Unit Title- Speculative Fiction Subject- English

Communications (stage 2)
Text- Moon
Year level- 12
Designer- Harvey Watson
Context statement
Students have transferred to the Australian Science and Maths School (ASMS) to
complete their senior schooling from a broad geographical area. Subsequently varying
levels of experience and ability exist within the cohort. This class consists of 20
students from a diverse mix of cultural backgrounds. This diversity is recognised with
additional specialised learning support both in class, and online.
Students are generally used to working in groups, and are comfortable using
technology. This has been reflected in the structure of the performance tasks, while
remaining mindful of the requirements of Stage 2 SACE.

Overview
In a six week block, students are to complete a 1000 word text analysis of the film
Moon by Duncan Jones, and produce an original piece of work which adheres to the
conventions of Speculative fiction. The text production can take the form of a written
narrative, graphic journal, or short film. Throughout the unit, particular focus is placed
on exploring impending technological advancements, and considering their potential
social, cultural and political impacts.

Desired Results
Text analysis (film)
-Display knowledge and understanding of the stylistic features and conventions of film
and the ways it is used to represent ideas, values, and relationships.
-Demonstrate clear and accurate communication skills through use of the written
word.
Text production (narrative)
-Evaluate texts to demonstrate clear understanding of Speculative fiction conventions,
and compose original pieces of work which display creative, and considered analysis of
form.

Understandings

Essential Questions

Students will understand that

- Why do we create fiction/can it do more

than entertain?
- Can, or should we regulate technology?
- How would you react if you met
yourself?

-Filmmakers can employ a variety of

techniques including; sound effects,
music, lighting, framing, camera angles,
dialogue etc to convey a theme.
-We should question the privatisation of
public services.
-We must be comfortable with ourselves,
before we can expect anybody else to be.
-There is a difference between solitude
and loneliness.
-Through the use of creative expression,
we can transmit messages, values, and
ideas.

Knowledge:

Skills:

Students will know

Students will be able to

-The plot and characters of Moon.

-The key themes, and ideas presented in
the film.
-How to identify, and explore specific
themes and conventions within fiction
texts.
-The importance of being an active citizen.
- That cloning is real, and while public
interest may have dipped in recent years,
there is still significant research in the
area (Lazarus project, South Korean
Mammoth cloning).

-Identify film techniques, and understand

how they are used to portray a directors
intentions.
-Recognise key
themes and ideas within texts.
-Create insightful, clear and coherent
written texts. -Critically analyse a variety
of text types, to distinguish audience,
purpose and form.
-Apply
theoretical understandings into the
creation of original, and creative pieces of
work.
-Effectively manage,
and worth towards deadlines.
-Draft, revise and edit work.
-Provide constructive peer feedback.

Stage 2 Assessment Evidence

Performance Task One
The earth has long been abandoned. Few artifacts from the 21st century remain, but in
a recent trip to the earth's surface a DVD of the film Moon, by Duncan Jones was
discovered. Your task is to analyse this film, and in a written report of no more than
1000 human words, describe how technology is presented within it. Make sure you
make reference to the social, cultural, and political climate of the time, and consider
the directors use of
-Setting
-Imagery
-Narrative perspective
-Cinematography
-Sound

Assessment Design Criteria

-Knowledge and understanding of the ways in which creators and readers of texts use
stylistic features and language techniques to make meaning (KU2).
-Knowledge and understanding of the ideas and themes in texts (KU3).
-Analysis of the ideas, experiences, values, and beliefs explored in texts (An3).
-Use of evidence from texts to develop and support a response (Ap2).
-Use of the structural, conventional, and textual features of different text types and
forms of expression or communication (Ap3).
-Accuracy, clarity, and fluency of expression (C1).

Performance Task Two

Create a short piece of original work which demonstrates an understanding of
speculative fiction themes, and conventions. You may want to structure your piece as
a
-Account of a day in the life of a robot living in 2300 AD
-Journal of an astronaut preparing to land on Mars
-Key conversations leading up to the first war over fresh water
-Social media reaction to the announcement of the removal of the pension
-Press release detailing the legalisation of human body part trading
-Any other suitable premise
Your piece can be presented in written, drawn, filmed, or combined format. Written

pieces should be 800-1000 words in length, graphic texts include 20-25 frames, and
films should be no longer than 4-6 minutes.

Assessment Design Criteria

- Knowledge and understanding of the ways in which texts are shaped by the
conventions of a particular form of expression or communication (KU1).
- Use of language skills and techniques to create coherent texts that address the
meaning and intention of the task (Ap1).
- Accuracy, clarity, and fluency of expression (C1).
- Appropriateness of form and register for the audience and purpose (C2).

Other Evidence
Performance Task One
-Speculative fiction mind-map
-Understanding of theme- informal debate
-Dimensions of film- paired activity
-Individual single scene deconstruction
-In class conversations
-Application of draft feedback
Performance Task Two
-Assessment proposal
-Engagement with story starters or evidence of script, and storyboard
-Deconstruction of Kurt Vonnegut's The Report on the Barnhouse Effect, or Spike
Jonze's I'm Still Here.
-In class conversations
-Application of draft feedback
-Peer assessment
-Exit card reflective task

Stage 3 Learning Plan

Learning Activities
1. What is Speculative Fiction? (formative, pre-assessment)
-In groups of 3-4, students are to create a list of texts they believe to be Speculative
fiction. These can include books, comics, movies, games, TV series etc. At the end of
this activity each group is to choose one example, and introduce it to the class.
-Students are then given a list/provided with a slide, detailing important Speculative
fiction conventions. Within their groups, students will investigate their chosen text
further by creating a mind-map which considers the Speculative fiction conventions
they can identify within it. Students should consider plot, characters, imagery, sound
and theme. Students may access online resources (trailers, gameplay footage,
soundtracks, images etc). This is an introductory task to help students identify what
Speculative fiction is, and ease them into the analysis process. At this stage their
answers are only used as a formative guide.
-Groups will report their findings back to the class, and on the Whiteboard/Google
docs, begin to build a
glossary of key Speculative fiction conventions. This list will be uploaded to the class
portal (online learning
hub) and shall be used as a point of reference throughout the unit.
2. Task Outline (scaffolding).
Introduce the task sheet, and spend time talking through the rubric. Ensure students
are comfortable with
the language, and that the assessment requirements are clear. This may require some
explicit teaching of
key terms found within the task sheet (setting, imagery, narrative perspective,

cinematography and use of

sound). To assist with this, the teacher could help students visualise these concepts,
by collating some clear
examples which they can demonstrate in front of the class, or at an individual level.
3. Introduce the text
Play Moon in full, without interruptions. Students can take notes if they wish, with the
focus being on
developing an understanding of the key themes, and identifying use of Speculative
fiction conventions. It
may be useful for students to note down two or three key scenes for further
exploration.
4. Introducing essential question 1 (constructivism).
-Why do authors create Speculative fiction? Is it just for entertainment, or could there
be a deeper
meaning? The following activities aim to instill within students an understanding that
fictional texts can be
effective ways of highlighting important issues. Authors have long used Speculative
Fiction as a way of
voicing concerns over current, and impending real world problems. Moon lends itself to
discussion
surrounding three key themes; the privatisation of public services (particularly space
travel), attitudes
towards artificial intelligence, and the importance humanity places on identity.
In recent years the 'Mars One', program has attracted a lot of attention. This privately
funded organisation
believes it can send a group of civilians on a one way trip to Mars by the year 2023. It
aims to fund the
project through a combination of crowd funding, and reality broadcast deals.
-As a class students will view the short documentaries 'Mars One way', and 'If I die on
Mars'. They will then
engage in a value walk/show of hands. The question is 'Would you take part in a one
way mission to
Mars?'. Students will be randomly selected to elaborate on their responses, before
being paired with
someone who gave a different response (if the majority of students are of the same
disposition, the
teacher can allocate the groupings as they wish).
-In their pairs, students will discuss some of the ethical concerns surrounding the
privatisation of space
travel. (safety, reproduction, can people really know what theyre getting themselves
into? health, sanity,
whether it being televised interferes with selection criteria etc). They will then weight
this against the
potential scientific, and societal gains a successful mission would bring, and adopt a
for, or against stance.
-Finally, they will dispute their position in an informal debate against another pair of
students.
5. 3D model of analysis (modelling).
Introduce the British Film Institute resources detailing the operational, cultural and
critical dimensions of
film. Pair this with an overview of the 'Yale, film analysis guide' which students should
keep handy
throughout the unit.

-As a class, deconstruct a scene from Moon using the British Film Industry (BFI)Techniques for Teaching
Film. Scaffold this task by providing clear examples of what to look out for (types of
shots and desired
effect, use of sound and colour, silence, foreground and background images, lighting,
panning, dialogue,
length of shots). Lead discussion by asking open questions surrounding these topics
(why may this
technique have been used? How does the technique make you feel as a viewer?).
-In pairs/small groups, students deconstruct another scene from Moon, this time one of
their choice. The
teacher should facilitate learning by spending time with pairs that may be struggling
to select a scene, or
understand the terminology.
-As an individual, take home task, students are to deconstruct a scene from another
Speculative Fiction
text found within the BFI speculative film archives.
6. Introducing essential question 3 (value clarification).
Isolation, and identity. are to other key themes within Moon. In the film, central
character Sam Bell begins
to realise that his memories may be implants used to help him deal with the loneliness
of space.
Subsequently, he begins to question his identity. To help students relate to this
scenario, there are some
activities you may like to try.
-Have all students remain silent for a certain period of time, and reflect on their
feelings. (do they find this
comfortable, confronting etc). Are they comfortable spending time alone?
-Going without human contact for a period of several hours. Do we fill our lives with
distractions, in order
to avoid reflecting on ourselves?
-Students individually write down a list of values and beliefs that students believe they
exhibit, and relating
this to certain life experiences where they did, or did not exhibit them. How did this
make them feel?
-Role play where a class member meets themselves (would they like who they met?).
-As a take home task, students can write a short response to the following scenario.
You are to be stranded
by yourself on a desert island for six weeks. What items would you bring, and why?
How would you fill the
time? What is the number one thing you would fear, or look forward to in this
experience?
7. Explicit teaching of essay structure.
Walk through a student exemplar from the SACE website in a paragraph, by paragraph
format. Spend time
examining the use of a thesis statement, and the role of topic sentences. Students
have access to the
Flinders essay writing guide, and after this exercise can begin work on their
introductions. The take home
task requires students to finish their introductory paragraph, and create a variety of
relevant topic
sentences. These will be work-shopped by their peers.
8. Peer workshops (modelling).
Students will bring a copy of their introduction, and topic sentences into class.

Anonymously, they will be

distributed amongst the class, who in small groups will workshop, and provide
feedback on 3-5 pieces of
work. Students are encouraged to be critical peers, who can identify positives, while
clearly highlighting
areas for improvement. After the peer review process, students will be provided with
time to apply the
provided feedback, before submitting an official draft to the teacher.
Submit performance task one (summative)
9. Introduction to performance task 2 (differentiating).
Before students begin creating their own narrative, they will deconstruct either Report
on the
Barnhouse Effect, by Kurt Vonnegut, volume one of Akira, by Katsuhiro Otomo, or I'm
Here, by Spike Jonze.
Student choice will be determined by whether they are creating a written, drawn, or
recorded narrative. In
addition to identifying the underlying themes, students are encouraged to identify the
Speculative fiction
conventions evident within their relevant text. Students may wish to use the 3D model
for their analysis.
This task will be conducted individually, and serves as a transition activity between the
two performance
tasks.
9. Story starters (scaffolding, differentiating).
Students will have time in class to create three short narratives using the provided
story starters (or they
can come up with some of their own). Outside of class, students can choose to either
continue with one of
these pieces as their assessment task, or use this work as a practice run. Students
who wish to present their
piece as a graphic novel, or short film, will respond to the same story starters, but may
wish to create
storyboards, character profiles, or short scripts.
10. Peer workshops (modelling).
In small groups, students will provide peer feedback on 2-3 class members work. At
this stage the focus
is on the effective implementation of Speculative fiction conventions, and evidence of
consideration of a
deeper theme, rather than grammatical accuracy, and text structure. Students could
list how many science
fiction conventions they can find, and have a guess at what they believe to be the
deeper issue within the
piece. Students will then have time to implement their feedback, before submitting a
final draft for
teacher feedback.
11. Draft feedback (scaffolding).
Drafts with individual feedback will be returned via the class portal. General feedback,
and tips will be
presented in class (use of creative language, common pitfalls etc). If required, small
group grammatical,
creative language, and video editing workshops, can be implemented as 'opt in'

activities. Other students

may continue to work individually on their final pieces.
Submit performance task two (summative)
11. Individual reflection, and unit feedback
A reflective writing piece, focusing on the analysis of individual effort will be conducted
in the final lesson
for the unit.
-Students should reflect upon what they have discovered throughout the unit, and
consider what
improvements they could make to their learning process in the future. This piece can
take the form of a
journal entry, dot points, or mind map. In addition, a short answer exit card activity
should be conducted to
provide feedback related to the unit itself, and prompt improvement for future
teaching. If time allows,
students may like to present their narrative to the class.

Resources
British Film Institute (2015), Education Resources. Retrieved from
<http://www.bfi.org.uk/education-research/education/education-resources>
Jones, D. (2009). Moon. United Kingdom, Stage 6 Films.
Jonze, S. (2010). I'm Here. The Creators Project, USA.
Nielsen, S. Mars One Way. Vita Brevis Films, Utah USA. Retrieved from
<https://vimeo.com/87916326>
Otomo, K. (1988). Akira. Epic Comics, New York, USA.
Perkins, E. (2015). 'If I die on Mars'. The Guardian. Retrieved from
<https://www.youtube.com/watch?v=8na3oQzcwCk>
SACE (2015). English Communications- Subject information and exemplars. Retrieved
from
<https://www.sace.sa.edu.au/web/english-communications>
'Writing an essay' (2014). Student Learning Centre. Retrieved from
<http://www.flinders.edu.au/slc_files/Documents/Blue%20Guides/Writing%20an
%20Essay.pdf>
Vonnegut, K (1950). 'Report on the Barnhouse Effect', in Welcome to the Monkey
House. Delacorte Press, US. Retrieved from
<http://readingforcollege.wikispaces.com/file/view/Vonnegut_%28Barnhouse_Effect
%29.doc++NeoOffice+
Writer.pdf>
Yale University (2002). Film Analysis Guide. Retrieved from
<http://classes.yale.edu/film-analysis/htmfiles/nojava_index.htm>