YEAR 10 – Science-Fiction Study of ENDER’S GAME - JOURNEYS

WEEK and CONTENT Homework and Vocabulary AC Content Descriptors

Learning
Intention
Week 1 Introduction Activity:
Required Reading:
Explore human Orson Scott Card states: Students are required to read
experiences and Chapters 1 - 6 by Friday Reflect on, extend, endorse or
refute others’ interpretations
values reflected “children are a perpetual, self-renewing, underclass, helpless to escape from of and responses to literature
in texts. the decisions of adults until they become adults themselves.” Core vocabulary for Chapters 1 - 6: (ACELT1640 - Scootle )
assimilation, chafe, clench,
To understand “I felt like a person all along - the same person that I am today. I never felt Evaluate the social, moral and
conscript, drone, evade, ethical positions represented
family that my emotions and desires were somehow less real than an adult’s extenuating, extricate, feeble, in texts (ACELT1812 - Scootle
relationships and emotions or desires.” flotilla, fodder, grisly, lithe, lurch,
their effects. martyr, mirth, opaque, renounce, Understand how to use
- After a brief class discussion of these quotes, complete a personal response knowledge of the spelling
requisition, scrupulously, silhouette, system to spell unusual and
To understand (approximately 250 words) to the above statements, using the following supine, tactical, tousle, tumult technical words accurately,
characters and questions as guidelines: for example those based on
their motivations 1. Do you agree with both statements? Why? Why not? uncommon Greek and Latin
2. Do today’s teens feel the same way? Give examples. Students need to define the above roots (ACELA1573 - Scootle )
To relate issues words and use them in a sentence.
from the novel to - Presentation of opinions. They should also aim to incorporate
Create sustained texts,
personal these words into their chapter
including texts that combine
experience Defining Character: responses. There will be a vocab specific digital or media
- Pre-Reading Activity Handout: Imagine the future. Students can represent quiz using quizlet.com at the end of content, for imaginative,
each week. informative, or persuasive
their responses in any form they wish (written, graphic, multimodal) purposes that reflect upon
challenging and complex
1. What does a person from the not so distant future look like? What are they issues (ACELY1756 - Scootle )
wearing? How do they do their hair? What color is it? What are their shoes
like? What kind of material are their clothes made from?
 2. What about someone in the military? What do they look like? What are their
uniforms like? What are their weapons like? What is their job? Do they even
have weapons? Do they have helmets?
3. Where do these people live? Do they still live on Earth? How about on a
space station or on another planet? What does the place they live in look
like? What kind of structures are there? How does it work?
4. Now that you have a better understanding of what life might look like in the
future, write a short interpretation of what you think life would be like in the
future. What would you do? What would you do at school? How would you
live? What would your parents do? What would you do for fun? What would
being a kid be like there? Think about these questions as you begin your
response.

Chapters 1-3:
1. What attitude motivates the adults to lie to Ender?
2. Explain what it seems to mean for Ender to be born a ‘Third’. Show whether
this is a negative or positive fact to:
- his parents,
- his brother, peter,
- his sister, Valentine, and
- his classmates.
3. Was Peter Joking when he threatened Ender and valentine? Support your
answer with evidence from the novel.
4. Why is Peter’s behaviour at the end of the chapter so completely different
from the rest of the chapter?
5. How do you feel about each of these characters (Ender, Valentine, Peter)?
What did the author do to help create these feelings? Give examples.
6. What did Graff mean about evolution working against girls? (p.24)
7. Ender is leaving to learn how to fight a war, yet he takes Graff’s hand. Why
does Orson Scott Card include this action?
 8. Why did the Battle School not accept Ender’s brother Peter or Ender’s sister
Valentine? How does this relate to Ender’s own existence as a “Third?”
9. What does the author’s tone reveal about the novel’s opinions on
government control over individual lives? How does this impact the attitudes
of the Wiggins? What predictions can be made based on this tone?
Week 2 Chapters 4–6: Required reading:
Students are required to read
To understand 1. Explain the meaning of the following statement: ‘Individual human beings are Chapters 7 - 9 by Friday
the concept of tools that the others use to help us all survive.”
heroism. 2. Explain the following quote: ‘Isolate him enough that he remains creative - Core vocabulary for Chapters 7 - 9:
otherwise he’ll adopt the system here and we’ll lose him.” Your answer Understand how to use
knowledge of the spelling
To understand should include the terms: isolation, creative, adopt, lose. apex, carnage, centrifugal,
system to spell unusual and
the dynamics of 3. Did Ender mean to break the other boy’s arm? What does this incident tell us contemptuous, contingent, technical words accurately,
competitive about Ender? Is it acceptable to do despicable things for survival? Why or desiccated, dispatch, fleet, for example those based on
relationships and why not? forestall, gall, grace, haphazardly, uncommon Greek and Latin
Darwin’s theory 4. Ender worlds hard to express his feelings in private and not show hegemony, initiative, roots (ACELA1573 - Scootle )
in our own world. homesickness in front of any other person. Is it healthy for him or not? What insubordination, magnanimous,
is positive and what is negative about showing feelings? What is positive and malicious, muster, ostentatious,
To discuss the negative about not showing feelings? polyglot, raucous, stolid, sullen,
issue of bullying. 5. How did Ender beat bernard? Is this an unusual solution to his problem? vigor, wither
6. What does Ender thank Peter for teaching him? Why does Ender thank
To understand Peter? Students need to define the above
the lasting effects 7. What is the purpose of the ‘Giant’s’ Game? How should Ender evaluate his words and use them in a sentence.
other people can success at this game? Is he a murderer? They should also aim to incorporate
have on us. 8. What does the novel’s representation of “Fairyland” and the way that Ender these words into their chapter
gets to “Fairyland” in the Free Play Computer Game reveal about the author’s responses. There will be a vocab
interpretation of childhood? quiz using quizlet.com at the end of
each week.

Setting: The setting of a novel defines what can happen within the world of the story.
The setting does this by creating a reference guide for the reader about what the
 world physically looks like, what temporal space or time the world and its characters
exist in, and what types of social and psychological interactions can take
place between characters and within the world’s society. The setting constructs the
world of the novel as a place the reader can believe in.
1. PHYSICAL SETTING: Reference the text and list specific examples that reveal
where the novel takes place, and what this place is like through the senses.
2. TEMPORAL SETTING: Reference the text and list specific examples that reveal
when in time, and where in history the world of the novel takes place.
3. SOCIAL/PSYCHOLOGICAL SETTING: Reference the text and list specific
examples that reveal what kind of social interactions take place in the world
of the novel.
Week 3 Chapters 7–9: Students are required to read
1. What did Alai say to Ender? Why is the exchange between Alai and Ender so Chapters 10 - 12 by Friday
To examine the important?
idea of 2. What is the "just living" mentioned in this chapter? Is it true that Ender has Core vocabulary for Chapter 10:
‘normalcy’. never done this? What does Ender want out of life? How would you feel if
you were he?
To characterise a 3. How did Petra help Ender? How is Petra’s friendship a hindrance to Ender? acquiescence, alliteration, arcane,
good leader. archaic, camaraderie, castrate, Understand how to use
4. What does Ender learn about leadership and tactics from Bonzo? knowledge of the spelling
collation, deference, discreet,
5. Graff says, “Ender Wiggin is ten times smarter and stronger than I am.” system to spell unusual and
To understand empathy, epithet, facade, flux, technical words accurately,
how and why Explain what this quote means. incognito, inextricable, interpose, for example those based on
prejudice 6. What is significant about the quote: “So teach me.” “So learn.” invective, megalomania, uncommon Greek and Latin
develops and is 7. Why is Ender’s response to an attack so significant? nonchalance, pastoral, roots (ACELA1573 - Scootle )
sustained. 8. What did the scene with the snake and Peter’s reflection represent? pseudonym, puerile, rhetoric,
9. How does the game know? sequester, sift
To analyse various 10. Discuss the importance of the last paragraph of this chapter.
relationships. 11. There is a real battle, internally and unspoken, between Peter and Valentine. Students need to define the above
What brings Who is manipulating whom? Who really has the power? words and use them in a sentence.
people together 12. Why is Ender still angry? They should also aim to incorporate
and what tears these words into their chapter
them apart? responses. There will be a vocab
 Character: Complete a character analysis diagram for Ender, Peter and Valentine. quiz using quizlet.com at the end of
each week.

Week 4 Chapters 10-12: Students are required to read

Chapters 13 - 15 by Friday
To understand 1. What kind of leader was Ender? Why was he this kind of leader?
the human nature 2. What did Ender do to Bean, and why? Core vocabulary for Chapters 11 -
behind the 3. What does the word Salaam mean? 13:
treatment of 4. What is important about the end of this chapter? Was Ender’s reaction a
Understand how to use
those who excel. mistake by the Battle School teachers, or was it the reaction they wanted? albedo, apt, atrophy, brunt,
knowledge of the spelling
5. How does the computer know Ender so well? Does it really? chauvinist, conciliatory, system to spell unusual and
To explore the 6. Explain this quote: “Yes. That’s the worst that could happen. I can’t lose any contemptuously, corroborate, technical words accurately,
notion of trust. derisive, dirigible, disingenuous, for example those based on
games. Because if I lose any--” (page 198)
fastidious, flank, ineptitude, uncommon Greek and Latin
7. Why are the teachers pushing Ender so hard? roots (ACELA1573 - Scootle )
To discuss how 8. Discuss the importance of the last two sentences of the chapter. inertia, invulnerable, labyrinth,
motives behind leniency, reclamation, solemn,
9. “Veni vidi vici” means, “I came; I saw; I conquered.” Why is this an
actions affect the subservient, toady, treason,
appropriate chapter title?
intent and the untoward, vestigial
outcome. 10. How did Ender provoke Bonzo?
11. Who was Stilson? Why was Ender thinking of him? Students need to define the above
12. Why does Ender still expect help from the teachers? words and use them in a sentence.
13. Did you know Stilson and Bonzo were dead? Find the specific clues in this They should also aim to incorporate
chapter about the deaths. Was Ender justified? Why did they not tell him of these words into their chapter
the deaths? responses. There will be a vocab
14. At the end of Chapter Twelve “Bonzo” Colonel Anderson says “Let’s leave it at quiz using quizlet.com at the end of
this: they didn’t get him to Command School a day too soon. And maybe a each week.
couple of years too late.” He also reveals some other important information
that has been hidden from Ender for the last several years. Explain what is
about to happen to Ender and why it is about to happen. What is it that
Colonel Anderson and the other officers are expecting to happen and what is
 Ender’s role? Use evidence from the text to support your inferences and
conclusions.

Evaluate the social, moral and

ethical positions represented
Conflict: Everyday we run into conflicts. We have problems with our friends, our in texts (ACELT1812 - Scootle
parents, school, and a million other things. We have problems with ourselves. )
Significant or not, these conflicts impact who we are and develop us into the people
we are today, and the people we become. For Ender, conflicts threaten him just as
much as they strengthen him. The same happens to us. In this activity you will be
recording a conflict of each of three types, Person versus Person, Person versus Self,
and Person versus Society, that Ender endures in this section of the novel using the
omniscient third person point of view. You will then write your own narrative of
version of an experience you have had with a similar conflict of each type using the
first person point of view. (Students will need conflict handout to complete this
activity)

Week 5 Chapters 13-15:

Core vocabulary for Chapters 14 -
To examine what 15: Understand how to use
1. “Perhaps it is impossible to wear an identity without becoming what you knowledge of the spelling
makes a person
pretend to be.” Explain what this quote means. State an example of this idea. system to spell unusual and
who they are. impromptu, gluttonous, ascetic, technical words accurately,
2. Is it a natural, “good” instinct for humans to be killers? (survival of the fittest) vertigo, adept, wince, relativity, for example those based on
To use personal 3. Discuss the conversation between Ender and Valentine on the raft. What inscrutable, armada, sentient, uncommon Greek and Latin
experience to does Ender reveal about himself and his enemies? feint, catacomb, interstice, coddle, roots (ACELA1573 - Scootle )
examine societal 4. Discuss Valentine’s conflicting thoughts about her brothers. How have Peter irony, reprisal, prostrate,
roles. and Ender’s roles shifted? How does Valentine feel about each? provocateur, intelligentsia,
5. Discuss Graff’s statements about why the war with the Buggers was demagogue, maraud, littoral,
To discuss this inevitable. concave, itinerant, errant
significance and 6. What disturbs Ender about Eros? How does Ender figure out the truth about
dangers of Eros?
technology 7. Describe how Mazer is going to be the only teacher Ender has ever had? Students need to define the above
8. Why had Mazer been dishonest with Ender? Do you think Ender could have words and use them in a sentence.
handled the truth? They should also aim to incorporate
To examine the 9. Have they pushed the children too far? Was it worth it? these words into their chapter
phrase: ‘The ends 10. Is genocide, or in the case of Ender's Game where an entire alien race is responses. There will be a vocab
justify the annihilated, xenocide, ever justified? Was the xenocide of the Buggers quiz using quizlet.com at the end of
means.’ inevitable? Why? each week.
11. Valentine said, “Nobody controls his own life, Ender. The best you can do is
choose to fill the roles given to you by good people, by people who love you.”
After what has happened in Ender’s life, what would he think of this
statement?
12. Ender listens to the evidence about the deaths of Stilson and Bonzo. What is
Ender’s opinion about the deaths?
13. Why did Valentine make sure that Ender could never return to earth?
14. What is ironic about Valentine’s statement about Peter saving millions of
lives?
15. What knowledge did Ender gain that enabled him to write The Hive-Queen?
Give specific details.
16. Why does Ender publish the book using the pseudonym “Speaker for the
Dead” and not his own name?

Possible Themes:
● Childhood and Growing Up:
- The degradation of children by society
- The relationship between children and adults
- Ignorance is bliss
● Empathy and Alienation:
- Creativity and genius comes from getting outside our comfort zones.
● Leadership:
- Lack of communication leads to problems. Evaluate the social, moral and
ethical positions represented
- People dislike those who excel
in texts (ACELT1812 - Scootle
- Heroes come in all sizes )
● Morality and Survival:
- Human nature is to destroy that which we do not understand.
- Survival of the fittest
 ● Control, Manipulation and Authority:
Identify and analyse implicit
- The enemy is the only real teacher or explicit values, beliefs and
- There is logic behind censorship assumptions in texts and how
these are influenced by
purposes and likely audiences
Activity: In groups brainstorm as much as you can about how the novel comments on (ACELY1752 - Scootle )
your particular theme and find evidence to support your opinions.

Symbols:

● The Hive-Queen Pupa

● The Battleroom
● The Mirror
● The Giant
Review, edit and refine
students’ own and others’
texts for control of content,
Activity: In pairs analyse the symbolism of each of the above symbols. What message organisation, sentence
is Card trying to convey through these symbols? structure, vocabulary, and/or
visual features to achieve
particular purposes and
effects (ACELY1757 - Scootle
)
6 Intensive Focus on Creative Writing and Drafting Create sustained texts,
including texts that combine
specific digital or media
content, for imaginative,
informative, or persuasive
purposes that reflect upon
challenging and complex
issues (ACELY1756 - Scootle )