Comprehension

Strategies
Activity Standard
Question Focusing on setting, plot and character clues (what do characters do, say, think), students will continue to
annotate their assigned reading for: questions, clarification, new vocabulary, strong writing, connections,
evaluate. What do you think the theme is and why?
W.8.9
Clarify In small novel groups, each student continues to create an individual chapter comic strip/animation summary using
http://www.makebeliefscomix.com/Comix/ and/or http://www.dvolver.com/moviemaker/make.html and/or
www.telligami.com. Students will share their summaries in a weekly oral presentation (using speaking skills
voice, body language, eye contact). All summaries can be collected to create a graphic novel version of the text or
an animated movie of the story.
RL.8.1
RL.8.2
W.8.9
W.8.10
SL.8.1
Cite Evidence Students will complete one blog post each week at kidsblog.org using evidence from the text to support their
answers to the posted questions. Suggested Posts: What is empathy? Why is it important? How do Peter,
Valentine and Ender display the character trait of empathy in Ender's Game? Use evidence from the text and your
own ideas to support your answer. (Note for teacher: Every aspect of the novel revolves around a nuanced
exploration of what empathy really is and why it matters. From Peters use of empathy as a weapon, to Valentines
uncontrollable sympathy for those around her, to Enders devastating tension between the two. This is a novel for
those who think and feel too deeply.)
SL.8.4
SL.8.1
RL.8.1
Define
Illustrate
Visualize
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 10-15: initiative, paltry, empathic, tedious, disingenuous, chauvinist, fastidious, lenient, apt, subservient,
ascetic, contemptuously, protocol, preemptive, apathy, petulant, cynical (http://quizlet.com/3560077/enders-game-
chapter-11-15-flash-cards/)
L.8.4
L.8.5
L.8.6
Cite Evidence Literature Circle: 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 will be organized using talking chips (each
student will receive 2 chips (one for question/response). As the students ask/answer, they will throw their chip into
the middle. Each student must use both chips. If you have used your chips, you must listen.) Students discuss:
RL.8.1
RL.8.2
SL.8.1
SL.8.4
How are Enders Game, Visiting Planet Earth and Human alike/different? Explain using evidence from the text and
your own ideas (explicit/inference).
SL.8.6

Create &
Synthesize
Students will continue to work on their performance task to be completed by week 4. Students should be working
toward completion on a weekly basis.
RL.8.5

Compare &
Contrast
Students will listen to and read the lyrics to Human by The Killers. This text will become the mentor text for the
informational/explanatory essay as well as - what is the theme? Teacher uses Think Aloud for what do lyrics tell
me about theme. How is this song the same/different from Enders Game?
RL.8.5
W.8.8

Plan
Write
Teacher will return to Visiting Planet Earth short story to model: How do I write a conclusion for my theme essay
on Visiting Planet Earth.
W.8.2

Write & Revise Exploring the writing process: Students will complete and receive feedback on their body paragraphs. Students
will explore the tools of creating a strong closing and try out several quick write closings. Students will begin
drafting their closing.
W.8.2
W.8.5
W.8.8
L.8.2
SL.8.4
Highlighted items can be found on the Resources page