6th-8th Grade Unit Plan for Divergent by Veronica Roth

Tamassee DAR Academy

Common Core State Standards Met by this Unit:
Grade 6
Key Ideas and Details: 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinion or judgment. 3. Describe how a particular storys plot unfolds in a series of episodes as well as how characters change as a response as the plot moves towards resolution. Craft and Structure 5. Analyze how a particular scene contributes to plot.

Grade 7
Key Ideas and Details 2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide a summary of the text. 3. Analyze how particular elements of a story interact (how setting shapes plot or character)

Grade 8
Key Ideas and Details 2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to characters, plot, and setting; provide an objective summary of text. 3. Analyze how particular lines of dialogue or incidents in a story propel the action, reveal aspects of a character, or provoke decision. Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze impact of specific word choices on meaning and tone, including allusions to other texts. Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature in the grades complexity band proficiently. Text Types and Purposes 2. Write arguments to support claims with clear reason and relevant evidence. f. Introduce claims, acknowledge alternate or opposing claims, and organize reasons and evidence logically. g. Support claims with logical reasoning and relevant evidence, demonstrating understanding of the text. h. Use words, phrases, and clauses to create cohesion and clarify relationships among claims, reasons, and evidence. i. Establish and maintain formal style. j. Provide a conclusion that follows from and supports the argument. Conventions of Standard English 1. Demonstrate command of conventions of standard English grammar and usage when writing or speaking. b. Form and use verbs in active and passive voice. d. Recognize and correct inappropriate shift in verb voice and mood.

Craft and Structure 6. Analyze how an author develops and contrasts the points of views of different characters in the text.

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature in the grades complexity band proficiently. Text Types and Purposes 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claims and organize the reasons and evidence clearly. b. Support claims with clear reasons and relevant evidence, demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claims and reasons. d. Establish and maintain formal style. e. Provide a concluding statement or section that follows from the argument presented.

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature in the grades complexity band proficiently. Text Types and Purposes 1. Write arguments to support claims with clear reason and relevant evidence. a. Introduce claims, acknowledge alternate or opposing claims, and organize reasons and evidence logically. b. Support claims with logical reasoning and relevant evidence, demonstrating understanding of the text. c. Use words, phrases, and clauses to create cohesion and clarify relationships among claims, reasons, and evidence. d. Establish and maintain formal style. e. Provide a conclusion that follows from and supports the argument. Conventions of Standard English 1. Demonstrate command of conventions of standard English grammar and usage when writing or speaking. b. Choose among simple, compound, complex, and compound-complex sentences. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown words. b. Use common Greek or Latin affixes and roots as clues to the meaning c. Consult reference materials

Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in proper case c. Recognize and correct inappropriate shifts in pronoun number and person. 2. Demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader interest, and style b. Maintain consistency in style and tone Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown words. b. Use common Greek or Latin affixes and roots as clues to the meaning c. Consult reference materials

Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice and in conditional and subjunctive mood

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown words. b. Use common Greek or Latin affixes and roots as clues to the meaning c. Consult reference materials

DATE 01/06

01/07

01/08

01/10

01/11

01/13

01/14

01/15

IN CLASS Receive new stems Take aptitude test Watch book/movie trailer Introduce book Read ch. 1-2 in class Discuss vocab words and Greek/Latin stems Reading quiz Writing Workshop Lesson 9 Find out which faction you are in Check HW Discuss Ch. 1-2 Read Ch. 3-4 in class Reading quiz Check HW Writing Workshop Lesson 10 Stems practice Discuss Ch. 3-4 Read 5-6 in class Reading quiz Check HW Writing Workshop Lesson 11 Discuss Ch. 5-6 Read 7-8 in class Reading log due! Check HW Timed writing Discuss Ch. 7-8 Read 9-10 in class Check HW Timed Writing Corrections Stems Quiz Read Ch. 11-12 in class Discuss Ch. 9-10 if we have time Check HW Writing Workshop Lesson 12 Reading Quiz (Ch. 7-12) Receive new stems Discuss Ch. 11-12 Read Ch. 13-14 in class Check HW Writing Workshop Lesson 13 Reading Quiz Discuss Ch. 13-14 Read Ch. 15-16 in class

HOMEWORK Study stems Reading log 1 due Friday Reading questions

Study stems Reading log 1 due Friday Reading questions

Study stems Reading log 1 due Friday Reading questions

Study stems Reading log due Friday Reading questions

Study stemsQuiz on Monday reading questions

Reading log 2 due Friday Reading questions

Reading log 2 due Friday Reading questions study stems

Reading log 2 due Friday Reading questions study stems

01/16

01/17

01/20 01/21 01/22

01/23

01/24

01/27

01/28

01/29

Check HW Writing workshop Lesson 14 Reading Quiz Stems practiceDiscuss Ch. 15-16 Read Ch. 17-18 in class Reading log 2 due today! Check HW Timed Writing Read Ch. 19-20 in class Discuss Ch. 17-18 if we have time Holiday Holiday Receive Report cards today Check HW Timed Writing Corrections Stems Quiz Receive new stems Read Ch. 21-24 in class Check HW Reading Quiz (Ch. 19-24) Read Ch. 25-28 in class Discuss Ch. 21-24 Go to library to work on independent projects Reading log 3 due today! Check HW Timed Writing Read Ch. 29-30 in class Go to library to work on independent projects Check HW Timed Writing Corrections Stems Quiz Read Ch. 30-31 in class Discuss Ch. 28-29 if we have time Check HW Reading Quiz (Ch. 25-31) Discuss Factions Recruitment Video Meet in factions for planning Receive new stems Read Ch. 32-33 in class Check HW Reading Quiz Read Ch. 34-35 in class Discuss Ch. 32-33 Set up time for video production with me Meet in factions, create skit for video

Reading log 2 due tomorrow! Reading questions Study stems

Reading questions Study stemsQuiz on Wednesday

Reading log 3 due Friday Reading questions study stems

Reading log 3 due tomorrow! Reading questions study stems work on independent project if you can Reading questions study stems work on independent project if you candue Jan 31

Reading questions Reading log 4 due Friday work on independent project if you candue Jan 31 Reading Questions Reading log 4 due Friday work on independent project if you candue Jan 31 Think about your video Reading Questions Reading log 4 due Friday work on independent project if you candue Jan 31 Work on video skit study stems

01/30

Check HW Reading Quiz Read Ch. 36-38 in class Discuss Ch. 34-35 Meet in factions, work on video skit Independent project due today! Reading log 4 due today! Check HW Reading Quiz Discuss the book Meet in factions, work on video skit. Filming must start by Monday! Timed Writing

01/31

Reading questions Reading log 4 due Friday work on independent project if you candue tomorrow! work on video skit study stems work on video skitfilming starts Monday study stemsQuiz on Monday! We will discuss the Divergent Factions Essay on Monday

Divergent Reading Schedule

Week 1

Chapter 1 2 3 4 5 6 7 8 9 10 Total

Pages 1-7 8-18 19-26 27-37 38-47 48-60 61-75 76-90 91-104 105-117 117

Week 2

Chapter Pages 11 118-129 12 130-156 13 157-166 14 167-174 15 175-188 16 189-208 17 209-226 18 227-241 19 242-250 20 251-260 Total 142

Week 3

Chapter Pages 21 261-281 22 282-287 23 288-300 24 301-315 25 316-332 26 333-338 27 339-345 28 346-377 29 378-383 30 384-396 Total 135

Week 4

Chapter 31 32 33 34 35 36 37 38 39 Total

Pages 397-407 408-415 416-425 426-435 436-444 445-454 455-472 473-476 477-487 90

Divergent discussion questions

Ch. 1-2 Questions How old are you when you take the aptitude test?

What is the setting of this book?

Make a list of the five factions on a separate sheet of paper. As you are reading, add the characteristics of each faction to the sheet (what do they do, what color do they wear, what do they look like?) Prediction/Insight: p. 10, He is plaster pale. He pushes his palms along his legs like I do when I wipe off sweat, he brings them back and his fingers shake. What do you think Caleb feels? What do you think the test told him?

Ch. 3-4 Questions In the Abnegation society, what is most important in life?

Is it possible to be factionless?

What does the aptitude test tell Beatrice?

Why do the other factions believe the Abnegation live dull lives?

What religion does Beatrices family follow? Does everyone else?

Which faction serves as political leaders?

Ch. 5-6 Questions

Which two factions must Beatrice choose between?

How is each faction represented in the bowls?

What job does each of the five factions serve in society (p. 43)? What personality types are drawn toward each faction? Do you think these factions represent every basic personality type and fulfill all the basic needs of people?

Why is Triss government run only by members of Abnegation? Do you think this is a good idea? Do you agree with her fathers statement that valuing knowledge above all else results in a lust for power, and that leads men into dark and empty places (p. 35)? Why or why not?

What was the reason behind the creation of the factions? Do you think the factions are working toward a better society and a better world (p. 44) as they say they are?

Which faction does Beatrice choose? Which faction does Caleb choose?

What name does Beatrice choose to call herself from now on?

What faction do you think you would have been born into, given your family and its values? Which faction would you select at your Choosing Ceremony? Why? How would you feel about making a decision that would determine your lifes course at the age of sixteen?

What choices have you made that have changed you? What future choices will you also make, and how do you think that they will change you?

Ch. 7-8 Questions In the Dauntless compound, what is the pit? What is the chasm?

What does Tris notice about the Dauntless population?

Tris says about Candor, It must require bravery to be honest all the time (p. 62). Do you agree? Which do you think is a braver faction? Dauntless or Candor? Would you like to live in a society like Candor, where everyone tells the truth no matter how hard it is to hear?

Who are some of the people Tris meet at the Dauntless compound?

What tattoo does Tris get and what does it represent?

Ch. 9-10 Questions Why doesnt Tris help Christina?

What is visiting day?

What does it mean to be factionless in Triss society? How does a person become factionless?

Ch. 11-12 Questions

p. 128 offers an example of foreshadowing; translate it into your own hypothesis: The dauntless guards close the gate and lock it behind them. The lock is on the outside. I bite my lip. Why would they lock the gate from the outside and not the inside? It almost seems like they dont want to keep something out; they want to keep us in.

What activity do the Dauntless initiates take part in at the old carnival?

What does Tris do to get a better view of the other team (making her seem Dauntless)?

Ch. 13-14 Why is Four throwing knives at Tris?

What is Four warning Tris about after he throws knives at her?

How does Tris do in her battle against Molly?

Ch. 15-16 Questions How does the idea of faction before blood come into play throughout the book? Do you think this idea has a place in todays society, or is it contrary to what most people believe? In our society, what ideas and beliefs are people so loyal to that they would leave their family?

Who visits Tris on visiting day?

What faction do you think Four was originally from?

What faction is Tris mom originally from?

What rank does Tris hold officially in Ch. 16?

What happens to Edward (who ranked #1) and why?

Ch. 17-18 Questions Explain the second stage of Dauntless initiation?

Besides Tori, who else knows Tris is Divergent?

Ch. 19-20 Questions How does Molly get revenge against Tris for winning the fight?

Which faction is attacking the Abnegation faction?

Ch. 21-22 Questions

Read the following quote from the book and make a prediction: The second article discusses the failings of choosing government officials based on their faction, asking why only people who define themselves as selfless should be in government. It promotes a return to the democratically elected political systems of the past (p. 261-262).

Which do you think would be better for society: a democratic government like we have now, a government where only those proven to be selfless were allowed to serve, or some other form? Support your reasons.

During initiation, is it selfish of Tris to crave victory, or is it brave? Do Triss friends have a right to be jealous when shes ranked above them? If you were Tris, would you forgive them for their reactions?

Who attacks Tris?

What does Four tell Tris to do in order to protect herself?

Ch. 23-24 Questions

How does initiation and life as Dauntless change and transform Tris? Do you think she made the right faction choice? How might she be different if she had stayed in Abnegation?

What happens to Al?

Ch. 25-26 Questions

What is Fours name? How did he get his nickname?

Who is Tobias father?

Ch. 27-28 Questions Describe the third part of initiation.

Who does Tris visit and why?

What does Christina share with Tris?

What do Tobias and Tris figure out?

Ch. 29-30 Questions Define allusion using your literary terms notes.

Read the following quote from the book. What is this an allusion to? I have attended Abnegations initiation ceremony every year except this one. It is a quiet affairOne of the older members reads the Abnegation manifesto, which is a short paragraph about forgetting the self and the dangers of self-involvement. Then all the older members was the initiates feet (p. 378).

Read the following quote from Tobias and write down your thoughts about it. Selflessness and bravery arent that different (p. 396).

Ch. 31-32 Questions

In what rank does Tris end initiation as?

Ch. 33-34 Questions What happens to almost all of the Dauntless in ch. 33?

How do the Erudites manage to do this?

Who has been helping the Erudites?

Who else is Divergent?

What happens to Tobias?

Ch. 35-36 Questions Who saves Tris?

Who is the third Divergent character in this book?

What happens to Tris mother?

Who does Tris kill?

Ch. 37-38

What is the difference between being fearless and learning to control your fears? Do you believe anyone can be truly fearless? What does Tris mean when she says that half of bravery is perspective (p. 458)?

Who dies in the expedition to the Dauntless compound?

Ch. 39 Is Fours desire to be brave, and selfless, and smart, and kind, and honest (p. 405) realistic in the society in which he lives? Think of examples of people in our own world who successfully bridge different cultures, perspectives, or ways of living.

Triss mom says, Human beings as a whole cannot be good for long before the bad creeps back in and poisons us again (p. 441). Do you agree or disagree? Why?

At the beginning of the book, Tris does not understand what it means to be Divergent. How do you think she would explain it by the end of the book?

READING LOG TEMPLATE

**EARN EXTRA CREDIT FOR HAVING YOUR TP OR PARENT INITIALING YOUR LOG BEFORE YOU TURN THIS IN WEEK ONE

DATES OF THAT WEEK CHARACTER LIST FROM THE ASSIGNED CHAPTERS DESCRIPTION OF EACH SETTING FROM THE ASSIGNED CHAPTERS SUMMARIZE: SUMMARIZE ONE EVENT THAT HAPPENED IN THE ASSIGNED READING INFER: WHAT DO YOU THINK WILL HAPPEN IN THE NEXT CHAPTERS BASED OFF OF WHAT YOU HAVE JUST READ? CONNECT: MAKE A TEXT-TEXT, TEXT-WORLD, OR TEXT-SELF CONNECTION WITH SOMETHING THAT HAPPENED IN THE ASSIGNED READING. QUESTION: WRITE THREE QUESTIONS YOU WOULD LIKE TO ASK ONE OF THE CHARACTERS. (REMEMBER TO INCLUDE WHICH CHARACTER YOU ARE ASKING) Example:

Reading Log 1: Jan 6-11, 2014 Chapters 1-8 Characters: Beatrice Caleb Beatrices Mom and Dad (etc) Settings: Chicagodescription Abnegation Headquartersdescription Schooldescription (etc.) Summary of chapters 1-8 (at least 10 sentences) Blah, blah, blah, yadda yadda Infer: I think that ____________________will happen in the next chapters because _______________________. Connect: I can connect with Beatrice having to make a life changing decision in her teenage years because Questions: Beatrice, what was it like when Caleb, why did you choose Four, how did you feel when

Divergent Independent Project Take your time on these projects! Do not hand in something sloppy; if you are not artistically inclined, then do not hand-draw a character. If you will not have access to a computer, then do not choose to use the drawing websites or to make a trailer; you can create a movie poster by cutting out magazine pictures. Choose your project wisely! We will have one day in the library to work on the projects, after that, completion is up to you! 1. Create a sketch of what you would look like as a member of the faction you belong to. If you were placed in Dauntless, you may choose to draw a tattoo you might get. Provide an explanation of why you

are wearing specific clothing (remember the colors of each faction)as well as your background (think of where each faction lives/might live) and what you might be holding in your hands or doing (what does each faction regard). If you cannot draw, try using www.onemotion.com/flash/sketch-paint or pencilmadness.com. 2. We will be watching the movie Divergent in March. Who would you cast for the main characters of this book? Create a movie poster featuring some of the actors using the computer or magazine clippings. DO NOT use any of the actual actors picked for the movie! Attach a casting list for the following characters as well as why you chose each actor: Tris, Four, Eric, Jeannie, Al, Christina, Will, Tori, and one character of your choice. 3. Create a book trailer for Divergent. You should include the book title, the author, the setting, and three main characters with a brief preview of what the book is about. DO NOT give away key points! Watch the following video on TeacherTube that explains how to make the trailer: www.teachertube.com/viewVideo.php?video_id=208639&title=How_to_make_a_book_trailer_for_Middle _Years.

FACTION

PROPAGANDA

COMMERCIAL

YOU AND YOUR FACTION-MATES ARE RESPONSIBLE FOR MAKING A RECRUITING VIDEO SO THAT MORE PEOPLE WILL JOIN YOUR FACTION. CREATE A BRAINSTORM SHOWING IDEAS YOU WANT TO USE IN YOUR VIDEO. THEN, CREATE A SKIT. AFTER YOU HAVE HAD A WEEK TO PRACTICE THE SKIT, WE WILL FILM EACH VIDEO AFTER SCHOOL. THE LEADER OF EACH FACTION IS RESPONSIBLE FOR SCHEDULING THE FILMING DAY WITH ME. MAKE SURE THE DATE WORKS FOR EVERYONE. THIS WILL BE ADDED WITH YOUR READING LOGS FOR A PROJECT GRADE.

Faction propaganda essay AFTER READING THE BOOK AND WATCHING THE RECRUITER VIDEOS, YOU MUST WRITE AN ESSAY EXPLAINING WHY ONE OF THE FACTIONS IS A BETTER CHOICE THAN ANY OTHER. (YOU MAY CHOOSE TO WRITE ABOUT A FACTION THAT YOU WERE NOT IN.) FIRST CREATE A BRAINSTORM, THEN FILL OUT THE FOLLOWING OUTLINE. AFTERWARDS, YOU MUST TYPE YOUR PAPER. BE SURE TO USE MLA FORMAT AND TO QUOTE PAGES FROM THE BOOK. DIVERGENT FACTION RECRUITMENT ESSAY OUTLINE

I.

INTRODUCTION a. INTRODUCE BOOK b. WHAT IS A FACTION? c. THESIS: WHICH FACTION IS BETTER?

II.

III.

IV.

V.

BODY 1DESCRIBE THE FACTION YOU CHOSE a. WHAT VALUE DOES THIS FACTION REPRESENT? b. WHAT JOBS DO THE PEOPLE IN THIS FACTION USUALLY DO? c. WERE THERE ANY CHARACTERS IN THE BOOK WHO BELONGED TO THIS FACTION? IF SO, WHAT DID YOU LIKE ABOUT THAT CHARACTER? BODY IIDISCUSS THE FACTIONS MANIFESTO (BEGIN ON P. 35 IN THE BONUS MATERIALS SECTION OF YOUR BOOK) a. WHY ARE THE POINTS IN YOUR FACTIONS MANIFESTO HONORABLE? b. HOW DO THE POINTS IN YOUR FACTIONS MANIFESTO PREVENT WAR AND SUPPORT PEACE? c. WHY ARE THE POINTS IN YOUR FACTIONS MANIFESTO THE MOST IMPORTANT TO HAVE IN ANY SOCIETY? BODY IIIWHY IS YOUR FACTION THE BEST CHOICE OVERALL? a. WHAT ARE THE PERKS OF BELONGING TO YOUR FACTION? b. WHAT KIND OF PEOPLE WOULD ENJOY BEING IN THIS FACTION? c. WHY WOULD SOMEONE FEEL IMPORTANT FOR BELONGING TO THIS FACTION? CONCLUSION a. TRY ONE LAST TIME TO CONVINCE THE READER TO JOIN YOUR FACTION. b. MENTION ALL OF THE OTHER FACTIONS, BUT SAY ANOTHER REASON WHY YOURS IS BETTER IN A COMICAL, SERIOUS, OR INTERESTING WAY. c. END BY SAYING THE READER CAN PROMOTE PEACE BY JOINING THE FACTION BECAUSE