Exploring Fantasy and Futuristic Fiction
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: !!![1].pdf - - -
Italicized resources are additional reading strategies. Use the following for others: - –
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| |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. |The Genre Write two or three sentences |Writing to Demonstrate Learning |
| | |describing what you think futuristic | |
| |L.7.3. |fiction and fantasy are. | |
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| | |Carousel - Divide into groups to discuss |Think Pair Share |
| | |sentences. Each group uses a different |Predict |
| | |color marker and butcher paper to write | |
| |RI.7.5. |their definitions. Put posters on the wall,| |
| | |rotate to add or change and discuss what | |
| |RI.7.7. |the previous group wrote. Use exit slips | |
| | |for formative assessment. | |
| |SL.7.4. | | |
| | |Watch In the Year 2525 -Respond to a prompt|Making Connections |
| |SL.7.2. |to imagine what 1960 was like when 2525 was| |
| | |written. Imagine how 2025 will be based on |Exit Slip RESOURCE 1 |
| | |today. | |
| | | |2025 YouTube video |
| | | | |
| | |Create a picture collage or storyboard | |
| | |depicting 2025. | |
| | |Separate the genres to show understanding |Characteristics of the Genre RESOURCE 2 |
| | |characteristics of each. Use the class |PowerPoints: |
| | |definitions, make a list of examples of |Fantasy Elements RESOURCE 3 Elements and History of Science Fiction RESOURCE 4 |
| | |futuristic and fantasy fiction. | |
| | |Discuss characteristics of the genre. |Semantic Feature Analysis Example |
| | |Explain, "print" and "non print.” – Print | |
| | |materials - books, maps, journals, photos, | |
| | |newspapers etc. Non-print usually refers to|Semantic Feature Template RESOURCE 5 |
| | |electronic materials. PowerPoint’s, Wikis, |Semantic Feature Analysis |
| | |Games and DVDs, as well as graphics such | |
| | |as pictures, comics, etc. | |
| | | |In the Year 2525 |
| | |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|Highlight / Underline |
| | |first side of the SFA template. Identify |Clarify-Predict-Ponder |
| | |and list the characteristics of futuristic | |
| | |fiction along the top of the back of the |Characteristics Handout. |
| | |SFA. | |
| | | |Elements of Fantasy PowerPoint RESOURCE 3 |
| | |Groups continue to add characteristics to |Elements and History of Science Fiction RESOURCE 4 |
| | |the top of fantasy SFA. Analyze the matrix | |
| | |to gain a deeper understanding of the |Select and Create a FOLDABLE/GRAPHIC ORGANIZER to depict learning and present it to the class. |
| | |vocabulary. List stories and videos on the | |
| | |left side of the SFA. | |
| |RL.7.10. |Examine print and nonprint fantasy and |Concept and Word Analysis |
| | |futuristic fiction. Create an SFA for each.|Fantasy Short Stories |
| | | | |
| | |Read a short story from the fantasy and | |
| | |science fiction links and fill out the SFA |Science Fiction Short Stories |
| | |on both | |
| | | |Read and Say Something |
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| | | | |
| | |Watch: Elements of the genre videos, |Watch the YouTube videos Predicting the future: Arthur C Clarke - Predicting the future 1964 |
| | |Predicting the future: Arthur C Clarke - | |
| | |Predicting the future 1964 |Elements of Fantasy Digital Story |
| | |AND YOUR CHOICE OF Two fantasy clips i.e. | |
| | |King Author, Lord of the Rings, | |
| | |Cinderella/Disney movies |The Science Fiction Genre |
| |SL.7.5 |Two science fiction clips i.e. Lost in | |
| |SL.7.6 |Space, The Jettisons’, Star Trek | |
| | | |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. |Use the information gained from the |Making Conclusions |
| | |Semantic Feature Analysis to complete a | |
| |W.7.6. |group project creating an original print |Google Read Write Think |
| |W.7.3. |and/or non print fantasy or futuristic |Read Write Think Comics in the Classroom as an Introduction to the Genre Study |
| | |fiction piece. | |
| | | |Comic Book Elements |
| | | |The Essentials of Comic Book Writing |
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| |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. |Watch your choice of three of the origins |Ask before, during, and after questions |
| |SL.7.5 |videos. | |
| | | | |
| | |In groups, prepare a powerpoint | |
| | |presentation – Themes in comics. | |
| |RI.7.5. |Visual Parts of the book |The Visual Parts of a Comic Book Page RESOURCE 7 |
| |RI.7.10 | | |
| | | |Comics Techniques RESOURCE 8 |
| |RL.7.3. |In groups, make a Storybird with the |Superhero Elements PP RESOURCE 9 |
| |SL.7.5 |Superhero elements including character |Character Analysis (Generic) RESOURCE 10 |
| |W.7.2 |analysis. Prepare a presentation rubric for| |
| |W.7.6 |students to present their project to the | |
| | |class. | |
| |RL.7.1. |How to Inference – Show them the way to |It Says . . . I Say. . . And So . . . |
| | |infer between the boxes – similar to the |Graphic Novel Inference PP RESOURCE 11 |
| | |reading between the lines strategy. | |
| |RL.7.1. |Make Inferences in Comics |Determine Importance |
| | |Infer and write the remaining story of | |
| | |one-pagers. |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: |
| | |Research Game |RESOURCE 13 |
| |RL.7.3. |Project Write and Design a Comic Book |Character Mapping |
| | |Online |Problem Analysis |
| | | |Comic Creator – |
| | |The “So What” in Comics |Slide Share – |
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| |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? |
| | |Author Study - Watch two Prezi and read |Google Read Write Think Hans Christian Andersen was born on this date in 1805 |
| |RI.7.5. |through to discuss the web quest. | |
| | | | |
| |RL.7.2. |Hans Christian Andersen's Fairy Tales Who |Paired Questioning |
| | |was Hans Christian Andersen? What are some | |
| |RI.7.9 |of his most well known stories? What are | |
| |RI.7.10 |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? | |
| |RL.7.2 |Retell the stories, to make use of |Google Read Write Think Teaching About Story Structure Using Fairy Tales |
| |SL.7.6 |sequencing words (first, so, then, next, | |
| |L.7.1. |after that, finally). | |
| |RL.7.2. |Students work together in small groups to |Jigsaw |
| |L.7.1. |read, discuss, and analyze fairy tales. |Pattern Puzzles |
| |SL.7.5 | | |
| | | |Google Read Write Think Fairy Tale Autobiographies |
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| | | |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. |
| | |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. | |
| |W.7.5. |Create Fractured Fairy Tales |Story Map |
| |W.7.6. |Determine the beginning, middle, and end. |Guided Imargy |
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| | | |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 |Read two teacher-selected tales to complete|Conclusion – Support |
| |SL.7.6 |a character analysis. |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 |Inference &Visualization - Self-select two |Predict and Visualize |
| |RL.7.2. |tales to summarize and complete an analysis| |
| |RL.7.9 |of the settings. Are the settings realistic|Inference and Summary RESOURCE 17 |
| |SL.7.6 |to modern times? |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 | |
| | | |PowerPoint Fantasy Elements Use RESOURCE 3 again to review |
| |RI.7.1. |Read short story A Wrinkle in time – Author|Cite textual evidence – Star and Bar |
| |RI.7.2. |Study Madeleine L’Engle) Madeleine L’Engle| |
| |W.7.1 | |(Sparknotes |
| | |Find information on Madeleine L’Engle and | |
| | |write an expose’. | |
| | | |Use AR writing rubric |
| |RI.7.9 |Read, discuss, explore. Is time travel |Conclusion Support |
| |SL.7.2. |possible? |Jigsaw, take notes, report out in groups. |
| |SL.7.3. | | |
| | |Discuss challenges in early theories that | |
| |W.7.1 |time travel might be possible using a black| |
| | |hole. | |
| | |How essential is the setting to the story? |Discussion Web |
| |RL.7.2. |Could the story have taken place anywhere |Self Questioning |
| | |else? |Story Map |
| | |What are the conflicts in A Wrinkle in | |
| | |Time? |A Wrinkle in Time Excerpts |
| | |What types of conflict (physical, moral, | |
| | |intellectual, or emotional)? | |
| | | | |
| | | |(Graphic) |
| | |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?| |
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| | |Do you find the characters likable? Are the| |
| | |characters persons you would want to meet? | |
| |RI.7.7. |Time Travel |Prediction – Sequence Graphic Organizer |
| |RI.7.8. | |Concept Definition Map |
| | |Use the webquest guide to help you create | |
| | |Science Fiction. Tell what you learned |A Wrinkle in Time Webquest |
| |SL.7.5 |about elements of a story, dimensions, | |
| | |space and our solar system vocabulary words| |
| | | | |
| | | |Create the story - |
| |RL.7.6. |Read Raising Dragons -Jerdine Nolan |Evaluate / Authentic Questions |
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| | | |Raising Dragons PDF Chart RESOURCE 18 OR Student copy RESOURCE 19 |
| |RI.7.8. |Unicorns dragons and magical creatures | |
| |W.7.8 |Dragons WebQuest | |
| |W.7.2. |Research basic dragon facts. | |
| |W.7.9. | | |
| |SL.7.5 |Utilize links provided from dragon | |
| | |breeders. |Chart the Author’s Style |
| | | | |
| | |Collaborate to write informative group | |
| | |essay that explains basic dragon care to a | |
| | |new, inexperienced owner of a baby dragon. | |
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| | |Summarize the steps taken in gathering your| |
| | |data. Tell how you analyzed your | |
| | |information and decided which findings were|Cluster |
| | |and were not important. Tell how your group|Star and Bar Main Idea and Evidence |
| | |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. | |
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| |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. |Background for |Cornell Notes |
| | |Asimov - The Immortal Bard; Robbie |Summarize |
| | |Kurt Vonnegut, Jr- .Harrison Bergeron |Anticipation |
| |SL.7.2. |Ray Bradbury - The Veldt; All Summer in a | |
| |SL.7.5 |Day; August 2026: |FIND STORIES ONLINE and Discover Science Fiction Authors |
| | |There Will Come Soft Rains; The Pedestrian |Explore Science Fiction: Genre Google Read Write Think Genre Study: A Collaborative Approach |
| | |Arthur C. Clarke - Dial F for | |
| | |Frankenstein; Superiority; The Sentinel |Science fiction museum |
| | | |Science fiction clips 2011 |
| | | |World of syfy |
| | | |Science fiction exploration web quest |
| | | |Online chat |
| | | |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 |Two Column Notes |
| | |introductions and write a summary of the |Complete the web quest |
| | |story before reading it. | |
| | | |Google Robots in Space: Robonaut 2 Blasts Off to the International Space Station |
| | |Try to depict the theme. What are the three| |
| | |characteristics that define a robot? |Select and Create a FOLDABLE/GRAPHIC ORGANIZER to summarize the learned information. |
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| |RI.7.3 |Choose and read three articles on robots |Seed Discussions |
| |RI.7.7. |from NPR– Watch and listen to how a robot |3-2-1 |
| |RI.7.8. |folds laundry | |
| |RI.7.10 | | |
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| | | |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 |Powerpoint and Data |
| | |I, Robot | |
| |RL.7.1. |READ the I, Robot chapter on “Robbie” |Above, At, and Beneath the Lines |
| |RL.7.6. |What does a robot look like? How does your |Pattern Puzzles |
| | |definition of the word robot compare to | |
| | |these definitions? |Film about Robbie |
| | |What are some robots that you encounter on | |
| | |a daily basis? |Book Download |
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| | | |Robot teacher comic |
| |W.7.1. |Science Fiction Project – |Pro and Con charting |
| | |Create a mind map to show the important |Think Pair Share |
| | |elements found in a science fiction story. | |
| | |Produce an ad to sell Robbie. | |
| | |Use persuasive techniques and a rebuttal. | |
| |SL.7.1. |Read “Harrison Bergeron” - Kurt Vonnegut, |Visualize/ Use Mental Imagery |
| |RL.7.9. |Jr. | |
| | | |How to write the perfect short story: |
| | |Could this happen to us? |Vonnegut’s life: |
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| | | |Harrison Bergeron |
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| | | |YouTube read along of Harrison Bergeron: |
| |RI.7.10 |Author Study |Questioning Levels |
| |W.7.6. |Ray Bradury |Active Reading |
| | |Use the smart board to find information | |
| | |about The Illustrated man. What is it? What|Google Read Write Think Science Fiction Author Ray Bradbury was Born |
| | |does it mean? | |
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| | | |The Illustrated Man movie trailer |
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| | |Ray Bradbury – Read The Veldt; All Summer |Video from The Illustrated Man “These are not Tattoos” |
| | |in a Day; | |
| | |August 2026: There Will Come Soft Rains; | |
| | |The Pedestrian |The Pedestrian |
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| | | |The Pedestrian |
| | |Look up and talk about The Illustrated Man |The long rain |
| | |(Read The Vedlt is the Prologue) |The long rains |
| | | |Travel to Venus |
| | |Writing Prompt |Score using AR writing rubric. |
| |RI.7.2. |Learn about Arthur C. Clarke and his |Opinion Proof |
| |RI.7.3. |predictions. |Paired Reading |
| | |How are his predictions relevant to actual |Connection |
| |RI.7.10. |inventions? Does he have anything to do | |
| | |with the Internet? |Science fiction true or false |
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| | |Read Clarke’s short stories: |Google Arthur C Clarke predictions |
| | |Dial F for Frankenstein; Ssuperiority; The |Google Arthur C Clarke Science Fiction Turns to Fact |
| | |Sentinel |Cued Reading |
| | | |Conclusion Support |
| | |Learn about Mary Shelly, the author of the | |
| | |book, Frankenstein |Google “Dial F For Frankenstein”: The Birth of The World Wide Web |
| | |How are modern day horror stories depicted?| |
| | | |The story online: |
| | |Connect to modern “Frankenstein Stories.” | |
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| | | |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 |The Time Machine Visual Comprehension RESOURCE 20 |
| | |Analyze and categorize parts of a story. | |
| |W.7.3. |Science Fiction Creature Feature |Timeline – Sequencing |
| | |Performance Task – Create an assigned |Analysis with Power Notes |
| |SL.7.5 |creature and write a short narrative. | |
| | |Prepare a presentation rubric for students |Creature Feature RESOURCE 21 |
| | |to present their project to the class. | |
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| |RI.7.1. |How does science affect science fiction? |Cause and Effect Graphic |
| |RI.7.2. |Research to find science facts that support| |
| |RI.7.10 |or dispute the science included in the plot|The science behind science fiction: |
| |SL.7.6 |of a science fiction story. |Google Read Write Think “Finding the Science Behind Science Fiction” through Paired Readings |
| | |Complete a project that examines the genre | |
| | |in relation to real-world science topics. |Google Read Write Think Blogging With Photovoice |
| | |Create a PhotoVoice project to depicts the | |
| | |learning of SF. | |
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| |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 |Jigsaw |
| | |website. |Summary Frames |
| | |Follow the links on the left as a web |Graphic Organizers |
| | |quest. | |
| | |Take notes to complete project | |
| | | |Other Resources: |
| | |Use a graphic organizer to compare and |King Arthur at Legends King Arthur, a Man for all Ages King Arthur and the Holy Grail The Mystic Realm of King Arthur King |
| | |contrast fairy tales with Arthurian |Arthur and the Knights of the Round Table King Arthur at the Camelot Project King Arthur Pendragon An Archaeological Quest for the "Real" |
| | |Legends. |Arthur |
| | | |Students may choose to complete one FOLDABLE/GRAPHIC ORGANIZER per category, or put together one project that depicts the nine categories of |
| | |Write a three paragraph polished piece. |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 |Power Notes |
| | |evolve? | |
| | |What were the ideals of the knights of the | |
| | |Round Table? |These are interactive lessons that can be used for informational reading before or along with reading the stories. |
| | |What makes someone a hero and/or a legend? | |
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| |RL.7.2 |Self-select two stories to read: |Effective Questioning |
| |RL.7.3. |Discuss the purpose of a myth. How are |Cooperative Group Discussion |
| | |these stories myths? What elements classify|Seed Discussion |
| | |them as such? | |
| | |Write about what makes them a myth. |Myths RESOURCE 22 |
| | |What is the purpose of myth in our lives? | |
| | |How does myth help us see our culture and | |
| | |ourselves? Can myth become history? | |
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| | | |Complete a FOLDABLE/GRAPHIC ORGANIZER supporting five things you have learned about the medieval times. |
| |RL.7.9. |A journey is a metaphor both in life and in|Concept Definition Map |
| | |literature; man has a need for heroic |Picture Notes |
| | |figures; quest for enlightenment is |ABC Brainstorming |
| | |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? | |
| |SL.7.5 |How is journey a metaphor for one’s life? | |
| | |How is journey implanted in literature? | |
| | |Prepare and present storyboard with the | |
| | |answers. | |
| |SL.7.5 |Write a legend using the trial version on |Story Map |
| |W.7.6 |the Myths and Legends website. Use “print | |
| | |screen” to past to “Word” and present. Use | |
| | |the presentation rubric. | |
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| |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. |Enjoy background knowledge. |Prediction and Anticipation |
| |W.7.3. |Summarize thoughts and feeling. Make a |Sentence Summaries |
| | |prediction for the beginning, middle, and | |
| | |end. |The Graveyard Book Video Tour |
| | | | |
| | | |The Graveyard Book movie trailer |
| | |Neil Gaiman – Author Study |Interesting Facts: |
| | | | (Explore the links on the top bar) |
| | | | Using the FOLDABLES, create a character pop-up of Neil Gaiman. |
| | |Read and Use The Graveyard Book Teacher | Google BookBrowse The Graveyard Book |
| | |Summary and Guides |The Graveyard Book Teacher Guide RESOURCE 23 |
| | | |Point to and Create other Literary Devices throughout the book |
| | | |Make Connections |
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| |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.|What is metamorphosis? |Highlight the Text |
| |RL.7.4. |Read The Metamorphosis |Character Sketch |
| |RL.7.6. | | |
| |L.7.3. |As a class, create an anchor chart of a |Generally read at higher grades, the content has a middle level interest; the reading level is grade appropriate. Our students’ understandings, |
| |L.7.4. |science related definition to remind |awareness, and themes vary. Collaborate to develop appropriate middle level plans using CCSS. |
| |L.7.5. |students as they read through the story. As| |
| |W.7.2. |a class, create a “metamorphosis” or |For each chapter, use the strategies websites: |
| |W.7.3. |evolution of the class in its knowledge of | |
| | |science fiction and fantasy. Create a class| |
| | |TimeToast timeline of events of the |Reading Comprehension |
| | |semester. | |
| | | |TimeToast |
| | | |Metamorphosis RESOURCE 24 |
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| | | |Metamorphosis 2 RESOURCE 25 |
| | | |Summary strategies RESOURCE 26 |
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