Anthony F. Franco
The general plan of the unit is designed to extend for an entire academic year, although it is segmented into distinctive reading periods dealing with one book at a time, which would allow for a structured approach in its implementation. The unit is not designed for everyday use, but it should run concurrently with the regular course of study. Provisions should be made for at least a one-to-two-day discussion period each week to be set aside as a reading progress check.
The first such segment in the implementation of the unit is a two-fold initiation to the literary form of the novel. The basic elements of the novel such as setting, characterization, plot, conflict, and theme, will be introduced to the students. A simplistic approach in accomplishing this first course of action would be to compare and contrast the novel form with that of the short story—a form more familiar to middle school students. Also, in order to heighten interest in the proposed course of study, an explanation of these basic elements of the novel can readily be introduced if they are applied to various forms of science fiction seen at the cinema or on television. This visualization of literary terms would not only set the tone for the entire unit but would release the imaginative minds of the students into regarding science fiction as a popular form of entertainment. Such familiar science fiction films and television shows as
Star Trek
,
Frankenstein
,
Battlestar Gallactica
, and selected older movies generally shown on Saturday mornings on television would provide more than enough common ground on which to base these discussions.
The second phase of the first segment of lessons would deal with science fiction as a genre. Once again the visual experience had by students would become invaluable in this presentation. Students would be informed of the predictive peculiarities of science fiction throughout the ages, the history of science fiction, and the three narrative forms from which science fiction borrows—the myth, fantasy, and utopia. Also, general themes in science fiction will be introduced, such as those of biological and physical origin mentioned earlier.
After the initial segment of the unit detailed above, the number of segments remaining depends solely on the number of books to be read throughout the year. If the unit is to be taught at the middle school level, I suggest anywhere from four to six books would be sufficient for the remainder of the year. The number of books read, however, depends solely upon the caliber of the group and the time constraints the instructor is under.
Although the individual instructor of the unit may wish to have the entire class read each science fiction novel together throughout the year, it is not necessary. Since the segments of the unit are primarily reading periods with discussion and activity assignments interspersed, it is entirely possible to segment the class into reading groups where each novel will be read during each segment by a small reading group of students. A distinctive advantage of such an approach would be the retention factor, which would allow for a fresh reading of the particular novels to be present in any class discussion throughout the course of the year. Since the unit is generally a survey and not an intense study of authors, such an approach would heighten students’ interest in books not yet read. To summarize, by way of example; if five books are to be read, the class would be divided into five groups each spending approximately six weeks on each novel. Once again, factors of group level and time constraints of curriculum would be important to consider.
Throughout the year emphasis will be put on the various views offered by science fiction authors dealing with the world of tomorrow and its relevance to today’s students. Students should continually be advised to think imaginatively as to what life may be like for them in their immediate to distant future. As the students are given this free rein to speculate, they also will be gaining a sufficient knowledge of the novel. It is suggested that each student complete a general survey of each novel read in order that this latter goal continually be strengthened. A very basic sample of such a survey follows. More advanced classes may wish to chronicle an individual author’s point of view in science fiction. A sample form to be used for this purpcse is also contained.
The Novel
Title:_______________________ Author:_______________________
Main Characters:
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Setting:
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Conflict:
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Plot:
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Theme:
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The World of Tomorrow: A Prediction?
Title:_______________________ Author:_______________________
Society
Family Structure/Type of Being: ______________________________
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Government: ______________________________________________
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Freedoms and/or Restraints: _________________________________
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Technology
Inventions/Devices: _________________________________________
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Structure of Cities/Environment: ______________________________
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Everyday Living
Communication: ___________________________________________
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Transportation: ____________________________________________
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Future Occupations: ________________________________________
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Leisure Activities: __________________________________________
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