Comprehension

Strategy
Activity Standard
Activate Prior
Knowledge
Students will complete an entrance ticket quick write for the essential questions: What does it mean to be
human? Students will quick write and then SuHuPu (Stand Up, Hand Up, Pair Up with a partner) their
responses to the questions using active listening skills (eye contact, body language/listen & speak).
W.8.10
SL.8.1
SL.8.4
Categorize Students will explore the question: What are the characteristics of science fiction? Students will watch film
clips from I-Robot and The Matrix and complete a Science Fiction Characteristics graphic organizer. Students
will explore the following ideas: 1) Science fiction is often based on scientific principles and technology. 2)
Science fiction may make predictions about life in the future.3) Science fiction often deals with aliens or with
life on other worlds. 4) Science fiction can comment on important issues in society. Film clips: The Matrix
(Morpheus Proposal 25:10 29:50, The Real World 38:39 45:00, Gatekeepers 56:30 59:15) and I
Robot (3:33 4:17, 5:46 6:36, 22:57-24:00, 108:19 110:13, 117:20 120:00, 143:22 144:55).
RL.8.3
RL.8.7
Optional

Organize In class novel group, students will create a Reading and Discussion Calendar for the novel. SL.8.1
Question

Focusing on setting, plot and character clues (what do characters do, say, think), students will annotate their
assigned reading for: questions, clarification, new vocabulary, authors craft, connections, evaluate. What do
you think the theme is and why?
W.8.9

Making
Connections

Students will keep a Readers Response Log and will complete a brief chapter summary (answer the
questions: who, what, where, when and why) as they complete their reading assignments keeping track of
interesting/difficult vocabulary, questions/insights focused on characters, setting and plot.
RL.8.1
RL.8.2
W.8.9
Visualize
Define
Illustrate
Students will explore vocabulary through the Frayer Model graphic organizer for both academic and text
specific vocabulary. Students may choose chapter vocabulary or the teacher may select or a combination of
the two. Students will define the word, look at what the word is and isnt and give examples of the vocabulary
word or may use illustrations.
Academic: inferences, analysis, explicit, summary, characters, setting, plot, theme, development, course,
literary work, writing transitions
Chapters 1-5: malleable, rescind, vengeance, supine, peripheral, vivisect, mirth, commiserated, extenuating,
noncompliant, assimilation, lithe, deftly, oust chafed (http://quizlet.com/3332158/enders-game-vocabulary-
chapters-1-5-flash-cards/)
L.8.4
L.8.5
L.8.6
Analyze Students will complete close reading with a focus on verb tense on pages 31-32. Students will look at verb
tense and it is use by the author. Highlight verbs within the text. What do you notice about these
verbs? Present/Past tense? Is there a pattern? Why do you think the author chose to use verb tense in this
L.8.3
way? What do we know about the character of Ender (what he does, says, and thinks), setting and plot
(inciting incident)? Suggested Activity: Students may select a short paragraph from pages 31-32 and rewrite
changing verb tense from active/passive or tense. How do these changes impact the text and its
meaning? Students will use a Citing Text Evidence graphic organizer to document text evidence based on the
question: What do we know about the character of Ender? Find evidence that gives clues to who Ender is.
Cite Evidence Students will complete one blog post each week at http://kidsblog.org using evidence from the text to support
their answers to the posted questions.
Suggested Posts: What will the world be like in the future? Artists, authors and scientists have imagined in
the future in many ways. What do you think the world of the future will look like? Will it be Ender's World or
something else?
RL.8.1
RL.8.2
SL.8.1
SL.8.4
Compare &
Contrast
Paired Text Reading: News Article: NASA mission discovers 3 potentially life-sustaining planets
(https://newsela.com/articles/nasa-planets/id/103/). How is this news article the same/different from Enders
Game?
RL.8.5
W.8.
Analyze Socratic Seminar: Students will come prepared having completed the assigned reading and thin/thick
questions (on post-its/index cards) to share in the discussion group. The discussion, focused on characters,
setting, plot and theme, will begin with a Fishbowl Model (inside circle/outside circle). Explain using evidence
from the text and your own ideas (explicit/inference). Students on the inside will share one question and
answer/respond to a question before switching with the outside circle. Students on the outside circle will use
either Fishbowl Observation Form or Fishbowl Recording Form to track/observe their partners behaviors.
RL.8.1
RL.8.2
SL.8.1
SL.8.
SL.8.6
Organize
Write
Exploring the writing process: Students will review the Informative/Explanatory Rubric as they begin pre-
writing to the question - What does it mean to be human? Based on your brainstorming, what information or
questions do you have? What resources will you need to help you answer this question?
W.8.2
W.8.4
L.8.2
SL.8.4
Highlighted items can be found on the Resources page