April Speights

English 112B

Dr. Warner

Dec. 2, 2009

Viewing Reality through Unreality: A Unit on Fantasy

For as long as I can remember, I have loved fantasy. It is for this reason, mainly, that I chose to focus my unit on the fantasy genre - but there are many other reasons.

For me, fantasy is an escape from the troubles and dullness of everyday life. Fantasy allows me to exercise my imagination and explore real issues in a different but meaningful way - for fantasy, while certainly fantastic, is very much tied to reality. I believe that fantasy is a great genre for young adults because it contains many issues of everyday life, but presents them in an interesting and approachable way. For example, while most of us don't like to read, hear of or think about current wars in the world, we find the wars between good and evil in fantasy highly appealing. This is certainly because while we relate to it, it is still fictional. We find solace in an alternate world that is different from but still very much reflective of our own world, and we construct meaning of our own world through the worlds of fantasy.

Because fantasy is so realistic while still appealing to our imaginations, there is much to be gleaned from it. Most great fantasy novels are primarily concerned with human relationships and behavior. Fantasy emphasizes the good aspects of humanity (i.e. hope, friendship, love, kindness, self-sacrifice, courage, wisdom, humility, etc.) and contrasts it with the bad (i.e. cowardice, selfishness, greed, violence, cruelty, hatred, etc.). It confronts us with �the major ambiguities and dualities of life - good and evil, light and dark, innocence and guilt, reality and appearance, heroism and cowardice, hard work and indolence, determination and vacillation, and order and anarchy� (Nilsen 102). However, good fantasy is not simply black and white, it is an exploration of all the �polarities and shadings in between,� (Nilsen 102) and it provides the means by which we can consider them. Good fantasy novels make us consider our own moral fibers and ask such questions of ourselves as: "Would I sacrifice my friends to save the world?" or contrarily, "Would I sacrifice the whole world for my friends?"

Another reason fantasy is a good genre for young adults is because it is, in a sense, a genre of empowerment. Most of the main characters / heroes are typically average individuals forced into a situation they never would have imagined. This situation, this journey which they find themselves on, leads them to do things they likely thought impossible at first, or never would have thought possible in the first place. Along their way, they discover powers within themselves that they otherwise may never have. Young people similarly face the difficult journey into adulthood, which presents its own unique challenges. I believe that young adults can emphasize with the typical fantasy hero or heroine, and even discover something about themselves along the way. After all, fantasy �allows us - even forces us - to become greater than we are, greater than we could hope to be� (Nilsen 102). This idea that we can always be greater than we are has been emphasized since Homer�s The Iliad and The Odyssey.

One of the wonderful things about fantasy, in terms of teaching, is that it is greatly varied. While high fantasy, containing wizards, magic, and epic duels between good and evil, is quite popular and is what most people first think of when pondering the genre, there are many other types of fantasy. For instance, there are myths, fairy tales, and epics. Nearly every culture has had a creation myth of sorts, and these myths have inspired modern fantasy. Also, fantasy is a multi-media genre not limited to written works, which makes it good for the classroom, as you can easily incorporate visuals.

Because high fantasy is what most people think of when they consider the genre, or simply because J.R.R. Tolkien is considered by many to be the father of modern fantasy, I chose The Fellowship of the Ring as the center piece of my unit. However, this is not the main reason I chose this novel. First, The Lord of the Rings trilogy is well-known and there is much literature written about it, which should make it easier to teach it. Second, The Lord of the Rings has inspired many of the fantasy novels on school, library and bookstore shelves today. Third, it is a well-written work of literature, and deserves reading regardless of the genre it belongs to. And finally, but perhaps most importantly, The Fellowship of the Ring contains many interesting themes and topics for teaching, such as fellowship (and the limits of fellowship), good and evil, hope in time of despair, the temptation of power, and free will.

Introducing the Unit

1. A good way to start a unit on fantasy is by presenting William Butler Yeats' poem, "The Stolen Child."

Where dips the rocky highland
Of Sleuth Wood in the lake,
There lies a leafy island
Where flapping herons wake
The drowsy water rats;
There we've hid our faery vats,
Full of berrys
And of reddest stolen cherries.
Come away, O human child!
To the waters and the wild
With a faery, hand in hand,
For the world's more full of weeping than you can understand.

Where the wave of moonlight glosses
The dim gray sands with light,
Far off by furthest Rosses
We foot it all the night,
Weaving olden dances
Mingling hands and mingling glances
Till the moon has taken flight;
To and fro we leap
And chase the frothy bubbles,
While the world is full of troubles
And anxious in its sleep.
Come away, O human child!
To the waters and the wild
With a faery, hand in hand,
For the world's more full of weeping than you can understand.

Where the wandering water gushes
From the hills above Glen-Car,
In pools among the rushes
That scarce could bathe a star,
We seek for slumbering trout
And whispering in their ears
Give them unquiet dreams;
Leaning softly out
From ferns that drop their tears
Over the young streams.
Come away, O human child!
To the waters and the wild
With a faery, hand in hand,
For the world's more full of weeping than you can understand.

Away with us he's going,
The solemn-eyed:
He'll hear no more the lowing
Of the calves on the warm hillside
Or the kettle on the hob
Sing peace into his breast,
Or see the brown mice bob
Round and round the oatmeal chest.
For he comes, the human child,
To the waters and the wild
With a faery, hand in hand,
For the world's more full of weeping than he can understand.

2. To broach the topic of what fantasy is and what it encompasses, ask the class what elements they believe make the poem belong to the fantasy genre.

3. Next, ask students what they think of when they think of fantasy. A good article for the teacher to read before this is "What Is Fantasy?" by Brian Laetz and Joshua J. Johnson, so that you may introduce scholarly definitions and criteria of the genre.

This discussion should then lead to the a discussion about the differences between fantasy, science fiction, and horror, for they are often confused and blends exist. Miriam Allen deFord is quoted as saying, roughly, "Science fiction consists of improbable possibilities, fantasy of plausible impossibilities." What does this mean?

What makes good fantasy?

Watt-Evans' Laws of fantasy: http://www.watt-evans.com/lawsoffantasy.html

4. Ask students if they like fantasy, and to explain why. Similarly, ask students why they might dislike fantasy.

Ursula LeGuin, in her essay, Why Are Americans Afraid of Dragons? sums up the dismissive attitude of the non-reader of fantastic literature as "Dragons and hobbits and little green men - what's the use of it?" Explore the idea of fantasy as wish-fulfillment and escapist.

5. Introduce the many types of fantasy: high, sword and sorcery, fairy tales, dark, contemporary, etc.

• http://www.bellaonline.com/articles/art35533.asp

• http://www.sfsite.com/columns/amy26.htm

6. Introduce the fantasy archetypes. Have students think of examples in books, movies, and modern television. (A good resource is Chapter 10 of Literature for Today's Young Adults by Alleen Pace Nilsen and Kenneth L. Donelson)

7. Following the archetypes discussion, ask the class to define heroic traits, or what makes a hero a hero. Also work to define the villain.

I would suggest dividing the class into small groups and asking them to list as many heroic and un-heroic traits as they can. Then have them share, while you write the traits on the board or an overhead transparency.

Ask the class to explain why these various traits are heroic or un-heroic. Make a point of identifying which traits the class agrees on and which there is some question about.

8. Next, ask students to name heroes and villains, either historical, contemporary, or fictional. List the names on the board or an overhead.

Once you have a good list, ask the class to discuss the individuals on the board. Does everyone agree on who is or isn�t a hero? When we disagree, what are we considering?

9. Finally, discuss how the conception of heroes has changed over time (knights in shining armor vs. fire fighters, paramedics, politicians, etc.)

Introducing the novel

1. In order for students to appreciate the novel, you should introduce them to the hero's journey, which is at the center of nearly every fantasy tale.

Here is a site with all kinds of useful links and handouts about the hero's journey:

• http://www.webenglishteacher.com/hero.html

And here is another:

• http://heroworkshop.wordpress.com/the-heros-journey/

It would be a good idea to print a handout with the steps of the hero's journey, and to ask students use this handout in order to identify the steps in books, movies or television shows they're familiar with, such as Star Wars, Harry Potter, etc.

2. The Lord of the Rings has been called an "epic fairy tale." Do students know that both the heroic epic and the fairy tale trace back to the oral tradition?

Can students identify remnants of the oral tradition in popular culture and in their own lives today? Possibilities include jokes, riddles, nursery rhymes, urban legends, family anecdotes, and narrative songs.

3. Have students read selected fairy tales, myths, or other written tales from the oral tradition (perhaps sections from The Iliad, even) to prepare for the tone of The Lord of the Rings.

While reading the novel:

1. We are introduced very early on to the Ring of Power. How is it described?

Later: What aspect is most interesting about it? (A psychic amplifier, enhancing weaknesses or tendencies already present in the person who wears it? A sentient being deliberately controlling the behavior of those in its vicinity? A psycho-physical addiction sapping its owner�s body and spirit as it bestows longevity?)

[Aspects taken from "Tolkien's Middle-earth: Lesson Plans for Secondary School Educators" published by Houghton Mifflin]

Introduce the idea of the ring being a physical manifestation of the temptation of power. Lead a discussion on whether or not students believe that power must ultimately corrupt (an interesting point of discussion could be the Stanford prison experiment of 1971, in which 24 undergraduates stepped over their boundaries as "guards")

2. As you progress through the novel, ask the students to identify with a character and that character's pressures. Have the students ask themselves what pressures they encounter, and to identify their own strengths and weaknesses.

3. Track the ideas of friendship through the novel: what are each of the companions willing to do for one another? How does the Ring affect their friendship? You might ask the students to think about what they would be willing to do for a friend or loved one.

4. One thing Tolkien is famous for is his description. Examine a passage in The Fellowship of the Ring that is pure description, and ask students to write a similar passage describing a place that they like or which is familiar to them.

5. One topic of the novel is the burden of obligation. On page 67, Frodo remarks, "I am not made for perilous quests. I wish I had never seen the Ring! Why did it come to me? Why was I chosen?" At some point or another, we have all had to assume a responsibility we would rather have ignored. Invite students to share their own experiences. Did anyone ever shoulder an obligation that proved a blessing, or a valuable lesson?

You could also use this as an opportunity to discuss the idea of fate or destiny in the hero's journey and fantasy in general.

6. Hobbits live for a long amount of time, as Frodo is reaching adulthood at age 33, and the elves, we see, are immortal. Start a discussion about the idea of immortality. Would students want to live forever? If it became possible for us to live forever, what would be the consequences?

7. When Gandalf journeys to Isengard to seek Saruman's help, he shortly realizes that Saruman is not what he appears to be:

"'For I am Saruman the Wise, Saruman the Ring-maker, Saruman of Many Colours!'

I looked then and saw that his robes, which had seemed white, were not so, but were woven of all colours, and if he moved they shimmered and changed hue so that the eye was bewildered.

'I liked white better,' I said.

'White!' he sneered. 'It serves as a beginning. White cloth may be dyed. The white page can be overwritten; and the white light can be broken.'

'In which case it is no longer white,' said I. 'And he that breaks a thing to find out what it is has left the path of wisdom.'" (290)

Why does Tolkien choose to depict Saruman with robes that appear white but are actually "woven of all colours?"

8. The Council of Elrond

Why is Frodo such an unlikely hero?

Elrond says that "The road must be trod, but it will be very hard. And neither strength nor wisdom will carry us very far upon it. This quest may be attempted by the weak with as much hope as the strong. Yet such is oft the course of deeds that move the wheels of the world: small hands do them because they must, while the eyes of the great are elsewhere" (302). Does this make Frodo a good candidate, or are there others aspects to Frodo's personality that truly make him a good candidate / hero?

For a journal writing activity / discussion, ask students if they have ever felt insignificant or powerless, or if they were ever told that they would not be able to do something.

Hope / Despair

Erestor comments that journeying to the Fire in which the Ring was made is the "path of despair" (302). Gandalf responds that it is not so, because "despair is only for those who see the end beyond all doubt" (302). He also says that "It is wisdom to recognize necessity, when all other courses have been weighed, though as folly it may appear to those who cling to false hope" (302). Discuss this.

Free will

Before Frodo takes the Ring, Elrond says, "But it is a heavy burden. So heavy that none could lay it on another. I do not lay it on you. But if you take it freely, I will say that your choice is right; and though all the mighty elf-friends of old...were assembled together, your seat would be among them" (304).

Is it really free will that leads Frodo to take up the Ring, or a sense of obligation?

For a list of comprehensive questions per chapter, as well as vocabulary, visit

• http://www.houghtonmifflinbooks.com/readers_guides/lotr/fellowring.shtml

Extending the Unit

• It would be a wise idea to pair The Fellowship of the Ring with its sequels, The Two Towers and The Return of the King, or its prequel, The Hobbit. While time constraints might limit you to one or two of the books only, encourage students to continue the series on their own.

The Hobbit

Whisked away from his comfortable, un-ambitious life in his hobbit-hole by Gandalf the wizard and a company of dwarves, Bilbo Baggins finds himself caught up in a plot to raid the treasure hoard of Smaug the Magnificent, a large and very dangerous dragon.

(Barnesandnoble.com)

The Two Towers

Frodo and his Companions of the Ring have been beset by danger during their quest to prevent the Ruling Ring from falling into the hands of the Dark Lord by destroying it in the Cracks of Doom. They have lost the wizard, Gandalf, in a battle in the Mines of Moria. And Boromir, seduced by the power of the Ring, tried to seize it by force. While Frodo and Sam made their escape, the rest of the company was attacked by Orcs. Now they continue the journey alone down the great River Anduin - alone, that is, save for the mysterious creeping figure that follows wherever they go.

(Barnesandnoble.com)

The Return of the King

As the Shadow of Mordor grows across the land, Aragorn is revealed as the hidden heir of the ancient kings. Gandalf miraculously returns and defeats the evil wizard, Saruman. Sam leaves his master for dead after a battle with the giant spider, Shelob; but Frodo is still alive - in the hands of the Orcs. And all the while the armies of the Dark Lord are massing - and the One Ring comes ever closer to the Cracks of Doom.

(Barnesandnoble.com)

• In addition, it would be suitable to watch the Peter Jackson�s film of The Fellowship of the Ring. You could ask the class to write a paper on how well the film brought the story to life using such elements as costuming, music, etc.

• There are other films you could show the class, as fantasy is a multi-media genre. If you don�t want to take time in class to watch a film, you can ask students to choose a film from the following list, or to find another (with your approval) and write a film review on it.

Films

Howl's Moving Castle

The Lord of the Rings Trilogy

Pan's Labyrinth

The Chronicles of Narnia

Harry Potter

Labyrinth

Pirates of the Caribbean

• If you prefer to continue the unit using other works of fantasy, here is a list of some foundational and newer works which will help broaden students' interest in and knowledge of the genre:

The Earthsea Cycle - Ursula K. Le Guin

• A Wizard of Earthsea - Ged was the greatest sorcerer in all Earthsea, but once he was called Sparrowhawk, a reckless youth, hungry for power and knowledge, who tampered with long-held secrets and loosed a terrible shadow upon the world. This is the tale of his testing, how he mastered the mighty words of power, tamed an ancient dragon, and crossed death's threshold to restore the balance.

• The Tombs of Atuan - When young Tenar is chosen as high priestess to the ancient and nameless Powers of the Earth, everything is taken away -- home, family, possessions, even her name. For she is now Arha, the Eaten One, guardian of the ominous Tombs of Atuan. While she is learning her way through the dark labyrinth, a young wizard, Ged, comes to steal the Tombs' greatest hidden treasure, the Ring of Erreth-Akbe. But Ged also brings with him the light of magic, and together, he and Tenar escape from the darkness that has become her domain.

• The Farthest Shore - Darkness threatens to overtake Earthsea: the world and its wizards are losing their magic. Despite being wearied with age, Ged Sparrowhawk -- Archmage, wizard, and dragonlord -- embarks on a daring, treacherous journey, accompanied by Enlad's young Prince Arren, to discover the reasons behind this devastating pattern of loss. Together they will sail to the farthest reaches of their world -- even beyond the realm of death -- as they seek to restore magic to a land desperately thirsty for it.

• Tehanu - Tenar, now a widow facing obscurity and loneliness, rescues a badly burned girl from her abusive parents. The girl, it turns out, will be an important power in the new age dawning on Earthsea. Ged, now broken, is learning how to live with the great loss he suffered at the end of the trilogy. Tenar's struggle to protect and nurture a defenseless child and Ged's slow recovery make painful but thrilling reading.

The Dark Elf Trilogy - R.A. Salvatore

• Homeland: Travel back to strange and exotic Menzoberranzan, the vast city of the drow and homeland to Icewind Dale hero Drizzt Do'Urden. The young prince of a royal house, Drizzt grows to maturity in the vile world of his dark kin. Possessing honor beyond the scope of his unprincipled society, young Drizzt faces an inevitable dilemma. Can he live in a world that rejects integrity?

(Barnesandnoble.com)

• Exile: Hostile in ways that a surface-dweller could never know, the tunnel-mazes of the Underdark challenge all who tread there. Among these souls are Drizzt Do'Urden and his magical cat, Guenhwyvar. Exiled from his drow homeland, Drizzt must fight for a new home in the boundless labyrinth. Meanwhile, he must watch for signs of pursuit - for the dark elves are not a forgiving race.

(Amazon.com)

• Sojourn: Drizzt Do'urden has abandoned the cruel Underdark for the unknown of the surface world. But as the young warrior begins his sojourn, the family he left beneath and new enemies alike pursue him. His survival depends on gaining the trust of surface dwellers - and that challenge may be greater than any battle he could fight.

(Amazon.com)

Bright Sword of Ireland - Juilene Osborne-McKnight

Gentle, peace-loving Finnabair, daughter of the ambitious warrior queen Medb of Connacht, makes a beguiling narrator in Osborne-McKnight's third engaging historical to recast Celtic myth (after 2002's Daughter of Ireland). For years, Medb has used Finnabair as a pawn in her perpetual war games. Determined to win the prized brown bull of Ulster, the ruthless queen promises her daughter's hand to any man who kills boy warrior Cuchulainn, Ulster's legendary hero. Among the many who die in the attempt is Froech, Finnabair's beloved, one of the Others, or fairy folk. The irresistibly charming Cuchulainn himself is half Other and he is sorry to kill Froech, as he confesses to Finnabair several years later. They meet when Finnabair tries to kill herself, overwhelmed by the deaths of so many in her name and by her forced marriage to Ulster warrior Rochad. But her marriage and her meeting with Cuchulainn mark a turning point in her life. Learning to love Rochad and to forgive her mother, she brings peace to both sides, though Medb's insatiable quest for power soon causes war to break out again.

The Mists of Avalon - Marion Zimmer Bradley

Even readers who don't normally enjoy Arthurian legends will love this version, a retelling from the point of view of the women behind the throne. Morgaine (more commonly known as Morgan Le Fay) and Gwenhwyfar (a Welsh spelling of Guinevere) struggle for power, using Arthur as a way to score points and promote their respective worldviews. The Mists of Avalon's Camelot politics and intrigue take place at a time when Christianity is taking over the island-nation of Britain; Christianity vs. Faery, and God vs. Goddess are dominant themes.

(Amazon.com)

The Dragonriders of Pern Series - Anne McCaffrey

• Dragonflight - HOW CAN ONE GIRL SAVE AN ENTIRE WORLD? To the nobles who live in Benden Weyr, Lessa is nothing but a ragged kitchen girl. For most of her life she has survived by serving those who betrayed her father and took over his lands. Now the time has come for Lessa to shed her disguise—and take back her stolen birthright. But everything changes when she meets a queen dragon. The bond they share will be deep and last forever. It will protect them when, for the first time in centuries, Lessa�s world is threatened by Thread, an evil substance that falls like rain and destroys everything it touches. Dragons and their Riders once protected the planet from Thread, but there are very few of them left these days. Now brave Lessa must risk her life, and the life of her beloved dragon, to save her beautiful world. . . .

• Dragonquest - Another Turn, and the deadly silver Threads began falling again. So the bold dragonriders took to the air once more and their magnificent flying dragons swirled and swooped, belching flames that destroyed the shimmering strands before they reached the ground. But F'lar knew he had to find a better way to protect his beloved Pern, and he had to find it before the rebellious Oldtimers could breed any more dissent...before his brother F'nor would be foolhardy enough to launch another suicide mission...and before those dratted fire-lizards could stir up any more trouble!

• The White Dragon - A close bond existed between young Lord Jaxom and his white dragon, Ruth. Everyone on Pern thought Ruth was a runt that would never amount to anything. But Jaxom trained his dragon to fly, and to destroy the deadly Threads that fell from the sky.

(Barnesandnoble.com)

A Wrinkle In Time - Madeleine L'Engle

It was a dark and stormy night; Meg Murry, her small brother Charles Wallace, and her mother had come down to the kitchen for a midnight snack when they were upset by the arrival of a most disturbing stranger.
"Wild nights are my glory," the unearthly stranger told them. "I just got caught in a downdraft and blown off course. Let me sit down for a moment, and then I'll be on my way. Speaking of ways, by the way, there is such a thing as a tesseract."
A tesseract (in case the reader doesn't know) is a wrinkle in time. To tell more would rob the reader of the enjoyment of Miss L'Engle's unusual book.

(Amazon.com)

His Dark Materials Trilogy - Phillip Pullman

• The Golden Compass - Readers meet for the first time 11-year-old Lyra Belacqua, a precocious orphan growing up within the precincts of Jordan College in Oxford, England. It quickly becomes clear that Lyra's Oxford is not precisely like our own - nor is her world. In Lyra's world, everyone has a personal d�mon, a lifelong animal familiar. This is a world in which science, theology and magic are closely intertwined.

• The Subtle Knife - Readers are introduced to Will Parry, a young boy living in modern-day Oxford, England. Will is only twelve years old, but he bears the responsibilities of an adult. Following the disappearance of his explorer-father, John Parry, during an expedition in the North, Will became parent, provider and protector to his frail, confused mother. And it's in protecting her that he becomes a murderer, too: he accidentally kills a man who breaks into their home to steal valuable letters written by John Parry. After placing his mother in the care of a kind friend, Will takes those letters and sets off to discover the truth about his father.

• The Amber Spyglass - Brings the intrigue of The Golden Compass and The Subtle Knife to a heart stopping close, marking the third and final volume as the most powerful of the trilogy. Along with the return of Lyra, Will, Mrs. Coulter, Lord Asriel, Dr. Mary Malone, and Iorek Byrnison the armored bear, The Amber Spyglass introduces a host of new characters: the Mulefa, mysterious wheeled creatures with the power to see Dust; Gallivespian Lord Roke, a hand-high spy-master to Lord Asriel; and Metatron, a fierce and mighty angel. And this final volume brings startling revelations, too: the painful price Lyra must pay to walk through the land of the dead, the haunting power of Dr. Malone's amber spyglass, and the names of who will live - and who will die - for love. And all the while, war rages with the Kingdom of Heaven, a brutal battle that - in its shocking outcome - will reveal the secret of Dust.

(Barnesandnoble.com)

Escape from Arylon - Jo Whittemore

Megan and Ainsley have lived next door to each other their whole lives, but their relationship is anything but neighborly. Ainsley is the cutest, most popular guy in school, and even has a group of girls who call themselves his fan club. Outspoken and fiery, Megan is an individual who thinks Ainsley is full of himself-and she doesn't mind letting him know what she thinks. The two stumble upon a neighbor who is performing some sort of strange magic, and find themselves transported into a magical new world. Stuck together in an unfamiliar land with no escape, Megan and Ainsley encounter floating cities inhabited by magical creatures of all kinds-and find themselves pursuing a thief who has stolen a staff with magical powers. Can Megan and Ainsley work together to find the staff of power and save the kingdom, or will they find that there is no escape from Arylon?

(Barnesandnoble.com)

Impossible - Nancy Werlin

A 21st-century fairy tale based on the ballad "Scarborough Fair."

For the past five generations the women in Lucy Scarborough's family have been cursed to give birth to a girl at 17 years old then fall into madness. One difference in Lucy's case is that she has her foster family and good friend Zach to protect her. When the inevitable pregnancy happens Lucy finds her birth mother's diary and learns the secrets to breaking the curse. Now Lucy has nine months to figure out and complete three tasks. Will she do it on time and save herself and her daughter or will she be doomed to follow the women in her family into insanity?

(Amazon.com)

The Thief - Megan Whalen Turner.

"I can steal anything."

Because of his bragging - and his great skill - Gen lands in the King's prison, shackled to the wall of his cell. After months of isolation, he is released b none other than the King's scholar, the Magus, who believes he knows the site of an ancient treasure. The thief he needs for the long, dangerous journey is Gen. To the magus, Gen is just a tool. But Gen has some ideas of his own.

(Book cover)

The Wheel of Time Series - Robert Jordan

The Eye of The World - Set in a world where two kinds of magic exist, one female and the other male, the Wheel of Time series features the hero Rand. Rand is on an epic quest to unite the diverse peoples of his planet against the Dark One, who threatens to destroy their world. His quest takes him through a series of complex and well-delineated alien cultures.

(Barnesandnoble.com)

Works Cited

Bradley, Marion Zimmer. The Mists of Avalon. New York: Del Rey, 2000.

Goldschlager, Amy. "Science Fiction & Fantasy: A Genre With Many Faces." SF Site, 1997. Web. 27 Nov. 2009.

http://www.sfsite.com/columns/amy26.htm

Harry Potter and the Sorcerer's Stone. Dir. Chris Columbus. Perfs. Daniel Radcliffe, Rupert Grint, Emma Watson, Richard Harris, Alan Rickman. Warner Bros. Pictures, 2001. Film.

Harry Potter and the Chamber of Secrets. Dir. Chris Columbus. Perfs. Daniel Radcliffe, Rupert Grint, Emma Watson, Richard Harris, Alan Rickman. Warner Bros. Pictures, 2002. Film.

Harry Potter and the Prisoner of Azkaban. Dir. Alfonso Cuar�n. Perfs. Daniel Radcliffe, Rupert Grint, Emma Watson, Richard Harris, Alan Rickman. Warner Bros. Pictures, 2004. Film.

Harry Potter and the Goblet of Fire. Dir. Mike Newell. Perfs. Daniel Radcliffe, Rupert Grint, Emma Watson, Richard Harris, Alan Rickman. Warner Bros. Pictures, 2005. Film.

Harry Potter and the Order of the Phoenix. Dir. David Yates. Perfs. Daniel Radcliffe, Rupert Grint, Emma Watson, Richard Harris, Alan Rickman.Warner Bros. Pictures, 2007. Film.

Harry Potter and the Half-Blood Prince. Dir. David Yates. Perfs. Daniel Radcliffe, Rupert Grint, Emma Watson, Richard Harris, Alan Rickman.Warner Bros. Pictures, 2009. Film.

Howl's Moving Castle. Dir. Hayao Miyazaki. Buena Vista Home Entertainment, 2004. Film.

Jordan, Robert. The Eye of the World. New York: Tom Doherty Associates, LLC., 1990.

Labyrinth. Dir. Jim Henson. Perf. David Bowie, Jennifer Connelly, Toby Froud, Shelley Thompson, Natalie Finland, Shari Weiser. Henson Associates, 1986. Film.

Langdon, Matt. "The Hero�s Journey." The Hero Construction Company. Web. 30 Nov. 2009.

http://heroworkshop.wordpress.com/the-heros-journey/

Lehman, Laura. "Types of Fantasy Fiction." BellaOnline. Minerva WebWorks LLC., 2009. Web. 27 Nov. 2009.

http://www.bellaonline.com/articles/art35533.asp

Le Guin, Ursula K. A Wizard of Earthsea. New York: Bantam Books, 1975.

The Tombs of Atuan. New York: Simon Pulse, 2003.

The Farthest Shore. New York: Simon Pulse, 2001.

Tehanu. New York: Alladin Paperbacks, 2001.

L'Engle, Madaleine. A Wrinkle In Time. New York: Dell Publishing, 1962.

McCaffrey, Anne. Dragonflight. New York: Random House, 1971.

Dragonquest. New York: Del Rey, 1986.

The White Dragon. New York: Del Rey, 1986.

Nilsen, Alleen Pace and Kenneth L. Donelson. Literature for Today�s Young Adults. Boston: Pearson Custom Publishing, 2009.

Osborne-McKnight, Juilene. Bright Sword of Ireland. New York: Forge Books, 2005.

Pan's Labyrinth. Dir. Guillermo del Toro. Perf. Ivana Baquero, Sergi L�pez,

Maribel Verd�, Doug Jones, Ariadna Gil. Tequila Gang, 2007. Film.

Pirates of the Caribbean: The Curse of the Black Pearl. Dir. Gore Verbinski. Perf. Johnny Depp,

Geoffrey Rush, Orlando Bloom, Keira Knightley. Walt Disney Pictures, 2003. Film.

Pirates of the Caribbean: Dead Man's Chest. Dir. Gore Verbinski. Perf. Johnny Depp,

Geoffrey Rush, Orlando Bloom, Keira Knightley, Bill Nighy. Walt Disney Pictures, 2006. Film.

Pirates of the Caribbean: At World's End. Dir. Gore Verbinski. Perf. Johnny Depp, Geoffrey Rush, Orlando Bloom, Keira Knightley, Bill Nighy. Walt Disney Pictures, 2007. Film.

Pullman, Phillip. His Dark Materials Trilogy. New York: Random House Children's Books, 2003.

Rowling, J.K. Harry Potter and the Goblet of Fire. New York: Scholastic, 2000.

Salvatore, R.A. The Dark Elf Trilogy. New York: Wizards of the Coast, 2000.

"Teacher Guide for The Fellowship of the Ring." 2009 Houghton Mifflin Harcourt. Web. 22 Nov. 2009.

http://www.houghtonmifflinbooks.com/readers_guides/lotr/fellowring.shtml

"The Archetype of the Hero's Journey." Web English Teacher, 10 May 2009. Web. 27 Nov. 2009.

The Chronicles of Narnia: The Lion, the Witch and the Wardrobe. Andrew Adamson. Perf.

William Moseley, Anna Popplewell, Tilda Swinton, James McAvoy, Georgie Henley, Skandar Keynes. Walt Disney Pictures, 2005. Film.

The Fellowship of the Ring. Dir. Peter Jackson. Perf. Elijah Wood, Ian McKellen

Viggo Mortensen, Orlando Bloom, Christopher Lee, Ian Holm, Sean Astin, Cate Blanchett, Sean Bean, Liv Tyler, Dominic Monaghan, Billy Boyd. New Line Cinema, 2001. Film.

The Return of the King. Dir. Peter Jackson. Perf. Elijah Wood, Ian McKellen

Viggo Mortensen, Orlando Bloom, Christopher Lee, Ian Holm, Sean Astin, Cate Blanchett, Sean Bean, Liv Tyler, Dominic Monaghan, Billy Boyd. New Line Cinema, 2002. Film.

The Two Towers. Dir. Peter Jackson. Perf. Elijah Wood, Ian McKellen

Viggo Mortensen, Orlando Bloom, Christopher Lee, Ian Holm, Sean Astin, Cate Blanchett Sean Bean, Liv Tyler, Dominic Monaghan, Billy Boyd. New Line Cinema, 2002. Film.

"Tolkien's Middle-earth: Lesson Plans for Secondary School Educators." 2009 Houghton Mifflin Harcourt. Web. 22 Nov. 2009.

http://www.houghtonmifflinbooks.com/features/lordoftheringstrilogy/lessons/

Tolkien, J.R.R. The Lord of the Rings: The Fellowship of the Ring. New York: Ballantine Books, 2001.

The Lord of the Rings: The Two Towers. New York: Ballantine Books, 2001.

The Lord of the Rings: The Return of the King. New York: Ballantine Books, 2001.

The Hobbit. Boston: Houghton Mifflin Company, 2001.

Turner, Megan Whalen. Thief. New York: Puffin Books, 1998.

Watt-Evans, Lawrence. �Watt-Evans' Laws of Fantasy.� The Misenchanted Page,

originally posted 28 May 1997, latest update 12 May 2000. Web. 23 Nov. 2009.

http://www.watt-evans.com/lawsoffantasy.html

Werlin, Nancy. Impossible. New York: Speak, 2009.

Whittemore, Jo. Escape from Arylon. New York: Llewellyn Worldwide, LTD., 2006.

Yeats, William Butler. �The Stolen Child.� Poets.org. Academy of American Poets.

http://www.poets.org/viewmedia.php/prmMID/19415