?

Two Column Notes

Complete the web quest http://www.42explore.com/robots.htm



http://www.middleschoolscience.com/sciencefiction.htm

Google Robots in Space: Robonaut 2 Blasts Off to the International Space Station


Select and Create a FOLDABLE/GRAPHIC ORGANIZER to summarize the learned information.






RI.7.3

RI.7.7.


RI.7.8.

RI.7.10


Choose and read three articles on robots from NPR– Watch and listen to how a robot folds laundry

Seed Discussions

3-2-1
http://www.npr.org/templates/archives/archive.php?thingId=128216998

http://ianbuckwalter.com/post/30120669561/robot-frank

Google NPR “You Know You Want One: Personal Robots Are Coming, But Not Ready For You Yet”

Select and Create a FOLDABLE/GRAPHIC ORGANIZER to show how the science fiction genre affects inventions.




RI.7.4.


Mars Robot Webquest

I, Robot

Powerpoint and Data http://www.kn.sbc.com/wired/fil/pages/webroboticsm.html

http://www.middleschoolscience.com/sciencefiction.htm




RL.7.1.

RL.7.6.


READ the I, Robot chapter on “Robbie”

What does a robot look like? How does your definition of the word robot compare to these definitions?

What are some robots that you encounter on a daily basis?


Above, At, and Beneath the Lines

Pattern Puzzles
Film about Robbie http://www.singularityweblog.com/robbie-a-short-sci-fi-film-by-neil-harvey/

http://userpages.umbc.edu/~hoban/FLEX/CourseDocs/I-Robot-DiscussionQuestions.pdf

Book Download http://www.manyebooks.org/download/I-Robot.html


Robot teacher comic http://www.primaryresources.co.uk/english/powerpoints/roboteacher-colour.ppt




W.7.1.

Science Fiction Project –

Create a mind map to show the important elements found in a science fiction story. Produce an ad to sell Robbie.

Use persuasive techniques and a rebuttal.


Pro and Con charting

Think Pair Share

http://www.readingquest.org/strat/raft.html





SL.7.1.

RL.7.9.


ReadHarrison Bergeron- Kurt Vonnegut, Jr.
Could this happen to us?

Visualize/ Use Mental Imagery
How to write the perfect short story: http://www.youtube.com/watch?v=VyQ1wEBx1V0

Vonnegut’s life: http://www.youtube.com/watch?v=8YoUh6rMduE


Harrison Bergeron http://www.readwritethink.org/classroom-resources/lesson-plans/pros-cons-discussion-819.html
YouTube read along of Harrison Bergeron: http://www.youtube.com/watch?v=6aAH_G5hcAg




RI.7.10

W.7.6.



Author Study

Ray Bradury

Use the smart board to find information about The Illustrated man. What is it? What does it mean?


Ray Bradbury – Read The Veldt; All Summer in a Day;

August 2026: There Will Come Soft Rains;

The Pedestrian

Look up and talk about The Illustrated Man (Read The Vedlt is the Prologue)


Writing Prompt

Questioning Levels

Active Reading
Google Read Write Think Science Fiction Author Ray Bradbury was Born

http://www.michellehenry.fr/bradbury.htm#ped

The Illustrated Man movie trailer http://www.youtube.com/watch?v=mSv5ARb6sdQ

Video from The Illustrated Man “These are not Tattoos”

http://www.youtube.com/watch?v=ia7hgaOTyPw
The Pedestrian

http://m.youtube.com/?reason=8&rdm=9382#/watch?feature=related&v=-J75Xsp32iQ

The Pedestrian http://www.dukeofdefinition.com/Short_stories10.htm#softrains

The long rain http://m.youtube.com/?reason=8&rdm=3586#/watch?v=egv_mCi8uMI

The long rains http://brinkerterrifictwos.wikispaces.com/Long+Rain

Travel to Venus http://writingfix.com/Short_story_Prompts/Long_rain1.htm

Score using AR writing rubric.






RI.7.2.

RI.7.3.


RI.7.10.

Learn about Arthur C. Clarke and his predictions.

How are his predictions relevant to actual inventions? Does he have anything to do with the Internet?


Read Clarke’s short stories:

Dial F for Frankenstein; Ssuperiority; The Sentinel
Learn about Mary Shelly, the author of the book, Frankenstein

How are modern day horror stories depicted?


Connect to modernFrankenstein Stories.”

Opinion Proof

Paired Reading

Connection
Science fiction true or false http://www.bbc.co.uk/news/science-environment-12758575
Google Arthur C Clarke predictions

Google Arthur C Clarke Science Fiction Turns to Fact

Cued Reading

Conclusion Support

Google “Dial F For Frankenstein”: The Birth of The World Wide Web


The story online: http://www.doc88.com/p-506830781436.html
http://variety-sf.blogspot.com/2007/11/arthur-clarke-dial-f-for-frankenstein_06.html
http://www.wardshelley.com/

Select and Create a FOLDABLE showing the five story elements of one of the short stories.






RL.7.3.

Read short story - The Time Machine

Analyze and categorize parts of a story.



The Time Machine Visual Comprehension RESOURCE 20




W.7.3.
SL.7.5

Science Fiction Creature Feature Performance Task – Create an assigned creature and write a short narrative. Prepare a presentation rubric for students to present their project to the class.

Timeline – Sequencing

Analysis with Power Notes
Creature Feature RESOURCE 21




RI.7.1.

RI.7.2.

RI.7.10

SL.7.6

How does science affect science fiction?

Research to find science facts that support or dispute the science included in the plot of a science fiction story.

Complete a project that examines the genre in relation to real-world science topics.

Create a PhotoVoice project to depicts the learning of SF.


Cause and Effect Graphic
The science behind science fiction:

Google Read Write Think “Finding the Science Behind Science Fiction” through Paired Readings


Google Read Write Think Blogging With Photovoice






















PART 5

Myths – Sir Gawain and the Green Knights

What role does honor play in Sir Gawain and the Green Knight?

How does history or culture generate the standard of behavior for its leadership?







RI.7.7.


Read and explore the information on the website.

Follow the links on the left as a web quest.

Take notes to complete project
Use a graphic organizer to compare and contrast fairy tales with Arthurian Legends.
Write a three paragraph polished piece.


Jigsaw

Summary Frames

Graphic Organizers
http://www.kingarthursknights.com/

Other Resources:


King Arthur at Britannia.com Legends King Arthur, a Man for all Ages King Arthur and the Holy Grail The Mystic Realm of King Arthur King Arthur and the Knights of the Round Table King Arthur at the Camelot Project King Arthur Pendragon An Archaeological Quest for the "Real" Arthur

Students may choose to complete one FOLDABLE/GRAPHIC ORGANIZER per category, or put together one project that depicts the nine categories of information: Historical Arthur, Legendary Arthur. The Knights, The Land, The Structures, Other Characters, Arthurian Items, Books, Time Period and Map. Score with rubric.








RI.7.5.

Who was King Arthur and how did his legend evolve?

What were the ideals of the knights of the Round Table?

What makes someone a hero and/or a legend?



Power Notes
http://edsitement.neh.gov/lesson-plan/tales-king-arthur

These are interactive lessons that can be used for informational reading before or along with reading the stories.









RL.7.2

RL.7.3.


Self-select two stories to read:

Discuss the purpose of a myth. How are these stories myths? What elements classify them as such?

Write about what makes them a myth.

What is the purpose of myth in our lives? How does myth help us see our culture and ourselves? Can myth become history?



Effective Questioning

Cooperative Group Discussion

Seed Discussion
Myths RESOURCE 22
http://www.medieval-life-and-times.info/medieval-art/index.htm

Complete a FOLDABLE/GRAPHIC ORGANIZER supporting five things you have learned about the medieval times.









RL.7.9.

SL.7.5

A journey is a metaphor both in life and in literature; man has a need for heroic figures; quest for enlightenment is presented in a variety of genre.

Read two legends. Brainstorm in groups to answer the following questions: What is journey? How is a journey different from a trip?

How is journey a metaphor for one’s life? How is journey implanted in literature?

Prepare and present storyboard with the answers.


Concept Definition Map

Picture Notes

ABC Brainstorming







SL.7.5

W.7.6


Write a legend using the trial version on the Myths and Legends website. Use “print screen” to past to “Word” and present. Use the presentation rubric.


Story Map
http://myths.e2bn.org/index.php






















PART 6

The Graveyard Book

How does a character or person’s decision create a ripple effect for those around him?

In the conflict between good and evil, can trustworthiness and responsibility be personified in evil situations?







W.7.2.

W.7.3.

Enjoy background knowledge.

Summarize thoughts and feeling. Make a prediction for the beginning, middle, and end.


Prediction and Anticipation

Sentence Summaries
The Graveyard Book Video Tour http://www.mousecircus.com/videotour.aspx
The Graveyard Book movie trailer http://www.youtube.com/watch?v=P_UUVwTaemk










Neil Gaiman – Author Study



Interesting Facts: http://jimhines.livejournal.com/463935.html

http://journal.neilgaiman.com/2004/06/its-deja-vu-all-over-again-or-is-it.asp (Explore the links on the top bar)

http://www.teachingbooks.net/tb.cgi?aid=1433 Using the FOLDABLES, create a character pop-up of Neil Gaiman.










Read and Use The Graveyard Book Teacher Summary and Guides

http://www.shmoop.com/graveyard-book/ Google BookBrowse The Graveyard Book

The Graveyard Book Teacher Guide RESOURCE 23



Point to and Create other Literary Devices throughout the book

Make Connections






















Part 7

The Metamorphosis


How do events in a person’s life shape who they become?

How can the metamorphosis of our life be affected by our reaction to events?







RL.7.1. RL.7.2. RL.7.4.

RL.7.6.


L.7.3.

L.7.4.


L.7.5.

W.7.2.


W.7.3.

What is metamorphosis?

Read The Metamorphosis
As a class, create an anchor chart of a science related definition to remind students as they read through the story. As a class, create a “metamorphosis” or evolution of the class in its knowledge of science fiction and fantasy. Create a class TimeToast timeline of events of the semester.

Highlight the Text

Character Sketch
Generally read at higher grades, the content has a middle level interest; the reading level is grade appropriate. Our students’ understandings, awareness, and themes vary. Collaborate to develop appropriate middle level plans using CCSS.
For each chapter, use the strategies websites:

http://asd1-middle-school-common-core-connections.wikispaces.com/Nonfiction+Reading+Strategies
Reading Comprehension http://www.literacy.uconn.edu/compre.htm
TimeToast

Metamorphosis RESOURCE 24



http://www.enotes.com/metamorphosis

Metamorphosis 2 RESOURCE 25


Summary strategies RESOURCE 26

http://www.timetoast.com






Share with your friends:


The database is protected by copyright ©hestories.info 2019
send message

    Main page