Spy School

Use this activity to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity.

Activity 1: “Murray the Mole”

In this activity, students will construct a scene from Murray’s point of view, revealing evidence he is the mole.

At the end of the novel, Ben realizes Murray has been the mole all along. In small groups, choose a scene and rewrite it from Murray’s point of view. Consider the following as you begin drafting:

• How can you rewrite your chosen section from Murray’s point of view without changing what happens in the original scene?
• What details could you include that prove Murray is the mole? What information would he keep hidden from others?
• What tense is the story written in? How can you maintain this?

When you have finished drafting, reread your work to make sure the scene is consistently in first person from Murray’s point of view. Then, prepare to act out the scene. Consider the characters, dialogue, setting, and props involved before you begin the performance.

Once performances are complete, write a journal about how you used details, word choice, dialogue, and other techniques to show Murray’s perspective. Was the rewritten scene successful? How did the performance compare to the written draft? In your journal, reflect on the performances of your peers in addition to your own.

Teaching Suggestion: Consider rereading a scene or two with Murray and discussing how students might develop his voice. Talking through one scene and how to shift it to Murray’s perspective could provide students with a model to follow as they write their own. One way to review or discuss perspective would be to reread a scene and notice ways Ben’s perspective shapes the action and mood. The class might discuss ways the scene would be different if told from another character’s perspective.

Differentiation Suggestions: Auditory processors might develop or choose music to build moods during performances, while independent learners could develop a monologue for Murray. Students who struggle with public speaking may benefit from having the opportunity to read their work aloud rather than trying to memorize it and perform for the class.

Activity 2: “Un-Redacted”

In this activity, students will rewrite the letter at the end of the novel, filling in what they imagine could be under the redacted parts.

The letter at the end of the novel sets up the sequel. It reveals some important information, but it conceals much more. Using the same voice, complete the missing parts of the letter by filling in the redacted parts with your imagination. Consider the following as you develop your ideas:

• Who is writing the letter?
• What should the voice and tone be like?
• What information is covered up, and why?
• What might the sequel be about?

When you finish, form a small group and exchange letters. How is your version of the letter similar to or different from your peers’ versions? Discuss who you think wrote the letter and why, and then elect one group member to share the ideas with the rest of the class.

Teaching Suggestion: It may be helpful to create groups before beginning the exercise so students have the opportunity to discuss the activity with their peers before writing; this could help students brainstorm. Consider also discussing the purpose of redacting, as this might inspire ideas. A gallery walk or class bulletin board with posted letters may be a way students can share their work instead of or in addition to group discussions.

Use these essay questions as writing and critical thinking exercises for all levels of writers, and to build their literary analysis skills by requiring textual references throughout the essay.

Differentiation Suggestion: For English learners or struggling writers, strategies that work well include graphic organizers, sentence frames or starters, group work, or oral responses.

Scaffolded Essay Questions

Student Prompt: Write a short (1-3 paragraph) response using one of the bulleted outlines below. Cite details from the text over the course of your response that serve as examples and support.

1. Ben’s impression of Alexander Hale shifts dramatically as the action progresses.

• How does Alexander Hale demonstrate Appearances Versus Reality? (topic sentence)
• Incorporate at least three quotations and other details as evidence to construct your analysis. Explain your ideas carefully.
• In your concluding sentence or sentences, examine how Hale impacts Ben and why.

2. From the start, Erica impresses others with her knowledge, confidence, and skills.

• Is Erica Hale a better spy or better friend? (topic sentence)
• Include specific evidence from at least two relevant scenes to prove your argument. Explain the importance of each quote or detail.
• In your concluding sentence or sentences, explain how Erica’s skills as both friend and spy work together.

3. Dan realizes over time that people invited him to spy school to use him as bait rather than because they believed in him. Still, he demonstrates spy skills.

• What is Dan’s greatest strength? (topic sentence)
• Incorporate at least three quotations and additional details from scenes that show this strength. Explain your ideas carefully as you craft your analysis.
• In your conclusion, explain how Dan’s Perseverance helps his spy skills grow over the course of the book.

Full Essay Assignments

Student Prompt: Write a structured and well-developed essay. Include a thesis statement, at least three main points supported by text details, and a conclusion.

1. Perceptions of numerous characters shift over the course of the novel. How do characters build false appearances? Why do they do so? What lesson does the novel develop about the theme of Appearances Versus Reality? While writing, include at least three quotations as well as other details from relevant scenes to support your points. Explain your reasoning and cite your quotations with page numbers.

2. Consider Murray’s deception. To what extent does he deceive others? What motivates him to do this? Who is most affected by Murray being the mole? Who else is culpable in this betrayal? As you compose your essay, incorporate three or more quotations, additional details, and clear reasoning. Cite quotations with page numbers.

Multiple Choice and Long Answer questions create ideal opportunities for whole-text review, unit exam, or summative assessments.

Multiple Choice

1. What best describes Ben’s initial reaction to being chosen for the CIA’s Academy of Espionage?

A) Excited and determined

B) Rattled and angry

C) Undecided and scared

D) Prideful and arrogant

2. Why does Erica help Ben?

A) She hopes Ben will return the favor and help her raise her grades.

B) She was paid to help Ben by the principal and her father.

C) She believes Ben is the mole and is only pretending to help him.

D) She is a good spy and wants to uncover the mole to protect others.

3. How does Erica feel about her father?

A) She looks up to him, feeling he can do no wrong.

B) She sees his flaws and knows she is a better spy.

C) She yearns to get revenge on her father for past wrongs.

D) She hopes he becomes the principal before she graduates.

4. Why does Ben spend time in the Box on his first night at Spy School?

A) Ben is in danger, and the Box is the safest place on campus.

B) Ben fails his SACSA, so he cannot stay in the dorms yet.

C) Ben chooses the Box when asked where he wants to sleep.

D) Ben gets in trouble in class, and the punishment is the Box.

5. What skills does Ben demonstrate?

A) Lock picking, cryptography, and fighting ninjas

B) Speed reading, camouflage, and holding his breath

C) Big-picture thinking, quick decisions, and noticing details

D) Defusing bombs, taking tests, and persuasive speaking

6. Which of the following dangers does Ben survive?

A) A bomb, getting shot, and being kidnapped

B) A volcano, a mudslide, and ninjas

C) A car crash, a blizzard, and heat exhaustion

D) A fire, hypothermia, and getting hit with a rock

7. What phrase best describes the principal of Spy School?

A) Kind but deceitful

B) Irritating but brilliant

C) Flashy and compassionate

D) Inept and harsh

8. Which of the following most develops the theme of Appearances Versus Reality?

A) The ninjas

B) Erica

C) The Box

D) Professor Crandall

9. How does Ben feel about Erica?

A) He does not trust but is enthralled by Erica.

B) He views Erica as competition and a threat.

C) He is in awe of and has a crush on Erica.

D) He feels responsible for and irritated by Erica.

10. What best describes Murray’s motivation for working with SPYDER?

A) Power

B) Money

C) Politics

D) Revenge

11. What mood describes the redacted letter at the very end of the novel?

A) Hopeful

B) Sad

C) Foreboding

D) Wistful 

Long Answer

Compose a response of 2-3 sentences, incorporating text details to support your response.

1. What are some clues early on that Ben is not actually enrolled in spy school? What happens that suggests something else is going on?

2. How does Ben catch Murray, and what qualities does Ben demonstrate in the process?