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Ender's Game
High School 1: Concept 2 - Semester 2: Unit 1

In this unit, you will read Ender's Game by Orson Scott Card and explore the literary genre of science fiction. You will learn more about literary devices such as flashback, point of view, subplot, and internal and external conflict. For your final project, you will choose three small projects that allow you to explore certain areas of the story more closely. This could involve sketching a storyboard, writing additions to the novel, solving puzzles, or learning more about history.
 
 

Prerequisites

  • Able to read books and texts at a high school reading level
  • Experience writing a five-paragraph essay
  • Usually used by students in the 9th or 10th grade
  • Familiar with the conventions of poetry and short stories
  • Able to understand, interpret, and apply figurative language techniques in reading and writing
  • Some basic experience with creative writing

Table of Contents

  • Lesson 1: Born to Genius
  • Lesson 2: We're People, Not Thirds
  • Lesson 3: Science Fiction
  • Lesson 4: Divergence
  • Lesson 5: Movement and Time
  • Lesson 6: Performance Is Personal
  • Lesson 7: Leaders Motivate
  • Lesson 8: Flies and Self-Loathing
  • Lesson 9: Conflict Within and Without
  • Lesson 10: View from Valentine
  • Lesson 11: Thud, Whump, Huut
  • Lesson 12: Campbell's Comparisons
  • Lesson 13: The Enemy's Gate Is Down
  • Final Project: Think-Tac-Toe (4 Days)

Summary of Skills

Moving Beyond the Page is based on state and national standards. These standards are covered in this unit.
  • Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. (Language Arts)
  • Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. (Language Arts)
  • Analyze how the author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). (Language Arts)
  • Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). (Language Arts)
  • Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. (Language Arts)
  • Assess how point of view or purpose shapes the content and style of a text. (Language Arts)
  • Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (Language Arts)
  • Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (Language Arts)
  • Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (Language Arts)
  • Read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. (Language Arts)
  • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (Language Arts)
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