Goals:

To familiarize the students with science fiction/fantasy literature.

To create an awareness of the different types of literature, develop an appreciation for them, and be able to tell them apart.

To help students understand that science fiction/fantasy is not just about science.

Content Areas:

Language Arts - reading and journal entries

Science - continuous discussions about what is real science and what is science fiction and fantasy

Art - collage

L'Engle, Madeline. (1978). A Swiftly Tilting Planet. New York: Farrar, Strauss and Giroux.

Basic classroom materials

Magazines for collage pictures

Glue and scissors for all

Procedure: (3-6 hours)

This lesson is a continuation of the Science vs. Science Fiction lesson started in Day 1, and the students will have to write a journal response at the end of each chapter (up to Chapter 7) in the book, A Swiftly Tilting Planet.

Day 3

1) Ask the students if they have any questions about the readings they have done so far. Also ask them how they like the book.

2) Begin reading chapter 7 and stop at chapter 9. (p.149-187)

3) When done, ask the students what they think about the different experiences the characters go through. See if they can compare it to any other story they have read.

4) Ask the students to respond in their journals about what they would have done differently if they were Charles, Meg, or any of the other main characters.

Day 4
 
1) Ask the students to relay what happened yesterday and to explain it to the class as a refresher. Ask if anyone has any questions.

2) Begin reading chapter 10 and stop at chapter 12. (p. 210-268)

3) Discuss with the students the Murry family and have the students describe them. Ask the students if they think they are believable characters and why? How is their family relationship similar to the students'? How is it different? Does this explain anything about certain characters' reactions to the Murry family? To your families?

4) Have the students continue their discussion responses in their journals. Ask them to pick a question you discussed as a class and answer it in their journal.


Day 5
 

1) Have the students relay what happened yesterday and explain it to the class as a refresher. Ask if anyone has any questions.

2) Read chapter 12. (p. 268-278)

3) Ask the students to discuss the book as a whole and to relay their feelings about it. (i.e. if they liked it , what they thought about it and why.)

4) Have the students pick out a few magazines and ask them to make a collage representing some aspect of the book.

5) When the students are done making their collages have them sit in a circle and discuss what they put on their collages and why.

6) Collect the journals and collages. Hang the collages around the room for the class to enjoy.

Assessment:

This project is centered around the student and what the student takes out of the book. For assessment, we chose not to grade on a poor-excellent scale, but on a participation based scale. Criteria for Success: Discussion Rubric, Collage Rubric, and Listening Skills Rubric.

Collage Rubric:
 

Turned one in.
Did not turn one in.

Listening Skills Rubric:
 
5) Listened attentively while the teacher was reading.
4) Listened while the teacher was reading.
3) Was easily distracted, but tried to listen while the teacher was reading.
2) Did not listen while the teacher was reading.
1) Distracted others while the teacher was reading.

Making Waves - written by Jennifer Cannistra, Jamie Hanna, Michael LeRoy, & Kim Mongoven

This page was submitted by St. Norbert College Ocean Voyagers Program