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Changes Made to Unit:
I made changes to my last lessons and described it in specific detail in Changes to lessons 6-
10. I also made changes to my rubric and assessment to better match them to my lessons. I
think my unit is relevant in that it covers topics important to the Field of English Language Arts
in genre study, identifying the main ideas of a nonfiction text, Identifying main ideas of a
fictional text, identifying vocabulary of the genres and the text Divergent. I think it attends to
relevance for students because it describes in detail why many activities in class will help the in
their everyday life. I think this lesson aligns in its goals, objectives, lesson activities, and final
assessment. I think my lesson attends to a number of diversities in the multiple intelligence
lessons, lesson on world building, and differentiation. Scaffolding: each lesson builds off the one
before and pulls from the ones previous. By observing the unit I learned a lot about scaffolding
my lessons I did not understand what this meant before, but particularly in the last lesson I was
able to see how it works.

Rationale: Divergent
In the transition from middle school to high school, high school to college, and college to
adulthood students are faced with a number of decisions, challenges, and experiences that will
have an impact on their lives. It is important that in these periods of transition adolescents have
an outlet in which to hold dialogues about these experiences unique to their age group. These
outlets often times cannot be found solely in the home. Students need to speak with other
students in similar circumstances. Using texts like Divergent in the classroom to begin these
dialogues can be exactly what is necessary to get students critically thinking about their
experiences, and sharing them with the class or even just hashing these thoughts out on their
own.
The transitions teens go through are expansive. Middle school to high school they have to decide
where they will fall on the social and academic latter. What clubs/ sports are best for them? What
friend groups will impede on their success? Not to mention their home experiences. From High
school to college they need to pick a major, school, decide if they are meant for college, and do
all this while disregarding possible wishes of their friends, partners, and parents. From college to
adulthood students are looking at breaking away from attachments to childish desires, monetary
independence, and complete independent living. These are all things our main characters are
going through in Divergent. Students will be thinking about their thinking to make rational
educated choices. They will be able to separate their feelings from those adopted from others.
Sons and daughters will and should already be thinking about these big decisions. They may
question the idea of college or joining the family business, but this is a process of growing up.
Students will undoubtedly be better off for thinking about these choices. Trise was miserable in
her first faction. She needed to know there was more. She needed to know who she really was.
Sometimes this takes asking questions, and in the end they will be stronger better functioning
people because of it.Writer Jim Burke in his article Canon Fodder states, Students look to
literature, as we all do, to discover ourselves in it, and to experience different dimensions of the
human condition that they may or may not realize they are a part of(58).
In this unit we will be reading the text Divergent. In this science fiction novel the main character
Beatrice is in the transition period within her society. At age 16 the children of this society must
choose the faction in which they will live and work for the rest of their lives. Each faction serves
a different purpose in this society. Abnegation, Beatrices faction, are the selfless and serve as
the government and other selfless services. Amity are the peaceful and serve in agriculture.
Candor are the honest they work in positions that the virtue of honesty is most prized. Dauntless
are the brave and serve as the guards of the city limits. Erudite are the intelligent and work in
education and research. In this text readers see main character Trice going through several
important life changes that will bring her to adulthood. She is facing a lot of the same challenges
our students are facing, or will face at some point in the pursuit of their independence and search
for their true identity. Trice must leave her family behind. This means stripping herself of the
identity they have provided her with and finding her own. This all begins with a choice of which
faction to join much like the choice of which college to go to or which major to join will begin a
high school students journey into finding themselves. Trice chooses the Dauntless faction and
there is no turning back. She chooses a new name, learns new skills, makes new friends, and
must completely revamp herself for her new life as Dauntless. Trice soon finds that there are
some internal aspects of her abnegation upbringing that are harder to leave behind than others.
She comes to understand that these are aspects of her true identity. Trice faces bullying in her
search for her new life and even falls in love. As Trice goes through this internal revamping her
society is going through a large change of its own. The old ways of the faction system are being
questioned and manipulated. The honorable abnegation are not as impartial as they once seemed,
and the Erudite are suiting up for the battle of a lifetime. Trice must now see the world as it truly
is. Not everyone fits into a cookie cutter label, her parents arent perfect, there are people in this
world that can hurt her, and she has to fight for what she believes in.
This text can open avenues in learning about critically thinking about ones society both in
current events,historical events, and future outcomes. It brings to light issues of labeling people
in society and stereotyping. It also comments on independence and ones identity within their
society. We will use readings from number of different cultures to gain a better knowledge of
culture, both material and non-material. It is important students understand the norms, values,
and beliefs of our culture and other cultures in history and today. In learning about this students
will better understand what really makes people different, and it will have students questioning
how different we really are if its simply socialized norms that separate us. These ideas are
important in the text because Trise's society is so similar yet different to our own and it is really
easy to miss this. Each faction has a secret subculture that separates them, and the factionless
have aspects that akin them to the Native Americans in our society and the untouchables in India.
We will specifically be looking into native american, Indian, Aztecan, and African tribal
cultures. This will offer a number of diverse cultures both historically and in present society. The
unit will use short stories, news articles, videos, and poetry to look closer into diversity. This unit
goes across content to social studies, history, and U.S./ world cultures. Additionally, a look into
diversity of individuals will be taught. Students will learn about different learning styles and
intelligences and how this makes us all diverse. They will learn their own learning style and
intelligences like the teens in Divergent. They will see how they are divergent because multiple
styles may fit them, and learn how it feels only to take part in one. They will then decide the pros
and cons of a society run on this principle.
This text is relevant to the field of ELA because it uses literary elements to comment on social
issues. Students will see how this text is allegorical in the names of factions and the way they
behave and interact. They will be able to learn more about allegorical texts by reading Native
American fables that demonstrate allegory, and they will learn how to create a text using this
method. The students will be presented with the text in a way that will have them questioning
why the author chose to write about this dystopia.Another wonderful aspect of this text are the
many ways in which students can connect with this author. She has blogs, fan pages, and
interviews that are recent and all about Divergent and her writing process. Additionally, there is
soon to be a movie and third book out for this series. Creating relevance for students beyond
what I mentioned above. Students will want to read this text and hear from the author. They will
be ready to read the next book and watch the movie. This text is written by an author that is
current, successful, and young. Students can see with novels like these that literature is
alive (Salvner, Gary). Student writers can see themselves in this author, and find value in the
further study of her career.

The Big question of this unit is:
What steps must we take to become independent?
Our goals in this unit will be:

Students will be able to describe their learning styles and multiple intelligences as well as others.
Students will be able to describe the meaning of divergent and why the author chose this title
Students will be able to analyze the steps taken in the novel to access Beatrices identity
Students will be able to analyze the steps students in our society take to access their identity
Students will be able to analyze the steps in gaining independence.
Students will be able to evaluate the authors website, blog, and suggestions for furthering writing
Students will be able to develop a substantive thesis statement in order to identify main ideas in
both fictional texts and nonfictional texts.
Students will be able to apply characteristics of coming of age stories to the text Divergent in
order to develop genres like this in their own writing.
Students will collect information about one of the following genres: science fiction, fantasy,
dystopian in order to create a presentation that accurately depicts the characteristics of the genre
and aspects of world creation in the genre.
Students will be able to apply the information they find about their genre to the text Divergent in
order to see where this takes place in their novel.
Students will be able to distinguish important characteristics of a science fiction, fantasy, or
dystopian genre of writing in order to gain knowledge about how to recreate these genres in their
own writing.
Students will be able to outline important characteristics of these genres in a web in order to have
accurate notes on the subjects for when they write their own stories.
Students will be able to identify elements of the story Divergent, in order to better recreate these
in their own writing.
Students will be able to create their own characters that fill the roles they learn about in order to
begin the process of brainstorming their story.
Students will be able to break down Veronica Roths blog article into her main idea and steps she
would take in world building in order to create a world of their own in the genre of fantasy,
science fiction, or dystopia that includes values, practices, beliefs, culture, and ways of
governing within that world.

Changes to Rationale:
I really tried to be more specific in what I wanted to do for the whole unit. At the beginning I
tried to answer possible parent questions about making students question, possibly, too much. I
added a new section on diversity that will get students to delve deeper into their own diversities
as it pertains to learning. I also added an aspect of learning about other cultures because after
some thought with my assessment I wanted students to be able to better understand our world,
Trise's world, and how it was created. I think that this will show the world's cultural diversities
and commonalities so that students can better create their own world while understanding that
their creation can't exactly be some made up Eutopia. There has to be problems to solves and
ways a society solves these problems. I am slightly concerned in finding exactly what I want to
give students to read to show these cultures, their differences from ours, and their institutions. I
also want to change my goals/objectives for the unit somewhat.

Changes to assessment:
For my assessment I changed the requirements to include aspects of world creation. Students
will be learning about the creation of a world like the one ask for they will be creating a
backstory/ world of their own in class first after learning about world creation. They will then
create their own story using the lifestyles they created in the world. The students will then create
a story of their own using characteristics of a coming of age tale and a selection of Science
fiction, fantasy, or dystopian writing. They can use aspects of all three but must be clear on what
genres they are using.
I cut out the overt requirements about culture as they will be learning about these and including
them in their world creation activity that goes with their final assessment.
I also created a rubric for them to use as a guideline for what they should do.

Assessment :
With this assessment I intend to encapsulate my major goals for this lesson which is for
students to understand the steps it takes for one to gain their independence and the role of
identity, family, and society in gaining this independence. In this unit as discussed student will
be looking at literature as something dynamic and current (Salvner, Gary). The students will be
looking into the creation of this text by this modern young author. Their summative assessment
will reflect this. I think it is important students create their own writing because it is a form of
expression of their individuality.
Students will be creating multi-genre projects that demonstrate a society of their creation.
Students will first be creating a world of their own through in class activities. They will include
this with their final product. Students will create a coming of age story. They will also decide in
whether they would like to include aspects of the science fiction genre or dystopian genre. They
may use all of these but should be sure to include how they did this. They then have to create
their own world with their own rules and ways of governing. I will ask students to be creative in
this assignment and strive to develop a world of their own. I think that in this assignment they
will be able to make connections between the present, past, and their imagined futures. Veronica
Roth created this imagined world of factions and faction-less that mimics our world today in a
creative way. It splits people into the jobs we know in our society based on their identity. These
factions are almost tribal in the way their ceremonies and coming of age practices split them into
secret subcultures of their larger society. We will look into Veronica Roths process of world
creation, science fiction writers process of world creation, and fantasy writers process of world
creation.
Students will have the option to create these worlds in writing. In which they create one
creative assignment for the lives of individuals in a futuristic society. Students will demonstrate,
in futuristic writing, examples of the government, Material Culture, Non-Material Culture: Ex.
Language/Symbols, norms, sanctions, values (what are they? How do we use them?), and
Beliefs. They are not limited to these concepts. Students will demonstrate this through their
world creation assignments. It is important that these aspects of their societies are revealed
because these are the aspects of society that Veronica Roth uses to create a new world that is so
much like our own yet so different. Using these parts of culture in society she created
marginalized individuals, subcultures, and as in any society some possible corruption. As Tris
takes part in dauntless training she is learning the ways of a new subculture from the one she was
raised in.
In their actual story students will want to include a character who doesnt necessarily fit
into their world. An outsider character that helps this person on their journey. A flaw within the
society that needs to be solved. A plot to reinforce the current system.
Students will have the opportunity to create these worlds through visual assignments
including a video of the futuristic world they created. They will also include a script for the
dialogue of their characters. They must still include the elements of a coming of age tale and
include aspects of either a science fiction or dystopia. They may include aspects of all of these,
but they should be clear what characteristics they use.
If students think of different genres they would like to use to depict this assignment such
as newspaper articles, website, blog, etc., they can discuss this possibility with me. If their genre
meets the goals of the assessment they may use these methods.
Assessment Work Sheet:

Veronica Roth created an imagined society of factions and faction-less that mimics our
world today. It splits people into the jobs we know in our society based on their identity. These
factions are almost tribal in the way their ceremonies and coming of age practices split them into
secret subcultures of their larger society. Your mission will be to take what you know about the
different societies we studied in class and create a narrative on a preexisting society (think of the
ones we covered in class) and a society of your creation. You have the option of multiple genres
(screen play/video, blog, news article, writing, theatrical piece). You will also have the option to
collaborate or work individually.
Part 1: Using these parts of culture in society Veronica Roth created marginalized
individuals, subcultures, and, as in any, society some possible corruption. As Tris takes part in
dauntless training she is learning the ways of a new subculture from the one she was raised in.
Use your World Building worksheet, the characters you came up with in class, and your genre
study notes for the Coming of Age genre, Science Fiction Genre, and Dystopian Genre to create
a narrative of your own. Be creative! Remember, you came up with the structure in class using
the above worksheets now it is time to write your story. You must include characteristics of a
Coming of Age story, but you can choose whether you want to make your story the Science
Fiction, the Dystopian Genre, or both! Be clear in what genres you use by following the
characteristics of that genre.
Here are some questions you might want your story to answer: What is the your new
world like? Does it look like the world we know or has something changed? What happened to
the world we know? Provide examples of the government in this society, Material Culture, Non-
Material Culture: Ex. Language/Symbols, norms, sanctions, values (what are they? How are they
used?), and beliefs (World Building worksheet)
You will have the opportunity to create these worlds through creative writing pieces,
visual assignments including a video of the historical society and a video of the futuristic world
you created. You will also include a write up of the government, Material Culture, Non-Material
Culture: Ex. Language/Symbols, norms, sanctions, values (what are they? How do we use
them?), and beliefs. This can be demonstrated in a script for the dialogue of their characters,
through a third person narrator, or a first person narrator.
*If you think of different genres you would like to use to depict this assignment such as
newspaper articles, website, blog, etc., you can discuss this possibility with me. If your genre
meets the goals of the assessment you may use these methods. *

Rubric:
Have one but have to change it to Word document rather than excel. For now I have a
what how chart that will be similar to the rubric:
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Kristal Martinez
Unit: Divergent
Lesson: Introduction to Divergent
1. Academic Standards/Assessment Anchors
CC.1.3: Reading Literature: Students read and respond to works of literature- with emphasis on
comprehension, making connections among ideas and between texts with focus on textual
evidence.
Assessment Anchor: L.F.2: Analyzing and interpreting literature- Fiction
CC.1.3.9-10.E: Analyze how an authors choices concerning how to structure a text, order
events within it and manipulate time create an effect.
Assessment Anchor: L.F.1: Reading for meaning-Fiction
CC.1.3.9-10.F: Analyze how words and phrases shape meaning and tone in texts.
Assessment Anchor: L.F.2: Analyzing and interpreting literature Fiction

2. Instructional Objectives
Students will be able to describe the meaning of the title of the text Divergent in order to
better understand the authors reasons for choosing this title and find the meaning of this word
within the text.
Students will be able to define erudite, candor, dauntless, amity, and abnegation in order to
conceptualize the idea that these factions names are exactly what the individuals in these factions
are expected to be anything more and they are divergent anything less and they are factionless.
3. Content
Introduction/Motivational Device
The teacher will pass out the text Divergent to the class. The teacher will play the movie
trailer for the film Divergent. The teacher will explain that in order to choose the movies we
want to watch we often watch movie trailers to build up initial excitement, learn about the
actors playing the characters, and understand the premise of the movie before we decide
whether we will spend our free time on this film. Choosing the books we read is a similar
process. We find out what the book is about by understanding the title of the book and
learning a little about the world of the book.
hLLp://www.youLube.com/waLch?v=1mlMuha7wxw

Learning Activities/Procedures - Explanation of teaching strategies and outline of
implementation (i.e., direct instruction, guided and/or independent practice)
Motivational Device: (5 min)
Pass out the Divergent text to students.
Play Fan Made trailer of Divergent for students
The teacher will explain that in order to choose the movies we want to watch we often
watch movie trailers to build up initial excitement, world of the film, and understand the
premise of the movie before we decide whether we will spend our free time on this film.
The teacher will explain that choosing the books we read is a similar process. We find out
what the book is about by understanding the title of the book and learning a little about
the world of the book.
Learning Activity: (35 mins)
Pass out Divergent worksheet that has the definition of Divergent included on it
to students.
The teacher will have one of the students read the definition of Divergent that
the Teacher has provided on the worksheet out loud.
The teacher will give an example of what this means to her from personal
experience or similar words that she has seen or read.
An example of this from my experience would come from food. I like to try
divergent foods
The students will then describe what this means to them with a description from
their life with the student on their right.
The teacher will then ask students what divergent examples they came up with in
their lives.
Next the teacher will ask students why they think Veronica Roth chose this as the
title for her book. (Possible answers for this could include, but arent limited to,
the text deals with things that tend to be different, the main character in the book
tends to be different, and the book itself is different. We are just trying to get
students interest sparked they will find out when reading why the book is called
Divergent.)
Ask students to work with the person to their right again and find the definitions
to the other words provided on the sheet.
Remind students to not only define the words but try and understand what the
definition means to them. Ask them to write examples after the description of
what the definition means in the context of their life.
Explain to students that they can use classroom dictionaries or laptops, but if they
use laptops they must site the source in which they found the information to
make sure it is credible.
As students define words together go around the class and ask about the way
students have identified with the meanings as was done in the large group.
Ask students to come together in the large group again.
Teacher will go over the definitions with students.
Teacher will ask students to define each word in order.
The student pair who defines the word will then ask another student pair to
explain what the definition means to them in terms of personal experience or
similar words that they have seen or read.
Explain to students these words are important to define because in this world the
definitions of these words is what individuals in these factions are expected
to be anything more and they are divergent and may be killed, anything
less and they are factionless basically outcasts of society.
III. Closure: (5 mins)
The teacher will thank students for their participation in this activity.
The teacher will explain that as they read Divergent they should write down
anything they find out about these factions under the Textual Description
section of the worksheet.
The teacher will then pass out student journals and explain that students will
receive prompts regularly that ask for personal responses to similar experiences
the main character is going through or ideas that they should hash out by writing
which can be a great way to generate wonderful new ideas.
The first prompt will go with the first reading they will be doing tonight.
Pull the following prompt up on a PowerPoint:
Prompt: Beatrice is going through a stressful time in a 16 year olds life in her world. She has to
decide whether she will stay with her family or go to another faction to live and work for the rest
of her life. If she doesnt choose she will become one of the factionless and be ostracized in her
society. How do you think Beatrice made her decision? In similar circumstances what would you
do in her situation? How would you make your decision?

4. Instructional Resources and: hLLp://www.youLube.com/waLch?v=1mlMuha7wxw, uoccam,
worksheeL

5. Differentiated Instruction:
Product
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6. Formative Assessment
I will know students have met my objectives when they have defined Divergent and applied
the word and to other words they have had experience with, or when I collect their worksheet
and see that they described where it appears in the book and for what use.
I will know students have met my second objective after I collect their worksheets and see
their descriptions of the factions from the text and their definitions of these factions. When they
complete these worksheets I will know they reached my objective because by connecting the
worksheet to the text they will be demonstrating their understanding of the factions.
7. Homework:
Students will read the first chapter of Divergent. They will answer the following text in
their journals.
Prompt: Beatrice is going through a stressful time in a 16 year olds life in her world. She has
decide whether she will stay with her family or go to another faction to live and work for the rest
of her life. If she doesnt choose she will become one of the factionless and be ostracized in her
society. How do you think Beatrice made her decision? In similar circumstances what would you
do in her situation? How would you make your decision?

!"#$%&$'( !$*"'"("+',
Directions: Define the following words from the text Divergent with a partner. While reading the
text look out for these important words and use lines from the text to describe what these words
mean to the story. The definition of the first word is already provided.

1. Divergent: According to the Oxford English Dictionary divergent is an adjective that
means tending to be different or develop in different directions
Textual Description:

2. Abnegation:


3. Dauntless:


4. Erudite:


5. Candor:


6. Amity:


Unit: Divergent
Lesson: Beatrices Identity

CC1.3.9-10.C: Analyze how complex characters develop over the course of a text, interact with
other character, and advance the plot or develop the theme.
CC.1.5.9-10.A: Initiate and participate effectively in a range of collaborative discussions on
grades level topics, texts, and issues, building on others ideas and expressing their own clearly
and persuasively.

Students will be able to diagram Beatrices first steps in finding her identity and
becoming independent in order to better identify the characteristics of a coming of age
text in the novel.
3. Content (Lesson Elements)
To begin the lesson teacher will ask students What steps are taken in the United States to
establish independence. What steps has Beatrice taken so far to become independent?
what happened in their first reading? The teacher will write prevalent in formation on the
board. The teacher will ask The teacher will document this on the board as well. The teacher
will document this on the board. Students are drawing information form their prompts to
answer these questions.

Motivational Device: (10 mins)
The teacher will collect student Divergent Definition Sheets.
The teacher will explain that this is just to see how students have done taking notes on the
text.
The teacher will then ask What steps are taken in the United States to establish
independence?
Explain to students that in the United States there is a salad bowl of cultures so even
events like
Bar Mitzvahs and are part of coming in the age for some people in the United States.
The teacher will document this under Coming of Age in The United States.
The teacher will then ask students what steps has Beatrice taken so far to become
independent?
The teacher will document this under the heading Beatrices coming of age steps.
The teacher will ask the question what happened in their first reading?
The teacher documents this on a part of the board under the heading big events in reading
1.
Learning Activity: (10 mins)
Introduction to elements of Coming of Age Tales
This will be a short power point providing aspects of coming of age tales.
As we go over characteristics we will try to connect these aspects to parts of our story so
far and make predictions of what could come next for Beatrice if this characteristic of
coming of age is in Roths story.
Learning Activity II: 20 mins
Students will get into small groups that are posted at the end of the PowerPoint (tiered)
Each group will be given a piece of poster board
Give each group individual instruction
Each group will draw what they think the character Beatrice looks like at this point in the
story.
She is the center of their diagram; around her they will outline her first steps in finding
independence.
Students will then add how Beatrice has taken steps to find her identity.
Teacher will go around the room observing how students are doing with their diagrams
The teacher will ask students to come together as a large group
Key Discussion Questions
o How are Beatrices steps to finding her identity and claiming her independence
similar or different to our societys ways of becoming independent and finding
identity?

Closure (5 mins)
The teacher will ask students how what they found out about Beatrices steps to
independence are similar or different to how teens in our society claim their
independence and find their identity.
The teacher explain that the homework for this evening is to read the next chapter of
Divergent.
The teacher will post the prompt on the power point
They must also answer the next prompt Who are the factionless? Can you think of
anyone in our world that are similar to these individuals (this can be from United States
culture, or from cultures around the world)? Why do you think there are factionless in
Beatrices world?
In closing the teacher will ask students to write on a piece of paper: 3 things you
learned, 2 questions you still have, and 1 connection you'd like to share
Teacher will explain these will be their ticket out the door so they should give them to her
on the way out.

5. Instructional Resources and Technology (i.e., multimedia, technology, lab equipment,
outside expert) PowerPoint, Poster board

6. Differentiated Instruction:
Process
Tier 1
This group will accurately depict
all characteristics of Beatrice
known thus far.
She is the center of their diagram.
Her first steps in finding
independence are clearly outlined
around her.
Group will depict steps Beatrice
has taken to find her identity.
Group will include direct quotes
from the text to support their
findings.

Tier 2
This group will depict
characteristics of Beatrice known
to the best of their ability.
She is the center of their diagram.
independence are clearly outlined
around her.
Group will include evidence
from the text to support their
findings.

Tier 3
This group will depict
characteristics of Beatrice to the
best of their ability.
They depict her on the diagram.
independence are outlined around
her.

1. The formative assessment is the ticket out the door this will give the teacher the
opportunity to see that students understood key concepts from the language. I will know the
objective was reached by the three items they learned from the lesson. I will know if the
objectives were not met based on their questions.
2. The Divergent Definitions sheet will show students have read/ are making efforts to
understand the text. The teacher can examine these and make sure students are picking up on
these aspects of the book.
*************************************************************************************

Unit: Divergent
Lesson: Faction Facts
1. Academic Standards
CC.1.2.9-10.C: Apply appropriate strategies to analyze, interpret, and evaluate how an author
unfolds an analysis or series of ideas or events, including the order in which the points are made,
how they are introduced and developed, and the connections that are drawn between them.
1. Students will be able to recall aspects of each faction in order to better understand the
world created by Roth so that they can better create their own world.
2. Students will be able to describe labels people are given in our society and discredit
them in order to display how Roths world is flawed and why in the end this system does
not work. This is a key aspect of a story in this genre.
Students will get out classroom laptops and go to this website:
hLLp://www.dlvergenLfans.com/page/facLlon-qulz. SLudenLs wlll Lake lacLlon qulz. AfLer
sLudenLs Lake Lhelr qulz Lhey wlll Lally up Lhelr hlghesL scores. AfLer Lallylng up Lhelr hlghesL
scores. 1hey wlll see whaL facLlon Lhey would be parL of.

Learning Activities: (35 min)
Motivational device: 5mins
Students will be take out laptops
As students take quiz teacher hands out Divergent Definition worksheets.
Students will go to quiz website
Students will take faction quiz and find out their results including what their faction
values.
Students will get into small groups by factions.
If students had multiple highest answers ask them to choose the faction they want to
spend the rest of their life in and not to disclose their exact results.
Students will use the quiz website and book to add to the textual description sections of
their worksheets.
Students will join large group discussion
The teacher will ask each faction the characteristics that describe them from the website
and the things that describe them from the text.
Students will take notes on their worksheet of what each factions values, functions in
society, and jobs are.
The teacher will then ask students how many of them got two top factions.
The teacher will ask student what character in the book had this situation. (Beatrices
brother)
The teacher will ask students who had more than two top factions?
She will ask students what this means? (they are Divergent)
The teacher will explain that this quiz is not completely accurate because as they may
have noticed when they took the quiz they had many interests that did not fit into a single
label.
A lot of you may have thought you would not have one letter that id the highest. I know
I did.
Explain this is because we cant be put into cookie cutter labels we are diverse and
unique. This may be the big issue of Beatrices world.
There are multiple aspects that make up identity. What kinds of labels are people put
into in our society?
Explain that they will see a a short video about labels we see put on people everyday.
After showing this video display My Name is Earl video in which he discovers why
labels are truly harmful.
Students will work individually to figure out what their label might be in their journals.
Students will draw a picture of their label, like we did for Beatrice, and then write the
other characteristics of their personality that diverge form the simple caricature of their
label.

Closure
The teacher explains that the students will hand in their journals at the end of class.
She will check the last few prompts and return these to them next class this collection is
only to make sure they are on the right track with prompt assignments.

5. Instructional Resources and Technology: laptops, online resource: ulvergenL lans.
(2013). lngralned Medla. 8eLrleved from hLLp://www.dlvergenLfans.com/page/facLlon-qulz
6. Differentiated Activities:
Product
1ler 1
SLudenLs wlll be able Lo come
up wlLh one accuraLe label ln
our socleLy connecLed Lo
Lhemselves.
SLudenLs wlll be able Lo
accuraLely descrlbe Lhls label.
SLudenLs wlll be able Lo llsL
ways ln whlch Lhey dlverge
from Lhls label
1ler 2
our socleLy connecLed Lo
Lhemselves.
descrlbe Lhls label ln deLall.
ways ln whlch Lhey dlverge
from Lhls label
1ler 3
our socleLy.
descrlbe Lhls label.
ways ln whlch someone may
dlverge from Lhls label

I will know my objectives have been met when students are able to accurately create
descriptions of the faction assigned to them as well as their classmates. The notes they
took should display the characteristics of each faction.
I will know students met my second objective based on their label characters. As long s
students can discredit these labels and see how they are not the sole identity of an
individual they will have met the objective.
*************************************************************************************

Unit: Divergent
Lesson: Multiple Intelligences

CC.1.2.9-10.D: Determine an authors particular point of view and analyze how rhetoric
advances the point of view.
CC.1.2.9-10.C: Apply appropriate strategies to analyze, interpret, and evaluate how an author
unfolds an analysis or series of ideas or events, including the order in which the points are made, how
they are introduced and developed, and the connections that are drawn between them.

1. Given the result of the multiple intelligences quiz, students will be able to identify
their own learning styles in order to gain a more acute knowledge of their strengths and
understand another way in which a world based on labels can be flawed.
2. Students will be able to dissect an article by identifying an authors thesis and how it
advances in order to further their writing abilities through breaking down other writers
styles. This will also prepare them for later lessons.

The teacher will ask students to get out laptops and take a short evaluation asking them
simple questions about themselves. Ask students to answer with what first comes to mind and
what best fits them. The teacher will have this website posted on the board for students
hLLp://www.eduLopla.org/mulLlple-lnLelllgences-learnlng-sLyles-qulz.
Subject Content/Topics - Explanation of academic content
We will be looking at multiple intelligences to get an understanding of how students learn. It
is possible that this activity could give students perspective into how they can do better in
school. Students will be given both sides of the argument I will present them with
intelligences then the article will have opposing views and can decide from there what idea
they prefer.

Motivational Device: (10 mins)
Students will be asked to get out laptops again.
Students journals will be passed back.
Students will be asked to take a simple personality quiz.
Students will just be asked to answer each question as it pertains to them.
Students will take quiz.
I. Learning Activities: (10 mins)
The teacher will then tell students to examine their results and print them out.
Students will be asked to staple these into their journals.
The teacher will then play the Multiple Intelligences video to give students a visual
understanding of what they are reading.
hLLp://www.youLube.com/waLch?v=k8bmerz82!l
After the video students will write down what their highest intelligences characteristics
are and what this means for their learning in their journals.
II. Learning Activity: (20 mins)
Students will then go through a checklist of activities posted on the board.
They must first write down where they see their multiple intelligences present their lives.
They next will be given an article to read: While reading the article they will identify 5
new, interesting, or difficult words for them and define them in their journals. They will
identify the point the writer is trying to make by highlighting the writers thesis statement
and then explaining what it means to them. They will then highlight the points that the
author uses to support their thesis. They will outline this on a writing chart provided.
After students do this they will provide an formal paragraph explaining why they agree or
disagree with the author.
Students will get with a partner and share what they come up with. They will discuss
what they found out about multiple Intelligences and which idea they most agree with.
After this both students will sign the bottom of each others papers and hand them in.

Closure (5 mins)
Ask students to come together as a large group and let them know that there is no wrong or
right answer to what they believe in. These are opinions.
Ask students how they felt about their results.
Ask students if they thought results were accurate. If not why not.
The homework is to read the next chapter in Divergent.
The prompt students will answer is: Given the information about multiple intelligences, how
do the 8 sections of multiple intelligences relate to Roths Factions? Given what you know
about your intelligences, what faction would you be in?
5. Instructional Resources and Technology (i.e., multimedia, technology, lab
equipment,
outside expert) Laptops, Ferguson, Christopher. (2009). Not Every Child Is Secretly a
Genius. The Chronicle of Higher Education. Retrieved From http://chronicle.com/article/Not-Every-
Child-Is-Secretly/48001/, Ostwald-Kowald, T. (2013, Jan 18). Understanding Your Students Learning
Style: The Theory of Multiple Intelligences. Retrieved From
http://www.connectionsacademy.com/blog/posts/2013-01-18/Understanding-Your-Student-s-Learning-
Style-The-Theory-of-Multiple-Intelligences.aspx, Page, Nikki. 2009, Dec 6). Multiple Intelligences.
Retrieved From hLLp://www.youLube.com/waLch?v=k8bmerz82!l
WorksheeL charL: hLLp://my.hrw.com/nsmedla/lnLgos/hLml/uls/Maln_ldea_and_ueLalls_CharL.pdf
-. Differentiated Activities:
Product
Tier 1
Students will be able to identify
the thesis of the article
all the authors main points in
their argument
Students will be able to describe
how their knowledge of Multiple
Intelligences will affect them.
which side of the argument they
agree with.
Tier 2
most the authors main points in
their argument.
which side of the argument they
agree with.
Tier 3
most the authors main points in
their argument.

The teacher will know the first objective was met based on the student identifying their
learning styles and the answer they have in their journal about what knowing their
learning styles will mean for their learning.
The teacher collected students articles and outline article pages. They can inspect from
there whether students understood the article and the position they took on multiple
intelligences. The objective will be met when the student is able to break down the thesis
of this article, break it into parts, and take a stance on this idea with knowledge of both
sides of the issue.

*************************************************************************************
Unit: Divergent
Lesson: Multiple Intelligences

CC.1.3.9-10.A: Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by specific details; provide
an objective summary of the text.
CC.1.3.9-10.C: Analyze how complex characters develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
CC.1.3.9-10.E: Analyze how an authors choices concerning how to structure a text, order events within
it and manipulate time create an effect.

Students will be able to illustrate specific scenes from the novel in order to better
understand the text.
Students will be able to discuss how multiple intelligences can enhance and limit
learning in order to identify the flaw in the world Roth created to create their own flaw
in the world they create.
The teacher will ask students to answer this question in their journal, a discussion question
from the text itself, What purpose does each of the five factions serve in society? 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? If not, what faction(s) would
you create to fill in any gaps? We will then discuss this as a class.


I. Learning Activity: (20 min)
Students will get into groups based on their top multiple Intelligence.
Students will choose a scene from the readings weve done so far
Each learning style will be given a different way to represent their passage.
Bodily Kinesthetic: These students will interpret a scene with their bodies
alone.
Verbal-Linguistic: these students will debate on topic from the text. The
group will split into two parts. They will get their supporting ideas together
separately. Students will then give a short debate on the issue to the class.
Logical-mathematical: These students will use the patterns of what happened
in the story so far to predict what will come in the future and present this to
the class.
Visual-Spatial: These students will create a story board of a scene in the story
using drawings.
Auditory-Musical: These students will use the laptops to create the Divergent
soundtrack that connect to specific scenes from the text.
Interpersonal: These students will act out a scene from the play so far
Intrapersonal: Students in this group will write about how they feel they
relate to one or more characters from the text and what faction they would
choose if they were in the world of Divergent.
Naturalistic: These students will draw a map of what Beatrices world looks
like paying attention to specific detail about the scenery, the natural life that
may be around, and where it is.
II. Learning Activity: (20 mins)
Each group will present what they came up with together to the class.
Teacher will ask how students felt doing work according to their learning
style.
Class will discuss the positives of being in their learning style and the
negatives of being in their learning styles.

Key Discussion Questions
Given what you know about working in one Learning style, do you think it would be a
positive or negative experience to live in factions? Provide evidence from the text to support
your answer.

Closure
Explain to students that though it is helpful to understand multiple intelligences it can be
limiting to box ourselves into a single label.
Explain to students that the next two chapters of the text are for homework
Tell students they will be answering the following questions in their journal: Given what you
know about working in one Learning style, do you think it would be a positive or negative
experience to live in factions? Provide evidence from the text to support your answer.

outside expert) Divergent

6. Differentiated Activities:
Product
Tier 1
Group will create a product or
performance that clearly
demonstrates an application of
the text.
demonstrates an application of
their multiple intelligence.

Tier 2
performance that demonstrates
a comprehension of the text.
demonstrates a comprehension
of their multiple intelligence.

Tier 3
an understanding of the text.
an understanding of their
multiple intelligence.

Students journal prompts will be collected to make sure students are understanding the
activities we are covering in class. I will know if students meet the first objective if students can
use their multiple intelligence to connect with the text. I will know if students meet the second
objective if they can compare and contrast the positives and negatives of running a world solely
by one intelligence.
*************************************************************************************

Changes to Previous five lessons based on feedback:
The changes I made to my previous five lesson were done mainly to two areas in each lesson. I
wanted to make sure to include some kind of tiered differentiated activity. I am having some
difficulty understanding exactly how this works, but I have a vague idea. Hopefully, based on my
next five lessons where I do this your commentary will clarify that. I also took another look at my
formative assessments to make sure I am clear about what I wanted. I also changed the part of
my lesson on labels. To include examples for students rather than have the students generate
examples. I also wanted include a video from the show My Name Is Earl in which Earl finally
realizes what labels do to people and starts to talk about this realization. I had some confusion
about the comment Ill be looking for you to consistently integrate the categories of reading
instruction, writing instruction, and language instruction (e.g., vocabulary, grammar, linguistic
variation, code/style switching) in your sequence of lessons, as per our rubric. I thought I was
doing this, but now I am slightly confused by this. Hopefully in the next few lessons I can get
some clarifications about this.
Changes to lessons 6-10:
The changes I made to this lesson were in cleaning up the Differentiated activity sections. I also
included several sections of the activities that tell students to attend to vocabulary. For instance,
in their presentations research they should look for specific vocabulary that relates to the genre.
I also attempted to make these activities relevant to students by explaining how they will be using
these in their life inside and outside of school. I explained some specific detail about genres
characteristics students that would be good. I cut out fantasy genre because after looking closer
I did see that this did not connect to the text. I clarified that all thesis statement identification is
related to nonfiction texts like the articles we read and the blog we look at. I explained that in
creating thesis statements we are looking for ideas for the authors reasoning throughout the text
that we can support with textual evidence.

Unit: Divergent
Lesson: Coming of Age

CC.1.3.9-10.C: Analyze how complex characters develop over the course of a text, interact with
other characters, and advance the plot or develop the theme
CC.1.3.9-10.K: Read and comprehend literary fiction on grade level, reading independently and
proficiently.
CC.1.3.9-10.A: Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences and conclusions based on an authors explicit assumptions
and beliefs about a subject.
Students will be able to develop a substantive thesis statement in order to identify main ideas in
both fictional texts and nonfictional texts.
Students will be able to apply characteristics of coming of age stories to the text Divergent in
order to develop genres like this in their own writing.
The thesis activity is meant to clarify information about identifying thesis statements
from a past assignment, and so that students can create a thesis of their own about stories
like Divergent. Pass students article assignments back to them, and ask students to drop
their journals in the journal bins. Explain that I will look over them tonight and get them
back to them tomorrow. When students are settled ask students to recall that for this
assignment they had to identify the writers thesis in scholarly journal articles. Explain
that it is important to know where the thesis statement is in nonfiction readings, like the
articles we read, so that we can understand their main reason for writing the article. In
order to identify a writers thesis we must be able to create good thesis statements
ourselves. We do this by coming up with our own ideas about the works we read based
on strong evidence in the text. Ask students what a main idea could be in Divergent?
Explain that we are going to create a thesis of our own based on Divergent. Explain that
our thesis statement should say something important about the text, and why we think the
writer chose to write what they did with substantial evidence from the text. We will never
know exactly what a writer is thinking, but we can come up will ideas based on strong
textual evidence. Explain to students that this will help them to build strong arguments in
the future. This could be important in arguing a grade with a future teacher.

Learning Activities/Procedures
Motivational Device:
Pass students article assignments back to them, and ask students to drop their journals in
the journal bins.
Explain that I will look over them tonight and get them back to them tomorrow.
When students are settled ask them to recall that for this assignment they had to identify
the writers thesis in scholarly journal articles. Explain that it is important to know where
the thesis statement is in nonfiction readings, like the articles we read, so that we can
understand their main reason for writing the article. It in order to identify a writers
thesis we must be able to create good thesis statements ourselves.
Explain we do this by coming up with our own ideas about the works we read based on
strong evidence in the text.
Ask students what a main idea could be in Divergent? Explain that we are going to
create a thesis of our own based on Divergent. Explain that our thesis statement should
say something important about the text, and why we think the writer chose to write what
they did with substantial evidence from the text.
We will never know exactly what a writer is thinking, but we can come up with ideas
based on strong textual evidence.
Explain to students that this will help them to build strong arguments in the future. This
could be important in arguing a grade with a future teacher. If we cannot identify why we
feel that something has occurred, back it up with evidence, and present our case many
people wont take us seriously.
Begin the thesis statement for students on the board. In The text Divergent, Veronica
Roth
Ask student what they think is important about her story. This should generate a list of
possible main topics for the thesis statement.
After creating a thesis statement as a group ask students to create a thesis statement of
their own describing how Veronica Roth shows an important time of Beatrices life. (The
choice she has to make, creating a new identity, becoming part of the new faction,
becoming independent, etc.)
Explain to students that there are plenty of ways to create their thesis statement just as
long as the thesis says something important about the text or why the writer chose to
write what she wrote.
After students create their thesis statements ask them to discuss their choices with a
person on their right.
After some discussion ask students to share some of their thesis statement ideas with the
class.
Learning Activity:
Explain to students that their thesis statements relate to what we are going to discuss today about
the text.
Explain that Divergent is a coming of age text.
These types of stories describe the most important times of a young persons life. A time in
which they leave behind innocence and move toward adulthood and experience.
Pass out Coming of Age Worksheet to students.
Read through the characteristics shown on the work sheet and ask if they can think of ways they
see these characteristics in their own lives.
Read the directions on worksheet to students.
Ask a student to explain, based on the directions, what they should do with this worksheet.
Tell students they will fill out the worksheet independently first.
As students fill out worksheet observe and make sure they are understanding.
Collect students created thesis statements while they work on the activity.
At this point we may be short on time. Explain to students that they will complete this worksheet
for homework and that they should use the text as they read to continually fill in the matching
characteristics.
Tell students that the worksheet will be collected in the next class.
Homework
o Explain to students that they should read the next 3 chapters of Divergent, and fill out the
Coming of Age worksheet.

Closure
o Ask students to conference with the student next to them about one of the characteristics
they matched with an event from the text.
o Call on students and ask them what an important characteristic of a coming of age story
is?

4. Differentiated Learning Activities
Explain the strategies utilized to maximize success for diverse learners.
Product

Tier 1
Students Coming of Age Worksheet
should be complete with direct
quotations from the text including page
numbers.
Student should explain what is
happening in the quote.
Students should explain how the
characteristic and the example from the
text relate.

Tier 2
quotations from the text including page
numbers.
Student should explain what is
happening in the quote.

Tier 3
quotations from the text.
Student should say why they chose that
quote.

5. Instructional Resources and Technology: Coming of Age Worksheet,
Lester, T. Niskayuna Central School District. Main Elements of a Coming of Age Story. [PDF file]. Retrieved from
http://fc.niskyschools.org/~tlester/S03918607.2/Main

1. I will know that students have reached my objectives after I look over their thesis statements. I
should see that they have a thesis statement that states says something important about the text or
why the writer chose to write what she wrote. I am looking to see that they understand that the thesis
should say something important about the text and its writing. I am looking to see that students
understand important aspects of a text.
2. I will know that students understand characteristics of a coming of age story when I collect their
worksheets in which they should be connecting the characteristics to the text. I can also tell a little bit
about whether they are understanding the characteristics about coming of age stories from their answers
in their closing activity.

/+0"'& +* 1&$ 2+%3,4$$(
In Divergent, Veronica Roth depicts her protagonist, Trise, growing up or coming of age. The
coming of age story typically trace the protagonists growth from an immature individual into an
expansive, mature human being concerned with the welfare of others, and his/her place in the
world scheme. Apply as many of the characteristics below as you can to Divergent.
/45%56($%",("6
Trial, initiation, rites of passage, and/or
ritual
Examples: Drivers license, membership in club,
hazing, loss of virginity, Bar Mitzvah, Religious
ceremony, shaving, 18th birthday, etc.
Testing boundaries and limits
-legal/illegal
-right/wrong
-known/unknown
-familiar/strange
-parent/child
/45%56($%",("6 "' !"#$%&$'(
Epiphanies
- sudden realizations of truth about self/world
-seeing the world for what it is, or people for who they
are
-realization of being alone, or responsible for self and
actions
-recognition that world is more gray than black and white
Loss of innocence
-common imagery and symbols
-fruit (Especially apples! Ignorance is bliss
knowledge ends ignorance, knowledge
ends bliss.)
-gardens/forest
-falling
-flowers
-circuses/carnivals/fairs
-birth/tunnel imagery- birth is the first
separation, traumatic entrance into a
new world.
-purity that has spoiled or gone rotten
-OR character desperately tries to hold onto
innocence, goes on a quest for purity with an
intense desire to keep it real, by avoiding
hypocrisy, phonies or those who act or seem
one way
Journey (literal or symbolic)
-movement from one world into another world
-heros journey
Conflict
-Internal conflict- confused emotions, feels
misunderstood
-Desire for the simplicity of childhood and
excitement of adulthood
-Confused by / fascinated by / disgusted by sex
-Desire for the perks of adulthood without the
responsibility

LesLer, 1. nlskayuna CenLral School ulsLrlcL. Maln LlemenLs of a Comlng of Age SLory." [ul flle]. 8eLrleved from
hLLp://fc.nlskyschools.org/~LlesLer/S03918607.2/Maln

Unit: Divergent
Lesson: Science Fiction, Fantasy, Dystopian Texts

CC.1.2.9-10.L: Read and comprehend literary non-fiction and informational text on grade level,
reading independently and proficiently.
CC.1.4.9-10.V: Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
Students will collect information about one of the following genres: science fiction, fantasy,
dystopian in order to create a presentation that accurately depicts the characteristics of the genre
and aspects of world creation in the genre.
Students will be able to apply the information they find about their genre to the text
Divergent in order to see where this takes place in their novel.
3. Content
o The teacher will pass back reading journals and to students. Ask students what
characteristics of a coming of age story they saw in the novel during the reading
the night before? After some discussion in review of coming of age story
characteristics in Divergent. Explain to students that Divergent is not only a
coming age tale. It is also a book in that applies to the genre science fiction,
dystopia, and fantasy. And that is why we will be looking deeper into these
genres like we did with coming of age stories. Explain that our final projects will
need to include aspects of the coming of age story and one of these other genres.
So it is important we find out as much as we can about these genres in order to
make an educated decision about which one to make our own.

The teacher will pass back reading journals and to students as well as collect students
homework from the night before.
Ask students what characteristics of a coming of age story they saw in the novel
during the reading the night before?
After some discussion in review of coming of age story characteristics in Divergent.
Explain to students that Divergent is not only a coming age tale. It is also a book that
applies to the genre science fiction and dystopian fiction.
Explain that this is why we will be looking deeper into these genres like we did with
coming of age stories.
Explain that our final projects will need to include aspects of the coming of age story
and one of these other genres. So it is important we find out as much as we can about
these genres in order to make an educated decision about which one to make our
own.
We will also be creating our own worlds in these genres so we need to learn how to
do this as well
Learning Activity
Post checklist with instructions on Powerpoint for students to see
Read over these with students.
Explain to students that they will be researching these topics in groups in class each
group will get a genre and they will either be looking up characteristics of the genre or
they will be looking up information on how to create a world in this genre. Focus on
finding specific vocabulary from each genre that they can present to the class in from
their research. For example when studying coming of age genre we looked at the
definition of a Coming of Age story, epiphanies, trials, and a journey. Refer back to your
Coming of Age worksheets to see how I did this.
Each group will have a section of their presentation dedicated to connecting aspects they
saw in the text Divergent to at least 3 characteristics of their research.
Think back to the assignment I passed back yesterday in which you had to find the thesis
statement of the writer of a nonfiction article on Multiple Intelligences along with the
supporting details they used in their writing.
Explain to students that they will want to find sources that are credible (no wikipedia),
and they will have to find the most important information about their topics to present to
the class. On a separate paper they should site the sources they used.
Think about what we need to understand about each genre to be able to write using it. If
youre having a tough time thinking of important characteristics to share look over your
coming of age work sheets. The chart should give you some ideas about what is
important to know about the genre
Explain to students that each group member has a role to make sure the group is making
progress.
Explain to students that they will become experts on their topic and present it to the class
next class period on a poster board that we will be displayed in class so that there is
always a reminder around the room of the genre and how to use it. So make them
organized, clear, and include some visual aids.
Split students into premade groups and explain they can now get out laptops and discuss
assigned roles. These are Heterogeneous groupings.
There will be two groups for each genre. The difference between the two is that one is
researching characteristics of stories in this genre
o Science fiction: genre of fiction in which the stories often tell about science and
technology of the future.
o A relationship with the principles of science: partially fictitious laws or theories of
science.
o human element
o Setting: space, on a different world, or in a different universe or dimension
The other is looking up aspects of world building in that genre.
Monitor students as they complete their research suggest additional areas they can build
on.
Observe that there are no confusions in roles.
This activity should take the entire class as they will be researching and creating their
posters for the class.
Closure
o Ask students at the end of class what they felt was the most interesting thing they
discovered on their research about their genre?
o Take several answers to this and explain to students that next class they will be
presenting their posters. I will allow some time to make sure all finishing touches
are taken care of, and then we will present.
o If you have not finished your poster come talk to me so we can see how much
time you may need.
o Collect students Coming of Age worksheets.
Homework
Read next three chapters of Divergent. In journals think about how Veronica Roth used characteristics of
the genre you studied today in class, and write about whether you think they made the story interesting.
Explain the strategies utilized to maximize success for diverse learners.
Process: Used Heterogeneous grouping so students of different ability levels are working
together. Provided student roles so each group member gets to contribute.
Tier 1
Students used credible
sources.
Students accurately sight
sources using MLA
format.

Tier 2
sources.
Students accurately sight
sources using MLA
format.

Tier 3
sources.
Students sight sources

outside expert) laptops, poster board, markers, glue, scissors
1. I will know students have reached the objectives by whether they produce a poster that
informs students of characteristics of science fiction Science fiction: genre of fiction in which the
stories often tell about science and technology of the future. (A relationship with the principles of
science: partially fictitious laws or theories of science, human element, Setting: space, on a
different world, or in a different universe or dimension).

************************************************************************************

Unit: Divergent
Lesson: Science Fiction, Fantasy, and Dystopian Texts Part 2: Presentation

CC.1.5.9-10.C: Integrate multiple sources of information presented in diverse media or formats
(e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Students will be able to distinguish important characteristics of a science fiction, fantasy, or
dystopian genre of writing in order to gain knowledge about how to recreate these genres in their
own writing.
Students will be able to outline important characteristics of these genres in a web in order to
have accurate notes on the subjects for when they write their own stories.
Ask students to get into their groups to put finishing touches on their posters from last class.
Post the requirements for students on the board so they know what they must do to complete
the product accurately. Ask students to look at their posters as a group and tell when I come
to their group tell me what their favorite thing or most interesting fact about their topic is.

Ask students to get into their groups to put finishing touches on their posters from last
class.
Post the requirements for students on the board so they know what they must do to
complete the product accurately.
Ask students to look at their posters as a group, and when I come to their group tell me
what their favorite thing or most interesting fact about their topic is.
Go around the room to each group and find out what is most interesting to the students
about their poser. This is mainly just so that students are giving the posters a hard look
even if they are done with them.
Learning Activity
Give students time to make sure everything is in order (15 mins).
Explain that if they are already done they should be practicing how they will present the
poster.
When the time is up take volunteers for first group to present.
As the presentations go on make sure to pay attention to the quality and accuracy of
information they are presenting. Fill in the blanks in any missing areas.
At the end of each performance ask students if they have any questions or need further
clarification in any area.
At the end of each presentation pass out long paper and color pencils to students
Explain to students that they will be filling in their own notes about each topic.
Put a demonstration web you created on the doc cam for students to see.
Tell each group to send their task manager up to grab some tape so we can post their
poster.
Have groups rotate to each poster and write the information to fill their webs.
Give each station about five minutes to fill out information.

Closure
o Ask students to hand in their completed webs.
o Ask groups to hand in their posters.
Homework:
o Ask students to write in their journal about what genre they think they will write
their story about and why?
o Ask students to read the next two chapters of Divergent.

Product
Tier 1
Students Genre Webs will be
organized
Students Genre web will have all
important information about the
genres on it.
Students Genre Web will follow
the model presented
Tier 2
organized
Students Genre web will have
most of the important
information about the genres on
it.
Students Genre Web will be
similar to the model presented
Tier 3
organized
Students Genre web will have
some of the important
information about the genres on
it.
Students Genre Web will be clear
and easy to follow.

outside expert) Paper, colored pencils, doccam.
I will know that students reached the objectives if their webs have clearly written
information on the topics based on the posters presented.
I will know students reached my objective if their posters contain accurate characteristics
about the genre they researched.
*************************************************************************************

Unit: Divergent
Lesson: Important plot items in their stories.

CC.1.3.9-10.C: Analyze how complex characters develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
CC.1.4.9-10.M: Write narratives to develop real or imagined experiences or even
Students will be able to identify elements of the story Divergent, in order to better recreate these
in their own writing.
Students will be able to create their own characters that fill the roles they learn about in order to
begin the process of brainstorming their story.
Introduction/Motivational Device: Ask students to get in their groups. Ask students to
answer the question on the board as a group: What characteristics are similar in the 4 genres
we studied over the last three classes? After students discuss as a group ask students what
answers they found to this question.


Ask students to get in their groups.
Ask students to answer the question on the board as a group: What characteristics are
similar in the 4 genres we studied over the last three classes?
After students discuss as a group ask students what answers they found to this question.
Discuss with students that there are some similar elements and some of these elements
can be found in Divergent.
Pull up the elements students should know on PowerPoint.
These elements are: A character who doesnt necessarily fit into the world; An outsider
character that helps them on their journey; Flaw within society that needs to be solved; A
plot to reinforce the current system
Ask students to discuss within their groups where they see these aspects in the text and
write these down on a piece of paper.
Ask them to get direct quotes demonstrating it if possible.
After groups discuss ask them what they came up with.
Post their responses on the board.
Explain to students that we see these elements because they part of the genre of the book.
Explain to students that they will have to recreate these elements in their final story.
Learning Activity:
Explain to students that they will be working on thinking about their main character
and supporting characters today.
Explain that if they need extra help with this they can discuss with a peer.
What are they? Human, alien, wizard?
Explain to students that as long as they stick to the characteristics of the genre
discussed the skies the limit on what they want them to be, or what they want their
dilemma to be.
Explain to students that they can get creative with this.
Pass back students webs and coming of age work sheets.
The posters should already be hanging in the room.
Explain that they can use their webs and worksheet as a guide to their character and
their world.
Explain that next class we will begin world building so it is a good idea to start
thinking about these aspects.
Tell students they can sketch out their characters or simply write about who they are.
They can write in journals or they can use paper from the classroom.
Students should take the rest of the class to create these characters.

Closure
As class comes to an end ask students what they like the most about the story they are
brainstorming.
Explain that if students need any additional help with character creation they can ask.
Ask students to continue working on their characters as they read the last chapters of
Divergent.
Collect the paper students made connections with text on.

Process
Tier 1
Students created a structure
for their story that wasdetailed
and descriptive.
Student was able to create a
detailed description of
characters along with a
drawing of their characters.
Student peer evaluated
characters.
Tier 2
characters along with a
drawing of their characters.
Student peer evaluation of
characters.
Tier 3
characters.

outside expert) Computer, PowerPoint
I will know that students have met my objectives by their answer on the paper I collect
students should have been able to connect the elements of the story we talked about to specific
characters and events in the story.
Students characters are still in the developmental stages. I will be able to see their creation
process in their journals or the sheets they brainstormed on, but these will be in a process of
expansion for a while.
*************************************************************************************
Unit: Divergent
Lesson: World Building
CC.1.5.9-10.A: Initiate and participate effectively in a range of collaborative discussions on
grades level topics, texts, and issues, building on others ideas and expressing their own clearly
and persuasively.
Students will be able to break down Veronica Roths blog article into her main idea and steps she
would take in world building in order to create a world of their own in the genre of fantasy,
science fiction, or dystopia that includes values, practices, beliefs, culture, and ways of
governing within that world.
Ask students to get out their genre webs. Explain that you will be showing short clips that
depict each genre. If they hear anything they dont have written down they should add it to
their genre web. Show science fiction film elements video:
http://www.youtube.com/watch?v=oWUWFyOoyVE, show fantasy elements video:
http://www.youtube.com/watch?v=OebNXFxe79I, Show students Dystopia film video:
http://www.youtube.com/watch?v=RCSrG3jS6VQ. Each clip gives a short demonstration of
what students can do within their genre writings. Explain to students that these seem to show
examples of movies within the genre, but that they have the often to create a script and film
with their Genre assignment.


Motivational Device
Ask students to get out their genre webs. Explain that you will be showing short clips that
depict each genre. If they hear anything they dont have written down they should add it
to their genre web.
Show science fiction film elements video:
http://www.youtube.com/watch?v=oWUWFyOoyVE ask students what they thought was
interesting about this film genre.
Show students Dystopia film video: http://www.youtube.com/watch?v=RCSrG3jS6VQ.
Ask students what they found interesting about this genre.
Each clip gives a short demonstration of what students can do within their genre
writings.
Ask students if they noticed any overlapping characteristics between the genres?
Explain to students that these seem to show examples of movies within the genre, but that
they have the often to create a script and film with their Genre assignment.
Learning Activity
Pull up Veronica Roths blog page where she talks about world building.
Explain to students that the author of Divergent has a blog where she posts about her
writing, who she is, and what she is in to.
Explain that she even wrote about what we will work on to create our genre writings.
This is world building which we know a little bit about in each genre because our
wonderful presenters told us about it. Now, we will read about it from the perspective of
the writer herself. In her own words its like a party in your brain and were all invited
so get excited!
Ask students to get into their groups. Pass out Veronica Roths Like A Party In Your
Brain: World-Building
Also give students the handout for main idea and supporting details chart.
Explain to students that they will be looking for Veronica Roths advice for the possible
steps writers should take in world building and note whether she uses any of the
vocabulary we have learned about world building that we learned from student
presentations. If you need any refreshers on this remember to look at your notes or the
posters around the room. If you dont see any vocabulary from world building that we
learned from our presentations look and see if she describes the definition of the words
we used. If you dont see any of the definitions or words, look for places where you
would have used these words.
This process is important because in essays you do in college, and even in conversations
you have with a friend you will be expected to apply the vocabulary you know rather than
describing a definition. Those listening, especially in a formal conversation, will label
you as a credible and reliable source of information for doing this.
While reading think about how you would apply these steps to the world and characters
you brainstormed from last lesson and for homework.
Observe students as they fill out these charts in groups. Ask probing questions to
make sure they are thinking about her advice for future application when they
build their own worlds.
When students have finished dissecting this blog post from Roth discuss it in a
large group to assure all students have come up with the same main steps.
Ask students to individually look at the steps she suggested and apply this to our
world and society. Tell them to write what they come up with in their journals.
(This should lead them to write about the food we eat, the clothes we wear, the
jobs we do, the things we avoid, the things we enjoy, the governmental system we
have, the language we speak, etc. as long as the what they write connects to the
steps of world creation suggested by Roth and the society they live in they are on
the right track).
Go over each step and ask students what they came up with and a way it is shown
in the world we have already created around us.
Explain to students that these aspects are present in all societies, and, like Roth
said, even if we dont use all the items we create in our world in our actual writing
all this work is to set the scene for our fantastical stories. Without these
backstories our stories will be inauthentic and be missing key characteristics of a
world.
Explain that this is like going to a class to take a test for someone else, but not
knowing anything about the class or the person. What happens when the teacher
starts asking questions? How will we show that we are really this person? We
need to know what they like and dislike, if their allergic to anything, who their
parents are, and where they came from. We need to know the full back story so
we can stroll into that class with utmost confidence. When we have this
confidence it will be so clear we know what were doing no one will even have to
ask if we belong there.
In our writing if we understand our world and know its full backstory we will be
so confident in it while writing about it that no one will question that it is real. If
we skip this step inadequacies will start to develop.
Imagine if someone chose to write about humans who live in space, but never
explains how they can breathe up there. Or as Roth suggested a story about a
marshmallow world that depicts marshmallows walking around in the rain. This
will have people questioning the writers credibility. How is it possible for
something that dissolves in water regularly to survive while going for a swim?

Closure
Pass out students world building worksheets, and collect each students chart.
Explain that this is why, even though they are not writing about all parts of their
world in their story, world building is still going to be part of their grade on the
assignment.
Read over world building worksheet with students. Clarify any unfamiliar words
that they identify.
Explain to students that their homework will be to complete this worksheet for
next class.
Explain to students that if there are any words that are unfamiliar to them they
should look it up and define it in their Readers Journal. If they can still answer the
section for that word they should go ahead and do so, but if not they can come to
me next class with their Readers journal and the word defined and I will help to
clarify this further.
Product
Tier 1
Students world building work
sheet has detailed descriptions
of each characteristic.
Students have all sections
filled out to the best of their
ability.
Students have created a
completely unique world in
which all characteristics of the
world complement each other.
Tier 2
sheet has adequate
descriptions of each
characteristic.
Students have all sections
filled out to the best of their
ability.
Students have created a unique
world in which most
characteristics of the world
complement each other.
Tier 3
sheet has vague descriptions
of characteristics.
Students have most sections
filled out.
Students have created a world
in which most characteristics
of the world complement each
other.

outside expert)
Forestgirl17. (2010 November, 9). Elements of Fantasy Digital Story. Retrieved
November 14, 2013, from http://www.youtube.com/watch?v=OebNXFxe79I ;
Macbeth, Jamie. (2011, April 25). Science Fiction - Conventions of the Genre.
Retrieved November 14, 2013, from
http://www.youtube.com/watch?v=oWUWFyOoyVE ; Schlom, Ian. (2011, January
3). Ken Burns Dystopian Genre. Retrieved November 14, 2013, from
http://www.youtube.com/watch?v=RCSrG3jS6VQ; V Roth. (2010, January 30).
Like a Party In Your Brain: World-Building [Web]. Retrieved from
http://veronicarothbooks.blogspot.com/2010/06/like-party-in-your-brain-world-
building.html
I will know that students have met the objective when I collect the charts in which they dissected
the blog post by Veronica Roth. Students should have been able to write down the main idea of
her article as well as the steps she suggests for world building. I will also know from students
world building worksheets whether they me the objective because the article was a stepping
stone into what they should be doing in their world creation.

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preparlng sLudenLs for Lhe summaLlve assessmenL !.

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