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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. Ithink 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 torelevance for students because it describes in detail why many activities in class will help the intheir 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 intelligencelessons, 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 scaffoldingmy lessons I did not understand what this meant before, but particularly in the last lesson I was

able to see how it works.

Rationale: DivergentIn 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 willhave 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. Theseoutlets often times cannot be found solely in the home. Students need to speak with other

students in similar circumstances. Using texts likeDivergentin the classroom to begin thesedialogues 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 theirown.

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? Whatfriend groups will impede on their success? Not to mention their home experiences. From Highschool 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 toadulthood students are looking at breaking away from attachments to childish desires, monetary

independence, and complete independent living. These are all things our main characters aregoing 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 toliterature, 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 textDivergent.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 mustchoose the faction in which they will live and work for the rest of their lives. Each faction serves


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a different purpose in this society. Abnegation, Beatrices faction, are the selfless and serve asthe 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. Dauntlessare 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 challengesour students are facing, or will face at some point in the pursuit of their independence and searchfor 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 whichfaction 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 andthere 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 aresome 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 hersearch 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 beingquestioned 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 trulyis. 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 peoplein 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 ofculture, 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 questioninghow different we really are if its simply socialized norms that separate us. These ideas areimportant 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 factionlesshave 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 tribalcultures. 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 unitgoes 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 andintelligences and how this makes us all diverse. They will learn their own learning style and

intelligences like the teens inDivergent.They will see how they are divergent because multiplestyles 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 theybehave 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 thismethod. The students will be presented with the text in a way that will have them questioning


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why the author chose to write about this dystopia.Another wonderful aspect of this text are themany ways in which students can connect with this author. She has blogs, fan pages, and

interviews that are recent and all aboutDivergentand her writing process. Additionally, there issoon 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 iscurrent, successful, and young. Students can see with novels like these that literature isalive (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 textDivergentin

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 genreand aspects of world creation in the genre.

Students will be able to apply the information they find about their genre to the textDivergent 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 storyDivergent, 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 tobegin 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.


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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 diversitiesas 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 includingthem 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 assessmentwill 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


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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. Thesefactions 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 assignmentsincluding 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:


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Kristal Martinez

Unit:Divergent

Lesson: Introduction toDivergent

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 textDivergentin 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.


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3. Content

Introduction/Motivational Device

The teacher will pass out the textDivergentto 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.

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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 intheir 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


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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 ofwhat 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 toexplain 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 readDivergentthey should write down

anything they find out about these factions under the Textual Descriptionsection 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?

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5. Differentiated Instruction:

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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 ofDivergent. 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?


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!"#$%&$'( !$*"'"("+',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 thatmeans tending to be different or develop in different directions

Textual Description:

2.

Abnegation:



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3. Dauntless:


4. Erudite:


5. Candor:


6.

Amity:


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Unit:Divergent

Lesson: Beatrices Identity

1.

Academic Standards/Assessment Anchors

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.

2.

Instructional Objectives

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)


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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 teacherwill 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 askWhat steps are taken in the United States to establishindependence?

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 questionwhat happened in their first reading?

The teacher documents this on a part of the board under the heading big events in reading1.

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


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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 inBeatrices 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.




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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.F: Analyze how words and phrases shape meaning and tone in texts.

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.

CC.1.2.9-10.F:Analyze how words and phrases shape meaning and tone in texts.


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:

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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 websiteand 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.


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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: JAQ:A7V (:8 FAQ::;8? @AGG P: 7PG: 8C BCD:

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>:?B:87AGV

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@7H? A; @6AB6 ?CD:C;: D7H

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21/47

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 andunderstand 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

688KLZZ@@@V:>=8CKA7VC


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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.

688KLZZ@@@VHC=8=P:VBCDZ@78B6WQ[T'PD:


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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 688KLZZ@@@VHC=8=P:VBCDZ@78B6WQ[T'PD:


24/47

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 multipleintelligences. 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 withinit 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 flawin the world they create.




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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


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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 homeworkTell 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:

ProductTier 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


27/47

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 readinginstruction, 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 usingthese 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.



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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 textDivergentin

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

likeDivergent. 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. Inorder 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 inDivergent?

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.


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Ask students what a main idea could be inDivergent? 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 ideasbased 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 textDivergent, 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 thatDivergentis 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.


30/47

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 thatquote.


31/47

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 fromhttp://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 theirworksheets 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 toDivergent.

/45%56($%",("6

Trial, initiation, rites of passage, and/or

ritualExamples: Drivers license, membership in club,

hazing, loss of virginity, Bar Mitzvah, Religious

ceremony, shaving, 18thbirthday, etc.

Testing boundaries and limits-legal/illegal

-right/wrong

-known/unknown

-familiar/strange-parent/child

/45%56($%",("6 "' !"#$%&$'(


32/47

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 ontoinnocence, 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


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3:?8:


34/47

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 inDivergent.

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 withcoming 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.


35/47

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 yourcoming 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.

Closureo 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.


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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



37/47




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.2. Instructional Objectives

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.


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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 ofDivergent.


Product


39/47

Tier 1

Students Genre Webs will be

organized

Students Genre web will have all

important information about thegenres on it.

Students Genre Web will follow

the model presented

Tier 2


organized

Students Genre web will have

most of the importantinformation 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 importantinformation 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:DivergentLesson: 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 storyDivergent, in order to better recreate these

in their own writing.


40/47

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 aresimilar 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 inDivergent.

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.


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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



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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 ofexpansion 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 filmwith their Genre assignment.


Motivational Device


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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 wasinteresting 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 youwould 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.


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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 Rothsaid, 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 forsomething that dissolves in water regularly to survive while going for a swim?

Closure

Pass out students world building worksheets, and collect each students chart.


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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

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