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There are lots of typologies of fantasy. But these four descriptive categories may be of help.

Can you identify the types and relate them to the course readings?

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Can you come up with examples of the following figures?

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Establishing the scene in a fantasy may depend on the type of fantasy.

Discuss the following and relate to your reading.

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What imagery can you find here?

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Can you find any figurative language in this opening?

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In picturebooks and graphic novels we were given a visual text to accompany the verbal.

Immersive and portal-quest fantasies rely heavily on establishing the authenticity of a fantasy world; especially when that world is different to our own. This requires detailed description to make the new world realistic and coherent.

Discuss the following techniques and relate to the course reading.

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Let's try an exercise! In groups, let's combine cinematic shots with sensory description.

Sense: sight, sound, smell, touch, taste.
Cinematic: long shot, medium shot, close-up.

The first three panels from Northern Lights provide us with an excellent opportunity to reinsert description; or perhaps rather re-modulate from visual to verbal.

The panels are a long shot, close-up and medium shot. All five senses can be used to describe the scenes!

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Let's build on our previous scene based on the first three panels of Northern Lights.

Can we add a simile and/or metaphor?

Would just a touch of alliteration enhance mood and/or atmosphere?

The setting seems Gothic and so pathetic fallacy might be appropriate? Can we use personification in this way to accentuate the setting?

(Note the two verbs: enhance and accentuate, both typical of writing about literature.)

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Fantasy has strong genre conventions. Do you recognize the following from well-known texts?

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Fantasy features well-known characters similar to those of fairy tales. In what way are they different?

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We also use Greek terms for roles in fiction. even though sometimes they do not fit in the same way.

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Typical description begins with time and place then works in from the outside, from what is in sight to what is not...

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Characterization is either direct or indirect. The reader is either told or shown what a character is like.

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It's a steal! They cry!

Nah, not really. But it's one way of remembering indirect characterization.

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Look for both direct and indirect characterization in the following excerpt from The Bad Beginning

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Look at types of fantasy and setting above. Choose a fantasy text (film, series, video game, novel, comic etc) and consider:

what type of fantasy it is, and

how the setting is established

Post your brief answer to the padlet.

15 mins (reading, writing, oral, digital, numeracy)

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Task 1a Think-pair-share (Guided practice)

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Task 1a Think-pair-share (Guided practice)

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In pairs, read the excerpt from Northern Lights. What description (literal language) can you identify?

Find as many as you can. Then post one thing you find to the padlet wall.

15 mins (reading, writing, oral, digital, numeracy)

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Task 1b Collaborative Writing (Independent Practice)

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Task 1b Collaborative Writing (Independent Practice)

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Find another pair and write a description (literal language) setting the scene to the first three setting panels of Northern Lights: The Graphic Novel.

Post your text to the padlet. Remember numeracy is one of the skills practised in social learning.You have four group members, 3 panels and 30 minutes.

30 mins (reading, writing, oral, digital, numeracy)

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Post reflections on first session here...

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Task 2a Think-pair-share (Joint Construction)

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Task 2a Think-pair-share (Joint Construction)

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In pairs, read the excerpt from Peter and Wendy. Either a) read alternate lines or b) red alternate paragraphs.

What figurative language can you identify in the text?

Describe one example and post it to the padlet wall.

15 mins (reading, writing, oral, digital, numeracy)

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Task 2b Collaborative Writing (Independent Construction)

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Task 2b Collaborative Writing (Independent Construction)

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Now go back to your groups, Read through your text aloud (alternate lines, setting panels, paragraphs)and discuss using figurative language. What does it do? What do you want to do with it?

Post your texts to the padlet wall!

30 mins (reading, writing, oral, digital, numeracy)

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This is a fantasy because he goes to a magic school, in a paralell world.
taxonomy: portal quest fantasy, intrusion fantasy
settings: mood/atmosphere (mystery), because, in the start of the book he get's the letters but don't get to open them, and then he tries to protect the philosopher stone, so that no one can get the elixir of life.

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Portal-quest fantasy

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Matt Dæmon's description of Nothern Lights

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Matt Dæmon's description of Nothern Lights

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The old butler walked slowly up the stairs in the great hall. The chandeliers lit up the room with its warm glow. The stony stairs cracked with each step as they were built in the Ancient Egytptian times. The staircase was actually built by Ramses II himself. The sound of the steps echoed throughout the hall.

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Simile: "Her romantic mind was like the tiny boxes".Personification & Alliteration: " mocking mouth". Hyperbole: "Two is the begynning of the end. 

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Simile: "Her romantic mind was like the tiny boxes".Personification & Alliteration: " mocking mouth". Hyperbole: "Two is the begynning of the end. 

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It was a dark and gloomy evening. The great hall upstairs was dim lit by the few dying chandeliers. A well dressed balding man carried a carafe of Tokai 1898. He was a mouse in the grand hall. He entered the room filled with a vast collection of books. They  stood like solid soldiers. The shelves were filled with them from floor to ceiling. In the center of the room he found his master looking into the fireplace. The walls were listening to the master´s trembling voice. 

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It was a dark and gloomy evening. The great hall upstairs was dim lit by the few dying chandeliers. A well dressed balding man carried a carafe of Tokai 1898. He was a mouse in the grand hall. He entered the room filled with a vast collection of books. They  stood like solid soldiers. The shelves were filled with them from floor to ceiling. In the center of the room he found his master looking into the fireplace. The walls were listening to the master´s trembling voice. 

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I very much enjoyed  the discovery excercises!

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I very much enjoyed  the discovery excercises!

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Vetle’s brolly and a purple water bottle (where Elisabeth/Bolette were sitting) in reception for collection. X

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I think it's very healthy to question the process! Please look at the short introduction to genre pedagogy. We worked from genre, conventions, to text (description in a setting) to elements of that text. I did not do repeated joint or guided practice showing you what to do. Mainly because self-organisation of new material leads to better retrieval. It is okay to have different outcomes, especially when we are demonstrating subject and classroom organisation. As long as the self, peer and teacher assessment built into the process can address misconceptions. it allows for self-organisation and learner autonomy. Potentially, it provides an approach that deals with reluctant readers and multilevel abilities in classrooms.

The same can be said for the flipped classroom with technology-enhanced active learning. See video lecture after trying! It allows for learner autonomy within a standard overarching structure. it aims to produce different results from open tasks in multiple contexts rather than narrowing down everybody into a "correct" answer.

At university level open tasks that need to be negotiated and produce different results are definitely a positive strategy. With open self, peer and teacher assessment for learning through digital tools such as a padlet, they allow for discovery and inquiry, for problem-based learning, and they embody the spirit of LK20 where deeper learning requires learner autonomy, self-regulated learning and interdisciplinarity. :)