E.T. the Extra-Terrestrial Teacher Guide

Essential question: How can recognizing another being’s needs change the way people respond to fear?

• Explain how empathy & perspective shapes character choices.
• Support an interpretation with two accurately described scenes.
• Compare the portrayal with an appropriate external source and identify what remains uncertain.

Use the original theatrical story, approximately 115 minutes; the 2002 anniversary edition includes changes. Introduce perspective, communication, empathy, and science fiction. Students may analyze Elliott’s family without disclosing personal family experiences.

• A child and the visitor become seriously ill; an apparent death and medical intervention are distressing.
• Government pursuit, frightening protective suits, separation, and peril.
• Some profanity, insults, brief alcohol-related behavior, and family conflict.

Preview the assigned edition and arrange required permissions and an alternative source-based assignment. Students can explain harm without describing graphic acts or repeating slurs. Keep discussion focused on characters; do not require personal disclosures.

Pause after the first meeting, during efforts to communicate home, after the medical crisis, and following the farewell.

Use brief responses during viewing and reserve interpretation for afterward. Check subtitles and captions. If scenes are omitted, bridge the narrative and adapt the affected questions.

The emotional connection and alien abilities are fictional devices. Evaluate the adults’ choices using what the film actually shows rather than assuming every official has the same motive. A media comparison can examine how low camera placement and restricted viewpoints align the audience with children.

For a short comparison, select one accessible source or excerpt, establish author/date/purpose, and compare one film claim with what it supports and leaves unanswered. Teacher selection and adaptation are required.

Universal film details · Content advisory (spoilers)

• How can recognizing another being’s needs change the way people respond to fear?
• Which scene best supports your interpretation, and what might another viewer notice?
• What does the film leave out or simplify?

Exit ticket: One claim, one supporting scene, and one question for further study.

Optional extension: Build an evidence chart with columns for film portrayal, external source, agreement or difference, and remaining uncertainty. Assess accuracy and reasoning.

Expected answers for 13 questions. Accept supported alternatives for analytical prompts.

1. How can fear interfere with understanding someone unfamiliar?
   It may encourage assumptions before people observe needs or attempt communication.
2. Why is the visitor left behind?
   His companions depart when humans approach, leaving him separated from their ship.
3. How does Elliott first respond to the unexplained presence?
   He is frightened and curious, then tries to make contact.
4. What does Elliott do to encourage the visitor to trust him?
   He offers food and creates a calmer opportunity for interaction.
5. How do Michael and Gertie respond when they discover him?
   They react with surprise and then become involved in protecting and helping him.
6. How does the visitor begin learning human communication?
   He observes language, objects, and behavior and starts connecting them to his needs.
7. What does the shared emotional or physical connection do for the story?
   It makes Elliott’s concern immediate and links the characters’ experiences; it is fictional.
8. How do household objects become useful for the communication plan?
   The characters improvise a device from available materials.
9. What changes when the visitor’s health worsens?
   The children face a problem secrecy alone cannot solve and adults intervene.
10. Why is the farewell emotionally difficult even though the goal is achieved?
    Returning home requires separation from the friendship they formed.
11. Choose a moment when communication changes someone’s response.
    Accept language learning, gestures, or recognition of the visitor’s goal with a scene.
12. Which adult choice could be evaluated from more than one perspective?
    Accept medical intervention or pursuit with both care and control considered.
13. How does the ending connect care with allowing someone to leave?
    The friends support his return even though they want to stay together.

Expected answers for 20 questions. Accept supported alternatives for analytical prompts.

1. How can fear interfere with understanding someone unfamiliar?
   It may encourage assumptions before people observe needs or attempt communication.
2. What makes helping different from controlling every choice?
   Help responds to another’s needs while considering their agency and safety.
3. Why is the visitor left behind?
   His companions depart when humans approach, leaving him separated from their ship.
4. How does Elliott first respond to the unexplained presence?
   He is frightened and curious, then tries to make contact.
5. What does Elliott do to encourage the visitor to trust him?
   He offers food and creates a calmer opportunity for interaction.
6. Why does Elliott keep the visitor hidden?
   He fears adults may take him away or misunderstand him.
7. How do Michael and Gertie respond when they discover him?
   They react with surprise and then become involved in protecting and helping him.
8. How does the visitor begin learning human communication?
   He observes language, objects, and behavior and starts connecting them to his needs.
9. What does the shared emotional or physical connection do for the story?
   It makes Elliott’s concern immediate and links the characters’ experiences; it is fictional.
10. Why does contacting home become the central goal?
    The visitor needs to reunite with his own community rather than remain stranded.
11. How do household objects become useful for the communication plan?
    The characters improvise a device from available materials.
12. Why is Halloween helpful to their plan?
    Costumes let them move the visitor outside while concealing his unusual appearance.
13. What changes when the visitor’s health worsens?
    The children face a problem secrecy alone cannot solve and adults intervene.
14. How does the medical response create both care and separation?
    Adults try to address illness while imposing control and limiting the children’s access.
15. What does the bicycle escape reveal about cooperation?
    Friends and siblings coordinate to help the visitor reach the meeting place.
16. Why is the farewell emotionally difficult even though the goal is achieved?
    Returning home requires separation from the friendship they formed.
17. Choose a moment when communication changes someone’s response.
    Accept language learning, gestures, or recognition of the visitor’s goal with a scene.
18. How does the camera encourage viewers to share the children’s perspective?
    Low viewpoints and initially limited views of adults align attention with the children.
19. Which adult choice could be evaluated from more than one perspective?
    Accept medical intervention or pursuit with both care and control considered.
20. How does the ending connect care with allowing someone to leave?
    The friends support his return even though they want to stay together.

Final writing: Look for a clear claim, two accurately described scenes, reasoning, and a meaningful limitation of the portrayal or a question for further study. Accept different supported interpretations. No graphic descriptions are required.