OER Part 2
Overview
For this resource, you will be asking the question of "How can we use science fiction's ability to predict the future to help humanity?"
OER Part 2
How can we use science fiction’s ability to predict the future to help humanity? |
Subject: English Language Arts (ELA) |
Grade Level: Grade 9 - 12 |
CCSS.ELA-LITERACY.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. CCSS.ELA-LITERACY.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the Standards: text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. WA EdTech/ISTE Student Standards Empowered Learner Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. 1c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Digital Citizen 2.c. Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property. |
Essential Question How can we use science fiction’s ability to predict the future to help humanity? |
Supportive What predictions of future development has science fiction accurately made in the past? This can Questions 1 include technology, privacy, medicine, social justice, political, environmental, education, and economic. |
Supportive What predictions for future development in contemporary science fiction are positive for the future of Question 2 humanity? What factors need to begin in your lifetime to make these predictions reality? |
Supportive What predictions for future development in contemporary science fiction are negative for the future of Question 3 humanity? What factors need to begin in your lifetime to stop these negative outcomes? |
Instructional Strategies • Accountability Talk |
• I can close read and document. • I can identify supportive details in books, articles, videos and other types of documents to support my argument. • I can differentiate between fact and opinion Learning Targets: • In a document, I can identify who is behind the information, the evidence to support the authors claim, and corroborate the authors claim with other reliable sources. • I can read for enjoyment and personal interest. • I can utilize technology to improve my practices and support my unique learning needs. |
In large group discussion, teacher asks students “What do Frankenstein, 20,000 Leagues Set/Hook: Under the Sea, Ender’s Game, and Ready Player One all have in common?” |
Give students at least one minute to “Think-Time”. Then have them turn to their elbow partner and discuss the commonalities of books and movies. Once students have had opportunity to share with each other, go around the room and debrief. Anticipated Student Response: These are all Science Fiction novels. Next, ask what are the elements of science fiction literature? You can use the chart from Legends of Windemere to break down the similarities, differences, and overlaps between fantasy and science fiction. This is the big take away: Science Fiction is fiction based on a prediction of what may be possible using current knowledge. |
• Collection of science fiction novels for students to read. Students should have free choice over the science fiction novel they choose. Both print and eBooks from First Books (Instructions at bottom of this lesson plan) will be available for CV students. They will have a collection of over 107 different titles to choose from. Materials: • Learning Management System (LMS) to manage instructional resources, student work, small & large group work, and teacher to student feedback. • Digital devices (tablets, iPads, Laptops with camera, or smartphones) for students to post Flips and read picture books. |
Lesson This lesson is designed for grade 9 ELA course reading science fiction while concurrently Background studying media literacy. |
Supportive Questions 1: What predictions of future development has science fiction accurately made in the past? This can include technology, medicine, political, environmental, education, and economic.
Day 1: 50 min | Activity | Material |
20 minutes | The Teacher Will (TTW): Post the Essential Question & Supportive Question 1 on the board or anchor chart, or virtually as a header or section in your LMS. These will stay up during this entire inquiry unit of study: • How can we use science fiction’s ability to predict the future to help humanity? • What predictions of future development has science fiction accurately made in the past? The teacher will have students watch these videos, either in class or remotely: Can Science Fiction Predict the Future? (Time 5:21 from TedED) When Science FICTION Becomes Science FACT! (Time: 8:22 from PBS It’s Okay to be Smart) The Students Will (TSW): watch both these videos and collect information to support their answer for supportive question 1. Teachers: You may want to set up a note catcher or document in your LMS to collect this information. | Click on video image to play. |
15 minutes | TTW: Post the following article to LMS Why Science Fiction is Necessary for Our Survival in the Future TSW: Do a cold read of this document. (8-10 minutes) TTW: Show the class the video “How to Do a Close Read” from the Eberly Writing Center (time 4:21). The video covers how to conduct a close reading of informational text. Tell the student they are going to learn how to “Close Read”. Inform them they will be using these techniques in the next part of today’s lesson. | |
10-15 minutes | TTW: Ask class to Close read the article again using any of the techniques used in the video. If students are reading this article digitally, you will want to assign the article to each student so they can use highlighting and comment features to annotate the article. TSW: Annotate article using Close reading techniques and collect evidence from the article that speaks to the supportive question in their Note Catcher. TTW: Let students know that they need at least five supportive details to in their note catcher as their exit ticket out of class. |
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Day 2: 50 min | Activity | Material |
25 minutes | TTW: Set up a Padlet “Shelf” at Padlet.com. Make sure you enable student comments. Title of Board: What predictions of future development has science fiction accurately made in the past? Categories for each “Shelf”: technology, social justice, medicine, political, environmental, privacy, education, and economics Feel free to add any others your students might have found. Make sure you get the link to this Padlet. You will need to share this with your students through your LMS. If you are teaching this lesson with multiple classes, you will need to decide if you want a separate board per block. TSW: Using their notes from the previous day, students will create posts under each corresponding category in Padlet. | Padlet.com |
10 minutes | TTW: Introduce the class to Accountability Talk. Post this document in their LMS. Go through the statement stems and explain that when we give feedback in class or on-line, we will use these protocols to assure constructive communication with each other. They may use text, images, and URL that take students to further evidence. TSW: Provide constructive feedback on at least three student posts in Padlet. |
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TTW: Tell students to search the web for information, supportive details,
images, etc. to support their posts. Have them add this content (URL,
images, video, etc.) to their original posts.
15 minutes
This task will see if any of them cite their sources in their posts, verify the sources they are using, and the overall quality of the supportive content they present. This will give you an idea of how and where your students
| are getting their information. Don’t be surprised is it is mostly the top three responses from a Google Search! Therefore, we are having them do this. Let this happen organically. Don’t frontload this activity with instructions on how to research or where to look for creditable sources. This is an inquiry activity and failure is part of student growth. TSW: Use any resources available to them on the web to support their claims on their Padlet posts. |
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Supportive Question 2 | What predictions for future development in contemporary science fiction are positive for the future of humanity? What factors need to begin in your lifetime to make these predictions reality? | |
Day 3. 50 Min. | Activity | Material |
40 min. | TTW: Add Supportive Question 2 to the board, anchor chart, or section on the LMS. Have student access codes ready for Open eBooks from First Books. Instructions to access this resource are available at the end of this document. It you are a teacher at CVHS, ask the librarian for the access code. Each code is good for five devices, so students are encouraged to share these codes with family to encourage reading. You will also want to have access to science fiction print novels, if school is meeting in-person. To expose students these books, ask your librarian to do a book talk, show book trailers from the web, or have readers in your classes give talks about some of the sci-fi they have read. Ultimately, you need to give your students time to book-shop. You also want to give them some guidance about a good fit pick. Have them use the five-finger test for the book. Have them open the book to any page and begin reading. For every error they make, have then put a finger up. If they get to five errors before the page is done, the book is too difficult. It they make no errors; the book is not to easy for them. If they make 2-3 errors per page, the book is a good-fit pick. TSW: Select a science fiction book to read. Students will have 2-3 weeks to read their selections. Give students at least 15-minutes of sustained silent reading each day to read in class. | CVHS Science Fiction Book List of Print and eBooks. |
10 min. | TSW: Read their books. They will take notes and add comments to their note catcher with information from their book that relates to the essential and supportive questions. |
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Day 4. 50 Min. | Activity | Material |
| TTW: Have students view both videos on how to evaluate sources and find better information while online. How to Find Better Information Online: Click Restraint (Stanford Civic Online Reasoning, time: 2:19) Sort Fact from Fiction Online with Lateral Reading (Stanford Civic Online Reasoning, time: 3:47) TSW: Watch Videos. Then apply what they have learned by searching for articles relating to the essential and supporting questions. TTW: If you have not already done so, this is a great opportunity to introduce the county library digital library. Directing students to these databases can have a huge impact on their research skills later. For CVHS students, preview these two videos for more information: | Click video image to watch. |
Accessibility & Differentiation Feedback/Assessment
• Pair hi/lo readers together. • Don’t score on spelling • Allow low readers advanced opportunity to select their picture book and take home to read a day or two before the lesson. • For Spanish speaking ELD students, there is a large collection of Spanish language picture books available at Open eBooks. | Students will write a five-paragraph essay answering the essential question: How can we use science fiction’s ability to predict the future to help humanity? |
Join First Books to Access Open eBooks |
Step 1. Join First Book
First Book is a non-profit social enterprise that provides new books and educational resources - for free to schools and programs serving children, ages 0-18. Click here join to for free!
https://www.fbmarketplace.org/register/
Step 2. Order Open eBook Access Codes
The Open eBooks app will give kids & families access to a digital library of thousands of popular and award-winning children’s and YA eBooks for free! To access Open eBooks collections, you need to request access codes. Go to https://www.fbmarketplace.org/openebooks/ then scroll down to the Open eBook collections. You can order access codes for every student in your classroom or school, but you cannot order more than 500 total access codes in one “purchase”. For this lesson, you will want the Elementary Collection, but also order the middle and high school collections for your students. You can send codes and PINs home with your students, using the downloadable instructions, and write one code and PIN combination on each copy.