The font changes in the book because they are showing a different area in the book. Most of the time the book follows Ender and this has one set font, the font changes when Colonel Graff and Major Anderson are talking privately. The font also changes when the character is reading or emphasising a piece of text. The font also changes when there is a subheading or a given. The font change is a classic way of highlighting a special or important phrase that is being said the font is changed for this so it catches your attention.
In Enders Game the font changes repeatedly at the beginning of each chapter. The reason for this is because in Enders Game there is a secret plot behind the regular plot of Ender Wiggin. This secret plot follows Major Anderson and Colonel Graff who are watching Ender in the background. The reason for this font change is to show different scenes in the book. Font. change also occurs when someone is emphasising a word or they are referencing someone else.
1 key event Ender has the monitor removed
2 key event Ender beats up bully Stilson
3 key event very big argument with PETER threatens to kill him,
4 key event Graff comes and tells him that he passed his test and got in to the battle school
5 key event breaks Bernard’s arm
6 key event he arrives the battle school
7 key event he beats the older children at the games and becomes someone the launchies and old ones hate
8 key event first time he goes into the battle room
9 key event becomes Alai’s friend
10 key event he embarrasses Bernard by ridiculing him about computers
11 key event he moves up to salamander army and gets bullied
13 key event gets targeted by Bonzo and gets told to work separately from them
14 key event Bonzo tells him to do nothing it battles and still does it and gets hit by Bonzo
15 key event Petra trains him
17 key event moves to rat army
18 key event then he starts training launchies
19 key events then he wins the giant drink
20 key event valatine and peter plot to take over the world and by blogging
20 key event then he gets his own army and becomes friends with bean
21 key event his army keeps on winning and graff tries to make it as hard and as unfair as he can for them
22 key event Bonzo tries to beat him
23 key event he kills Bonzo
24 key event he moves to command school
25 key event he trains with Mazer Rackham
26 key event he thinks he’s going into a practice battle but he is actually in the real thing
27 key event then he goes to the buggers world with Valentine
quote 1 from Graff ” i wont take him without letting you speak to him again.
quote 2 from Dink Meeker ( Ender’s toon leader) as much authority as you let them have the more you obey them the more power they have over you.”
quote 3 from Mazer Rackham ” do you have to let enemy know you have won.
Explain what mad made Valentine’s and Peter’s relationship so strong after Ender left.
The first main theme is treat others as you would like to be treated. On Earth, Ender has a special connection to his sister Valentine, however his brother Peter is cruel to him and bullies him because of Ender’s monitor, he also is bullied by a boy called Stilson. One day at school, Ender was confronted by Stilson and his gang, but Ender had had enough and Stilson ended up dead, Ender didn’t know this. The next day, Colonel Graff came knocking at his door and took him to Battle School.
The second main theme is when you look hard enough you will find people who care. At battle School, Ender has a hard time and meets lots of different people, with many different personalities. For example, Bonzo, a character who deeply hates Ender, but even deeper admired him. But their relationship was ruined when Ender brutally ended Bonzo’s life. He also met a boy called Alai, who loves Ender and was deeply upset when Ender moved army. He was also manipulated by teachers, who turned everyone against him. Then at 9 years old Ender was transferred to Command School.
The final main theme is let people be people and do not manipulate people into doing something wrong. At Command School, Ender wasn’t allowed to see other pupils there, he had altered schedules to keep him away from others. He was told he was using a simulator, but little did he know, he was actually being manipulated into leading the third invasion. Against the Buggers. He won, he felt like he had lost but according to the IF he had won. He had killed all the Buggers. Afterwards, he left, to live on the Bugger’s world, he found a Bugger queen and set out on a journey, to find a place for her to live and breed.
These are the main themes, in Ender’s Game, by Orson Scott Card.
In the future, the world has been twice attacked by aliens called Buggers, and humanity almost perished. To prepare for the next battle, the world unites around the cause of collecting and training military geniuses from early childhood. their one goal in life is to be the leaders of the army that defends Earth from the “Third Invasion.”
Ender is one of those children. Andrew Wiggin’s very birth was government-mandated – most families are allowed only two children, but the government requisitioned his birth. After a short six years of torment from his genius older brother Peter, and love from his genius older sister Valentine, Ender is recruited into the army after passing tests, and quickly rises to the top of the talent pool. Loved or hated by other students at Battle School, Ender is isolated by excellence in the games that the students play, and by the teachers’ treatment of his excellence. The adults do not give him the chance to settle in and find a peer group – they push him with such urgency that they are willing to break the entire Battle School system down.
Colonel Graff, the one who found and groomed Ender, runs Battle School and risks his reputation, and humanity’s existence, on his vehement belief that Ender is the one who can defeat the Buggers.
Battle School consists of games – there is a Fantasy Game, a game room (like an arcade), and the battleroom, where war games are played in zero gravity. The battleroom plays a central role in Battle School, and students often get so caught up in the game that they seldom realize that they’re at the school to defeat the Buggers. One such student, Bonzo Madrid, comes to hate Ender, and Bonzo plans to kill him. Ender’s excellence shines through in battle after battle, despite being given a green army and the most intense schedule ever given an army. Bonzo’s rage turns murderous, and they fight in the showers. Once again, Ender’s penchant for breaking the rules to win, and win completely, leads him to kill Bonzo in self-defense.
Ender’s only respite in life is the thought of Valentine, his compassionate older sister, who defended Ender against the vicious Peter. However, on Earth, Valentine and Peter are now working together to use their collective genius and drive world affairs. Peter does this with the dream of world domination in mind, and Valentine does this reluctantly, as more of a game that she can play to keep her excellent mind busy. As Locke and Demosthenes, respectively, Peter and Valentine quickly become influential, despite being barely pubescent.
Ender’s success at Battle School reaches a point where he must be promoted and leave his few trusted friends, Petra, Dink, Alai, and Bean, behind. He goes to Command School and finds only more games waiting for him. These games are intensely strategic, and Ender once again masters them. He also discovers that the “Third Invasion” is not Buggers attacking humans, but vice versa.
At this point, he meets Mazer Rackham, hero from the previous war, and trains under Mazer. Ender is reunited – albeit over a headset – with his friends, who serve as some of his squadron leaders. They train together and enter the most intense training scenario of their lives-an invasion scenario run by Mazer. The scenario strains all of them, ender most of all, who is nearly driven insane. At the final test, Ender faces the biggest lopsided scenario of all and decides to cheat, to give up. In so doing, he actually destroys the simulated enemy, which turns out to be the real enemy all along – the Buggers. Ender is distraught, and refuses a military life for himself.
Meanwhile, Peter reaches his goal and is named leader of the world. Valentine rejoins Ender, and the two go to a new Earth colony world where Ender discovers the egg of one single Bugger queen (which can spawn a whole new race of Buggers). It is his chance at redemption and he writes a short text from her perspective which becomes highly influential. In the end, Ender chooses an itinerant life, trying to speak for the dead, and trying to find a suitable place where Buggers can flourish once again.
|Key Stage 3|
|Year 7 English|
In this lesson the students will be working collaboratively to develop a comprehensive online study guide for the novel “Ender’s Game”. The students will work in groups to examine the novel from a variety of perspectives and will be working closely with the text to ensure their ideas are supported by evidence. Through this strategy of collaborating and competing students will be encouraged to consider a variety of facets of character, setting, plot, theme and authorial position.
The resulting “Dossier” which will be published in the public domain forms a vital resource to support their formal written assessment of their reading and appreciation of the novel which will occur in future lessons and will take the form of a literary essay
The lesson recruits the students’ fast-developing skill with the blogging platform WordPress and represents the first time students have been given the opportunity to publish their work to the wider public and their parents and friends. As such this lesson represents a culmination of a long programme of familiarisation and exploration of online publishing by the students
The 50 minute lesson incorporates the thinking of Benjamin Bloom to the extent that the lesson recognises the importance of encouraging students of this level of ability to analyse and synthesise. It provides room for the on-going development of interpersonal and collaborative learning skills and encourages engagement with learning through the empowering use of ICT. Gardner’s “Multiple Intelligences” are considered in the making of the game, which demands a variety of thinking skills and personal attributes for a team’s success.
|KS3||Competence (En 1.1)||
|Speaking (En 2.1)||
|Reading for Meaning (En 2.2)||
|Critical Understanding (En 1.4)||
|Creativity (En 1.2)||
Specific Learning Outcomes
- Interpreting, Critical Evaluation and developing Empathy: In exploring the novel “Ender’s Game” and its literary devices, the students will learn to expand on their existing conception of a fictional novel as primarily a mode of entertainment and develop an appreciation of literature as a mechanism for communicating universal themes, individual stories, moral concepts and exploring possible futures. Through the character study aspect of the analysis, the students will explore how a character develops in an extended text through evaluating how the author has used a variety of strategies to reveal the nature of a variety of characters. They will also have the opportunity to explore discrepancy – speculating about whether a character is intrinsically ‘good’ or ‘bad’.
- Reading for Meaning: Through the process of sharing their perceptions and points of view, the students will also be rewarded for taking a rigorous approach to their analysis via the provision of accurate examples and references for their ideas and conclusions.
Wider Learning Opportunities (PLTS)
- Thinking: The students will explore the ways people judge others and represent themselves (and how authors reflect this social conditioning in their writing). They will need to respond with insight and detail express their thoughts.
- Managing self: The students will learn how to manage themselves and set high standards in group work. They will have to practise the skill of strong focus while listening to each other’s presentations. The students will arrive with their individual assignments completed and uploaded to their individual journals in order to support their team’s over-all success.
- Relating to others: The students will interact with others in discussing characters in the text that will describe situations both similar and dissimilar to those they experience. They will work in paired and group situations to discuss and develop ideas.
- Participating and contributing: The students will be given a number of opportunities to present to the class over the entire learning period where the success of the activity depends on the quality of their contribution. They will also participate in a group-based text-exploration activities.
BUILDING A TEAM
The initial tasks are purely organisational. In the previous period the students formed “Battalions” and selected the section of the Dossier that they will work on. The superusers then assigned individuals in their team ‘homework’ assignments that they hope may provide useful material for their competition today. The superusers were all given their Mission Briefing via an upload to their personal journals at 17:30pm the night before, allowing them to familiarise themselves with the task ahead and communicate with their peers in advance of the lesson.
COLLABORATE UNDER PRESSURE
The battalions must complete two tasks – one is a classic literary analysis of their chosen aspect of the text (Plot, Character, Setting, Language, Theme and Author), the other is to present an open ‘deeper’ question to the readers of their section.
GO DEEPER, READ AND RESPOND TO EACH OTHERS WORK
Once the dossiers are published the teams will then be tasked with the responsibility to answer, as a comment online, the deeper question posed by one of the other groups
EVALUATE AND IMPROVE
The students will then participate in a Think/Pair/Share exercise where they express their views and listen to others’ thoughts about the effectiveness of this exercise in expanding their understanding of the key elements of the novel as well as its value in terms of other skills of use to them.
- Writing Analytically: synthesising the information gathered in the Dossier into a literary essay about the novel
- Writing Creatively: Choosing a character from Ender’s Game and writing a diary entry from their point of view – thus shifting the viewpoint from
- Debating the morality of war, and the use of children as soldiers
- Researching historical circumstances where such dilemmas have been faced by countries and nations and summarising their reactions to these
- Reading Other texts in the Ender’s Game sequence – or other texts exploring a future dystopia
- Editing the online content to make it suitable for production as a printed booklet
- Creating Infographics that support some of the information and concepts raised in the Dossier
Differentiation (This is a high ability class)
- Students can demonstrate their understanding and knowledge using a variety of means: Visual, Written and Spoken.
- Students are able to prepare in advance for the demands of the competition
- The open-ended nature of the programme encourages motivated/gifted students to extend themselves and explore higher levels of abstract thought and critical analysis
- Tasks encourage high levels of autonomy and self-and peer critique of their work
- The competitive element encourages the students to strive to attain the highest standards of analysis and accuracy
- Publishing the work in a real-word context that is viewed by other peers, parents/guardians and members of the public further encourages the students to strive to achieve high standards and the possibility for comment and discussion from outside the classroom would enhance this further.
- Class set of text: “Ender’s Game” by Orson Scott Card
- A room full of internet-connected computers
- One Apple Computer or iPad or iPod
- Audio Visual equipment for displaying and playing the (attached) presentation: View here
The WordPress platform allows for highly refined levels of editorial control to the teacher or supervisor. All communication with/from agents outside the classroom passes through a manual moderation process that is invisible to the students and users but impossible to bypass. All entries, even those that are deleted or edited are recorded and retrievable. Students are able to submit work for publication but have no facility to publish to the external site unmoderated. Students’ are only referred to by first name, and images of students and their names are never associated with each other. The whole online journalling system is over-seen by the Head of Faculty, Dr L Ovenden.
The battalions worked furiously to complete their dossier entries in the timeframe but to their credit wanted to complete them properly before publishing them – some tidying up is going to happen before the class meets on Friday to complete the last stage of the mission.