| Bridge to the Future: Science Fiction
COURSE TITLE: The Bridge to the Future: Science Fiction in Film and Literature (Upper Division)
LENGTH OF COURSE: One Semester
TYPE OF CREDIT: English Core (5 credits)
GRADE LEVEL: 11-12
PREREQUISITES:
English 9 and 10; Upper Division Standing
REQUIRED TEXTS:
Fifty Short Science Fiction Tales, Isaac Asimov and Martin Greenberg, ed.
Foundation, Isaac Asimov
The Martian Chronicles, Ray Bradbury
Dune, Frank Herbert
Cat's Cradle, Kurt Vonnegut
Do Androids Dream of Electric, Phillip K. Dick
Sheep?
SUPPLEMENTAL RESOURCES:
The Demolished Man, Alfred Bester
Childhood's End, Arthur C. Clark
To Your Scattered Bodies Go , Philip Jose Farmer
Stranger in a Strange Land, Robert Heinlein
More Than Human, Theodore Sturgeon
Slan, A. E. Van Vogt
The Sirens of Titan, Kurt Vonnegut
Enders Game, Orson Scott Card
Additional books from the State of California Reading List, unless specified for another grade level.
FILMS: Star Wars
Soylent Green
Invasion of the Body Snatchers
Adventures of Baron Munchausen
Enemy Mine
COURSE DESCRIPTION
This class is designed for students who like to delve into big ideas: What would happen if human beings could change space and time? What if parallel universes really did exist? What if there is alien intelligence? What if human beings could achieve, through evolution or technology, a whole spectrum of mental powers? What if part or all of humanity could become immortal? The concepts in this course test our humanity against the challenges of different realities.
COURSE GOALS:
Students will:
· read and comprehend at all levels (literal, interpretive, application) a variety of materials and genres, and adjust reading strategies to both purpose and materials
· write, using the writing process, well-organized and coherent pieces in a variety of modes.
· listen actively; take accurate, organized notes; evaluate critically; and follow oral directions.
· speak both formally and informally to a group; use effective oral presentation techniques, and participate constructively in discussions.
· use technology to access information.
COURSE OBJECTIVES:
Students will:
· demonstrate understanding of assigned readings and films through quizzes, essay exams, discussions, oral presentations, and writing.
· compare the experiences of characters in their reading with their own and universal human experience.
· evaluate the possibility that situations in their reading may actually happen in the future.
· trace the universal themes of myth and other literature in science fiction.
· participate actively in peer response groups, offering and accepting constructive criticism.
· participate actively in class and small group discussions.
· demonstrate increased proficiency at evaluating their own reading, writing, speaking and listening.
· write paragraphs, essays and a research paper from assigned topics.
· create and present orally, a final project based on some aspect of the course of study.
METHODS OF EVALUATION:
Teachers evaluate students' reading, writing, speaking and listening skills using a variety of methods* including but not limited to:
Four formal essays
One 5-8 page research paper using MLA format
Quizzes on assigned reading and films
Four essay exams
One informative speech
One dramatic reading
Participation in class discussion
BOARD ADOPTION DATE: July 18, 2001.
Word Analysis, Fluency, & Vocabulary Dev
Students apply their knowledge of word origins to determine the meanings of new words encountered in reading materials and use those words accurately.
Reading Comprehension (Informational)
Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. The selections in Recommended Readings in Literature, Grades Nine Through Twelve illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature such as textbooks, technical manuals/instructions, magazines, newspapers, biographies/autobiographies, ballots and propositions, maps, charts, graphs, and online information.
Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature, including prose, poetry, and drama, that reflect and enhance their studies or history and social science. They conduct in-depth analyses of recurrent themes. The selections in Recommended Reading and Literature, Grades Nine Through Twelve illustrate the quality and complexity of materials to be read by students.
Writing Strategies
Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose and progression through the stages of the writing process.
Written and Oral Eng. Lang. Conventions
Students write and speak with a command of Standard English conventions.
Listening and Speaking Strategies
Students formulate adroit judgements about oral communication. They deliver focused and coherent presentations that convey clear and distinctive perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.
Speaking Applications (Genres)
Students deliver polished formal and extemporaneous presentations (e.g., group presentations, debates, panel discussions, impromptu speeches) that combine traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Strategies.
|
