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Okay, folks, I'm going to post my Fantasy Unit here as I write it, mostly to keep myself working on it. Also, feel free to give feedback and ask questions.
And nag me to keep it updated: that way I won't procrastinate on my homework. Posts: 3141 | Registered: Apr 2000
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Fantasy Literature Unit 5th Grade or 4/5 split 6 weeks duration Objectives:
By the end of this unit, the students will:
Define what makes a work uniquely fantasy, as opposed to other literary genres.
Identify whether an excerpt comes from a fantasy genre or not.
Develop an appreciation for the fantasy genre and those who work with it.
Develop standards for evaluating fantasy literature and use them to critique fantasy works.
Read a fantasy novel.
Understand that characters are the Who of a selection.
Examine how characters change through the course of a story.
Examine how a character’s personality affects the plot of a story.
Make connections between themselves and characters in a novel.
Learn how authors create original characters.
Create original characters.
Understand that setting is the When and Where of a selection.
Recognize fantasy elements in setting.
Evaluate the effect of setting on main characters and plot development.
Learn how authors invent fantasy settings.
Recognize that fantasy worlds are internally consistent, although they differ from the real world in significant ways.
Create original fantasy settings.
Understand that plot is the What and How of a selection.
Discover that plot is created by conflict between characters and themselves, characters and setting, characters and events, and characters and other characters.
Diagram plot as it moves through events.
Distinguish between the climax of a selection and its resolution.
Explain whether a selection’s resolution is satisfying to its readers.
Discuss the prevalence of sequels in fantasy literature.
Understand that Theme refers to the overarching concepts or messages of a selection, whether or not it is consciously pursued by the writer.
Examine the language writers use to affect their readers – figurative, allegorical, symbolic, and sensually evocative.
Create an original work incorporating original characters, setting, and plot elements.
Critique the original work of self and others.
Interact with peers and professionals to improve creative work.
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5.1.1 Read aloud grade level appropriate text (stories) and expository text (information) fluently and accurately and with the appropriate timing, changes in voice, and expression.
5.2.3 Recognize main ideas presented in texts, identifying and assessing evidence that supports those ideas.
5.2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.
5.3.7 Evaluate the author’s use of various techniques to influence reader’s perspectives.
5.5.2 Write responses to literature that: · Demonstrate an understanding of literary work · Support judgments through references to the text and to prior knowledge · Develop interpretations that exhibit careful reading and understanding
5.7.1 Ask questions.
5.7.5 Clarify and support ideas with evidence and examples.
5.7.11 Deliver oral responses to literature that: · Summarize important events and details · Demonstrate an understanding of several ideas or images communicated by the literary worki · Use examples from the text to support conclusions.
Also supports Indiana State Standards 4.1.1, 4.3.1, 4.3.3, 4.5.2, and 4.7.1.
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[Note: This is subject to change as I hone the specific lessons]
Scope and Sequence
Day 1 What is Fantasy? Introduction to Fantasy Literature Day 2 Fantasy Writers and Readers Day 3 Critiquing Fantasy Day 4 Character Day 5 Character Day 6 Setting Day 7 Worldbuilding and Internal Consistency Day 8 Setting Projects Day 9 Setting Projects Day 10 1,000 Ideas in an Hour (Starting a Story, focus on character and plot) Day 11 Plot and Conflict Day 12 Climax and Resolution Day 13 Character Day 14 Theme Day 15 Writer’s Techniques Day 16 Independent Projects Introduction; Work Day Day 17 Independent Projects – Brainstorming Circles Day 18 Independent Projects Day 19 Writer’s Groups Introduction Day 20 Writer’s Groups Day 21 Author Visit Day 22 Independent Projects Day 23 Independent Projects Day 24 “Fantasy Convention”: presentation of projects begins Day 25 “Fantasy Convention”
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I wish I had fantasy literature units in grade school! I had to find all the good books for myself Posts: 3636 | Registered: Oct 2001
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This unit sounds like it has been heavily influenced by a certain author's writing philosophy. Posts: 8120 | Registered: Jul 2000
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Sounds like great fun, Jenny! What books are you going to read? (I recommend Tamora Pierce, good tween fantasy that's interesting for older folks too!)
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I loved[i] Susan Cooper's series! It wasn't my introduction to fantasy--that was Tolkein--but [i]The Dark Is Rising was one of the primary contributors to the mythological landscape of my childhood.
Jenny, are you considering SF to be a subgenre of Fantasy, or an entirely separate genre? When you teach your kids how to difinitively identify what is and isn't fantasy, be sure and let me know! It's like pornography--it's hard to define, but I knows it when I sees it.
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I hope they don't take one look at all those "objectives" and decide fantasy is too much work! I wouldn't be so thrilled about reading fantasy at all if I saw the list of all I was supposed to "learn" from it and all the evaluation I was going to have to do.
Show them the objectives AFTER they have started reading, so they don't stress thinking about how they are going to meet the objectives.
Objectives: Define what makes a work uniquely fantasy, as opposed to other literary genres. Identify whether an excerpt comes from a fantasy genre or not.
Resources and Materials
DVD or VHS recording of an age-appropriate Fantasy-genre movie, preferably live-action as opposed to a cartoon. (Some possible choices: The Dark Crystal, The Princess Bride, Shrek, The Neverending Story) Equipment to play the movie Fantasy Definitions Excerpts from Fantasy and other age-appropriate works
Procedure:
Section 1
1. Gather the students to watch the movie. 2. Play a short segment of the movie. 3. Ask the students what genre this movie would be. If necessary, prompt with examples of genres (science fiction, adventure, realistic, fantasy). 4. Next ask, “How do you know?” List students’ answers on the board. 5. Elicit examples of other fantasy films. Broaden the examples to include literature and computer games. List these on another section of the board. (Have a few examples in mind, in case students need some prompting) 6. After brainstorming for a few minutes, quiet the class. Ask them to take a few moments to consider what these stories have in common. 7. Divide the class into small groups. Give the groups a couple of minutes to come up with a definition of “Fantasy”. One group member should write down the definition. 8. Choose a spokesperson from each group to share their definitions. 9. After the class has shared, share other definitions of Fantasy (perhaps on an overhead) gleaned from resource materials/websites (see attached; the teacher is advised to make his/her own collection of definitions, but this is a starting point). 10. Use common elements from the definitions to come up with a working class definition of fantasy. Spend a few minutes with the class deciding what to put into the definition and how to word it. *You could collect the group definitions, class definition, and other definitions for a display.
1. When the students return to their desks, pass out (or have waiting on desks) a packet of excerpts from a variety of grade-level books. 2. The students are to read the excerpts and mark them as “Fantasy” or “Not Fantasy”. Use one or all of the tiers listed below to help your students. It may be helpful to provide a list of various genres for students to reference as they work through the packet.
Tiers for a differentiated lesson I. Mark excerpts as “fantasy” or “not fantasy”. Underline sentences or phrases that helped you choose. II. Mark excerpts according to genre. Give reasons for your choices at the ends of the selections. III. Mark excerpts according to genre. How could you change the non-fantasy selections so that they would be fantasy ones?
3. After allowing some time to work on the packets, go over the excerpts together. Ask the students to provide justification for their markings.
Anchor Activity for those who finish early
Have several fantasy books available for perusal. Encourage the students to look at them. Also provide books of fantasy maps and illustration.
4. Collect the students’ work if desired. 5. Introduce the four novels that we will be studying for the Fantasy Unit with a brief book talk. Explain that the students may look them over for a couple of days. Not everyone will read the same novel, so each student needs to have a first and second choice preference.
The books selected for this unit are as follows:
The Book of Three by Lloyd Alexander The Lion, the Witch, and the Wardrobe by C. S. Lewis Harry Potter and the Sorcerer’s Stone by J. K. Rowling The Hobbit by J. R. R. Tolkien
6. If there is available time, the teacher may consider showing more of the film.
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Word Net Dictionary 1. [n] imagination unrestricted by reality; "a schoolgirl fantasy" 2. [n] something many people believe that is false; "they have the illusion that I am very wealthy" 3. [n] fiction with a large amount of fantasy in it; "she made a lot of money writing romantic fantasies"
1. \Fan"ta*sy\, n.; pl. {Fantasies}. [See {Fancy}.] 2. 1. Fancy; imagination; especially, a whimsical or fanciful 3. conception; a vagary of the imagination; whim; caprice; 4. humor.
Fantasy fiction has been finding a broader audience among readers who enjoy suspending their disbelief and exploring the mystery and intrigue of new worlds. Often included under the category of Science Fiction, Fantasy is really its own genre. While Science Fiction examines worlds based on technology and invention that might be possible in the future, Fantasy relies on the supernatural and nonrational phenomena falling outside the natural laws of our present world. The Fantasy genre consists of Horror, as well as the realms of High and Low Fantasy. Low Fantasy features our real world as the primary place of action where odd occurrences remain unexplained and magical and supernatural beings exist. The plots and characters of High Fantasy--those books where action takes place in an imaginary, secondary world peopled by the supernatural (a hierarchy of deities concocted by the author) or the magical powers of faerie and wizards--challenge us to examine the values of our own world as we compare and contrast their make-believe existence with our real one. In High Fantasy, the main hero in character mirrors the conflicts, flaws, and virtues that are universally shared by all of us in our everyday search for happiness and accomplishment. Readers who found wonder and solace in the works of J.R.R. Tolkein as a young adult find kindred spirits in some of today's current authors.
Fantasy - Explained (http://www.twilighttimesbooks.com/CompleteGuide_excerpt.html)
Loosely, fantasy is an applied mythology, a creation in the mind of an author of worlds or events that could not possibly exist in the scientific realm. There is the tendency to create a sort of mixed breed with stories such as "Star Wars" where there are laser wielding aliens and druids with some sort of magical force. But on the whole, science fiction and fantasy usually has a line of demarcation.
Fantasy uses devices such as magic, fantastic creatures that fly -- no matter how improbable in the real world -- historical settings, modern settings, and so on. They do have one thing in common. There is no scientific explanation of how these things are achieved. Instead, the author creates a base of rules that are used entirely in the world of his devising that would not apply to the normal everyday world. Science fiction applies technology and expands to try to "forecast" other devices that could possibly exist in the near or far future, in short, based on reality and possible scientific achievements. If there is a matter-transmitting device, it is grounded in "science" with an explanation of how it could be achieved. It has to be carefully written and described to make the process as believable as possible to the reader.
Fantasy uses this describing factor, as well, but it is based on rules entirely created for the world that's being written about; the author does not attempt to create the possibility of such things working in our real world. It is a self-contained compilation that engages the reader in fantastic things that live inside the mind and propels the reader into a world where imagination is the key.
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Despite the fact that The Dark is Rising series is usually construed as a children's series, I love it and think it has much value for any age. If I have children, I will certainly read it to them.
Objectives: Develop an appreciation for the fantasy genre and those who work with it.
Resources and Materials: Film from previous day List of websites for exploration Computers for all students or for groups of students Internet Fantasy Quest worksheet
Procedure:
1. Pass out the Quest worksheets and go over the directions. 2. Divide the students into groups as necessary. Assign each student or group of students one of the websites to explore. 3. Determine an amount of time to complete the quest. 4. Allow the students to work. Move from group to group to assess progress, help with technical support, or provide suggestions. 5. Announce the time 10 minutes, 5 minutes, and 1 minute before the computers must be shut down and put away. 6. Put away the computers or leave the computer lab. 7. Put one person from each website into a small group. Allow a few minutes for each student to tell the others about his/her discoveries. 8. Bring the group together. Compile a list of fantasy authors and their works. 9. Hold a Socratic Session to discuss the following questions (and others that arise): a. Why do many people enjoy fantasy literature? b. What makes a person a “fan”? Why do some people become fans of a particular fantasy world? c. Why are some people opposed to fantasy literature?
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If you have time, I recommend you read “On Faerie Stories” by Tolkien. It might be too advanced for 5th graders to read directly, but you may be able to extract some theory from it to help take them beyond “fantasy is make believe” and into the realm of “fantasy as truth-telling.” None of my favorite fantasy stories can be described as “imagination unrestricted by reality,” “false,” “whimsical or fanciful,” or “whim; caprice.”
As for a story, it’s hard to top The Hobbit as an introduction to fantasy literature. It’s long but very easy to read (especially compared to Lord of the Rings). The movies may help spark their interest, too.
quote: b. What makes a person a “fan”? Why do some people become fans of a particular fantasy world?
I really like this question. It is really linked to the real world. Nobody ever asked me about popular culture when I was in elementry school.
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Is this a lesson plan you are teaching or presenting for other teachers to use?
I wonder which of those books is geared for Tier 1?
Wow, school sure has changed a bit from my day if you can spend an entire lesson surfing the web and discussing. I remember it was a big deal to be able to play the math games on computers, and I believe those were only fifteen minute sessions. Very neat lesson plan! I'm excited to see more.
Define what makes a work uniquely fantasy, as opposed to other literary genres.
Well damn! If they can do that at the end of your unit, they'll be ahead of every sf/f writer I know. Posts: 2443 | Registered: Apr 2002
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Danzig, I wish I had me as a teacher, too! I want to be the teacher that I wish I'd had in elementary school.
Hatrackers, I need your help. Perhaps you've noticed in my last post that I mentioned Internet sites. I crave your help in listing excellent fantasy sites that are kid-friendly and informative. I especially am interested in sites that might correspond with the previously-mentioned books and other works the students may already be familiar with. Fan sites in particular are going to be interesting, especially if they are kid-created (but none of Olivia's favorite fan smut sites, okay?). And can anyone discover a kid-friendly site that discusses the "evils" of fantasy (I'm thinking perhaps Harry Potter, if one can be found that's not TOO overboard).
I am currently working on the Quest worksheet, so I'll post that in a bit.
Christy: This is a unit I've designed for my course in GT Curriculum Design. It's supposed to be accessible for other teachers. Tier 1 applies only to that particular lesson. And, believe it or not, computer skills are in Indiana State Standards for just about every grade! The internet is a crucial resource for all the kids. I am purposely making real-world connections. How else can you empower students? I want to see my kids flying out into the world and making a difference!
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(This is the worksheet to go with the Internet Lesson)
Internet Quest
Students, you are about to embark upon a quest to the fantasy worlds dwelling within the land of Internet. As you journey, be sure to record your experiences here.
This being the journal of ______________________, on this ______ day of
______________in the year __________. Today I travel to the site called
I learned ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ On the reverse are more of my ruminations. Some of the fantasy works I know are (list books, films, games, etc.) ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________ Some people who write or create fantasy are (list authors, film producers, artists, etc.) ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________ Consider the following questions for a Socratic Session. You may use the remaining space to jot down your thoughts, or you may wish to use your journal.
· Why do many people enjoy fantasy literature? · What makes a person a “fan”? Why do some people become fans of a particular fantasy world? · Why are some people opposed to fantasy literature?
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Objectives: Develop standards for evaluating fantasy literature and use them to critique fantasy works.
Resources and Materials
Reviews of fantasy works Excerpts from books or websites geared toward fantasy writers Copies of short stories or excerpts that exemplify both strong and weak fantasy writing Rubric for evaluating fantasy on the computer
Procedure:
1. Pass out the reviews and excerpts. 2. Allow the students time to read over the reviews and excerpts. 3. Discuss what makes good fantasy. Record class answers on the board (alternatively, assign a student or two to be secretary). 4. Use the students’ answers to fill in a rubric (have the rubric format ready on the teacher’s computer). Print a copy of the rubric and send it to be copied onto a transparency(alternatively, project the rubric onto a screen using a lightbox). 5. Divide the students into groups of 3 or 4. Odd numbers are preferable for this activity. 6. Hand each group 3 short stories or excerpts. Ask the students to rate each excerpt according to the rubric. 7. Allow time for the students to read, discuss/argue, and evaluate the works. 8. When time has expired, regroup for a discussion of the works and the rubric. 9. Change the rubric if necessary. 10. Post the rubric in the class writing center. Later in the unit, the students will need their own copies of the rubric for their projects.
*Optional: Finish the film begun on Day 1.
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Noemon and ae: I hope my lessons made it clear that the students are formulating their own definition of fantasy. In fifth grade, they basically have to know that fantasy is made-up stuff, with imaginary characters/settings. Of course, in a GT class, you want to go deeper than that. Hence, the examining of different definitions and playing with creating your own definition. That's what we all do anyway, isn't it? I still like the definition of sf as "metal and spaceships" and fantasy as "magic".
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Objectives: Read a fantasy novel. Understand that characters are the Who of a selection. Examine how characters change through the course of a story. Examine how a character’s personality affects the plot of a story. Make connections between themselves and characters in a novel.
Materials and Resources Story Structure Answers Reader’s Questions Graphic Organizer. Copies of novels for students Question cards Index cards Anchor packets Character Graphic Organizer
Procedure:
Lesson 1, Day 4
1. Display the Graphic Organizer Story Structure Answers Reader’s Questions. Go over Character answers Who? Let the students know that character is the focus for this days Literature Circles. 2. Assign the students to a Literature Circle. These Circles should be based upon the novel preferences previously handed in. Consider the reading levels of the students as well when assigning a novel. Literature Circles should consist of 4-6 students. 3. Pass out the Anchor Activities packet and go through it with the students. Make sure the students understand each activity. Assign a deadline for the packet. This packet is to be worked on during transition times and work times. Anchor Activities · Chapter Summary – write a summary for each chapter in the selection. · Vocabulary lists – collect unfamiliar words for a personalized vocabulary list. Write the word, its definition, and a sentence using the word. Three to ten words should be collected for each selection. · Quote Cards – Each student is provided with 2 index cards. On one side, the students should write a quote from their selection. On the back, the students should write why they selected that quote. (These cards can be collected for bulletin boards or other classroom displays). · Personal Reflections and Questions – blank pages for personal responses, illustrations, and unanswered questions. 4. Assign the first selection. Tell the students to pay attention to the characters introduced in this selection. 5. Allow some time to begin the selection. Any who finish early may work on their Anchor packets. Some students may need to finish reading the selection at home. Make sure the students know that the selection will be discussed on the following day.
Lesson 2 Day 5 1. Introduce or begin Literature Circles. Ideally, the students should be familiar with Literature Circle format from previous lessons. However, a brief review of procedure will be helpful. a. Each group will have a designated reader, discussion leader, timekeeper, and recorder. Their duties are as follows: i. Reader – reads questions aloud, reads aloud any selections or excerpts as necessary ii. Discussion Leader – keeps the discussion focused on the topic, ensures that everyone has opportunity to speak iii. Timekeeper – maintains an awareness of time and keeps group members informed, sets time limits if necessary iv. Recorder – records notes of the day’s session in a group notebook, helps any absent group members catch up on missed sessions These jobs may rotate daily, weekly, or not at all, depending on teacher preference and class atmosphere. b. At the start of the session, the groups will move to a semi-private area of the room (designated by the teacher or chosen by the group). This area remains the group’s meeting place throughout the study of the novel. A time is announced (or posted ) for beginning and ending the Literature Circle. c. The Reader is provided directions and Discussion Cards. The Reader reads any directions aloud. Then the first Discussion Question is read. d. Discussion Questions focus on the selection recently read or assigned. There will be a suggested time for each question, which the Timekeeper will note. The Discussion Leader will keep the group on topic as they discuss the question. e. Each Discussion Question will be addressed as in c. and d. The Recorder should make notes as necessary. f. The Timekeeper makes sure the Circle is closed at the specified time. g. Students return to their desks and work on Anchor activities or other seatwork. 2. The discussion questions for this selection will contain the following questions (suggested times are in parentheses; this discussion should take about 20-30 minutes): a. Who are the characters in this selection? What are they like? (1-3 minutes) b. Do you identify with any of these characters? Why or why not? (1-3 minutes) c. Pick a main character. How might this character’s personality affect what happens in the story? (2-5 minutes) d. How do you think this character might change over time? (2-5 minutes) e. If you have time, choose another character to discuss with questions c. and d. f. What questions or comments do you have about this selection? (3-5 minutes) 3. When the students return, have the Character Graphic Organizer on their desks to complete. Allow some quiet time for work and reflection. 4. Gather the students for an informal discussion about Character. Ask representatives of groups studying different novels to answer questions about their characters. Allow the students to point out similarities and differences between the novels, or nudge them to do so. 5. Have Character activities available at centers throughout the room for Free Choice activities. a. Art – illustrate a character from your novel. Make sure to show details mentioned in the selection. b. Drama – Act out a scene from your novel. How can you show your character through your voice and body movements? c. Literature – Read books about creating characters. d. Computer – Bookmark websites focusing on characters from the novels (see Games, as well). e. Writing – Create an original character or write a scene for one of the characters you read about. f. Games – Games where a player takes on a character or creates a character might be appropriate here. g. (Use your imagination to spark the students’ imaginations!)
*Post the following questions around the room to provoke discussion - and submissions from your students! How does who you are affect the decisions you make? How do writers create characters? What does it mean to be “out of character”? How do events shape a person’s character?
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Understand that setting is the When and Where of a selection. Recognize fantasy elements in setting. Evaluate the effect of setting on main characters and plot development.
Resources and Materials
Story Structure Answers Reader’s Questions Graphic Organizer. Copies of novels for students Question cards - setting Index cards Anchor packets Setting Graphic Organizer
Procedure:
1. Display the Graphic Organizer Story Structure Answers Reader’s Questions. Go over Setting answers When? And Where? Let the students know that setting is the focus for this day’s Literature Circles. 2. Proceed with Literature Circles as on Day 5. The Directions and Discussion cards should be as follows: a. Directions: Your group is to read today’s selection aloud. You may choose to take turns or read all together. Read the entire selection before you begin your discussion (15-20 minutes). b. Discussion Card: i. Describe the setting. What parts of it were realistic, and which were fantasy? (1 minute) ii. Would you like to visit this setting? Why or why not? (2-4 minutes) iii. What did the writer do that helped you imagine this setting? (2 minutes) iv. How did this selection’s setting affect the characters? (3 minutes) v. How did the author use setting to advance the plot? (3 minutes) vi. What have you learned about setting today? (2 minutes) 3. After the Literature Circles have closed, the students should complete the Setting Graphic Organizer and work on Anchor Activities. 4. Gather the students for an informal discussion about Setting. Ask representatives of groups studying different novels to answer questions about their settings. Allow the students to point out similarities and differences between the novels, or nudge them to do so. 5. At the teacher’s discretion, the Setting Projects outlined on Day 7 may be started.
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Setting Study Name: ___________________________________________________ Date: ____________________
1. Title, author, and chapters read.
2. Record your personal response to today’s selection. Consider the following questions:
How did the writer evoke a sense of place? What did you think of the setting? Would you like to visit it? Why or why not? How could you communicate a sense of time and place to a reader/listener?
3. Fill in the graphic organizer on the reverse of this page.
Setting Realistic Elements (space given to write or draw)Setting’s Effect on Character(s) (again, space given) Fantastic Elements (space given) Describe or Sketch the Setting (space given) Time:_______________ Place: _______________ Setting’s Effect on Plot (space given)
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Objectives: Recognize fantasy elements in setting. Evaluate the effect of setting on main characters and plot development.
Resources and Materials:
Rubrics for Setting Projects Center supplies Art – paper, colored pencils, watercolors, brushes, water cups, posters and bookmarked illustrations in fantasy books
Construction – Shoeboxes (donated by families throughout the year and scavenged from shoe stores), construction paper, scissors, glue and glue sticks, stickers, markers, various household materials such as string, paper clips, sand, beans, rice, felt scraps, etc., pictures and bookmarked photographs of stage settings for fantasy productions (i.e. Into the Woods)
Writing – paper, pencils, laptop computers, examples of literary essays on setting bookmarked in writing reference books
Procedure:
1. Briefly introduce the Setting Projects. Students may choose one of three projects, based upon learning preference. Make sure that rubrics are posted at the centers, and that copies of the rubrics are available. 2. Refer to the “Rubrics for Setting Projects” for directions and sample assessment rubrics. 3. Allow plenty of time for students to work on their projects. Any unfinished projects may be taken home for homework. 4. Make sure the students know they will be expected to share their projects the next day. 5. On the following day, provide a time for students to share their projects and discuss them.
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Project directions excerpted from my rubrics. There's no way my rubric formatting will translate, and I don't have time to mess around with it right now.
Essay
Assignment: Write a short essay (1 ½ pages maximum) that describes the setting of the selection you read today. Include a quote from the selection. Explain how the setting affected character and plot in the selection you read.
Artwork
Assignment: Create a drawing or painting that depicts the setting from the selection you read today. Incorporate a quote from the selection. Through your art, show how the setting affected the characters and plot in the selection you read.
Diorama
Assignment: Construct a diorama that depicts a scene from the selection you read today. Incorporate a quote from the selection. Your diorama should demonstrate how the setting affected the characters and the plot in the selection you read today.
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Day 8 Worldbuilding and Internal Consistency in Fantasy Worlds
Objectives: Learn how authors invent fantasy settings. Recognize that fantasy worlds are internally consistent, although they differ from the real world in significant ways. Create original fantasy settings.
Resources and Materials:
Student-created setting projects from Day 7 Chart paper or large whiteboard Copy of Patricia C. Wrede’s Worldbuilding questions
Procedure: 1. As the students share their projects, steer their thoughts toward setting by asking the following: How is this setting like the world you know? How is this setting different from our world? Why is this world believable? Would you like to visit this world? Why or why not? Encourage discussion about these settings. 2. When the students have finished sharing, put away the projects and gather the students on the floor. Have the chart paper or whiteboard accessible. 3. Conduct an informal discussion (Socratic or otherwise), focusing on the following questions: What are some of the rules of [your fantasy world – Hogwarts, Middle Earth, Narnia, or Prydain]? What can and can’t happen? How do you know what the rules are? What makes your fantasy world believable? Do you recognize any myths or stories from other cultures? What are they? How did the author make them unique to this story? 4. Ask the question, “How DO authors create a fantasy world?” 5. Summarize the discussion that went before. Explain that fantasy writers face the challenge of making their imaginary worlds believable. Sometimes they use mythology or history as a starting point for their worlds. They also must ground their worlds in enough reality to connect with their readers. 6. Hand out Patricia C. Wrede’s worldbuilding questions to every 2 or 3 students. Make sure they understand that these are just tools – not all of them have to be used all the time! However, they can be useful if applied judiciously. Discuss the questions. How could they help someone create a fantasy setting? 7. Collect the questions or put them aside. Announce that the class will be building a fantasy world together. 8. Ask first, “Is this world going to be like our world or different?” Record the answer. Make sure the students describe HOW the world might be different. As the leader, you can pick and choose from ideas to record. 9. Next tell the students they can’t stop there. What are the implications of these changes? If there are dragons in this world, how does that affect the people who live there? Explore the implications as long as the students are interested. 10. Have an interested student or two volunteer to write a description of the world or draw a map. Or, the teacher could do this. 11. Encourage students to play with making their own fantasy worlds.
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