Modern Fantasy CTY Course Syllabus Week 1 The Fantastic Story Date Objectives/Information Activities DAY 1 Lesson Course overview & expectations Establish rules for three week session Define fantasy and its subtypes. Trace the origins of modern fantasy. Compare and contrast fantasy and myth. Chapter 6-10 in The Fellowship of the Ring (Note: Students have had Ch. 1-5 assigned on Registration Day) Why did you take Modern Fantasy? How much fantasy have you read? Do you like to write? What would you like to get out of this course? Class Discussion (15-20 minutes) Students share their hopes and aspirations of the course Have students create their own rules that they must abide by. Post rules around wall. Pre-Assessment (30 minutes) Students take the MFAN Pre-Assessment. Define fantasy. What are its characteristics? Why do you enjoy reading it? Class Discussion/Notes (20-30 minutes) Define fantasy and its different types (Fantastic, Marvelous, and Uncanny) Look at fantasy s origin particularly myths Pointed Reading (15-20 minutes) Students read Thor s Duel with Hrungnir. Class Discussion/Notes (10-15 minutes) Compare and contrast Pointed Reading with a modern fantasy
Formal Writing Assignment (Creative Writing) (50-60 minutes) Students write a myth of their own, incorporating common motifs from the morning s lesson Presentation (20-30 minutes) Each student will share his or her myth with the class. Classmates will comment characteristics of myth within each story. DAY 2 Lesson Define setting. Identify and understand how authors use setting in fantasy novels. Learn to properly cite a passage from text Finish through Book II Chapter 2 (The Council of Elrond) in Fellowship. Pick one setting from a book of your choosing. Describe it as vividly as possible. Why is it memorable? Class Discussion/Notes (25-30 minutes) Students share their responses aloud. This introduction will lead into a discussion of setting. Discuss elements of a setting: location, time and circumstance in Fellowship. Mini-Lesson (20-25 minutes) Present proper grammar for quoting a passage Workshop (55-60 minutes) Divide students in to groups whereby, each group will be assigned a setting from Fellowship. The group will create a poster that Introduces the location to the class Uses three properly cited quotes that describe the scene Includes complementing illustrations
Workshop (35-45 minutes) Continue working on setting posters Presentations (30-35 minutes) Groups will present their posters in front of the class. Each group will explain why they chose the complementing picture and text. DAY 3 Lesson Define character Analyze what makes a strong/believable character in a story Define motif Identify typical motifs of fantastic characters. Reading: Read up to Lothlorien (Book II Ch. 6) in Fellowship. Describe a parent, sibling, and best friend. What makes him or her appealing? Is it actions, personality, or looks? Class Discussion/Notes (25-35 minutes) Students share their responses aloud. This introduction will lead into a discussion of characters. Teach the different character motifs within fantasy. Workshop (70-80 minutes) Divide students in to groups whereby, each group will be assigned a character from Fellowship. The group will create a poster that A. Illustrates the character B. Uses three properly cited quotes that describe the character s I. Physical Description II. Personality/Actions III. Other Characters Impression
Workshop (20-30 minutes) Students continue to work on their character posters. Presentations (25-30 minutes) Groups will present their posters in front of the class. Each group will explain whether its character follows a common character motif Journal Entry (25-30 minutes) Write a page arguing whether the setting of Middle-Earth is a character in The Fellowship of the Ring. DAY 4 Lessons Define theme Identify common themes in fantasy Discuss the role of a constructive critic Learn how to use comments to better one s story Finish Fellowship. What is a lesson? How might a story teach a lesson? Class Discussion/Notes (30-35 minutes) Students read their responses aloud Discuss how authors create themes in a story: (characters, situations, circumstances) Formal Writing Assignment (Critical Analysis) (50-60 minutes) Choose a theme from The Fellowship of the Ring and write how Tolkien uses a recurring motif to reveal that theme over the course of the book. Each response should include at least three examples and three quotes. What is your response to criticism? How do you tell your siblings they did something wrong? What about your friends? Class Discussion/Notes (25-30 minutes) Discuss the role of criticism plays in the writing process Identify the difference between objective criticism and subjective criticism.
Workshop (35-45 minutes) Students work in pairs and peer review one another s work. Formal Writing Assignment (Critical Analysis) (45-55 minutes) Students revise their essays on theme. DAY 5 Lesson Define plot Identify the components of a plot chart Understand elements of a literary critique Revise Fellowship analysis paper according to peer workshop. In five sentences describe the events that occurred in The Fellowship of the Ring. Can you identify a pattern to their sequence? Class Discussion/Notes (20-30 minutes) Students share their responses aloud. Discuss a plot chart: exposition, rising action, climax, falling action and conclusion Artistic Expression (35-45 minutes) Students illustrate a plot line of The Fellowship Pointed Reading (20-25 minutes) Read W.H. Auden s and Edmund Wilson s review of The Fellowship of the Ring (Auden s is positive, Wilson s is negative) Note: It is important to black-out spoilers in both essays so that students who would like to read on, may do so. Class Discussion/Notes (35-40 minutes) Discuss the extent to which the critiques are objective or subjective
Formal Writing Assignment (55-60 minutes) Write an analysis of The Fellowship of the Ring. Use at least four quotes to commend or criticize Tolkien s work through its setting, characters, theme, and/or plot. (For enrichment, have students write a response to Auden s or Wilson s review.) Workshop Students work in pairs and peer review one another s work. DAY 6 Information Lessons Define mood and tone; and be able to explain the difference between the two. Describe how an author uses diction to influence a book s mood. Read Part I in The Tale of Despereaux. Week 2 Increasing the Writer s Toolbox Activities Does The Fellowship of the Ring emote a feeling? If so, what is it? Class Discussion/Notes (35-45 minutes) Students share their responses aloud. This introduction will lead into a discussion of mood. Discuss how authors use moods to further plots Artistic Expression (20-25 minutes) Listen to a passage from The Two Towers. How do you think Tolkien felt about his books? Why? Class Discussion/Notes (30-35 minutes) Students share their responses aloud. This introduction will lead into a discussion on tone. Compare and contrast mood and tone. Discuss how authors use language and syntax to develop both mood and tone.
DAY 7 Lessons Define imagery and trope Identify and name ten different tropes Understand how tropes enhance imagery in fantasy Read Part II in Despereaux. Type up the afternoon setting activity. Formal Writing Assignment (Creative Writing) (45-50 minutes) Write a scene (can be either fictive or true) emphasizing a tone and mood. Then, write that same scene with a different mood and tone. Shared Responses (25-30 minutes) Students share their scenes aloud. Classmates will then guess the mood/tone and analyze how the presenter establishes them. Journal Entry (30-40 minutes) (Take students outside.) In copious detail, describe what you see, hear, touch, smell, taste. Class Discussion/Notes (35-45 minutes) Students share their responses aloud. This introduction will lead into a discussion of imagery and tropes. Discuss how authors use metaphors and similes to force the reader to make unique comparisons and how they better writing Journal Entry (15-20 minutes) Create a list words. Using the list of words write a trope describing each one. You may not use the same trope twice. Class Discussion (25-30 minutes) Students compare lists and discuss whether each trope is recognizable
Formal Writing Assignment (Final Project-Setting) (50-60 minutes) Think about a world you would like to create Using tropes, describe it vividly Workshop (25-30 minutes) Students compare settings and make recommendations. DAY 8 Lessons Define symbolism Identify common symbols in fantasy Understand why symbols add further meaning to a story\ Read Part III in Despereaux. Without words, how do you show an emotion? Is it effective? Why? Class Discussion/Notes (30-35 minutes) Describe everyday symbols. Discuss how authors use symbols to convey differing messages (both overtly and covertly) Workshop (60-70 minutes) Divide students in to three large groups whereby, each group will be assigned a symbol from Despereaux. The group will create a poster that 1. Identifies a symbol and its possible meanings Uses a quote to demonstrate each component During this time, the teacher will read through each student s setting, and make comments.
Workshop (25-30 minutes) Continue workshop activity During this time, the teacher will read through each student s setting, and make comments. Class Presentations (20-25 minutes) Groups will present their posters in front of the class. Each group will explain how it came to the conclusion of what its symbol means Formal Writing Assignment (Final Project-Story) (30-45 minutes) Jot some ideas for a story you would like to write what does it include? DAY 9 Lessons Define Point of View Identify the strengths and weaknesses of each point of view Know and use strategies that combat writer s block Finish reading Despereaux. Typed rough draft of story due Monday Describe your favorite vacation. Then describe your mother s or father s impression of that same trip. Class Discussion/Notes (25-35 minutes) Students share responses Discuss first, second, third (omniscient)/(limited)(dramatic) points of view Formal Writing Assignment (Final Project-Story) (70-80 minutes) Begin writing final story
Do you have ever trouble thinking of anything to write? How do you feel? Class Discussion/Notes (20-25 minutes) Discuss writer s block, and ways to overcome it Formal Writing Assignment (Final Project-Story) (60 minutes) Continue writing final story DAY 10 Lessons Compare and contrast authors styles (Both strengths and weaknesses) Learn to identify and correct common writing mistakes Typed rough draft of story due Monday Formal Writing Assignment (Critical Analysis) (35-45 minutes) Write a brief critical analysis comparing and contrasting The Fellowship of the Ring with The Tale of Despereaux. [Setting/Character/Theme/Plot/Language/Symbols] Class Discussion/Notes (30-35 minutes) Discuss how contrasting authors [DiCamillo/Tolkien] compile the elements of a story into a tale. Discuss the strengths of each author. This will lead into a lesson how to write more effectively. Formal Writing Assignment (Final Project-Story) (60-70 minutes) Continue writing rough draft
Formal Writing Assignment (Final Project-Story) (50-60 minutes) Continue writing rough draft Artistic Expression (40-50 minutes) Use music as a guide. Formulate ideas based on the tempo and key of a musical piece. DAY 11 Information Lessons Understand how style can affect a written work Comprehend the influence of showing rather than telling has in a story Revise story based on peer comments Read Chapters 1-6 in The Golden Compass Week 3 Sharpening the Story/Fantasy and its Critics Activities Look at the following sentences. Decide which reads better and explain why. o Her very big dress moved back and forth due to the whistling wind. o Her large dress swayed among the gusts of wind. Class Discussion (10-15 minutes) Have students share their responses. Pointed Reading (35-40 minutes) Excerpts from section II of The Elements of Style o #16 Use definite, specific, concrete language o #17 Omit needless words o #18 Avoid a succession of loose sentences o #22 Place the emphatic words of a sentence at the end Provide a handout that lets students practice sharpening the above skills Class Discussion/Notes (35-45 minutes) Have students comment on the pointed reading and read their responses from the handout
Discuss what makes strong writing (Afternoon) Workshop (35-45 minutes) Students peer review each others stories Each student will write a brief summary of what he or she liked, and what needs some improvement Formal Writing Assignment (Final Project-Story) (45-50 minutes) Begin making revisions based upon peer feedback DAY 12 Lesson Analyze criticism that fantasy is escapist Develop arguments why fantasy should be respected by academics Final Revisions due tomorrow Read Ch. 7-11 in Compass Has anyone ever commented about your choice to read fantasy? Why do you think scholars have trouble accepting fantasy as part of the literary canon Class Discussion/Notes (35-45 minutes) Have students share responses Open dialogue into lesson on cultural perceptions of escapism, popularity in modern culture Pointed Readings (25-30 minutes) Excerpts from On Fairy Stories by Tolkien Excerpts from On Juvenile Tastes by C.S. Lewis Class Discussion/Notes (30-40 minutes) Discuss how Tolkien and Lewis defend fantasy from the literary critics
DAY 13 Lessons Compare and contrast elements of fantasy in literature and movies. Understand the difficulties Hollywood has in transforming literature into movies Read Ch. 12-18 in Compass Finish writing afternoon critical analysis assignment Formal Writing Assignment (Persuasive Writing) (60-70 minutes) Write a letter to your principal discussing why fantasy should be included in summer reading lists. Formal Writing Assignment (Final Project-Story) (35-45 minutes) Continue making revisions based upon peer feedback What is your overall impression of fantasy novels that are turned into movies? Do they do the book justice? Are the changes for the better or worse? How would you suggest a screenwriter adapt a fantasy novel? Class Discussion/Notes (25-30 minutes) Discuss the similarities and differences between fantasy literature and film Introduce the difficulties directors have turning books into movies Artistic Expression (70-80 minutes) Watch Star Wars: A New Hope
Artistic Expression (30-40 minutes) Watch Star Wars: A New Hope Formal Writing Assignment (Critical Analysis) (50-60 minutes) Students write a two page analysis contrasting Star Wars with any of the assigned books Responses may incorporate setting, characters, plot, mood, theme, diction, point of view DAY 14 Lesson Understand how fan fiction can affect a story and its audiences perceptions of the original piece Assess knowledge on fantasy garnered from the three week session Finish Compass Post-Assessment (30 minutes) Students take the post-assessment Writing Exercises (45-50 minutes) Round Robin Exercise: Students gather in a circle and start a story that focuses on a single character; students then switch papers and continue their partners stories Workshop (20-25 minutes) Stories from the above activity will be passed back to the original author; then students discuss whether the subsequent writer was able to hold onto the original author s vision of the character Class Discussion/Notes (20-30 minutes) Discuss how fan fiction can both develop and distort an author s intentions
DAY 15 Lesson Critique the strengths and weaknesses of the class Identify words and phrases meant to entice an audience into reading a book Written Expression (50-60 minutes) Students take a popular story and write a vignette to add to it (e.g. prelude, alternate ending, or a character s back-story) Presentation (25-35 minutes) Students present portions of their additional story Journal Entry (15-20 minutes) What are your impressions of this class? Did it meet your expectations? What was your favorite activity? What would you like to see more of? What can be improved? Class Discussion (20-30 minutes) Discuss what worked best in class, and what should be amended Artistic Representation (80-90 minutes) Students create a poster that uses catch phrases to entice an audience to read his or her story
Presentations Students conduct a Book Signing session with parents Each student will be responsible to explain his or her own book to the perspective reader