LOCALLY DEVELOPED COURSE OUTLINE
Fantasy and Science Fiction 15-5
Submitted By: Rocky View School Division No. 41
Submitted On: Jul. 28, 2014
© Rocky View School Division No. 41 All Rights Reserved Page 1 of 47 Board Motion Motion Conclusion
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© Rocky View School Division No. 41 All Rights Reserved Page 2 of 47 Course Basic Information
Course Name Fantasy and Science Fiction 15
Credit Number 5 Hours of Instruction 125.00 hrs
Implementation Dates 9/1/2014 - 8/31/2018
Proposal Type Reauthorization
Development Type Acquired
Designed Grade Level Grade 10
Grade 11
Grade 12
Acknowledgment
Course Description In this five credit Option course, Fantasy and
Science Fiction Appreciation 15 will provide an
opportunity for students to experience a wide
range of fantasy and science fiction works from
around the world and from different time periods.
Students will explore unique and fantastic worlds
like Middle Earth and the Matrix. They will be
exposed to a variety of films, art, poetry, short
stories, screenplays, novellas, graphic novels,
and novels related to fantasy and science fiction.
Course Prerequisite
© Rocky View School Division No. 41 All Rights Reserved Page 3 of 47 Philosophy
Students will further develop their reading, speaking, listening, viewing, writing, and
representing skills learned in previous English Language Arts classes. Although primarily
viewed as escapist forms, fantasy and science fiction literature and film will be explored in
terms of literary and visual literacy theory, historical context, and most importantly with
respect to social and personal relevance. Students will learn not only to read and view
critically, but also to respond effectively and creatively in various ways (e.g. discussions,
presentations, video, writing, or artwork).
© Rocky View School Division No. 41 All Rights Reserved Page 4 of 47 Rationale
With movies like Pan’s Labyrinth, Pirates of the Caribbean, The Chronicles of
Narnia: The Lion, the Witch, and the Wardrobe, Underworld, Harry Potter, Bridge
to Terabithia,The Lord of the Rings, and The Matrix having success at the box office
and with television shows like Heroes, Smallville, Jericho, Supernatural, Lost, and
Stargate SG-1 achieving high ratings, there is a renewed interest in the fantasy and science
fiction genres. With the tremendous advancements in CGI effects, directors can now more
realistically bring creatures, machines, and fantasy worlds from the written page to life on
the screen, in an attempt to fulfill the writer’s original vision. However, regardless of this,
people of all ages continue to take pleasure in reading fantasy and science fiction works
including Bridge to Terabithia,The Hobbit,Harry Potter novels, and The Lord of the
Rings. Pan’s Labyrinth and The Lord of the Rings’ success at the Academy Awards
also demonstrates that these genres have become more accepted in main-stream society.
Many universities and colleges in North America offer literature courses on these genres
due to a growing public interest; in Alberta, some examples include the University of
Alberta, the University of Calgary, Mount Royal College in Calgary, Athabasca University,
Grande Prairie Regional College, and others. In many school libraries, the fantasy and
science fiction texts are the most frequently signed out by students of all ages. Many of
these avid readers may not fully appreciate or understand the various subgenres which
exist within fantasy and science fiction. They also may not realize how many elements are
shared between the two genres. In the Fantasy and Science Fiction Appreciation 15
© Rocky View School Division No. 41 All Rights Reserved Page 5 of 47 course, students will be given a broader awareness and understanding of works they may
have not considered reading or viewing otherwise.
© Rocky View School Division No. 41 All Rights Reserved Page 6 of 47 Learner Outcomes
On a regular basis, the following activities will take place in the Fantasy and Science
Fiction Appreciation 15 option class: reading, listening, and viewing activities, class and
group discussions, brief lectures, co-operative learning activities, in-class assignments, and
unit projects/presentations. Homework should be limited. Class time will be given for
students to read, view, discuss, and create.
MINIMUM REQUIREMENTS
1. Texts Studied
Students will read, view, and discuss the following:
- minimum four novels and/or novellas read
- minimum ten short stories (including chapter excepts from longer works) read
*literature written by Canadians as well as Nebula, Hugo, and other fantasy/science fiction
award winners should be included whenever possible.
- minimum fifteen full length films viewed
- minimum two short films and/or television programs viewed
2. Responses to Fantasy and Science Fiction Texts Studied
Students will create a variety of responses:
- personal responses to texts (required)
- critical/analytical responses to texts (required)
They will use a variety of print and non-print forms:
- prose (required: narrative forms such as short stories, scripts, etc.;
© Rocky View School Division No. 41 All Rights Reserved Page 7 of 47 informative/persuasive forms such as reviews, articles, journal entries, etc.)
- poetry (encouraged)
- oral (required: class and group discussions)
- visual (required: e.g. paintings, sketches, comics, posters, dioramas, etc.)
- oral/visual/multimedia presentations (required)
CHARACTERISTICS OF DIFFERENT SUBGENRES OF
FANTASY AND SCIENCE FICTION
- FANTASY may have characteristics of the following 19 subgenres:
- fairy tales (e.g. Cinderella; Everafter)
- legends (e.g. Robin Hood: Prince of Thieves; King Arthur)
- myths (e.g. Greek/Roman myths, Hercules television series)
- fables (e.g.The Lion King)
- folk tales (e.g.The Storyteller and the folk tales within the movie)
- high fantasy (e.g. Jirel Meets Magic; Threshold; Liane the Wayfarer; Legend; The
Lord of the Rings texts and movies; The Pawn of Prophecy, Ladyhawke, Willow)
- sword and sorcery (e.g. Red Sonja)
- contemporary fantasy (e.g. Jumanji, Pity the Monsters; The Monarch of the Glen)
- dark fantasy (e.g. Dracula, M.T. Anderson’s Thirsty)
- comic fantasy (e.g. The Princess Bride; Ghostbusters I and II)
- fantasy romance (e.g. The Princess Bride)
© Rocky View School Division No. 41 All Rights Reserved Page 8 of 47 - historical fantasy (e.g. Raiders of the Lost Ark; Lord John and the Succubus)
- fantasy mysteries (e.g. Harry Potter series; Mercedes Lackey’s Sacred Ground)
- mythological beasts and other creatures (e.g. Beyond Between, Jack the Giant
Killer; Reign of Fire)
- music magic (e.g. Rhapsody series)
- crossover fantasy (e.g. Pan’s Labyrinth, The Last Action Hero; Bill and Ted’s
Excellent Adventure)
- quest fantasy (e.g. Labyrinth; The Lord of the Rings;
Willow)
- fantasy time travel (e.g. Outlander series; Time Bandits)
- SCIENCE FICTION may have characteristics of the following 27 subgenres:
- hard science fiction (e.g. Babylon 5; 2001: A Space Odyssey)
- soft science fiction (e.g. Dune movie; Ray Bradbury=s short stories)
- space opera (e.g. Star Wars, Buck Rogers; Andromeda)
- celestial bodies (e.g. Ray Bradbury’s short stories; Total Recall)
- social fiction
- utopia (e.g. story, An Express of the Future; Changing Planes - stories of other
civilizations)
- dystopia (e.g. story, Citizen 504; Blade Runner; Harrison Bergeron)
© Rocky View School Division No. 41 All Rights Reserved Page 9 of 47 - comic science fiction (e.g. excerpts from Hitchhiker’s Guide to the Galaxy; Comic
Fantasy II stories; Evolution; Red Dwarf series)
- military science fiction (e.g. Soldier; Predator)
- cyberpunk (e.g. The Lawnmower Man; Johnny Mnemonic)
- post-cyberpunk (e.g. excerpts from Tad Williams’ Otherland series; M.T. Anderson’s
Feed)
- steampunk (e.g. Wells’ The Time Machine novel and movies; Around the World in
80 Days)
- alternate history (e.g. excerpts of Dick’s The Man in High Castle)
- xenofiction (e.g. Watership Down; The Lion King)
- time travel (e.g. The Time Machine book and movies; Donnie Darko)
- apocalyptic and post-apocalyptic science fiction
- World War III catastrophe (e.g. The Postman)
- pandemic catastrophe (e.g. 12 Monkeys; 28 Days Later)
- astronomic impact (e.g. story, The Star; Armageddon; Deep Impact)
- alien invasion (e.g. Independence Day; Mars Attacks!; X-Files)
- ecological catastrophe (e.g. Waterworld; The Day After Tomorrow)
- attacking computers and machines (e.g. I, Robot; The Outerlimits; Terminator)
- decline and fall of human race (e.g. Battlefield Earth; Titan A.E.; part of The Time
Machine)
© Rocky View School Division No. 41 All Rights Reserved Page 10 of 47 - fall of space-based civilization (e.g. Andromeda; The Chrysalids)
- alien contact (e.g. The Abyss; Contact; Enemy Mine)
- creation of mechanical life (e.g. The Bicentennial Man; The Iron Giant)
- science fantasy (e.g. excerpts from Otherland series)
- new wave science fiction (e.g. stories and excerpts from works of Philip K. Dick,
Ursula LeGuin, and Ray Bradbury)
- mutants (e.g. X-Men; The Fly; Return of the Fly)
*Typically, most fantasy and science fiction films and literature will display characteristics
of more than one sub-genre; however, one sub-genre may dominate over others.
Although a unit could explore common elements (style, characterization, plot, theme, etc.)
in several works of a specific author like Neil Gaiman or director like George Lucas,
units may be designed thematically or based on a certain subgenre.
Thematic units like Heroes, Afraid of the Dark, Space, The Future, and The Journey
could include works from various subgenres.
Units developed based on subgenres may include the following:
- the origins and various versions of fairy tales and folk tales in fantasy literature and
film adaptations of these tales with the emphasis being on the Grimm Brothers’ fairy tales.
- the characteristics of high fantasy and quest fantasy in literature, film, and art with an
emphasis on a major work, such as Tolkien’s The Lord of the Rings (e.g. Tolkien’s
reasons for writing it, its mythological basis, the magical power of the language, the heroic
© Rocky View School Division No. 41 All Rights Reserved Page 11 of 47 quest, religious allegory, the intricate artistic detail and effort put into the creation of set,
costume, and prop design, the director’s choices and the complexities of the plot and
character development).
- the origins of legends and myths in fantasy literature and film adaptations with the
emphasis placed on King Arthur, Robin Hood, and/or Greek/Roman myths.
- the characteristics of dark fantasy and how they are reflected in works like Thirsty,
Interview With a Vampire, An American Werewolf in London, etc.
- the ways humour is displayed in comic fantasy and science fiction like Evolution and
Space Balls.
- the characteristics of crossover fantasy when exploring works like Pan’s Labyrinth,
Labyrinth, and Neverwhere.
- various issues associated with time travel/distortion and parallel universes/dimensions in
works like Donnie Darko, Timeline, The Time Machine, etc.
- how aliens are often used to reflect positive and negative aspects of society in science
fiction as shown in Ray Bradbury’s The Martian Chronicles, Enemy Mine,
Independence Day, etc.
- society’s fascination with superheroes in comics, graphic novels, stories, novels, and
film (common superhero traits, the human element, artwork, real life heroes, etc.) in works
like Superman Returns, Heroes television series, Spiderman, Spawn, Batman, etc.
- the importance of character development, plot, film techniques, and special effects used
© Rocky View School Division No. 41 All Rights Reserved Page 12 of 47 to arouse conflicting feelings of sympathy and disgust for various creatures including
mutants and mythological beasts in fantasy/science fiction/horror. Works like Mary
Shelley’s Frankenstein, King Kong, X-Men, Dragonheart, etc. will be examined.
- the characteristics of a dystopia and their application to futuristic works like Brave New
World, 1984, The Matrix, Minority Report, etc.
- the morality associated with the demand for, creation of, and destruction of mechanical
life as seen in works like A.I., The Bicentennial Man, and The Iron Giant.
- the role man plays in the decline of the human race on earth or in outer space in
apocalyptic and post-apocalyptic science fiction literature and film such as the Road
Warrior/Mad Max series, The Postman, The Road, etc..
- the characteristics of space opera in fantasy/science fiction literature and film with the
emphasis on all six movies of Star Wars (director’s vision and choices, the heroic quest,
allegory, the intricate detail and effort put into the creation of sets, costumes, and prop
designs, controversial changes made to original trilogy, marketing practices, and the
complexities of the plot and character development).
© Rocky View School Division No. 41 All Rights Reserved Page 13 of 47 General Outcomes
1 Students will develop an intrinsic appreciation of a variety of fantasy and science fiction texts including films, television programs, art, poetry, short stories, screenplays/plays, novellas, graphic novels, and novels from the classics to present day. 2 Students will explore different types of fantasy and science fiction, and respond personally, creatively, and critically in various forms. 3 Students will determine the effectiveness of text creators' choices in fantasy and science fiction texts and respond personally, creatively, and critically in various forms. 4 Students will recognize various factors which may have affected a fantasy and science fiction text creator's choices. 5 Students will communicate and share their appreciation of fantasy and science fiction texts with others.
© Rocky View School Division No. 41 All Rights Reserved Page 14 of 47 Specific Learner Outcomes
1 Students will develop an intrinsic appreciation of a 15-5 variety of fantasy and science fiction texts including films, television programs, art, poetry, short stories, screenplays/plays, novellas, graphic novels, and novels from the classics to present day. 1.1 Define the terms, fantasy and science fiction. X 1.2 Identify the similarities and differences between fantasy X and science fiction. 1.3 Explore classic to modern day speculative fiction and X discern common themes appearing in fantasy and science fiction texts. 1.4 Recognize the contribution of Canadian text creators in X speculative fiction, art, television, and film. 1.5 Appreciate the voice, stylistic techniques, unique X characters, settings, and plotlines developed by Nebula, Hugo, and other speculative fiction, television, film, and art award winners.
2 Students will explore different types of fantasy and 15-5 science fiction, and respond personally, creatively, and critically in various forms. 2.1 Recognize the characteristics of different subgenres of fantasy and science fiction (fantasy subgenres: fairy tales, legends, myths, fables, folk tales, high fantasy, quest, time travel, sword and sorcery, contemporary, comic, romance, historical, superhero, mysteries, beasts, music magic, crossover, dark fantasy; science fiction subgenres: hard, soft, space opera, celestial bodies, utopia, dystopia, comic, military, cyberpunk, post-cyberpunk, steampunk, alternate history, xenofiction, time travel, apocalyptic and post-apocalyptic, alien contact, living mechanical creations, science fantasy, new wave, mutants). 2.2 Categorize fantasy and science fiction texts into the various subgenres based on the specific characteristics of each type.
© Rocky View School Division No. 41 All Rights Reserved Page 15 of 47 2.3 Relate students' own experiences, decisions, and goals to those of various characters in the fantasy and science fiction texts. 2.4 Discuss thoughts and feelings by responding personally, creatively, and critically through verbal, written, and/or artistic expression (e.g. class discussions, reviews, journal entries, stories, poetry, scripts, visuals, etc.). 2.5 Skillfully incorporate fantasy and science fiction subgenre characteristics into students' own creative compositions (e.g. stories, scripts, visuals, etc.).
3 Students will determine the effectiveness of text 15-5 creators' choices in fantasy and science fiction texts and respond personally, creatively, and critically in various forms. 3.1 Recognize and discuss the effectiveness of a text creator's incorporation of literary theory into fantasy and science fiction texts including motifs, archetypes, figurative language, diction, imagery, symbolism, and narrative techniques (e.g. point of view, voice, stages of plot, character development and types, setting, atmosphere, mood, tone, foreshadowing, foreboding, flashback, irony, point of view, stream-of-consciousness, theme, etc.). 3.2 Assess the effectiveness of various visual techniques used in fantasy and science fiction television programs and films (e.g. shots, angles, editing techniques, lighting, sound, focus, framing, camera movements, film speed, colours, etc.) along with graphic novels/art (e.g. line, shape, colour, value, space, arrangement, proximity, textures, light/dark, depth, contrast, unity, balance, symbolism, etc.). 3.3 Demonstrate the effective application of literary and visual literacy theory to students' own fantasy and science fiction compositions (e.g. stories, scripts, videos, etc.). 3.4 Describe the effectiveness of the director's choice of actors, make-up, costumes, props, music/sound, special effects, and set design/location in fantasy and science fiction television programs and films.
© Rocky View School Division No. 41 All Rights Reserved Page 16 of 47 3.5 Discuss thoughts and feelings by responding personally, creatively, and critically through verbal, written, and/or artistic expression (e.g. class discussions, reviews, journal entries, stories, poetry, scripts, visuals, etc.).
4 Students will recognize various factors which may have 15-5 affected a fantasy and science fiction text creator's choices. 4.1 Describe the possible influence of other speculative fiction text creators, culture, society, politics, science, religion, economics, and/or historical events on the creation of fantasy and science fiction texts. 4.2 Explore the impact of the technological evolution from past stop-motion animation to recent CGI advancements on directors and viewers of fantasy and science fiction television programs/films. 4.3 Reflect on how the text creator's own experiences, values, and philosophy may have influenced the development of fantasy and science fiction texts.
5 Students will communicate and share their appreciation 15-5 of fantasy and science fiction texts with others. 5.1 Interact effectively with others during class discussions and in co-operative learning activities. 5.2 Utilize technology (Internet, PowerPoint, and/or CorelDraw for example) and other visuals whenever possible to help communicate students' thoughts with others. 5.3 Show respect for other people's opinions and creative expression (e.g. peers, instructor, text creators, and critics).
Facilities or Equipment
Facility
Standard classroom
© Rocky View School Division No. 41 All Rights Reserved Page 17 of 47 Equipment
Computer lab/access to computers, internet, various software platforms (Microsoft, CorelDraw)
© Rocky View School Division No. 41 All Rights Reserved Page 18 of 47 Learning Resources
© Rocky View School Division No. 41 All Rights Reserved Page 19 of 47 Learning Resources
Primary Resources:
The Sci-fi Factor - an anthology of poems, artwork, stories, and essays related to
science fiction (text and teacher’s guide available through School Book Fairs Limited)
Flight of Fantasy - an anthology of poems, artwork, stories, and essays related to
fantasy (text and teacher’s guide available through School Book Fairs Limited)
The class as a whole will read and study novels such as the following:
Pawn of Prophecy (Eddings)
Dragonsbane (Hambly)
The Lord of the Rings trilogy (Tolkien)
Thirsty (Anderson)
Childhood’s End (Clarke)
The Puppet Masters (Heinlein)
War of the Worlds (Wells)
The Day of the Triffids (Wyndham)
The Martian Chronicles (Bradbury)
The Time Machine (Wells)
Neverwhere, Mirrormask, and Stardust (Gaiman) as well as short stories – possible author study
Interworld (Gaiman/Reaves)
Enchantment (Card)
Dracula (Stoker)
Brave New World (Huxley)
The Word and the Void trilogy (Brooks) – possible author study
The Time Traveler’s Wife (Niffenegger)
On the Beach (Shute)
I, Robot (Asimov)
Feed (Anderson)
© Rocky View School Division No. 41 All Rights Reserved Page 20 of 47 Oryx and Crake (Atwood)
The Road (McCarthy)
Handmaid’s Tale (Atwood)
1984 (Orwell)
Fahrenheit 451 (Bradbury)
Frankenstein (Shelley)
Dr. Jekyll and Mr. Hyde (Stevenson)
A variety of other texts will be provided for group/individual readings.
Secondary Resources:
Apocalypse:
Austen, Jane and Grahame-Smith, Seth. Pride and Prejudice and Zombies. Philadelphia: Quirk
Productions, 2009.
Higson, Charlie. The Enemy. Toronto: Penguin Books Ltd., 2009.
Kirkman, Robert. The Walking Dead. Volumes 1-12. Berkely: Image Comics Inc., 2010.
Wastelands: Stories of the Apocalypse. Ed. John Joseph Adams. San Francisco: Night Shade
Books, 2008.
The New Dead: A Zombie Anthology. Ed. Christopher Golden. New York: St. Martin's Press,
2010.
Art(Note: you will need to be quite selective from these books – some of the art may contain nudity):
Vallejo, Boris and Bell, Julie. Boris Vallejo and Julie Bell: The Ultimate Collection. New York:
Collins Design, 2005.
Kidd, Tom. Kiddography: The Art and Life of Tom Kidd. New York: Sterling Publishing
Company, 2005.
Spectrum 11: The Best in Contemporary Fantastic Art. Ed. Cathy Fenner and Arnie Fenner.
Nevada City: Underwood Books, 2004.
Spectrum 12: The Best in Contemporary Fantastic Art. Ed. Cathy Fenner and Arnie Fenner.
© Rocky View School Division No. 41 All Rights Reserved Page 21 of 47 Nevada City: Underwood Books, 2005.
Holland, Steve. Sci-Fi Art: A Graphic History. New York: Collins Design, 2009.
Canadian Fantasy and Science Fiction(Note: works by Canadian authors can also
be found in other anthologies):
Northern Stars: The Anthology of Canadian Science Fiction. Ed. David G. Hartwell and Glenn Grant.
New York: Tom Doherty Associates, LLC., 1994.
Open Space: New Canadian Fantastic Fiction. Ed. Claude Lalumiere. Calgary: Red Deer Press, 2003.
Dark Tales:
Buffy, the Vampire Slayer: Tales of the Slayer, Volumes 2 and 3. New York: Simon and Shuster,
2003.
Buffy, the Vampire Slayer: The Script Book, Season I. Toronto: Simon Pulse, 2001.
Dark Delicacies. Ed. Del Howison and Jeff Gelb. New York: Carroll and Graf Publishers, 2005.
Fresh Blood: New Canadian Gothic Fiction. Ed. Eric Henderson and Madeline Sonik.
Winnipeg: Ravenstone, 1998.
Haig, Matt. The Radleys. Toronto: Harper Collins Publishers Ltd., 2010.
King, Stephen. Four Past Midnight. New York: Viking, 1990.
King, Stephen. Nightmares and Dreamscapes. New York: Viking, 1993.
Poe, Edgar Allan. The Complete Tales of Edgar Allan Poe. New York: Vintage Books, 1975.
The Mammoth Book of Vampires. Ed. Stephen Jones. London: Constable and Robinson Ltd.,
2004.
Gray, Sarah. Wuthering Bites. New York: Kensington Publishing Corp., 2010.
Digests(Note: there are many fantasy and science fiction digests which come out on a monthly
basis; teachers may wish to subscribe to one of more of them for more contemporary fantasy and
science fiction compositions.)
Here are a few of the digests available:
© Rocky View School Division No. 41 All Rights Reserved Page 22 of 47 Analog: Science Fiction and Fact.
Asimov’s Science Fiction
Fantasy and Science Fiction
Dragons and Other Creatures:
Bradbury, Ray. Dinosaur Tales. New York: ibooks, 2003.
Dr. Ernest Drake’s Dragonology Handbook: A Practical Course in Dragons. Ed. Dugald A.
Steer, B.A. (Brist), S.A.S.D.. Cambridge: Candlewick Press, 2005.
Dr. Ernest Drake’s Dragonology Handbook: The Complete Book of Dragons. Ed. Dugald A.
Steer, B.A. (Brist), S.A.S.D.. Cambridge: Candlewick Press, 2005.
Roffa, Emily. Tales of Deltora. Toronto: Scholastic Inc., 2005.
The Dragon Quintet: Five Original Short Novels. Ed. Marvin Kaye. New York: Tom Doherty
Associates, LLC., 2004.
Fairy Tales:
Folk and Fairy Tales, 3rd Edition. Ed. Martin Hallett and Barbara Karasek. Peterborough: Broadview
Press Ltd., 2002.
Grimm, Jacob and Wilhelm. The Complete Fairy Tales of the Brother’s Grimm. Toronto: Bantam
Books, 1992.
The World Treasury of Children’s Literature. Ed. Clifton Fadiman. New York: Little, Brown &
Company, 1984.
Humour:
The Mammoth Book of Comic Fantasy II. Ed. Mike Ashley. New York: Carroll and Graf Publishers,
Inc., 1999.
The Mammoth Book of New Comic Fantasy. Ed. Mike Ashley. New York: Carroll and Graf Publishers,
Inc., 2005.
Military:
© Rocky View School Division No. 41 All Rights Reserved Page 23 of 47 Army of the Fantastic. Ed. John Marco and John Helfers. New York: Daw Books, Inc., 2007.
Mythology:
Gardiner, Laurence. Realm of the Ring Lords: The Myth and Magic of the Grail Quest. Gloucester: Fair
Winds Press, 2000.
Hamilton, Edith. Mythology. Boston: Little, Brown & Company, 1942.
Teaching Resources: (Note: The Center for Learning has many curriculum units on
fantasy and science fiction novels – website: http://www.centerforlearning.org/)
Buker, Derek M.. Science Fiction and Fantasy Readers’ Advisory: The Librarian’s Guide to Cyborgs,
Aliens, and Sorcerers. New York: The American Library Association, 2002.
Harrold, John R., Eight Great Science Fiction Classics: Synopses, Word Study, Quizzes, and Writing
Activities. Portland: J. Weston Walsh, Publisher, 1994.
Meluch, John. Science Fiction, 19th Century Curriculum Unit. Villa Maria: The Center for Learning,
1997.
Taking the Red Pill: Science, Philosophy, and Religion in the Matrix. Ed. Glenn Yeffeth. Dallas:
BenBella Books, 2003.
Tuama, Shelley Ni. Archetypes in Life, Literature, and Myth Curriculum Unit. Villa Maria: The Center
for Learning, 1997.
Time Travel / Parallel Universes:
DeCamp, L. Sprague. Years in the Making: The Time-Travel Stories of L. Spague de Camp. Ed. Mark
L. Olson. Framingham: The NESFA Press, 2005.
Le Guin, Ursula. Changing Planes. Toronto: Harcourt Inc., 2003.
Time After Time. Ed. Denise Little. New York: Daw Books, Inc., 2005.
Time Twisters. Ed. Jean Rabe and Martin H. Greenberg. New York: Daw Books, Inc., 2007.
Tolkien:
© Rocky View School Division No. 41 All Rights Reserved Page 24 of 47 Smith, Jim and Matthews, J. Clive. The Lord of the Rings: The Films, the Books, the Radio Series.
London: Virgin Books, Ltd., 2004.
Tolkien, J.R.R. The Book of Lost Tales: The History of Middle Earth, Part One. Ed. Christopher
Tolkien. Boston: Houghton Mifflin Company, 1984.
Tolkien, J.R.R. The Lord of the Rings. New York: Houghton Mifflin Company, 1991.
Tolkien, J.R.R. Unfinished Tales Of Numenor and Middle-Earth. Ed. Christopher Tolkien. New York:
Houghton Mifflin Company, 1980.
Writing Science Fiction and Fantasy:(there are many websites which give writing
suggestions as well)
Card, Orson Scott. How to Write Science Fiction and Fantasy. Cincinnati: Writer’s Digest Books,
1990.
Rubie, Peter. The Elements of Storytelling: How to Write Compelling Fiction. Toronto: John Wiley
and Sons, Inc., 1996.
A Variety of Fantasy and Science Fiction Literature:
Absolute Magnitude. Ed. Warren Lapine and Stephen Pagel. New York: Tom Doherty
Associates, LLC., 1997.
Best Short Novels 2004. Ed. Jonathan Strahan. New York: Science Fiction Book Club, 2004.
Between Worlds. Ed. Robert Silverberg. New York: Science Fiction Book Club, 2004.
Black Water: More Tales of the Fantastic. Ed. Alberto Manguel. Toronto: Vintage Books, 1990.
Bradbury, Ray. Bradbury Stories: 100 of Bradbury’s Most Celebrated Tales. New York: Harper
Collins, 2003.
Bradbury, Ray. The Illustrated Man. New York: Bantam Books, 1951.
Dangerous Visions: 35th Anniversary Edition. Ed. Harlan Ellison. New York: ibooks, Inc., 2002.
Dark Matter: Reading the Bones. Ed. Sheree R. Thomas. New York: Aspect, 2004.
© Rocky View School Division No. 41 All Rights Reserved Page 25 of 47 Dick, Philip K. Selected Stories of Philip K. Dick. New York: Pantheon Books, 2002.
Dreaming Down Under. Ed. Jack Dann and Janeen Webb. New York: Tom Doherty
Associates, LLC., 1998.
Emerald Magic: Great Tales of Irish Fantasy Fiction. Ed. Andrew M. Greeley. New York: Tom
Doherty Associates, LLC., 2004.
Fantastic Worlds: Myths, Tales, and Stories. Ed. Eric S. Rabkin. Toronto: Oxford University Press,
1979.
Firebirds: An Anthology of Original Fantasy and Science Fiction. Ed. Sharyn November. New York:
Penguin Group (U.S.A.), Inc., 2003.
Flights: Extreme Visions of Fantasy. Ed. Al Sarrantonio. New York: ROC, 2004.
Gaiman, Neil. Fragile Things: Short Fictions and Wonders. New York: HarperCollins Publishers, 2006.
Hags, Sirens, and Other Bad Girls of Fantasy. Ed. Denise Little. New York: Daw Books, Inc. 2006.
Legends II: New Short Novels by the Masters of Modern Fantasy. Ed. Robert Silverberg. New York:
Ballantine Books, 2004.
Masterpieces: The Best Science Fiction of the Twentieth Century. Ed. Orson Scott Card. New York:
Ace Books, 2001.
On the Edge: Literature and Imagination. Ed. Arthur Haberman and Fran Cohen. Toronto: Oxford
University Press, 1993.
Tenn, William. Here Comes Civilization: The Complete Science Fiction of William Tenn, Volume II.
Ed. James A. Mann and Mary C. Tabasko. Framingham: The NESFA Press, 2001.
The Oxford Book of Fantasy Stories. Ed. Tom Shippey. Toronto: Oxford University Press, 1994.
© Rocky View School Division No. 41 All Rights Reserved Page 26 of 47 Others
Identification of Controversial or Sensitive Course Components www.rockyview.ab.ca/board_policies/boardpolicies/curriculum/HNB-TeachingAboutControversi alIssues.pdf/view
Identification of Safety Components This course should be consistent with Alberta Education requirements. See policy HFD: www.rockyview.ab.ca/board_policies/boardpolicies/curriculum/HFD-LocallyDevelopedandAutho rizedCourses.pdf/view
As well, ensuring student, teacher and administrative safety as per policy GBE:
www.rockyview.ab.ca/board_policies/boardpolicies/curriculum/hr/GBE-OccupaitonalHealthand Safety.pdf/view
Significant Overlap with Provincial Curriculum In order to accomplish a broad appreciation and understanding of the characteristics of 19 sub-genres of fantasy and 27 subgenres of science fiction, a course dealing exclusively with fantasy and science fiction film and literature is necessary. In the typical English Language Arts 10-20-30 courses, there would not be enough time to view and read the minimum number of required fantasy and science fiction texts in addition to the minimum number of required texts for each core English course. The Fantasy and Science Fiction Appreciation 15 course will have many similarities to the English Language Arts stream and the six language arts (listening, speaking, reading, writing, viewing, and representing) will all be part of the Program of Studies. Although many similar assessment activities may be done in a regular ELA classroom, the complex and interdisciplinary nature of this particular course (aspects of science, sociology, history, economics, philosophy, psychology, geography, religion, graphic design, drama, and film-making) will enrich and enhance students’ experiences beyond the curriculum and time constraints of the regular ELA program.
© Rocky View School Division No. 41 All Rights Reserved Page 27 of 47 Assessment
STUDENT ASSESSMENT
Daily Verbal Responses 20%
(group and class discussions: asking thoughtful questions and providing considered
responses to questions asked)
Daily Written/Visual Responses 40%
(independent and group activities such as writing book and film reviews, creating
reading and viewing response journals, developing and/or responding to questions in print
form, writing/drawing character profiles, drawing symbols, creating new fantasy/science
fiction creatures/worlds, etc.)
Unit Appreciation Projects/Presentations 40%
see Appendices A and B
Note: While exams and essays are typically important in determining many students’ marks
in the regular ELA program, the emphasis in the Fantasy and Science Fiction Appreciation
15 course is on creative/personal responses and class discussion.
Appendix A
FANTASY AND SCIENCE FICTION APPRECIATION 15 PROJECTS
INDIVIDUAL
1. Newspaper Article
© Rocky View School Division No. 41 All Rights Reserved Page 28 of 47 a. Choose a specific event from the fantasy/sci-fi novel or movie (if a using
story, focus on the entire story) and in your unbiased article answer the
following 5 Ws and How:
Who was involved?
What happened? To whom did it happen?
Where did it happen?
When did it happen?
Why did it happen?
How did it happen?
Using the answers to the questions create a headline, strapline, dateline, byline, and
summary lead for the event. Include interviews with witnesses, people involved, experts,
etc.
Write in column format (minimum 500 words in body of article).
At least two visuals along with captions should be included with the typed article.
Evaluation: 10 marks for Content; 5 marks for Writing Style; 5 marks for Visuals
2. Tabloid Article
Write up a tabloid article about a specific event from the fantasy/sci-fi novel or movie (or
an entire story). Make it as absurd as you desire.
You MUST draw one outrageous picture along with a caption to go along with your
article, and the visual needs to be in colour. The funnier the picture and article, the more
© Rocky View School Division No. 41 All Rights Reserved Page 29 of 47 effective your project becomes.
Write in column format (minimum 500 words in body of article)
Create an amusing and shocking headline, strapline, dateline, byline, and summary lead for
the typed article. . Include interviews with witnesses, people involved, experts, etc.
Evaluation: 10 marks for Content; 5 marks for Writing Style; 5 marks for Visual
3. Short Story Map
a. After reading one of the fantasy/sci-fi short stories or a novella (a novel with a provided
map cannot be used for this project) done in class, draw the setting which could be the
inside of a house or the countryside on a large piece of construction paper.
b. On your map, show the places where key characters have lived or visited and where
important events and meetings have taken place. Make symbols to stand for characters,
events, and special places; prepare a legend to explain these symbols. Use colour to
enhance the map’s details.
c. Finally, re-tell your story (in your own words) to the class, and use your map as a visual
aid.
Evaluation: 10 marks for Map Content; 5 marks for Visual Presentation (how interesting
and colourful it looks); 5 marks for Presentation (present the story and map to class; you
will be marked on eye-contact and vocal projection)
4. Picture Magic
a. Choose an interesting, funny or unusual photograph from the newspaper or magazine.
© Rocky View School Division No. 41 All Rights Reserved Page 30 of 47 Write a fantasy or science fiction story about what happened before, during, and after the
photo was taken. The photograph must be submitted with the story. Decide on the type of
fantasy or science fiction story you wish to write and incorporate characteristics of this
particular type.
b. The story should be a minimum of 800 words.
Evaluation: 10 marks for Content; 3 marks for Writing Style; 2 marks for Creativity
5. Alternate Ending
a. Change the ending of the fantasy/sci-fi movie, novel, novella, or story read in class. You
can start at the very end of the work and add to it or revise the ending after the climax.
Please indicate where your ending begins at the top of your first page. A hand-drawn
visual related to a scene given in the ending must be submitted with the story.
b. The ending should be a minimum of 600 words.
Evaluation: 10 marks for Content; 3 marks for Writing Style; 2 marks for Creativity; 5
marks for the Visual
6. Prequel
a. Add an additional section to the very beginning of the fantasy/sci-fi movie, novel,
novella, or story read in class. The actual beginning of the work will start after your
prequel. A hand-drawn visual related to a scene given in the prequel must be submitted
with the story.
b. The prequel should be a minimum of 600 words.
© Rocky View School Division No. 41 All Rights Reserved Page 31 of 47 Evaluation: 10 marks for Content; 3 marks for Writing Style; 2 marks for Creativity; 5
marks for the Visual
7. Fairy Tale Character Jump
a. Assume an already developed character seen in a fairy tale (like Cinderella
for example) “appears” in another fairy tale (like Snow White for example).
What new conflicts might be faced? Using the characteristics of a fairy tale and
the characters’ personalities as a guide, create a new fairy tale.
b. It should be a minimum of 600 words.
c. Read the new fairy tale aloud to fellow students and illustrate one scene from your new
fairy tale with a hand-drawn visual.
Evaluation: 10 marks for Content; 3 marks for Writing Style; 2 marks for Creativity; 5
marks for the Visual
8. Changing Perspectives Related to a Character
a. Retell a fantasy or science fiction story, fairy tale, fable, etc. from another key character’
s point of view. For example, “The Three Little Pigs” could be told from the wolf’s
perspective. Get a copy of the actual work to be changed. Use the first person point of
view. Your creation should be at least 600 words long and you need to submit a
hand-drawn visual along with your work. Consider how the character telling the story
b. You will be assessed on the basis of creativity of re-telling the story, cohesiveness of
story's new viewpoint, the appropriateness of the visual, and accuracy of character's
© Rocky View School Division No. 41 All Rights Reserved Page 32 of 47 perspective.
Evaluation: 10 marks for Content; 3 marks for Writing Style; 2 marks for Creativity; 5
marks for the Visual
9. Changing Perspectives Related to an Object
a. Retell a fantasy or science fiction story, fairy tale, fable, etc. from an object’s point of
view. For example, “Snow White” could be told from the mirror’s perspective. Read an
example at the website: http://www.sff.net/people/chirsch/mirror.htp
b. Get a copy of the actual work to be changed. Use the first person point of view. Your
creation should be at least 600 words long and you need to submit a hand-drawn visual
along with your work.
Evaluation: 10 marks for Content; 3 marks for Writing Style; 2 marks for Creativity; 5
marks for the Visual
10. Life-size Model
a. Create a life-size model of one of your favourite fantasy/sci-fi characters and dress
him/her as given in the film, novel, novella, or story. Stand behind the life-size visual and
describe yourself as that character. Give details about your life, your adventures, and your
relationships. Add creative expression when speaking.
b. Submit a written explanation of what you say for your chosen character (minimum of
300 words).
Evaluation: 10 marks for Visual (accuracy, creativity; 10 marks for Content; 10 marks for
© Rocky View School Division No. 41 All Rights Reserved Page 33 of 47 Presentation (creative expression, vocal projection)
11. Character Sculpture
a. Create a sculpture of a fantasy/sci-fi character from a film, novel, novella, or
story. Use any combination of soap, wood, clay, sticks, wire, stones, old toy pieces, or
any other object.
b. A written explanation of the character’s personality (minimum five personality
traits and supporting evidence – minimum of 300 words) as reflected in the film, novel,
novella, or story should accompany the sculpture.
Evaluation: 10 marks for Visual; 10 marks for Content
12. Character/Scene Drawings or Paintings
a. Create three drawings (can be paintings) of scenes and/or character
portraits related to one fantasy/sci-fi story, novella, novel, or movie. Add depth
to your drawings by shading or adding colour.
b. Title each drawing with a descriptive word, phrase, or sentence below the
picture. *Do not attempt this project unless you are artistically talented.
Evaluation: 10 marks for content, creativity, and artistic detail for each visual
13. Script Writing
a. Rewrite the fantasy/sci-fi story or portion of the fantasy/sci-fi novel or novella as
a play. Include stage directions, actions, and characters’ feelings in parentheses (minimum
800 words).
© Rocky View School Division No. 41 All Rights Reserved Page 34 of 47 Evaluation: 10 marks for Content; 3 marks for Writing Style; 2 marks for Creativity
14. Miniature Scene
a. Build a miniature stage setting of a scene in the a fantasy/sci-fi novel, story,
novella, or movie. Detail and accuracy are very important. Be creative in your
choice of materials.
b. Include a written explanation of the scene’s significance to the selected work
(minimum 300 words).
Evaluation: 10 marks for Visual; 10 marks for Written Explanation
15. Role Play
a. Dress as one of the characters in a fantasy/sci-fi story, novella, novel, or
movie discussed in class, and act out a characterization. Be creative in your
actions, facial expressions, and tone of voice. Your monologue should be
written down (minimum of 500 words) and submitted at the end of your
presentation.
Evaluation: 10 marks for Presentation (eye-contact, vocal expression and
projection); 3 marks for Costuming; 7 marks for Monologue (Written portion)
16. Sales Talk
a. Give a persuasive sales talk, pretending the students in the class are in a
bookstore/video store, and you want them to purchase this fantasy/sci-fi book
or movie. Submit the written monologue (minimum of 500 words).
© Rocky View School Division No. 41 All Rights Reserved Page 35 of 47 Evaluation: 10 marks for Presentation (eye-contact, vocal expression and
projection); 10 marks for Monologue (Written portion)
17. Pantomime
a. Describe in detail a key scene from a fantasy/sci-fi movie, story, novel, or
novella; this must be submitted in written form (minimum 300 words) and then do it in
pantomime (it should last 3-5 minutes).
Evaluation: 10 marks for Content; 10 marks for Creativity and Expression
18. Original Song
a. Write the lyrics (along with a chorus) and perform an original song that tells the
story of the fantasy/sci-fi book, story, novella, or movie discussed in class. The song must
have a minimum of twenty lines (not including the chorus).
Evaluation: 10 marks for Content and Writing Style; 10 marks for Performance
19. Scene Insertion
a. Add an additional section to somewhere within the fantasy/sci-fi movie, novel, novella,
or story read in class. A hand-drawn visual related to a scene given in the prequel must
be submitted with the story.
b. The scene insertion should be a minimum of 600 words.
Evaluation: 10 marks for Content; 3 marks for Writing Style; 2 marks for Creativity; 5
marks for the Visual
20. Book/Movie Talk
© Rocky View School Division No. 41 All Rights Reserved Page 36 of 47 a. Do a book or movie talk. Talk to the class about your fantasy/sci-fi book or movie by
saying a little about the author or director, explain who the characters are and explain
enough about the beginning of the plot to help everyone understand what they are about to
read. This must be submitted in written form (minimum 300 words).
b. Finally, read an exciting, interesting, or amusing passage from your book. Stop reading
at a moment that leaves the audience hanging, and add "If you want to know more you'll
have to read the book." If you are doing a movie, describe a key scene and leave them
“hanging”.
c. Make a poster advertising your book or movie to encourage someone
else
to read it or watch it.
d. If the book/movie talk and poster are well done, almost all the students want to read the
book or watch the movie.
Evaluation: 10 marks for Written Content; 5 marks for Poster; 10 marks for Presentation
(eye-contact and vocal expression)
21. Movie Posters
a. Make two movie posters about the fantasy/sci-fi novel, novella, or short story
using different media (one could be painted for example while the other is drawn or
computer generated).
© Rocky View School Division No. 41 All Rights Reserved Page 37 of 47 b. Include critics’ comments, film rating, visuals, a plot summary (one paragraph
giving enough details to entice people to come to it), interesting headlines to catch your
audience’s interest, a film title (make it original!), etc.
c. Both posters should have a large visual drawing the audience’s attention
d. Use different visuals, comments, plot summaries, etc. for both posters.
Evaluation for each poster: 5 marks for Presentation (neatness; eye-catching); 10
marks for Content; 5 marks for Visuals
22. Comic Strip
a. Draw a comic strip (minimum of eight frames) of your favourite scene in a
fantasy/sci-fi movie or a novel. If you are doing a short story, you should do the
entire story in several frames. Each frame must be hand-drawn and coloured
(not computer-generated).
Evaluation: 10 marks for Content; 10 marks for Artistry and Creativity
23. Character Collage
a. Using a combination of visuals, quotations directly from the fantasy/sci-fi work
(about the character or spoken by him/her), and magazine headlines, create a collage
about your character (taken from a movie, story, novel, or novella we have covered).
Each of these three components (magazine headlines, quotations, and visuals) should
appear equally throughout the collage.
b. The character’s name should appear in large lettering on the bristol board.
© Rocky View School Division No. 41 All Rights Reserved Page 38 of 47 Evaluation: 5 marks for Presentation; 10 marks for Content
24. Mobile
a. Make a symbolic mobile about the fantasy/sci-fi story, novella, movie, or book.
b. Explain the symbolic significance of each aspect of the mobile in a written
explanation (to be submitted – minimum 300 words) and present it to the class
discussing each aspect.
Evaluation: 10 marks for Mobile’s Content; 10 marks for Written Explanation;
5 marks for Class Presentation (eye contact, vocal expression and projection)
25. Mini-Novel or Story
a. Condense your fantasy/sci-fi novel, novella, or short story into a mini-version by
emphasizing key details in a book which is much smaller in size than normal (see teacher
for example). On each page, the storyline and characters are given as well as a visual.
You should tell it as the author would, but in a more condense style. The book must be at
least 10 pages long. Design an interesting cover page.
Evaluation: 10 marks for Content; 10 marks for Visuals
26. Lost, Found, Warning, or Wanted Posters
a. Create two posters related to key characters or objects who are lost, found, or
wanted in the fantasy/sci-fi movie, story, novella, or novel OR create a warning to people
about a serious situation (details should be given based on the movie/book).
b. Each Lost, Found, or Wanted poster must include a physical description of the
© Rocky View School Division No. 41 All Rights Reserved Page 39 of 47 person/item, a hand-drawn visual of the person/item, psychological traits (with supporting
evidence) and outlook (if doing a character), and the type of places the character
frequently haunts (if doing a character), places where the object has been seen, people
who have had the object before, etc.. For a Warning Poster, include a hand-drawn
visual, warnings/dangers, signs of what to look for, advice on what to do, etc..
Evaluation: 5 marks for Presentation (neatness; eye-catching); 10 marks for
Content; 5 marks for Visuals
27. A Memorial Sculpture or Poster and Eulogy
a. Construct a symbolic memorial (sculpture, poster, etc.) honouring a
deceased key character in a fantasy/sci-fi movie, novel, novella, or story.
b. Create a eulogy (a speech about the deceased said at the funeral) about
that character and read it aloud to the class with expression and sorrow
honouring the deceased. Explain the importance of the memorial you have
designed and describe why this character would deserve such an honour.
c. The eulogy must be submitted to the teacher in written form (minimum 300
words).
Evaluation: 10 marks for the Memorial Sculpture/Poster; 10 marks for the Eulogy;
5 marks for the Presentation (eye-contact, vocal expression and projection)
28. Diorama
a. Construct a diorama (three-dimensional scene which includes models of
© Rocky View School Division No. 41 All Rights Reserved Page 40 of 47 people, buildings, plants, and animals) of one of the main scenes in a fantasy/sci-fi book,
novella, movie, or story. Include a written description of the scene’s significance (minimum
300 words).
Evaluation: 10 marks for the Diorama (detail, creativity); 10 marks for the Written
Explanation
29. Character Jump
a. Assume an already developed character seen in another work we have discussed
“appears” in a fantasy/sci-fi short story we have also discussed. What new conflicts might
be faced? Rewrite a key scene or a story with this new character added. You can do it
in script or narrative form.
b. It should be a minimum of 800 words.
Evaluation: 10 marks for Content; 3 marks for Writing Style; 2 marks for Creativity
30. Book Jacket
a. Design or redesign a book jacket (front and back covers) with an inside
summary for a fantasy/sci-fi book, novella, or story. The summary is written in paragraph
form and should be enticing readers to read further (minimum 300 words). The book
jacket and the hand-drawn visual must be original for the work. Remember to include
interesting and important information on the back cover (minimum 300 words). Please
look at an actual book jacket before you attempt this.
Evaluation: 10 marks for Content; 10 marks for Cover including visual
© Rocky View School Division No. 41 All Rights Reserved Page 41 of 47 31. Diary of a Character
a. Write a diary that one of the fantasy/sci-fi story's main characters might have kept
before, during, and after the book's events. Remember that the character's thoughts and
feelings are very important in a diary. Important incidents should be discussed in a series
of dated entries (minimum 800 words).
b. Design an interesting diary cover reflecting the type of person writing the diary.
Evaluation: 10 marks for Content; 3 marks for Writing Style; 2 marks for Cover
32. Poems
a. After reading the fantasy/sci-fi book, novella, story, or watching the movie,
create two poems: one on a specific character and the other related to the plotline of the
work.
b. Each poem should be a minimum of 14 lines long; they do not need to rhyme
(be consistent if you rhyme). Incorporate different poetic devices to enhance imagery
(metaphors, similes, personification, onomatopoeia, paradoxes, etc.)
c. Create a hand-drawn visual to be mounted with each poem.
Evaluation for each poem: 10 marks for Content; 5 marks for Writing Style
Choices; 5 marks for Visuals
33. Award
a. Develop an award for this fantasy/sci-fi film, novel, novella, or story. In proper
speech format, explain the criteria for the award and why this particular work was
© Rocky View School Division No. 41 All Rights Reserved Page 42 of 47 selected
to receive it. Submit the speech to the teacher after presenting it to the class (minimum 300
words). A good place to start this project is by reading about the Nebula award for
example.
b. Create an original design for the award and submit it. The image should be
symbolic and should say the name of the award on it as well as the recipient.
Evaluation: 10 marks for Content; 5 marks for the Award Design; 5 marks for
Presentation (eye contact, vocal expression and projection)
34. Poetry Selections for Chapters
a. Choose/create two to four lines of poetry or song to accompany each chapter of a
fantasy/science fiction novel discussed in class. Provide a written explanation indicating
why each verse is appropriate for that chapter given its contents.
b. If the verse is taken from a song or published poem, indicate the title and author below
the verse.
Evaluation: 10 marks for Verse Creations/Selections; 10 marks for Explanations
35. Portraits and Descriptions
a. Write a FULL (physical, emotional, relational) description in separate detailed
paragraphs of two key characters in the fantasy/sci-fi film, novella, story, or novel
(minimum 200 words each).
b. Draw a portrait to accompany each description. Shading and/or using colour will
© Rocky View School Division No. 41 All Rights Reserved Page 43 of 47 enhance visual mark
Evaluation: 10 marks for Content; 10 marks for Portraits (artistic detail, quality)
36. Covering Letter and Resume for a Key Character
a. Create a covering letter and resume (using teacher’s suggested format) for a key
character in a fantasy/sci-fi book, novella, or movie discussed in class. Use as many
details as known about the character as well as being creative with details.
b. Create 10 interesting interview questions along with answers which this character
should be prepared to answer in a job interview.
Evaluation: 10 marks for Covering Letter (format and content); 10 marks for
Resume (format and content); 10 marks for Interview Questions and Answers (quality)
37. Social Event
a. Choosing two key characters who are dating or getting married in the
fantasy/sci-fi movie, book, novella, or story, create an article documenting one
of the social events of the season: a wedding. Describe in detail what the
bride, groom, and wedding party wore, any unusual incidents at the wedding,
what people had to say (the bridal party members, close friends, parents, etc.),
etc.. Be sure to answer the rest of the 5 Ws and How:
Who was involved?
What happened? To whom did it happen?
Where did it happen?
© Rocky View School Division No. 41 All Rights Reserved Page 44 of 47 When did it happen?
Why did it happen?
How did it happen?
b.Using the answers to the questions create a headline, strapline, dateline, byline, and
summary lead for the event. There should be a minimum of 500 words in the body of the
article.
c.At least two visuals along with captions should be included with the typed article.
Write in column format.
Evaluation: 10 marks for Content; 3 marks for Writing Style; 2 marks for Visuals
38. Dating Service Video
a. Create a dating service video which a key character from a fantasy/sci-fi story,
novella, novel, or movie has developed. You will dress and behave as that character did.
Course Evaluation and Monitoring
This course will be subject to an evaluation following completion of the first year of
operation. The school principal and the Director of Instructional Services from Division
Office will evaluate the course focusing on student evaluation, enrollment numbers, and the
successful completion of the course goals as identified in the Program of Studies. This
evaluation will be done through classroom observations, examination of course documents,
examination of samples of student work, and meetings with the teacher.
© Rocky View School Division No. 41 All Rights Reserved Page 45 of 47 Course Evaluation and Monitoring
Leslie Collings, Director of 21st Century Learning
403-945-4037
[email protected] Appendix I
Appendix II
© Rocky View School Division No. 41 All Rights Reserved Page 46 of 47 Table of Contents
Board Motion ...... 2 Course Basic Information ...... 3 Philosophy ...... 4 Rationale ...... 5 Learner Outcomes ...... 7 General Outcomes ...... 14 Specific Learner Outcomes...... 15 Facilities or Equipment ...... 17 Facility ...... 17 Equipment ...... 18 Learning Resources ...... 19 Others ...... 27 Identification of Controversial or Sensitive Course Components ...... 27 Identification of Safety Components ...... 27 Significant Overlap with Provincial Curriculum ...... 27 Assessment ...... 28 Appendix I ...... 46 Appendix II ...... 46
© Rocky View School Division No. 41 All Rights Reserved Page 47 of 47