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An expanding vocabulary and grasp of grammatical and textual patterns sufficient to understand and learn from texts encountered in and out of school.

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An expanding vocabulary and grasp of grammatical and textual patterns sufficient to understand and learn from texts encountered in and out of school.

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In this activity, students will read and evaluate text to determine what speculative fiction means and create a glossary of terms for the different speculative genre. Finally students will be asked to write a 200 word short story using one form of genre.

The teacher will open the below link to where the class will read and analyse the information to gain meaning of speculative fiction and it's various genre's.
https://www.masterclass.com/articles/what-is-speculative-fiction-defining-and-understanding-the-different-genres-of-speculative-fiction#the-history-of-speculative-fiction

The Students will then be asked to write a glossary of definitions in their books for speculative fiction and the sub genre's using their own words.

Teacher can then show the youtube clip on speculative fiction.
https://www.youtube.com/watch?v=vRW79lob4zE
Following this the teacher then asks students the following questions:
1. What does it mean to speculate?
2. What are some synonyms for the word ‘speculate’ that fit the context of speculative fiction?
3. What do you think of/understand by the expression ‘paradox of time’?
4. What do you think of/understand by the expression ‘parallel universe’?

Teacher to direct students to write a response to the following:
1.Create a table with the sub genres of speculative fiction and write down as many as you can think of.
2. How many of these texts could come under more than one genre?
3. In your own words, what is the purpose of speculative fiction?
4. Students to write a 200 word story using one of the speculative fiction genre discussed. If the task isn't completed it can be finished for homework. Teacher to note that students must have a topic sentence for each paragraph.

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 The skill and disposition needed to analyse and understand the philosophical, moral, political and aesthetic bases on which many texts are built.

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 The skill and disposition needed to analyse and understand the philosophical, moral, political and aesthetic bases on which many texts are built.

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In this activity student will read national geographic article followed by the attached word document. This can either be printed and handed to them or the teacher can email them a copy. This can either be read as a class or individually.

The teacher will ask the students to open the national geogrphic site below relating to the Red Planet. Alternatively the teacher can open it on the board. There is a short informative video on Mars within the text, which can also be watched. The teacher can then point out key words or phrases in the text.
https://www.nationalgeographic.com/science/space/solar-system/mars/

Teacher can ask ask the students to answer the following questions in their book, which can be used for reference later.
1. Is Mars Habitable?
2. How long would it take to get to Mars if there was an emergency?
3. If it is habitable, what kinds oof people would you send to create a settlement?

From here students will then read and analyse the word document provided. They will be asked to highlight key words or phrases that position the reader.
The teacher can then ask a range of questions, for example:
1. If you were to go live on the Red Planet, what basic needs would have to be met?
2. If you were this company, how would you choose who should be the first people to go? Why?
3. Would you be willing to risk your life on this adventure not knowing if you would return?
4. Would you be able to live in such close quarters with other people and no where to escape to?
5. What would happen if your food, air, water supplys were no longer able to sustain you?

Now that the teacher has painted a contentious picture in their mind. The students will then be asked to develop and write a 200 word persuasive argument for or against going on the trip to Mars. They must consider the morality of the company sending the crew to Mars. As well as identifying that the crew volunteered for this mission, knowing that they are unlikely to ever come back.

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Fluency and innovation in listening to, reading, viewing and creating texts for different purposes and contexts.

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Fluency and innovation in listening to, reading, viewing and creating texts for different purposes and contexts.

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In this activity students will listen some movie trailers to anaylse and determine the different speculative fiction themes. After which the teacher will the discuss have have students write responses to the first two steps of the seven steps of writing. The students are provided with a stimuli that that can write their plan and sizzling start around.

The lesson has been set out on the attached powerpoint and has youtube clips to allow students to analyse and provide responses either verbally or in their notebooks/ computers.  These clips can be embedded, to make the presentation more fluid. However due to upload restrictions, I was unable to provide a sample of this.

The powerpoint can be adapted to use any clip that students can analyse, based on class and school requirements/ policy. Please ensure you check the School ICT policy and the Queensland Education policy that surrounds the year level for appropriate viewing of  movie clips.

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Welcome fellow Educators to an online resource which provides you  with an example of four activities that can be used to support 'Literacy is Language in use.'  Each activity relates to four separate points of 'Literacy language in use' taken from  English Key-ideas under The Australian Curriculim and Assessment Reporting Authority (ACARA, 2020).
The four activities have been designed to use in sequential order, to assist students with increasing their knowledge bank on Speculative Fiction.

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In this unit, students will listen to, read and view a variety of information and speculative fiction texts to produce close readings of these texts. In particular, students will examine how authors of information texts use text structures, language and visual features to present information, opinions and perspectives about issues commonly represented in works of speculative fiction.

Students will create a speculative fiction short story using stimulus. This stimulus may be an article from a science magazine, an image or a story starter.

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Australian Curriculum Assessment and Reporting Authority. (2020, July). Key Ideas. Retrieved from ACARA: https://www.australiancurriculum.edu.au/f-10-curriculum/english/key-ideas/

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Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (ACELA1561)
Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744 )

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Australian Curriculum Assessment and Reporting Authority. (2020, August). ACARA. Retrieved from English: Year 9: https://www.australiancurriculum.edu.au/f-10-curriculum/english/?year=11583&strand=Language&strand=Literature&strand=Literacy&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capabilit

Masterclass. (2020, August). The History of Speculative Fiction. Retrieved from https://www.masterclass.com/articles/what-is-speculative-fiction-defining-and-understanding-the-different-genres-of-speculative-fiction#subgenres-of-speculative-fiction

Teach, E. (2017, February 07). Retrieved from What is Speculative Fiction?: https://www.youtube.com/watch?v=vRW79lob4zE

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Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)
Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745 )

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 An interest in expanding the range of materials listened to, viewed and read, and in experimenting with ways of expressing increasingly subtle and complex ideas to create effective and innovative texts.

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 An interest in expanding the range of materials listened to, viewed and read, and in experimenting with ways of expressing increasingly subtle and complex ideas to create effective and innovative texts.

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This activity will continue the remaining 5 steps of the seven steps to writing. Studunts will be able to add their short story and create a range of examples for them to become successful in their final assessment.

The teacher will go throught the power point presentation attached and provide opportunity for the students to create different texts using the images in the presentation. This activity will likely go over two or three lesson lessons, as the students work through and develop their narrative writing.

Once the powerpoint has been complete the teacher can provide the students with a sample short story and have them highlight or group each of the steps to writing.
https://firesidefiction.com/issue36/chapter/homesick/
The students can work in pairs to demonstrate this, thus also allowing the teacher to determine if the students have successfully understood and are able to identify the seven steps.

Finally the teacher can find an additional stimulus or provide the students with their assessment stimulus, to peruse and follow the seven steps to writing to create a short story.

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Australian Curriculum Assessment and Reporting Authority. (2020, August). ACARA. Retrieved from English: Year 9: https://www.australiancurriculum.edu.au/f-10-curriculum/english/?year=11583&strand=Language&strand=Literature&strand=Literacy&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capabilit

Gailey, S. (2016, September). Homesick. Retrieved from Fireside: https://firesidefiction.com/issue36/chapter/homesick/

Seven Steps to writing Success. (2020). What are the Seven Steps. Retrieved from https://www.sevenstepswriting.com/what-are-the-seven-steps/

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Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)

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Australian Curriculum Assessment and Reporting Authority. (2020, August). ACARA. Retrieved from English: Year 9: https://www.australiancurriculum.edu.au/f-10-curriculum/english/?year=11583&strand=Language&strand=Literature&strand=Literacy&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capabilit

Fandango. (2015, July 10). Youtube. Retrieved from I, Robot (1/5) Movie CLIP - Rogue Robot (2004) HD: https://www.youtube.com/watch?v=Ouht1xip9NQ

Movie Clips. (2015, May 11). YouTube. Retrieved from Stargate (2/12) Movie CLIP - Activation of the Stargate (1994) HD: https://www.youtube.com/watch?v=3Ds0DRCNXN4

Movieclips Classic Trailers. (2013, December 02). YouTube. Retrieved from The Dark Knight (2008) Official Trailer #1 - Christopher Nolan Movie HD: https://www.youtube.com/watch?v=EXeTwQWrcwY

Seven Steps to writing Success. (2020). What are the Seven Steps. Retrieved from https://www.sevenstepswriting.com/what-are-the-seven-steps/

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Australian Curriculum Assessment and Reporting Authority. (2020, August). ACARA. Retrieved from English: Year 9: https://www.australiancurriculum.edu.au/f-10-curriculum/english/?year=11583&strand=Language&strand=Literature&strand=Literacy&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capabilit

Greshko, M. (2020, August). Planet Mars, explained. Retrieved from National Geographic: https://www.nationalgeographic.com/science/space/solar-system/mars/

Sen Corporation Ltd. (2012, October 18). Mars One plans human settlement on the Red Planet by 2023 (now 2027). Retrieved from Sen- Space TV: https://sen.com/feature/mars-one-plans-for-human-settlement-on-mars

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Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553)

Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (ACELY1747)