DIVERGENT UNIT PLAN

ALYSON NEWHOUSE

EDUC580

COMMON CORE STANDARDS (UNIT OBJECTIVES)Key Ideas and Details

• CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (Power Standard)

LT: I will be able to cite textual evidence to support an analysis in literature.

LT: I will be able to cite textual evidence and infer meaning in literature.

• CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot. (Power Standard)

LT: I will be able to determine the central idea (theme) in literature.

LT: I will be able to analyze the central idea (theme) development over the course of the text, including the relationship to the characters, setting, and plot in literature.

• CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

LT: I will be able to explain how dialogue or events in a novel affect the plot.

LT: I will be able to explain how dialogue or events in a novel help us understand a character.

COMMON CORE STANDARDS (UNIT OBJECTIVES) CONTINUEDCraft and Structure

• CCSS.ELA-Literacy.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone (mood), including analogies or allusions to other texts. (Power Standard)

LT: I will be able to determine the meaning of words and phrases as they are used in literature.

LT: I will be able to determine the meaning of figurative, connotative, and technical meanings used inliterature.

LT: I will be able to analyze the impact of word choice on meaning and mood in literature, includinganalogies or allusions.

• CCSS.ELA-Literacy.RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. (Power Standard)

LT: I will be able to analyze differences in the points of view of characters.

LT: I will be able to analyze differences in the points of view as a reader.

BEFORE READING ACTIVITIESDystopia vs. Utopia

• Students will be divided into eight groups (3-4 students per group). Four of the groups will look up the definition of “dystopia” and write it on an index card. The other four groups will look up the definition of “utopia” and write it on an index card.

• Groups will then team up (each dystopia group will pair with a utopia group) to discuss their definitions. What (if anything) do they have in common? What are the differences? Would you rather live in a dystopian world or a utopian one and why? Each group will tape both of their index cards on a piece of construction paper and write their reflections below.

• We will then have a class discussion about their thoughts and predictions for Divergent (knowing what dystopia means, what do they expect the book to be about?).

Meet the Author• I have a mini-lab in my classroom and I also have access to

a laptop cart. Using these resources, students will spend the first 20 minutes of class searching for information on Veronica Roth. They can also refer to the Q&A in the “Bonus Materials” section in the back of Divergent.

• After they’ve finished their individual searches, we will regroup as a class and discuss what they found out. As they share their findings (note that she’s only 25!), I will add their comments to a piece of poster paper to leave up in the room throughout the unit.

Veronica Roth and Utopian Worlds• Read and discuss “Veronica Roth Talks About Utopian

Worlds” as a class (this short commentary by Roth can be found in the “Bonus Materials” section in the back of Divergent). Have students discuss whether or not they agree with her opinions about utopia vs. dystopia.

DURING READING ACTIVITIESFACTIONS (VOCABULARY INVESTIGATION)• Once students have read chapter one, they will begin the factions activity. They will receive a

page for each faction and will need to identify the following things: the dictionary definition of the faction name, the description (characteristics), the leader(s), the description of the physical appearance, and a drawing of the physical appearance.

• Students will work in groups to first define each faction using a dictionary:

Abnegation: the act of denying oneself some rights or conveniences

Erudite: characterized by great knowledge; learned or scholarly

Amity: friendship; mutual understanding and a peaceful relationship

Candor: the state or quality of being frank, open, and sincere in speech or expression

Dauntless: not to be intimidated; fearless; bold

• Students will continue to add to the faction pages as they come across the information in the book. By the end of the novel, all five faction pages will be complete.

DURING READING ACTIVITIESTHE CHOOSING CEREMONY

• After reading through chapter four, students will choose a faction to join. First, they will take the aptitude test to determine which faction best suits them. They will be asked to consider this when making their decision, but reminded that they can choose any of the five factions that they’d like (regardless of their test results).

• Students will then participate in the Choosing Ceremony. On a table at the front of the room I will have five items to represent each of the five factions: a book (Erudite), a scale (Candor), a pot for planting (Amity), a broken mirror (Abnegation), and a stuffed lion (Dauntless). Students will each have a post it with their name on it. They will come to the front of the room one at a time to stick their names to the item matching the faction they’ve chosen.

• After the ceremony, students will write a reflection in their reader’s notebooks about why they chose the faction they did. Why do they think they’ll fit in with that faction more than the others? What are they looking forward to? What are they concerned about?

• This activity will continue throughout the unit. After the choosing ceremony, a new seating arrangement will be made so that students sit with their factions. They will be encouraged throughout the novel to give their faction’s point of view on what’s happening.

DURING READING ACTIVITIESLITERATURE CIRCLE DISCUSSION QUESTIONS

As students read Divergent, they will consider the following (reflecting on each in their reader’s notebook):

• Choose two chapters or passages from the book that have opposite moods. What is the feeling that you get from each? What words contribute to that feeling?

• How does dialogue shape your understanding of Four and Tris. What specific things do they say that help you understand them better? What specific things do other characters say to (or about) them that affect your understanding?

• Choose an event from the book and consider it from a different character’s point of view. What would stay the same? What would be described differently?

Throughout this unit, students will meet in small groups to share their reflections on these topics and have conversations with their peers about questions / thoughts they have on Divergent.

DURING READING ACTIVITIESFIGURATIVE LANGUAGE

There are many examples of figurative language in Divergent. As students read, have them flag sentences or phrases that include figurative language and add them to a page in their reader’s notebook. Specify what type of figurative language is represented. Examples include (but are not limited to)…

Simile:

• “Eric smiles, and in the blue light, his smile looks wicked, like it was cut into his face with a knife.”

• “A pale ring of sunlight burns into the clouds like the end of a lit cigarette.”

• “His touch is light, sensitive. A heavy, warm feeling, like spilling honey, fills my body, slowing my thoughts.”

• “Tendrils of wind, soft as hair, wrap around my fingers and push my arms back.”

• “Each minute wears into me like a scrape of sandpaper.”

• “My insides twist like someone’s stirring them with a fork.”

• “You look tough as nails.”

DURING READING ACTIVITIESFIGURATIVE LANGUAGE (CONTINUED)

Metaphor:

• “Surrounding his head is a halo of blood.”

• “He is plaster-pale. He pushes his pains along his legs like I do when I wipe off sweat…”

Hyperbole:

• “…my heart will burst out of my chest any minute now.”

Personification:

• “The atmosphere feels hungry, like every sixteen-year old is trying to devour as much as he can get of his last day.”

• “The roar of the river fills my ears.”

• “The quiet in the room is uneasy, like it is rocking back and forth on a ledge.”

DURING READING ACTIVITIESSYMBOLISM – FEAR LANDSCAPEPart I - Class discussion: What does Four see in his fear landscape? What does Tris see in hers? Which one is more literal and which one is more symbolic?

• Four sees his father because he was abused as a child. He is trapped in a small space because he was locked in a closet as punishment. (literal)

• Tris is attacked by birds because she’s afraid of losing control. She is drowning in a box of water because she’s afraid of being unable to escape her situation. (symbolic)

Part II – Imagine what you would see in your fear landscape? Would it be a literal or symbolic representation of your fears? Respond to these questions in one of two ways:

• Choice One – Write a 1 page reflection describing your fear landscape.

• Choice Two – Create an illustration depicting your fear landscape.

AFTER READING ACTIVITIES

Faction Reflection• After finishing the novel, students will

write an entry in their reader’s notebooks about whether they would remain with their current faction or if they’d prefer to switch and why. They will reflect on the piece they wrote just after the Choosing Ceremony. Did their opinion of their faction change as they read the novel? If so, what caused that change?

Quotation Activity• Part I: In the “Bonus Materials” section

in the back of Divergent, Veronica Roth lists some quotations that inspired the book and gives an explanation for each. In small groups, students will read and discuss whether they think these quotations are well represented by the novel.

• Part II: Students will find three additional quotations that they think represent Divergent. They will cite each and write a reflection explaining why they chose each one.

AFTER READING ACTIVITIESQuotation Activity• Part I: In the “Bonus Materials” section in

the back of Divergent, Veronica Roth lists some quotations that inspired the book and gives an explanation for each. In small groups, students will read and discuss whether they think these quotations are well represented by the novel.

Faction Reflection• After finishing the novel, students will write an

entry in their reader’s notebooks about whether they would remain with their current faction or if they’d prefer to switch and why. They will reflect on the piece they wrote just after the Choosing Ceremony. Did their opinion of their faction change as they read the novel? If so, what caused that change?

• Part I: In the “Bonus Materials” section in the back of Divergent, Veronica Roth lists some quotations that inspired the book and gives an explanation for each. In small groups, students will read and discuss whether they think these quotations are well represented by the novel.

Theme• Students will write a final reflection paper

responding to the following prompt: What is the central idea (theme) of Divergent. Cite evidence from the novel to support your opinion.

AFTER READING ACTIVITIESDESIGN A NEW FACTION• Instructions: Students will write a minimum of two pages describing a faction of their own design. The

faction can be based on anything from a way of thinking, to the way people look, ethnicities, gender, creativity, favorite hobby, etc.

• The essay must include:

• A description of your faction: Where is it located? What does it look like? What people are in your faction? How are they chosen?

• A Faction Manifesto: Write a brief description of your faction values. What sets your faction apart from others?

• Personal Connection: Why would you choose this faction? What makes it a good and/or bad faction? What are some potential problems within your faction?

• Include a drawing of your faction. This can be of a common area in your faction (i.e. a dining room, training room), a drawing of the building, or a symbol that represents your faction*.

• * Pictures will not be graded on artistic ability, but on effort, creativity, and relevance.

AFTER READINGTHEME

• Students will write a final reflection paper responding to the following prompt:

• What is the central idea (theme) of Divergent. Cite evidence from the novel to support your opinion.

RESOURCES• Aptitude Test: http://www.divergentfans.com/page/faction-quiz

• Design Your Own Faction: http://gthompsonportfolio.weebly.com/divergent-unit.html

• Bonus Materials: Found in the back of Divergent by Veronica Roth