Language Arts (Day 2)
The teacher should make a dramatic, oral reading from a science fiction selection of his or her choice. The opening chapter of H.G. Wells'
The War of the Worlds creates a vivid and immediate picture in the reader's mind, although there are many other selections available from books noted in the unit booklist.
In this introductory lesson, students will be asked to identify some of literary elements common to all science fiction literature. They will compare and contrast these elements with the record of supernatural activity in the Bible. They will be asked to begin considering possible story scenarios to prepare for a writing assignment tomorrow.
On an overhead or large chart record literary elements that students identify as common to most science fiction literature:
1. special technical vocabularies 2. major time shifts 3. beings from other worlds. 4. war and peace 5. supernatural powers 6. heroes & heroines 7. a problem/conflict involving good/evil and a resolution or response that redeems humanity and judges evil.
Next, ask students to identify elements common to supernatural persons and events recorded in the Bible:
1. miraculous and unexplainable 2. sometimes accompanied by meteorological or cosmic signs 3. messages sent by angels 4. heroic figures
5. involve return or resurrection of the dead and/or prophetic statements.
6. a conflict or problem and a redemptive resolution.
If time and books are available, students should then read short selections from an assortment of classic science fiction works or current selections from Christian science fiction authors. After approx. 20 minutes, students should be given the opportunity to write a paragraph describing what they see as the central theme of their selection.
An alternative approach would be to divide the class into several small groups and ask each group to make brief written and oral summaries of their selections.
The teacher should note examples of common themes and elements students have identified in their assigned reading selections. Students should then be asked to begin thinking of possible scenarios for a science fiction story they will be asked to write tomorrow. Their stories should include several of the genre elements they have identified today building from a central plot problem/conflict and working toward a resolution of redemption and victory of good over evil.