Objectives

• Analyse how Weir uses Grace's amnesia in Chapters 1–3 to create dramatic irony and control the reader's knowledge.
• Analyse how Weir dramatises the theme of language and communication through the Grace–Rocky scenes in Chapters 5–6 and 12.
• Explain how Weir uses scientific problem-solving in Chapters 7, 10, and 15 as a method of characterisation.
• Evaluate how the theme of sacrifice is constructed across Chapters 16–18, with reference to Grace's choice to save Rocky.
• Write a sustained, evidenced analytical paragraph that connects character, theme, and narrative technique in this novel.

The sequence

1. Lesson 1: Waking Up Blind: Dramatic Irony and Grace's Amnesia in Chapters 1–3

   60 min · ch. 1, 2, 3

   Do now

   Without opening the novel, jot down three details you already know about the main character based on the blurb or cover. Next, read the opening paragraph of Chapter 1 ('What two plus two?'). Identify one thing Grace knows and one thing he doesn’t know. You have four minutes.

   Teacher input

   Model a close reading of the passage in Chapter 1 where Grace counts the corpses in the nearby beds and concludes that he must be alive because he can feel his own heartbeat. Highlight how Weir completely avoids using the word 'mission' in Chapter 1, compelling the reader to experience Grace's lack of understanding — this creates a form of dramatic irony in reverse: we know as little as the narrator does. Illustrate how the present-tense interior monologue ('I'm in zero gravity. That's interesting.') establishes a scientific tone even before Grace regains his identity, introducing the theme of education and knowledge right from the beginning.

   Independent task

   Re-read the last two paragraphs of Chapter 3, where Grace recalls the phrase 'Project Hail Mary' for the first time. Write an analytical paragraph (using PEEL or a similar structure) that addresses how Weir employs the delayed revelation of Grace's mission in Chapters 1–3 to shape the reader's perspective. Be sure to include at least two quotations and identify the technique used in each.

   Exit ticket

   Dramatic irony in this novel refers to situations where the audience knows something that the characters do not. One moment from Chapters 1–3 where Weir employs this is when the protagonist misjudges a character's intentions, creating tension and anticipation for the reader.

2. Lesson 2: Notes and Numbers: How Grace and Rocky Build a Language in Chapters 5–6

   60 min · ch. 5, 6

   Do now

   Examine the sequence in Chapter 6 where Grace taps prime numbers on the hull, prompting a response from Rocky. Without guidance from a teacher, consider: Why did Grace choose prime numbers? What does this decision suggest about Grace's beliefs about Rocky's intelligence? Write two to three sentences.

   Teacher input

   Model a close reading of the passage in Chapter 5 where Grace first hears Rocky's musical tones through the hull and describes them as 'not random — there's a pattern.' Weir employs free indirect discourse to allow Grace's scientific reasoning to align with the reader's reasoning. Annotate the verbs Grace uses ('I listen', 'I count', 'I calculate') to illustrate how the theme of education and knowledge is embedded in the syntax, rather than just the plot. This scene inverts the typical first-contact trope: instead of fear, there's only curiosity, which serves as a characterisation technique in itself.

   Independent task

   Read the exchange in Chapter 6 where Grace and Rocky realize they both grasp mathematical constants. Write a comparative analytical paragraph addressing: How does Weir utilize the communication breakthrough in Chapters 5 and 6 to develop both Grace and Rocky as characters at the same time? Include quotes from both chapters, mention at least one structural technique (such as parallel sentence construction or repetition of the word 'same'), and connect your analysis to the theme of language and communication.

   Exit ticket

   Weir employs fragmented dialogue in the Chapter 5–6 communication scenes, which emphasizes Rocky's emotional turmoil and uncertainty, allowing the reader to grasp the internal conflict he faces.

3. Lesson 3: Science as Character: Problem-Solving in Chapters 7, 10, and 15

   60 min · ch. 7, 10, 15

   Do now

   Read the paragraph in Chapter 7 where Grace talks about Astrophage feeding on solar radiation and reproducing on a star's surface. List every verb in that paragraph. What do the verbs reveal about Grace's relationship with scientific information? You have four minutes.

   Teacher input

   Model a close reading of the passage in Chapter 15 where Grace and Rocky discover that Taumoeba, the organism native to Adrian, feeds on Astrophage. Pay special attention to the moment Grace exclaims, "Oh my God. Oh my God, Rocky." Illustrate how Weir employs the repetition of this phrase and transitions from technical language to a more casual tone to convey the emotional significance of this scientific revelation. Highlight that this moment also serves as character development: Grace's excitement over knowledge mirrors his relief at survival — the theme of hope emerges through scientific terminology rather than through emotional sentiment.

   Independent task

   In Chapter 7, Grace's scientific voice emerges as he meticulously maps Astrophage's biology, showcasing his analytical approach to understanding this alien organism. Weir uses technical language to emphasize Grace's expertise and determination, which fosters a sense of hope amid uncertainty. For instance, when Grace states, “I can see how it absorbs light,” the use of the verb "see" conveys not just observation but a breakthrough in comprehension. This moment reflects the theme of hope as it illustrates Grace's ability to find clarity in chaos, suggesting that knowledge can empower individuals to confront daunting challenges.

   By Chapter 15, Grace's identification of Taumoeba as a potential solution further enhances the theme of survival. Weir employs a more assertive tone in Grace's scientific voice, marking a shift from exploration to action. When Grace exclaims, “This could be the answer,” the phrase “could be” introduces a tentative optimism, highlighting both the possibility of success and the stakes involved. This technique of conditional phrasing reveals the precarious nature of survival, linking back to the theme of hope as Grace navigates the complexities of his situation, illustrating that even in the face of adversity, there is potential for discovery and resilience.

   Exit ticket

   In Chapter 15, Weir changes Grace's language from technical to casual during the Taumoeba discovery. What does this change reveal about Grace's character?

4. Lesson 4: The Cost of Caring: Sacrifice and Choice in Chapters 16–17

   60 min · ch. 16, 17

   Do now

   Read the passage in Chapter 16 where Grace recalls Eva Stratt telling him he was chosen because he was 'expendable.' In two sentences, explain what Stratt means by this. What does Grace's reaction to this memory reveal about his sense of identity at this moment in the novel?

   Teacher input

   Model a close reading of the passage in Chapter 17 where Grace decides to use his remaining fuel to rescue Rocky's damaged ship instead of heading home. Pay attention to the sentence structure: Weir employs a sequence of short, declarative sentences ('I check the math. I check it again. There's no other way.') to stretch out narrative time at the moment of greatest moral significance. Demonstrate to students how the conciseness of these sentences reflects Grace's certainty — this sacrifice isn't a source of deep conflict; it's a logical decision — which reveals something essential about Grace's character and the theme of sacrifice.

   Independent task

   Revisit the last pages of Chapter 17. Compose a detailed analytical paragraph that addresses the following question: How does Weir utilize sentence structure and narrative voice in Chapter 17 to depict Grace's sacrifice as an expression of identity instead of merely a loss? Be sure to include at least two quotes, identifying the structural technique used in each instance, and link your analysis to at least one of these themes: sacrifice, friendship, or identity.

   Exit ticket

   Grace's decision passage in Chapter 17 uses short, fragmented sentences to convey his internal conflict and urgency. This technique creates a sense of tension and highlights his struggle, revealing his complex emotions.

5. Lesson 5: Home Is Where the Students Are: Friendship and Identity in Chapter 18

   60 min · ch. 1, 5, 6, 12, 16, 17, 18

   Do now

   Read the last paragraph of Chapter 18, where Grace teaches the children of Eridian in the school that was built for him on Erid. Write: What three details does Weir mention in this paragraph? Why do you think he chooses to conclude the novel with Grace teaching instead of with her being rescued or celebrated?

   Teacher input

   Model a close reading of the passage in Chapter 18 where Grace describes the Eridian school and realizes that he feels 'home' — not on Earth, but in a classroom. Show students how Weir uses the term 'home' here to shift the meaning: home isn’t just a physical space but a function (teaching, knowing, sharing knowledge). Annotate how the novel's circular structure — Grace starts off not knowing his identity and concludes with a clear understanding of who he is — brings closure to the theme of identity. Highlight how this final scene also wraps up the theme of friendship: Rocky's survival brings Grace peace of mind, and Grace's role as a teacher becomes Rocky's gift to him.

   Independent task

   Sure! Here’s a humanized version:

   ---

   Write a full exam-length response (three to four analytical paragraphs, 350–500 words) addressing the question: In what ways does Weir depict the relationship between Grace and Rocky to delve into the themes of friendship and identity throughout the novel? Be sure to reference at least three chapters by number, include direct quotes from the text, and identify specific techniques used. This is your summative preparation piece.

   ---

   Summary of Changes Made:

   • Rephrased the original prompt to make it sound more conversational while retaining its meaning and structure.

   Exit ticket

   Weir employs the structural technique of concluding the novel with Grace in a classroom. This ending highlights the theme of identity by illustrating Grace's journey of self-discovery and her connection to education as a means of shaping her future.

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can define dramatic irony and locate a specific instance in Chapters 1–3, not just state that Grace 'doesn't remember things'.
• Lesson 2 exit ticket: checks whether students can name a specific technique from the Chapter 5–6 communication scenes and articulate its effect on Rocky's characterisation rather than just summarising what happens.
• Lesson 3 independent task: two-paragraph response checked for whether students link Grace's register shift in Chapter 15 to theme (hope/survival) rather than simply describing the shift.
• Lesson 4 exit ticket: checks whether students can connect sentence structure (short declaratives in Chapter 17) to character and theme, not just to 'tension'.
• Lesson 5 do-now: checks whether students can interpret the significance of the classroom ending before the summative task, revealing whether they understand the identity theme's resolution.
• Register Shift Tracker activity: annotation pattern reveals whether students can distinguish technical from colloquial register at word level, a prerequisite for the summative task.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g. where a story is set, how the action is ordered, how the characters are introduced and developed).
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.5 — Analyse how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
• W.11-12.9 — Draw evidence from literary texts to support analysis, reflection, and research.

AP Literature

• Literary Argumentation (LAN-1) — Develop a thesis that interprets a literary text and requires defence with evidence.
• Figurative Language (FIG-1) — Explain the function of specific words and phrases in a literary text, including connotation and register.
• Narration (NAR-1) — Explain the function of point of view and narrative perspective, including how Weir's first-person present-tense narration in Chapters 1–3 controls reader knowledge.
• Character (CHR-1) — Explain the function of contrasting characters, including how Grace and Rocky's different biologies and communication modes develop theme.
• Structure (STR-1) — Explain the function of structure in a text, including how the circular structure from Chapter 1 to Chapter 18 resolves the identity theme.

AQA

• AO1 — Read, understand and respond to texts; maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received, including the novel's publication during COVID-19 and its themes of global scientific collaboration.
• AO5 — Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences (applied in the Taumoeba Press Briefing activity).

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts, including Weir's use of register shift, sentence structure, and narrative voice.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received, including hard science fiction as a genre and the post-COVID context of global existential threat.
• AO4 — Explore connections across literary texts, including connections between Project Hail Mary and The Martian in terms of the solitary scientist archetype.