The Twilight Zone, “To Serve Man”

Season 3, Episode 24
Lesson Materials
Contents
Day One
1. Day One teaching directions.
2. Thoughts to Ponder writing activity.
3. Guided Informational Reading handout and link to
NBC News article (not included due to copyright
laws).
4. Answer key.
5. Words in Context mini-lesson questions.
6. Answer key for students with vocabulary related to
“To Serve Man.”
7. Journal prompt (in handout form in case that’s more
handy for you). Fit the journal entry in wherever it
best works in your daily schedule.
8. Day One closing Question.

Day Two
1. Day Two teaching directions.
2. Universal Messages handout to use to focus thinking
as students watch the video.
3. Rod Serling’s closing narration reflection.
4. Follow-Up lesson: The Idiom.
5. Post-Viewing Enrichment ideas.

© TMT
The Twilight Zone, “To Serve Man”
Season 3, Episode 24
Day One of a Two-Three Day Lesson Plan
Teaching Directions

1) Thoughts to Ponder Questions & Discussion (15 min.). Begin the first day in
one of two ways: (1) initiate a short discussion by asking question number
one, let kids discuss (whole or small group) and, a few minutes later, pass
out this questionnaire (Thoughts to Ponder). (2) Or, students write first,
then discuss. There are pros to either, so decide which approach would
lead to higher-level thinking for your class.

2) Informational Reading. After writing and discussing, students’ interest in

the topic should be peaked. Next comes the informational reading part
of the lesson – NBC News article “To Be or Not To Be Signaling the Aliens:
That is the Question for SETI.” As students read, they use the Guided
Reading handout to lead them through the key information. An answer
key is provided. If you have another article or short video you’d prefer
using, that’s great too. The point is that an informational piece such as
this works well before viewing the episode inasmuch as it adds more
believability to the plot and, having their interest piqued makes for a
great time to practice informational reading skills.

3) Vocabulary in Context. Thirdly, explain that there may be some words

they are unfamiliar with in the episode. If they don’t know a word and
don’t have the chance to get the definition, they can infer the
approximate meaning by thinking through the context (surrounding
circumstances) of the story. Specifically think about the plot, setting, and
conflict and what was said before and after the word or phrase to come
up with an inferred “best-guess” meaning. Point this out so they are
cognizant of their thinking process. The Vocabulary in Context M.C.
“Quiz,” focuses them on how contextual thinking works. A key is provided
in this packet. Learning target: practice the skill of using context clues.
Finish by passing out the answer key and definitions. This provides
immediate feedback plus helps familiarize students with the terms they’ll
hear in the episode.

© Teaching & Motivating Teens

Teaching Directions, continued
4. Last, end today’s lesson with the question below. If you have some
wall, bulletin board, “parking lot” space available, you might want
students to answer the questions on a sticky note and place them on
the wall as they exit. If not, perhaps use an index card, their journal,
have them orally answer the question with a partner, or use the slips of
paper I have provided you (simply copy, cut, hand out).

And be sure to remind them they they’ll be going into The Twilight Zone
tomorrow, so start thinking accordingly – considering the human
condition, thinking about good scary stories, etc. When they do come in
the next day, they will be so pumped for their Twilight Zone experience.
Just sayin.’  They’ll be eager to learn.

Question

Imagine you have the chance to help decide what specific

communication will next be sent out into space in search of
intelligent life in the universe. Take a couple of minutes to
think what not only would best represent our planet and its
inhabitants, but also how you think we should present our
world to another species. You may list up to three things.

__________________________________________________
__________________________________________________
__________________________________________________

If you have time, you might allow small group

discussion of this before they answer. If so, tell them
not to write their answers until you give the signal.

© Teaching & Motivating Teens

Thoughts to Ponder
Name: _________________________

1) Do you think there is life on other planets? _____________

Why or why not?

2) If there is life on another planet, describe possible forms it might take.

(Famous astronomer Carl Sagan postulated gas.)

3) Would another lifeform be more or less intelligent than humans?

What leads you to think that?

4) If possible, what are ways they could communicate with one

another?

5) What effect would it have on people’s view of the world if we

discovered intelligent life on another planet?

© TMT
 Due to copyright law, a copy of NBC’s article cannot
be included in this package. Instead, a hyperlink has
been placed on the Guided Reading handout itself, so
that you can quickly and easily find and copy it from
the internet.

Here
“To Be it
orisNot
again, forSignaling
To Be your convenience:
the aliens: That is the
Question for SETI,” byAlan Boyle, NBC News, February 13,
205,
http://www.nbcnews.com/science/space/be-or-not-
be-signaling-aliens-question-seti-n305546

© Teaching & Motivating Teens

Guided Informat ional Reading
Name: ____________________________ Date: _______________ Period: _____

“To Be or Not To Be Signaling the aliens: That is the Question for SETI,” byAlan
Boyle, NBC News, February 13, 205,
http://www.nbcnews.com/science/space/be-or-not-be-signaling-aliens-
question-seti-n305546

Read the article and underline the information you find most important. The questions
below occur in the same order as does the article. Read each question and let it lead
you through the article as you find the answers.

1. SETI stands for: ______________________________________________

2. What have SETI scientists been focusing on for the last 50 years?

3. An argument is described at the beginning of this article. Summarize the

position (opinion, proposal) of each side.

Position One Position Two

4. What is the world-renown scientist Stephen Hawking’s position on this

argument?

5. What is his reasoning behind this opinion?

6. State your opinion on the topic, and support it with logical reasoning.

© TMT
Guided Informat ional Reading, cont inued
7. List two of the many signals that humankind has sent out into space over
the years.

8. This argument has been ongoing for years. What is different this time?
What is it that Brin and other scientists wish to do?

Have Extra Time? If so, sketch a quick picture depicting

what a lifeform from another planet might look like.

© TMT
Guided Informat ional Reading Answer
Key
Name: ____________________________ Date: _______________ Period: _____

“To Be or Not To Be Signaling the aliens: That is the Question for SETI,” byAlan
Boyle, NBC News, February 13, 205,
http://www.nbcnews.com/science/space/be-or-not-be-signaling-aliens-
question-seti-n305546

Read the article and underline the information you find most important. The questions
below occur in the same order as does the article. Read each question and let it lead
you through the article as you find the answers.

Search for Extraterrestrial Intelligence

1. SETI stands for: ______________________________________________

2. What have SETI scientists been focusing on for the last 50 years?
Listening for signals from extraterrestrial life, with no success.
3. An argument is described at the beginning of this article. Summarize the
position (opinion, proposal) of each side.

Position One Position Two

It's time for a sustained effort to send Sending out such signals may draw
signals out to extraterrestrial attention from something dangerous;
civilizations. we should not do it.

4. What is the world-renown scientist Stephen Hawking’s position on this

argument?
Hawking stated that it’s a bad idea, in his opinion.
5. What is his reasoning behind this opinion?
He thinks that it would likely draw attention to the wrong kind of alien
(as those found in sci fi movies.) He thinks it’s better to lie low.
6. State your opinion on the topic, and support it with logical reasoning.
Answers will differ, students should provide clear and logical reasoning
for their opinions

© TMT
Guided Informat ional Reading, cont inued
7. List two of the many signals that humankind has sent out into space over
the years.

Beatles music, whale songs, Craigslist posts, I Love Lucy, and other TV shows.

8. This argument has been ongoing for years. What is different this time?
What is it that Brin and other scientists wish to do?

Take the argument public and get the opinions of the general populace,
and the decision based on a worldwide consensus.

© TMT
 Here’s a tip for answering multiple choice questions that require you to use
context clues: After reading the statement and the answer options, read the
sentence again, but this time substitute the bolded word for each option. This
process helps bring out the situational context of each statement.

Understanding Words in Context Name: _______________________

Directions: Determine the meaning of bolded/underlined words based on the context of the
sentences below.

1. Congratulations on your engagement. I hope felicity and prosperity come your way.
a. happiness
b. tolerance
c. boredom This is my best inference because the context of
d. hard work the statement is __________________.
2. Carrie has a fervent belief that her team will win the championship game.
a. sad
b. whining
c. questioning This is my best inference because the context of
d. intense the statement is __________________.
3. College is so expensive, I’m going to need a benefactor to afford my tuition.
a. factory worker
b. someone who helps others
c. an extremely obese service dog This is my best inference because the context of
d. a professor the statement is __________________.

4. Would you help me decipher the meaning of this message that is written in German?
a. publish
b. dictionary or thesaurus
c. work with math This is my best inference because the context of
d. determine or understand the statement is __________________.

5. Abraham underwent a slow, strange metamorphosis as he worked for the odd

scientist.
a. home renovation
b. electrocution
c. a complete change in form This is my best inference because the context of
d. turning into an insect the statement is __________________.

© TMT
Key: Understanding Words in Context
1. A Which word meaning are you most
2. D likely to remember and why?
3. B _____________________________
4. D _____________________________
5. C

Vocabulary for Episode

Felicity – happiness.
Fervent – showing great intensity of feeling.
Benefactor - a person who helps another person, or institution.
Decipher – to discover the meaning of something.
Hydrogen – a gas that combines with oxygen to create water.
Metamorphosis – a complete change in form or structure.

Clip here

Key: Understanding Words in Context

1. A Which word meaning are you most
2. D likely to remember and why?
3. B _____________________________
4. D _____________________________
5. C

Vocabulary for Episode

Felicity – happiness.
Fervent – showing great intensity of feeling.
Benefactor - a person who helps another person, or institution.
Decipher – to discover the meaning of something.
Hydrogen – a gas that combines with oxygen to create water.
Metamorphosis – a complete change in form or structure.
© TMT
Journal Prompt
To quote cultural writer Brenda Foley, “Every civilization tells stories about the
unseen world, and the poor fools who stumble unknowingly into it. The Twilight
Zone, from the first lines of that incredible opening voice over, drops you right
into that idea.

‘You are travelling through another dimension,’ Mr. Serling intones, ‘a

dimension not only of sight and sound but of mind.’

The idea that any back road or alley way may lead to something extraordinary
and unbelievable. The idea that anyone who passes you on the street has a
story to tell. The sense that the world is thin, and filled with windows, and the
slightest pressure could make those windows break, and let something
through.” http://whatculture.com/tv/why-the-twilight-zone-matters

Think about a story (you are familiar with through a book, short story, movie,
etc. that fits the description above). Explain ways in which this piece conjured
up some of these same thoughts.

Title of Episode: ________________________________________

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Question Name: ________________________
Imagine you have the chance to help decide what specific
communication will next be sent out into space in search of
intelligent life in the universe. Take a couple of minutes to think what
not only would best represent our planet and its inhabitants, but
also how you think we should present our world to another species.
You may list up to three things.

__________________________________________________
__________________________________________________
__________________________________________________

Question Name: ________________________

Imagine you have the chance to help decide what specific
communication will next be sent out into space in search of
intelligent life in the universe. Take a couple of minutes to think what
not only would best represent our planet and its inhabitants, but
also how you think we should present our world to another species.
You may list up to three things.

__________________________________________________
__________________________________________________
__________________________________________________

Question Name: ________________________

Imagine you have the chance to help decide what specific

communication will next be sent out into space in search of
intelligent life in the universe. Take a couple of minutes to think what
not only would best represent our planet and its inhabitants, but
also how you think we should present our world to another species.
You may list up to three things.

__________________________________________________
__________________________________________________
__________________________________________________
The Twilight Zone, “To Serve Man”
Season 3, Episode 24
Teaching Directions
Day Two
1) Set Up and Prepare Class to View the episode. Having a procedure for
studying videos is a helpful tool for both classroom management and
for maximizing learning. I usually remind students of the procedures
and use the analogy that following a video takes as much
concentration as reading a text book. I expect quiet, respectful
attention, and students are rewarded by the process itself. We also
have a rule of “no spoilers,” for anyone who may have seen something
before.

2) Begin to begin the lesson. As students walk in, they should pick up a
Universal Messages handout. We take our video-viewing positions and
are ready on, or soon after, the bell. The excitement is pretty high at
this point. The Twilight Zone is a regular for us (about once per month),
and kids really look forward to it. To increase the suspense, they never
know which episode we are scheduled to watch until it starts to play.

3) Begin the lesson. Take just a couple of moments to begin with a

teachable moment by explaining how the concept of “suspension of
disbelief” is a key ingredient in fiction and functions as a give-and-take
between the author and the audience. Per Dictionary.com - a
willingness to suspend one's critical faculties and believe the
unbelievable; sacrifice of realism and logic for the sake of enjoyment.
Word Origin - coined by Samuel Taylor Coleridge. The special effects,
etc. of this particular episode are typical of the 1950s. Without giving
any specific information away (no spoilers!), make kids aware that
they’ll have to intentionally suspend their disbelief in terms of the
technology and equipment available in the time period, so they can
truly see the messages and commentary about humankind and our
place in the universe. That process takes us less than two minutes.
Everyone is quiet. We hit “play.” The drama begins.

4) Ask students to fill out the Universal Messages paper as the video plays.
After the episode, discuss their impressions of themes, their reasoning,
etc.
© TMT
This packet contains a good three days’ worth of teaching material. I
have provided suggestions for pacing, but ultimately decide what
works best for you.

You clearly will not have time on the same day you watch the episode
to have a full class discussion, complete and share Universal Messages,
and to complete the closing narration writing prompt. You may want to
devote the next class period to finishing this – or whatever works best for
you.
Universal Message from The Twilight Zone ____________________

As you watch this episode of The Twilight Zone, look for the writer’s message
(theme) about humankind, the nature of our existence, and our place in the
universe. Look for universal symbolism – how any one character, setting, part
of the story could represent other possibilities in our world. Be ready to share.
Title of episode: “_______________________________________”
Message:
___________________________________________________________
___________________________________________________________
___________________________________________________________
Evidence from the episode:
___________________________________________________________
___________________________________________________________
___________________________________________________________

Universal Message from The Twilight Zone ____________________

As you watch this episode of The Twilight Zone, look for the writer’s message (theme) about
humankind, the nature of our existence, and our place in the universe. Look for universal
symbolism – how any one character, setting, part of the story could represent other
possibilities in our world. Be ready to share.
Title of episode: “_______________________________________”
Message:
___________________________________________________________
___________________________________________________________
___________________________________________________________
Evidence from the episode:
___________________________________________________________
___________________________________________________________
___________________________________________________________
Rod Serling’s closing narration:
“The recollections of one Michael Chambers with appropriate flashbacks and soliloquy. Or
more simply stated, the evolution of man. The cycle of going from dust to dessert. The
metamorphosis from being the ruler of a planet to an ingredient in someone's soup. It's
tonight's bill of fare on The Twilight Zone.”

Closing Activity: Choose one of the last three sentences in Rod Serling’s closing narration.
Presuming that he’s speaking metaphorically, explain in common everyday prose what he
means by those words. What is his message about humankind and our place in the universe?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Name: ________________________ Date: _____________________

The two main genres of literature are poetry and prose.

Rod Serling’s closing narration:

“The recollections of one Michael Chambers with appropriate flashbacks and soliloquy. Or
more simply stated, the evolution of man. The cycle of going from dust to dessert. The
metamorphosis from being the ruler of a planet to an ingredient in someone's soup. It's
tonight's bill of fare on The Twilight Zone.”

Closing Activity: Choose one of the last three sentences in Rod Serling’s closing narration.
Presuming that he’s speaking metaphorically, explain in common everyday prose what he
means by those words. What is his message about humankind and our place in the universe?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Name: ________________________ Date: _____________________

The two main genres of literature are poetry and prose.

The Twilight Zone, “To Serve Man”
Season 3, Episode 24

Follow-Up Lesson Teacher’s Directions: The Idiom

“To Serve Man” provides a good segue into practice with idioms. Following is a
quick activity to do a day or two after your students have watched the episode.

(1) Ask students if they noticed anything odd about the way the main
character, Mr. Chambers, spoke. Ask them to focus on facts, rather
than merely their opinions. Let them briefly discuss and see what they
come up with.
(2) If needed before the viewing activity, remind students that an “idiom”
is an expression that is not meant to be taken literally. Instead, this
figurative expression has a commonly understood meaning for same
language speakers. You may want to take a few minutes and have
students see how many they can come up with – either as a whole or
a small group. “Lend me a hand,” “she kicked the bucket,” “barking
up the wrong tree,” and “break a leg” are examples of commonly
used idioms.
(3) Once you’re sure they get the point that throughout this episode, the
main character and Serling, as narrator, speak indulgently in idioms,
you’ll be ready to play a clip. Some specific include “to shake hands
figuratively,” “they descended upon us like locusts,” “this is going to be
a Garden of Eden,” “a Christopher Columbus” (both also, of course,
allusions).
(4) As you play a short clip of the piece, ask students to write down as
many idioms they hear as they notice them. The first three minutes
exactly provide several. You may continue ahead three more minutes
into the piece and stop after Serling’s opening narration. Or try any
random segment and see what they come up with.

© Teaching & Motivating Teens

The Twilight Zone, “To Serve Man”
Season 3, Episode 24
Ideas for Enrichment Activities

1. The Simpsons parodied this episode of The Twilight Zone in the first
installment of Treehouse of Horror in a piece called “Hungry are the
Damned.” There is a nice ironic twist at the end, in true Twilight Zone
fashion. Here is a link to The Simpsons Wiki, for further details. Check
online for details about purchasing or renting this episode; as of
September 2016, it is available on Amazon’s instant streaming.
https://www.amazon.com/Treehouse-of-
Horror/dp/B002TIY3D6/ref=sr_1_1?ie=UTF8&qid=1473994967&sr=8-
1&keywords=hungry+are+the+damned

Discuss the concept of parody and how viewing this vignette from
Treehouse of Horror added meaning to the original theme.

2. Enrichment Activity: Did You Know about NASA’s Interactives Page?

Have some computer time available and want to follow up this TZ
experience with a cross-curricular Science-ELA interactive? Or perhaps
you have a few students you’d like to provide an enrichment for?

NASA has a page of interactives with beautiful graphics and interesting

reading. Featured are several top stories to choose from, news, and
featured images. I recently found this online treasure, and confess that I
have spent a bit of time working through the activities myself. 

Easily understandable for middle and high school students, while not too
elementary for them.

http://planetquest.jpl.nasa.gov/interactives

© Teaching & Motivating Teens

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