Peoria Accelerated High School – Science Fiction—10
Week
1
2
3
CCSS
Standards
RL.9-10.2
RL.9-10.3
W.9-10.3
L.9-10.4
L.9-10.6
RL.9-10.1
RL.9-10.10
RI.9-10.1
RI.9-10.3
W.9-10.1
W.9-10.4
L.9-10.6
RL.9-10.4
RI.9-10.4
RI.9-10.7
W.9-10.2
W.9-10.5
W.9-10.6
W.9-10.7
Content
Time Travel Unit –
a) Content notes
b) Terminology/vocabulary
c) Short story: “The Sound of
Thunder”
d) Comprehension &
application questions
e) Butterfly Effect Graphic
Organizer
f) Film: Bill & Ted’s Excellent
Adventure
Environmental Unit –
a) Content notes
b) Terminology / vocabulary
c) Short story: “Maria and the
Tree”
d) Comprehension &
application questions
e) Global warming activities
f) Film: The Day After
Tomorrow
g) Brochure project
Technology Unit –
a) Content notes
b) Terminology/ vocabulary
c) Short story: “ The Veldt”
d) Comprehension and
application questions
e) Mini-research project over
Skills for Achievement
1. Accurate completion of
Butterfly Effect Graphic
Organizer demonstrating
understanding of that
concept.
2. Demonstration of
understanding content and
vocabulary on unit exam.
3. Identification of various
forms of time travel and
other content elements
within the film.
1. Demonstration of
understanding of global
warming and other real
world science through
brochure project.
2. Demonstration of
understanding content and
vocabulary on the unit
exam
1. Demonstration of
understanding of
technology within sci-fi
through comparison essay
and comprehension
questions.
2. Demonstration of
Assessment
1. Formal: written exam
over elements &
vocabulary /
terminology
2. Informal: Class
discussions /
participation
3. Graphic Organizers
4. Formal: accurate
identification &
demonstration of time
travel content elements
as well as literary
elements via
comprehension hand
out.
1. Formal: written exam
over elements &
vocabulary/terminology
2. Informal: class
discussions /
participation
3. Formal: accurate
identification &
demonstration of
environmental science
fiction elements and
literary elements via
comprehension handout
& class project
1. Formal: written
exam over
elements &
vocabulary/termino
logy
2. Informal: class
discussions /
Resources
Scholastic.com/
printables (Butterfly
Effect graphic organizer)
Film Education study
packet over real world
global warming and other
environmental impacts.
www.filmeducation.org
iPads / computers
Peoria Accelerated High School – Science Fiction—10
Week
CCSS
Standards
SL.9-10.2
L.9-10.3
4
RL.9-10.2
RL.9-10.5
RI.9-10.3
RI.9-10.7
W.9-10.2
W.9-10.4
W.9-10.6
W.9-10.7
SL.9-10.1
real world “cool”
technologies
f) Film: “Minority Report”
g) Short story: “Clean Up Your
Room” & comparison essay
Robotics Unit –
a) content notes
b) terminology/ vocabulary
c) research project &
presentation
d) short story: “Little Lost
Robot”
e) comprehension &
application questions
f) Film: I, Robot
g) Robot building activity
Skills for Achievement
understanding content and
vocabulary on the unit
exam
Assessment
Resources
participation
3. Formal: accurate
identification &
demonstration of
environmental
science fiction
elements and
technology based
sci-fi with literary
elements via
comparison essay
1. well researched &
polished presentation
2. demonstration of
understanding how
robotics functions within
sci-fi writing vs. real
world through research
project, application
questions, and robot
building activity
3. accurate completion of
robot building activity
supported by working
robot.
4. Demonstration of
understanding content and
vocabulary on the unit
exam.
1. Formal: written exam
over elements &
vocabulary /
terminology
2. Informal: class
discussions /
participation
3. Informal: observations
during participation of
robot building
4. Formal assessment of
robot project and
completed research
presentation
1. demonstration of
1. Formal: written
iPads / computers
6-in-1 robot building kit
ordered via Amazon.com
Robotics Unit cont. (The above unit
usually takes two weeks as the story
is quite a bit longer than the
previous ones, and the research /
presentation takes some time.
5
6
Content
RL.9-10.3
Medical Unit –
M.S. Frankenstein ,
Peoria Accelerated High School – Science Fiction—10
Week
CCSS
Standards
RL.9-10.6
RI.9-10.4
RI.9-10.6
W.9-10.4
L.9-10.6
7
8
RL.9-10.7
RL.9-10.10
RI.9-10.5
W.9-10.3
W.9-10.6
W.9-10.10
SL.9-10.2
SL.9-10.5
L.9-10.1
L.9-10.2
RL.9-10.5
RL.9-10.6
RL.9-10.9
RI.9-10.2
RI.9-10.6
W.9-10.8
W.9-10.9
SL.9.10.2
SL.9-10.3
L.9-10.1
L.9-10.2
L9-10.6
Content
a) content notes
b) terminology / vocabulary
c) excerpt & discussion of
Frankenstein
d) Intro. genetics & Punnett
squares
e) Short story: “Oracular
Offspring”
f) Comprehension and
application questions
g) Film: Outbreak
Superheroes Unita) content notes
b) terminology / vocabulary
c) comics will vary
d) create own comprehension
guide for comic
e) create a hero project &
writing activity
Aliens/ UFOs Unita) content notes
b) terminology / vocabulary
c) short story: “They’re Made
Out of Meat”
d) comprehension &
application questions
e) paired reading and
comprehension questions of
short story chapter from
Martian Chronicles
f) Film: Signs or District 9
g) Follow-up writing with
prompt
h) UFO identification
Skills for Achievement
understanding of
medical based sci-fi
and other real world
science through
punnett square
activity and
discussions
2. Demonstration of
understanding content and
vocabulary on the unit exam
1. demonstration of
understanding of how
super heroes fit into the
sci-fi continuum via hero
project and story writing
2. Demonstration of
understanding content and
vocabulary on the unit
exam.
1. demonstration of UFO
classifications and how
aliens function within
science fiction via
projects
2. demonstration of
understanding content and
vocabulary on the unit
exam
Assessment
exam over
elements &
vocabulary/termino
logy
2. Informal: class
discussions /
participation
Resources
Dolly (the lamb), etc.
3. Formal: accurate completion
of Punnett square activity
1. Formal : written exam
over elements &
vocabulary
2. Informal: observations
during comic reading
and comprehension
creation
3. Formal: completed hero
project and story
writing
1. Formal: written exam
over elements and
vocabulary
2. Informal: observations
during writing, and
research portions
3. Formal: of accurately
completed
identification and
research project
4. Informal/Formal:
application of research
knowledge to create an
interesting &
informative group
http://tinyurl.com/
superheroproject
iPad / computers
http://tinyurl.com/
believerswebquest.com
iPad / computers
Peoria Accelerated High School – Science Fiction—10
Week
CCSS
Standards
Content
categories and research
Alien believers vs. nonbelievers research and group
poster creation/ presentation
Aliens/UFOs Unit cont. (The above
unit usually takes two weeks as the
story is quite a bit longer than the
previous ones, and the research /
presentation takes some time.
Review & Finalsa) alphabet book creation /
review of sci-fi elements &
literary elements
b) writing activity (5-8 page
original story that follows
the guide lines of one of the
units we studied)
c) post test
Skills for Achievement
Assessment
poster.
i)
9
10
RL.9-10.10
RI.9-10.10
W.9-10.10
SL.9-10.6
L.9-10.6
1. completed, accurate,
creative alphabet book
2. completed, accurate, and
creative original writing
that follows sub-genre
guidelines
3. growth on class post test
1. Informal: observations
during alphabet book
creation and writing
activity
2. Formal: elements of
subgenre in completed
writing.
3. Formal: post test
Resources