Analysis of the Fantasy Genre

Level 4 Grade 5, Term 4 2015

Key skills needed to develop: Analysing
-

Notice aspects of the writers craft (style, language, perspective,

- Examine character traits in a complex way, recognising that they are
themes)
multi-dimensional and change over time
Identify mood of a piece of writing
- Begin to recognise and understand satire and its purpose and
Notice authors use of symbolism
characteristics
Understand the meaning of symbolism when used by a writer to create
- Analyse texts to determine the writers point of view or bias, identifying
texts, including complex fantasy where the writer is representing good
specific language that reveal bias or qualifies as propaganda
- Compare traits and development of characters within and across
and evil
Notice the writers choice of words that are not English and reflect on
genres (well-developed characters v flat characters; heroic, multithe reasons for these choices and how those words add to the
dimensional etc.)
- Identify and differentiate between internal and external conflict
meaning of a text
Identify multiple points of view
- Identify authors use of literary devices such as exaggeration, imagery
Notice how the author uses words in a connotative way (to imply
and personification
something beyond the literal meaning)
AusVels English Content Descriptions- Reading & Viewing
4
5
6
7

Understand how texts vary in complexity

and technicality depending on the
approach to the topic, the purpose and
the intended audience.
Identify features of online texts that
enhance readability including text,
navigation, links, graphics and layout
Explore the effect of choices when
framing an image, placement of
elements in the image, and salience on
composition of still and moving images
in a range of types of texts
Investigate how quoted (direct) and
reported (indirect) speech work in
different types of text

Understand how texts vary in purpose,

structure and topic as well as the
degree of formality
Investigate how the organisation of texts
into chapters, headings, subheadings,
home pages and sub pages for online
texts and according to chronology or
topic can be used to predict content and
assist navigation
Explain sequences of images in print
texts and compare these to the ways
hyperlinked digital texts are organised,
explaining their effect on viewers
interpretations

Understand how authors often innovate on

text structures and play with language
features to achieve particular aesthetic,
humorous and persuasive purposes and
effects
Identify and explain how analytical images
like figures, tables, diagrams, maps and
graphs contribute to our understanding of
verbal information in factual and persuasive
texts
Analyse and evaluate similarities and
differences in texts on similar topics, themes
or plots (ACELT1614)

Analyse how point of view is generated in

visual texts by means of choices, for
example gaze, angle and social distance
Investigate vocabulary typical of extended
and more academic texts and the role of
abstract nouns, classification, description
and generalisation in building specialised
knowledge through language
Understand how language is used to
evaluate texts and how evaluations about a
text can be substantiated by reference to
the text and other sources
Understand and explain how the text
structures and language features of texts
become more complex in informative and

Discuss how authors and illustrators

make stories exciting, moving and
absorbing and hold readers interest by
using various techniques, for example
character development and plot tension
(ACELT1605)

persuasive texts and identify underlying

structures such as taxonomies, cause and
effect, and extended metaphors
Recognise and analyse the ways that
characterisation, events and settings are
combined in narratives, and discuss the
purposes and appeal of different
approaches (ACELT1622)

Use metalanguage to describe the

effects of ideas, text structures and
language features of literary texts
(ACELT1604)

Specific Learning Intentions (Grade 5)

Identify and explain characteristic text structures and language features used in imaginative/fantasy texts

Recognise that ideas in fantasy texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses

Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective
language, and that these can change according to context

Understand, interpret and experiment with sound devices and imagery, including; simile, metaphor and personification, in fantasy genre texts.

Use comprehension strategies to analyse fantasy genre, integrating and linking ideas from a variety of print and digital sources

Focus
Students will
understand the
elements of fantasy

Mini Lesson

Resources

Materials: Any variety of fantasy novels and picture books that is appropriate for your class level. I have
referenced several previously in this unit. Also, a handout or report to be completed by the literature circle
group concerning the various fantasy motifs.

Venn diagrams
templates attached

Activities:
Tuning in: mind map of Fantasy discussion. What do you think of when I say a fantasy? Other worlds,
magic, things that wouldnt appear in the real world, new languages.
Make reference to what Fantasy IS NOT : realistic fiction, historical fiction, science fiction.
The teacher will present the seven motifs of fantasy, being sure to read examples from various literature
sources. Students will either be given a handout of the motifs and definitions or take notes on their own.
After all seven motifs have been presented the students will form literature circles and will read a selected

VennDiagram different sizes.pdf

fantasy picture story book. Each group will complete a short report on the story and what motifs were
used, citing specific examples. Each group will present to the class.
Literary Motifs & Themes: The Six Basic Fantasy Motifs
1. Magic
Explaining otherwise inexplicable events, part of the setting.
2. Other Worlds/Secondary Worlds

A place where Magic may freely operate

setting entire tale in an imaginary place
takes characters from our primary world into a secondary world through some sort of porta
Secondary World invading our Primary World [Ex. The Muggle and Wizarding Worlds in Harry
Potter.]

3. Good vs. Evil

4. The Hero's Quest

Hero is called to Adventure by some sort of Herald.

Hero crosses the threshold into the other world or into a place that is no longer safe/secure.
Hero must survive various trials in the new environment.
Hero is assisted by a Protective Figure.
Hero matures, becoming a whole person.
Hero returns home.

5. Special Character Types

- Fairy Tale/mythical/imaginary creatures.
6. Fantastic Objects
Magical/powerful objects

Materials: A section of a fantasy novel/picture book that describes a character for class reading and
discussion. A template of a character map.
Students will explore
and develop common
character traits in the
fantasy genre.

Students will explore

and develop common
setting tropes in the
fantasy genre.

Activities:
The teacher will read a description/ explanation of a character from a fantasy narrative piece. Together
brainstorm the traits and details of the character and how this character fits in a fantasy narrative. E.g.
character has magic, can talk to animals and is a hero.
Students will then use the template or create their own character and give that character traits and details
that would fit in a fantasy. The character may be the hero, villain, sidekick etc. Students must be able to
justify they choices using their knowledge of the fantasy genre.
The class will investigate and discuss the different settings present in the fantasy genre
Why is the setting important?
What common features and objects are present in the fantasy?
Brainstorm the common features and tropes of fantasy.
Examples could be
Medieval Times: Castles, knights
Feudal times: class system, Kings, Landed Gentry, peasants
Ancient Antiquity Greek, Romans etc.
Dungeons and dragons
Secondary world within a world/hidden world
Look at the use of maps in Fantasy and how they help in creating the setting.
Use the map of Middle Earth as an example
http://lotrproject.com/map/#zoom=3&lat=-1315.5&lon=1500&layers=BTTTTTTTT
Highlight key features such as mountain ranges, wild haunted forests, caves, waring Kingdoms etc
How can a map help create the setting?
Activities
Choose a fantasy setting that could relate to your character
Create a world that your character could live in and wither draw that place or a map.
Write a couple sentences to justify your choice of setting.

Recognise that ideas

in Fantasy texts can
be conveyed from
different viewpoints,
which can lead to
different kinds of
interpretations and

Point of View
Ask students to give a brief summary of the story of the three little pigs. What happens, who is at fault?
Show children the video of the story, the true story of the three little pigs. https://www.youtube.com/watch?
v=m75aEhm-BYw

My fanatsy
character BLANK.docx

Ask children how did the story change when it was shown through the wolfs point of view? How might our
interpretations and reactions change? How do we feel about the characters now. Whos point of view is
the story written from? How do you know?

responses.

Students will work in the groups from the previous lesson with the same texts. Students will retell their text
from a different perspective. Students must think about how this point of view effects the other characters
and justify their choices. Students can present their versions in a number of mediums; written work, role
play, puppet show,
Students will present their points of view to the class and explain how they are different from the original
and what is effected.

Additional Activities for Reading

Readers Theatre

Listening Post

Activities linked to mini lesson

Literacy Games

Individual Reading Goals

Comprehension Tasks

Reading for fun!

Peer Reading

Reading to an adult