Day 1: Welcome to Chicago Overview: Today is serving as an introduction to Divergent and the genre of dystopia. We will also look at heroes a heroines; what we expect of them and what we want in them. Anticipated student conceptions or challenges to understanding: Students might be a little confused about how the faction system works, or haw it came to be. I am an excellent resource for any questions that they may have, and will explain that the imperfection of the faction system and its creation is a perfect example of a dystopia. On the other hand, students might have already read the book or seen the movie and have specific views of the movie as a thriller and just a fun read, not a book that can be critically talked about. Materials Needed: - Blackb oard (dry-erase board, SMARTboard) - Day 1 handout - writing utensils - Divergent - Divergent PowerPoint Presentation. Instructional Sequence: 1. Pass out Day 1 handout. 2. Ask students what a dystopia is, and if they can think of any examples. 3 Min 3. Give students the definition of a dystopia, and ask them if now they can come up with examples. 4. Give students example of dystopias. 5. Go over the five factions of Divergent, explain that each faction was created to make a perfect society. They each have one attribute or behavior that they value and believe that not following that attribute was the reason for “the war” 5 Min.
Transcript
Day 1: Welcome to Chicago
Overview: Today is serving as an introduction to Divergent and the genre of dystopia. We will also look at heroes a heroines; what we expect of them and what we want in them. Anticipated student conceptions or challenges to understanding: Students might be a little confused about how the faction system works, or haw it came to be. I am an excellent resource for any questions that they may have, and will explain that the imperfection of the faction system and its creation is a perfect example of a dystopia. On the other hand, students might have already read the book or seen the movie and have specific views of the movie as a thriller and just a fun read, not a book that can be critically talked about.
Materials Needed:
- Blackboard (dry-erase board, SMARTboard)
- Day 1 handout
- writing utensils
- Divergent
- Divergent PowerPoint Presentation.
Instructional Sequence:
1. Pass out Day 1 handout.
2. Ask students what a dystopia is, and if they can think of any examples. 3 Min
3. Give students the definition of a dystopia, and ask them if now they can come up with examples.
4. Give students example of dystopias.
5. Go over the five factions of Divergent, explain that each faction was created to make a perfect society. They each have one attribute or behavior that they value and believe that not following that attribute was the reason for “the war” 5 Min.
6. Ask students to get into groups of 3 or four, and talk about the following questions: What is wrong with our world? Choose one attribute or behavior that is wrong with our world, and create a faction that is the opposite, or tries to fight that attribute or behavior. They must come up with a name, clothes, attribute or behavior, symbol, and jobs for the faction. Each group will then stand at the front of the class and present their factions. 15 Min
7. Ask students to give examples of heroes that they know, and list their attributes or qualities on the board. 5 Min
8. Ask students what they look for in a hero, or what they want to see in a hero. 3 Min
9. Explain the role of the dystopian hero, and ask student what they already see wrong with the faction system in Divergent. 5 min
HOMEWORK:
Why does Beatrice choose (insert faction here)? Does Roth give us any hints? Be sure to cite textual evidence in your response.
Assessment and connection: The discussion will let me know where students already are in the genre of dystoian literature, and this sets the ground for a the unit dystopias and heroes.
Day 1: Welcome to ChicagoWhat is a dystopia?
Examples of a dystopia:
What’s wrong with our world? Create a faction.
Choose a faction:Abnegation - the selfless
Candor - the honest
Amity - the peaceful
Erudite - the intelligent
Dauntless - the brave
What makes a hero?
What do we look for in a hero?
Homework: READ Chapters 1 and 2.
WRITE one paragraph about Beatrice, and predict her faction decision.
Address these questions in your writing: Do you like Beatrice so far? Why or why not? What
faction do you think she will choose? Support your claims and opinions with textual evidence.
Lecture Notes
A dystopia is a community or society that is in some important way undesirable or
frightening. It is the opposite of a utopia. Such societies appear particularly in stories set in the
future. Dystopias are often characterized by dehumanization, totalitarian governments,
environmental disaster,or other characteristics associated with a cataclysmic decline in society.
Dystopian societies appear in many sub-genres of fiction and are often used to draw
attention to real-world issues regarding society, environment, politics, economics, religion,
Overview: Today we will be exploring and discussing chapters 1 and 2 of Divergent, where the class will focus on dissecting the faction system, and have a class discussion on Beatrice’s character, draw a character map for Beatrice Prior, and discuss her aptitude test, and take their own faction aptitude test.
Anticipated student conceptions or challenges to understanding: Students might be a little confused about how the faction system works, or haw it came to be. I am an excellent resource for any questions that they may have, and will explain that the imperfection of the faction system and its creation is a perfect example of a dystopia. Students also might feel like they don’t have enough information about Beatrice to form a character map, but this is just supposed to be the beginning of one and it does not have to be completely filled out, and that the choices she makes in her aptitude test say a lot about her.
Materials Needed:
- Blackboard (dry-erase board, SMARTboard)
- character maps
- writing utensils
- Divergent
- notebook, tablet, or computer
- computer or tablet cart
Instructional Sequence:
1. Have students get out their homework, Divergent, their notebook (tablet, or computer), a writing utensil, and clear their desks of everything else. 1 Minute
2. Ask students their homework question: What is your initial impression of Beatrice? Do you like her? Why or why not, and what is your evidence? (Take about 10 responses) Be sure students are giving specific examples in the text for their reasoning, and ask some to read the direct passage that informed their opinion. 10 Minutes
3. Collect homework. 1 Minute
4. Pass out blank character maps for each student and explain each different category that must be filled out. 3 Min.
5. Instruct students to get into groups of 3 or 4 and fill out as much of the character map as possible for Beatrice, write page numbers next to ideas and thoughts. Draw the character map on the board, then walk around to help students and prompt thoughts. 5 - 10 Min.
6. Bring the whole class back together and fill in the character map on the board. 5-10 Min.
7. Discuss Abnegation with the following questions, ask students to give textual evidence, write down notes from the discussion 10 Minutes.
1. What do they wear and why?
2. What is their faction’s belief?
3. Does Beatrice fit in with the Abnegation?
4. What are some of their traditions? Do you agree with these traditions?
5. Would you like to be in Abnegation?
6. How does Roth write Abnegation? As perfect or flawed? As desirable or undesirable?
7. With the way that Roth writes and portrays Abnegation, are we supposed to like Abnegation?
8. Instruct students to grab a laptop or tablet if they do not have one from the cart, and go to http://assets.divergentthemovie.com/aptitudetest/ and http://www.buzzfeed.com/ariellecalderon/which-divergent-faction-do-you-actually-belong-in to find out which faction they belong in.10 Min
9. Ask students if they thought that the aptitude test in the book is a good, accurate, and reliable test for choosing your faction. This will be to show the flaws in the faction system and show that the test might not always be right. It was created my men, and men are flawed. 5 min
HOMEWORK:
Why does Beatrice choose (insert faction here)? Does Roth give us any hints? Be sure to cite textual evidence in your response. Read chapters 3-6.
Assessment and Connection: All of the discussions serve as assessments to let the instructor see what the students are focusing on, and this connects to the idea of a hero, as we will go on to examine key characters to determine if they are heroes or not.
Overview: Today we will be taking a reading quiz on chapters 3 through 6 of Divergent, then discuss and create a character map for Caleb Prior. We will then begin to explore the Dauntless while essentially making a character map for the Dauntless faction.
Anticipated student conceptions or challenges to understanding: Students might find it difficult to write a character map for a thing instead of a person, but hopefully my brief modeling before they get into pairs will be enough to get them going. We will also go fill it in as a class so that should solve problems and answer questions.
Materials needed:
- Blackboard (dry-erase board, SMARTboard)
- character maps (2 copies, or can be front and back)
- writing utensils
- Divergent
- notebook, tablet, or computer
- reading quizzes
Instructional Sequence:
1. Instruct students to clear their desk accept for a writing utensil. Hand out reading quiz. 1 Min
2. Have students take the reading quiz and then turn it in. 10 Min
3. 3. Go over reading quiz by asking the questions and having students raise their hands to give the answers. Of course go over the right answers and why. 5 Min
4. 4. Have students get out Divergent and their homework. Ask the students their homework question: Why does Beatrice choose _________? Does Roth give us any hints? Where? (Take about 10 responses) Be sure students are giving specific examples in the text for their reasoning, and ask some to read the direct passage that informed their opinion. 10 Min
5. Collect homework. 1 Min
6. Pass out blank character maps for each student and explain each different category that must be filled out. 3 Min.
7. Instruct students to get into groups of 3 or 4 and fill out as much of the character map as possible for Caleb, write page numbers next to ideas and thoughts. Draw the character map on the board, then walk around to help students and prompt thoughts. 5 - 10 Min.
8. Bring the whole class back together and fill in the character map on the board. 5-10 Min.
9. Pass out another character map for the Dauntless and have students work in pairs for the rest of the hour to fill it out, it is due the next day. Read chapters 7-10.
Assessment and Connection: The discussions and the reading quiz lets the instructor know how carefully students are reading and what they are focusing on. The character map is another assessment that connects to the larger theme of heroes.
1. Which part of the aptitude test ruled out Candor as a faction for Beatrice?
2. What does Tori instruct Beatrice to do about her aptitude test results?
3. Briefly describe the encounter Beatrice has with the man on her way home. Include his faction and what takes place. No more then a sentence is necessary.
4. What does Beatrice tell Caleb happened after the aptitude test (why she went home early)?
5. What is Beatrice’s father’s occupation?
6. What did the report released that slandered Marcus say?
7. What substance is in the Abnegation choosing bowl?
8. What faction does Caleb choose?
9. What faction does Beatrice choose?
10. What look is on Beatrice’s mother’s face after the choosing ceremony?
11. Who is the first jumper?
12. What name does Beatrice choose at the end of chapter?
Chapters 3-6 Reading Quiz Answers
1.Which part of the aptitude test ruled out Candor as a faction for Beatrice?
1. The part of the test where she lied to the man on the bus.
2. What does Tori instruct Beatrice to do about her aptitude test results?
2. Tell no one that she is divergent, tell no one that her results were inconclusive, tell people that her results were Abnegation.
3. Briefly describe the encounter Beatrice has with the man on her way home. Include his faction and what takes place. No more then a sentence is necessary.
3. Beatrice runs into a faction less man who asks for something to eat, then grabs her wrist and tells her to act wisely at the choosing ceremony.
4. What does Beatrice tell Caleb happened after the aptitude test (why she went home early)?
4. That she got sick from the liquid they gave them.
5. What is Beatrice’s father’s occupation?
5. A government leader and a council member.
6. What did the report released that slandered Marcus say?
6. That he was abusive and that it why his son left Abnegation.
7. What substance is in the Abnegation choosing bowl?
7. Stones
8. What faction does Caleb choose?
8. Erudite.
9. What faction does Beatrice choose?
9. Dauntless.
10. What look is on Beatrice’s mother’s face after the choosing ceremony?
10. A happy look, she is smiling.
11. Who is the first jumper?
11. Beatrice/Tris
12. What name does Beatrice choose at the end of chapter?
12. Tris.
Character: Faction:
Physical Descrition
Choices
Personality
Events
Faction:
Physical Descrition
Choices
Personality
Events
Day 4: Danger in the Dauntless
Overview: Today we will begin to explore the characters of Eric and Four with a newspaper interview activity. We will also have a class discussion on Tris where we reevaluate her character map and discussion her metamorphosis so far.
Anticipated student conceptions or challenges to understanding: Students might feel that they do not have enough information on the characters Four and Eric to complete the assignment, but I will help anyone with questions, and instruct them to think about the essence of the character to complete the questions. Students might have trouble working the technology and submitting their videos.
Materials needed:
- Blackboard (dry-erase board, SMARTboard)
- character maps (2 copies, or can be front and back)
- writing utensils
- Divergent
- notebook, tablet, or computer
- Interview handout
- Computer cart
Instructional Sequence:
1. Collect homework. 1 Min
2. Hand out interview sheet and go over the assignment, ask students if they have any questions. 5 min
3. Have students count off on ones and twos, to create two groups. 1 min
4. Have students get into the two groups, and assign one group Eric, and the other Four. 1 min
5. Have students get into groups of threes, everyone in a group has to have the same character. 1 min
6. Have each group get one iPad or computer for the cart and open windows movie maker or iMovie. 1 min
7. Have groups work and answer the questions for their character and record their interview. Make sure students explain why they answered their questions that way. 15 min
8. Have students then submit their videos via email, youtube, or moodle, depending on what the school uses, and turn in their question sheets. 5 Min
9. Have students get out a piece of paper, or write on their computers, tablets etc. Is Tris changing? How? 10 Min
10. Assign homework: Write: Is Tris one of the heroes? What makes her hero, or what makes her not a hero? How is Roth writing her as a hero or not a hero? Be sure to cite textual evidence. Read chapters 11-13.
Assessment and Connection: The report will let the instructor know how well the students know the characters, and relate to the theme of propaganda in the novel.
Group Members_______________________________________________________________
Your group are reporters for the Dauntless Daily Development, and have been instructed to interview Eric and Four for the next day’s newspaper. Get into a group of three, and answer the following questions as your character. Come up with three questions to ask your character on your own. Record your interview, then submit the video and this worksheet to Mr.Gillies.
1. What position do you currently hold in Dauntless?
2. How is the training of the Dauntless initiates going? *Write but do not record why you think
your character would answer this question this way.
3. Who do you think is the best initiate so far? *Write but do not record why you think your
character would answer this question this way.
4. What is your favorite part of training? *Write but do not record why you think your character
would answer this question this way.
5. What do you think about the recent reports coming out of Abnegation and their leadership?
*Write but do not record why you think your character would answer this question this way.
6.
7.
8.
Day 5: Games and Gates
Overview: Today we will begin discuss the capture the flag game and the initiates going to the gates of the city. We will discuss Tris’s relationship with Christina and Four in the game, and how the gates play in to the dystopian genre.
Anticipated student conceptions or challenges to understanding: Students might focus too much on the romance and not want to talk about much else in the chapters, or might struggle to see how the gates fit into the dystopian genre.
Materials needed:
- Blackboard (dry-erase board, SMARTboard)
- character maps
- writing utensils
- Divergent
- notebook, tablet, or computer
- reading quizzes
Instructional Sequence:
1. Choose one video of Four and one video of Eric and show them to the class. After each video have students guess why the group and the character answer that way. 15 min
6. Hand out reading quizzes and have students take them. 10 min
7. Go over answers to the quizzes, add discussion points to the highlighted questions on the answer sheet. 10 min
8. Have discussion and instruction on the gates scene, highlight how the gates are part of the dystopian genre, have students point out more Dystopian elements of the story. 10 min
9. Assign homework: Read chapters 14-16.
Assessment and Connection: The reading quizzes and discussion show the instructor where students are at with the novel and what they are paying attention to.
Chapters 11-13 Reading Quiz
1. Why does Christina joke that Tris turned into an old woman over night?
2. From when Tris and the other initiates are on the trian, name one thing that the characters think is beyond the gates.
3. What was Four’s rank in his initiate class?
4. Where is the lock on the gates, and what doe this lead Tris to think?
5. Who does Four pick first for his team of capture the flag, and what does he tell Eric is his reasoing?
6. Where does Tris’s team choose to hide their flag?
7. Where and why does Tris go during the game without telling anyone?
8. What does Tris find out is one of Four’s fears?
9. Who grabs the flag? Does this cause a point of tension in their relationship? Why?
10. Who does Eric instruct Four to throw knives at?
11. Why is Tris so frustrated at the end of chapter 13?
Chapters 11-13 Reading Quiz Answers and Discussion points
1. Why does Christina joke that Tris turned into an old woman over night?
- Due to her injuries from her fight with Peter
2. From when Tris and the other initiates are on the train, name one thing that the characters think is beyond the gates.
- Monsters and farms are acceptable answers
3. What was Four’s rank in his initiate class?
-First
4. Where is the lock on the gates, and what doe this lead Tris to think?
- It is on the outside which leads Tris to believe that they are trying to keep them in, not keep something out of the city.
- ASK: how does this fit into dystopian literature? Explain that this is an example of not only a tolaitarian governemnt, it is an example of the fear of the outside state, can also be an example of surveillance of the Dauntless police force.
5. Who does Four pick first for his team of capture the flag, and what does he tell Eric is his reasoning?
- Tris, agrees with Eric that if he loses he can blame it on his scrawny and weak team members.
6. Where does Tris’s team choose to hide their flag?
- Navy pier
7. Where and why does Tris go during the game without telling anyone?
- To the ferris wheel to get a bette vantage point.
8. What does Tris find out is one of Four’s fears?
- Heights
- ASK: what do you think of Four after this scene? Did has your opinion changed? Describe Tris’s and Four’s relationship.
9. Who grabs the flag? Does this cause a point of tension in their relationship? Why?
-Christian grabs the flag, and this does cause a point of tension in their relationship because Christtina is jelous that Tris is “already the hero of the day.”
- ASK: how does Tris feel about Christina wanting to grab the flag? Does this scene change your opinion of Christina?
10. Who does Eric instruct Four to throw knives at?
- Al and Tris are both acceptable answers. Only one is needed.
11. Why is Tris so frustrated at the end of chapter 13?
- She is not sure if Four is trying to hurt her, be mean to her, break her mentally, if he thinks she is weak, he is nice to her one minute and then mean to her the next.
- ASK: How is Four treating Tris? Why do you think he is treating her this way? Are his reasons acceptable to Tris? To you?
Day 6: Visitors and Mutilation - Just Another Dauntless Day
Overview: Today we will create the character map for Natalie Prior and discuss how Roth deceived the reader about her character. We will also discuss Edward’s stabbing and how dangerous the society is.
Anticipated student conceptions or challenges to understanding: Students might focus too much on the romance and not want to talk about much else in the chapters, or might struggle to see how the gates fit into the dystopian genre.
Materials needed:
- Blackboard (dry-erase board, SMARTboard)
- character maps
- writing utensils
- notebook, tablet, or computer
Instructional Sequence:
1. 1. Have a class close reading for the passage where Natalie visits Tris. The instructor will begin the reading and students will volunteer until the end of the passage. The instructor will fill any gaps where a student does not want to read. Page 114 to the end of the chapter. 15 min
2. Pass out blank character maps for each student and explain each different category that must be filled out. 3 Min.
3. Instruct students to get into groups of 3 or 4 and fill out as much of the character map as possible for Natalie, write page numbers next to ideas and thoughts. Draw the character map on the board, then walk around to help students and prompt thoughts. 5 - 10 min
4. Bring the whole class back together and fill in the character map on the board. 5-10 Min.
5. Ask the class the following discussion questions: 20 min
1. Where you surprised that Natalie came to visit Tris? Why? What in the text is helping your opinion?
2. Do you agree with Roth in that she wrote some of Tris’s Abnegation characteristics coming back? Why?
3. What does Natalie reveal is happening between the Erudite and the Abnegation? Is this significant or foreshadowing?
4. What happens when Four meets Natalie? Are his comments meaningful? Do you believe him? How is Roth influencing your opinion?
5. Natalie reveals that she knows a lot about Dauntless initiation. Where you surprised? Why? Did Roth deceive us?
6. How do you think Natalie knows about divergents?
7. Why do you think Natalie wants Caleb to research the serum?
8. Do you think Tris is right in thinking that Natalie was Dauntless? How else could she know so many details?
9. What happens to Edward?
10. Who does Tris suspect? Why?
11. Is the society dangerous? Give examples.
12. Is just Dauntless dangerous?
6. Have students get into groups of three and answer wether or not they think that dystopias automatically impose danger to people. 5 - 10 min
7. Have students report out. 5 Min
8. Homework: Write: Will Tris make it through initiation? How does Roth clue us in?
Character: Faction:
Physical Descrition
Choices
Personality
Events
Day 7: Free Birds and Fears
Overview: Today we will discuss Tris’ fear landscape and what her fear means. We will also discuss student’s fears and how they would manifest in a fear landscape. The next topic will be divergents, and we will discuss all the ways that Tris is divergent. We will also add more to Tris’s and Four’s relationship.
Anticipated student conceptions or challenges to understanding: It might be difficult to come up with ways that Tris is divergent. I plan on going chapter by chapter to point out ways that she is divergent if conversation is lagging.
Materials needed:
- Blackboard (dry-erase board, SMARTboard)
- reading quizzes
- writing utensils
- notebook, tablet, or computer
- Fear handouts
Instructional Sequence:
1. Collect homework. 1 min
2. Hand out reading quizzes and have students complete them. 10 min
3. Collect reading quizzes and go over them with students. 5-10 min
4. Have students get into groups of threes and complete the fear landscapes handout. 10 min
5. Still in their groups, have students list all the ways that Tris is divergent, then report out to the class. 10 min
6. Collect the handout.
7. Exit slip: How has Tris and Four’s relationship changed in these past few chapters?
1. What is the fear that Tris undergoes in stage two of dauntless training?
2. What do you think it means? What do you think that it is a symbol for?
3. What do you think some of Tris’s other fears might be? Why?
4. What do you think some of Four’s fears might be? Why?
5. What are some of your fears?
6. How might they manifest in a fear landscape?
Day 8: Attack the Divergents!
Overview: Today we will continue to grasp the danger that Tris and the divergents, and the city are in. We will add to our character maps of Four and Eric, as well as discuss Tris’s attack. The conversation that is overheard in the hallways will lead all of this.
Anticipated student conceptions or challenges to understanding: Students might assume that Tris has to survive because she is the main character, but I want students to grasp that she is in real danger and could die or be captured at any moment.
Materials needed:
- Blackboard (dry-erase board, SMARTboard)
- character maps
- writing utensils
- notebook, tablet, or computer.
Instructional Sequence:
1. Have students open their copies of Divergent to page 170. Have the instructor begin reading, and then have students volunteer until the end of 174. 5 min
2. Ask the following discussion questions: 10 min
1. What is supposed to reveal who the divergent rebels are?
2. Who do you think Eric is talking to? Why do you think that?
3. Why did Eric get his position in Dauntless?
4. Does the conversation change your view of the purpose of Dauntless initiation? Was this hinted at previously?
5. Were you surprised when Tris was attacked? How does Roth’s writing influence your opinion?
6. Are you surprised at who attacks Tris?
7. Why do you think they attacked her?
8. The attackers feel Tris’s body as they attack her. What is the purpose of this? Are they just being disgusting or trying to break her mentally?
9. Who saves Tris? Is it a coincidence that he was there to save her?
10. Any general thoughts or feelings on this scene?
11. What can we add to Tris’s and Four’s relationship?
3. Pass out character maps for Four and Eric and have students complete them in small groups of three or four. Instructor will walk around to help and provide prompts for thought. 10-15 min
4. Put each character map on the overhead and fill them out as a class. 5 min
5. While in small groups, have the students talk about and then complete the following writing prompt: What is the city doing to divergents? Where else can this be seen in other works of fiction, or in the real world? 10 min
6. Give the example of exterminations and bring up the Holocaust, exterminations of “mudbloods” in Harry Potter. Ask for student responses to how extermination is another part of this dystopia. 5 min
7. Homework: Read chapters 23-25. Write: Is Four right for Tris? Do they make each other better or worse?
Character: Faction:
Physical Descrition
Choices
Personality
Events
Character: Faction:
Physical Descrition
Choices
Personality
Events
Day 9: Tobias?
Overview: Today we will continue to talk about Tobias, and how his character is changing, and how Roth revealed his true identity while continuing to add to his relationship with Tris. We will also discuss the death of Al and how it reflects the society and its values. We
Anticipated student conceptions or challenges to understanding: Students might have trouble talking about Al’s suicide as it can be a sensitive topic, but I will try specifically relate it to the story, and not about the issue of suicide. Students might be getting bored with talking about Tris and Four’s relationship.
Materials needed:
- Blackboard (dry-erase board, SMARTboard)
- reading quizzes
- character maps
- writing utensils
- notebook, tablet, or computer.
Instructional Sequence:
1. Collect homework 1 min
2. Pass out the reading quiz and have students complete them 10 min
3. Collect reading quiz and go over the answers with students 10 min
4. Pass out character maps for Al and have students get into group of 3 or 4 to fill it out. 5-10min
5. Put the character map on the overhead and fill it out with the class 5 min
6. While still in small groups, have students discuss and write a response to the following writing prompt: Were you surprised by Al’s death? Do you agree with how the Dauntless react to his death? Why or why not? How is Tris affected by his death? 10 min
7. Have a class discussion on how Roth reveals the truth about Tobias. 10 min
1. What does Tobias’s fear landscape reveal about him?
2. How did that bring Tris and Tobias closer together?
3. Were you surprised by Tobias’s true identity? What clues did Roth give us?
4. Do you think that character’s pasts are a central theme in the novel?
5. Does Roth’s reveal of Tobias’s fears make him stronger in your eyes? Why or why not?
6. After the truth about Marcus is revealed, do your opinions of Abnegation leadership change? Does Roth want them to change?
1. Where does Tris spend the night after getting attacked?
2. How does Tris have to act the next day at breakfast?
3. What is the resolution to Tris’s and Christina’s difference of opinion over the capture the flag dispute?
4. What does Tris say she will do to Al if he ever comes near her again?
5. What happens to Al after?
6. How do the Dauntless as a whole react to this?
7. What do Tris and Tobias do together that night?
8. Name two of Four’s fears.
9. What is Four’s real name?
10. Who is his father?
Chapters 23-25 Reading Quiz Answers
1. Where does Tris spend the night after getting attacked?
-Four’s apartment
2. How does Tris have to act the next day at breakfast?
-Scared and weak
3. What is the resolution to Tris’s and Christina’s difference of opinion over the capture the flag dispute?
-Tris chooses to forgiver her because she doesn't want to carry anger around with her any more.
4. What does Tris say she will do to Al if he ever comes near her again?
-Kill him
5. What happens to Al after?
-He commits suicide
6. How do the Dauntless as a whole react to this?
-They celebrate him loudly with a party and drinking. They call him brave and a true Dauntless.
7. What do Tris and Four do together that night?
- Go through Four’s fear landscape
8. Name two of Four’s fears.
- Two of the following: getting whipped by Marcus, fear of heights, having to kill an innocent person, and fear of confinement
9. What is Four’s real name?
- Tobias
10. Who is his father?
- Marcus
Character: Faction:
Physical Descrition
Choices
Personality
Events
Day 10: Caught With Caleb
Overview: Today we will readdress or character map of Caleb Prior, and create a character map for Janine Matthews. We will also discuss if there really could be a war, and how families end up in this dystopia.
Anticipated student conceptions or challenges to understanding: Students might find it hard to go back and remember their initial impression of Caleb, or might not have strong enough feelings towards him to have a good discussion about him. Students might already know the ending of the novel, so I will try to make them show textual evidence to support their opinion.
Materials needed:
- Blackboard (dry-erase board, SMARTboard)
- character map for Caleb
- character maps
- writing utensils
- notebook, tablet, or computer.
Instructional Sequence:
1. Have students get into small groups of 3 or 4 to readdress and add to their character map for Caleb. 5-10 min
2. Put the character map on the board and edit with the class as a whole. 5 min
3. Pass out character maps for Janine and have students complete it in small groups of three or four. Instructor will walk around to help and provide prompts for thought. 5-10min
4. Put Janine’s character map on the overhead and fill it out as a class. 5 min
5. While in small groups, have the students talk about and then complete the following writing prompt: Could there really be a war? Provide textual evidence 10 min
6. Ask the following discussion questions: 5 min
1. How are families ending up in this dystopia? Is that the nature of the faction system?
2. Do you think Tris has an accurate idea of the Erudite? What is her reaction to “Knowledge Leads to Prosperity”?
3. Is Tris putting on an act for the receptionist at Erudite headquarters?
4. Is this different from the Tris we are used to?
5. Is the faction system a dystopia to Janine? To other characters?
7. Homework: Write: How well does Roth write action scenes? Does she build the suspense? Would it be better if told from different points of view? Read chapters 30-33.
Character: Faction:
Physical Descrition
Choices
Personality
Events
Day 11: Converging Divergent - Part 1
Overview: Today we will begin watching the film Divergent. Students will begin taking notes on how the film differs from the book in preparation for their paper.
Anticipated student conceptions or challenges to understanding: Students might have already seen the film and will have already thought that it was either good or bad, entertaining or boring. I will remind them that we are analyzing how accurate it is to the book, and how central themes are similar or different in the movie.
Materials needed:
- Divergent film
- writing utensils
- notebook, tablet, or computer.
Instructional Sequence:
1. Instruct students to get out their notebooks, laptops, or tablets to take notes on the differences and similarities between the Divergent book and film. 1 min
2. Begin watching Divergent until the end of the hour, pausing for a quick discussion right after
1. Janine talks to Tris’s parents.
2. Tris’s conversation with Tori in the tattoo parlor.
3. Tris’s conversation with her mother in Dauntless headquarters.
4. The capture the flag scene
5. Tris’s fear landscape
6. Four’s fear landscape
7. After each of these scenes ask: How was that similar or different?
3. Record the time that the movie is paused at at the end of the hour so you can begin at the same place the next day.
4. Homework: Read chapters 34 and 35.
Assessment: The short discussions on the differences between the book and the film serve as assessments to determine how well they are seeing the differences. This introduces the analysis of the two texts and can serve as a topic for the final paper.
Day 12: Converging Divergent - Part 2
Overview: Today we will have a bell ringer, and continue watching the film Divergent. Students will begin taking notes on how the film differs from the book in preparation for their paper.
Anticipated student conceptions or challenges to understanding: Students might have already seen the film and will have already thought that it was either good or bad, entertaining or boring. I will remind them that we are analyzing how accurate it is to the book, and how central themes are similar or different in the movie.
Materials needed:
- Divergent film
- writing utensils
- notebook, tablet, or computer.
Instructional Sequence:
1. Have the following written on the board as a bell ringer. Students will have 5 minutes to answer, then it must be turned in. How is the movie comparing to the book so far? If it is good, then what was the closest or best scene and why? If it is doing poorly, what was the most different scene and why? 5 min
2. Instruct students to get out their notebooks, laptops, or tablets to take notes on the differences and similarities between the Divergent book and film. 1 min
3. Begin watching Divergent until the end of the hour, pausing for a quick discussion right after
1. Janine talks to Tris’s parents.
2. Tris’s conversation with Tori in the tattoo parlor.
3. Tris’s conversation with her mother in Dauntless headquarters.
4. The capture the flag scene
5. Tris’s fear landscape
6. Four’s fear landscape
7. After each of these scenes ask: How was that similar or different?
3. Record the time that the movie is paused at at the end of the hour so you can begin at the same place the next day.
4. Homework: Read chapter 36 to the end of the novel.
Assessment: The short discussions on the differences between the book and the film serve as assessments to determine how well they are seeing the differences, and the bell ringer also will let me know whether students think that the two texts are more similar or different.
Day 13: Who Wore it Better? Book or Film?
Overview: Today we will finish watching the film Divergent. Students will begin taking notes on how the film differs from the book in preparation for their paper.
Anticipated student conceptions or challenges to understanding: Students might have already seen the film and will have already thought that it was either good or bad, entertaining or boring. I will remind them that we are analyzing how accurate it is to the book, and how central themes are similar or different in the movie.
Materials needed:
- Divergent film
- writing utensils
- notebook, tablet, or computer.
Instructional Sequence:
1. Instruct students to get out their notebooks, laptops, or tablets to take notes on the differences and similarities between the Divergent book and film. 1 min
2. Finish watching Divergent until the end of the film, pausing for a quick discussion right after
1. Janine talks to Tris’s parents.
2. Tris’s conversation with Tori in the tattoo parlor.
3. Tris’s conversation with her mother in Dauntless headquarters.
4. The capture the flag scene
5. Tris’s fear landscape
6. Four’s fear landscape
7. After each of these scenes ask: How was that similar or different?
3. Have the class get into groups of 5 and have a discussion about all of the similarities and differences between the book and film. Have them be sure to also answer which text did a better job at conveying the dystopian genre and why. 10 min
Day 14: Divergent Wrap Up
Overview: Today we will have an informal discussion on Tris’s and Tobias’s transition through out the novel, and decide whether they are heroes or not. We will go back and compare them to our first notes on heroes. We will also look at the Hero With a Thousand Faces theory, and introduce the final paper.
Anticipated student conceptions or challenges to understanding: Students might feel jolted by a new theory being introduced, but I want to give students who feel that they are up to the challenge to tackle topic not covered in class a lot.
Materials needed:
- Divergent novel
- notebooks, tablets, or computers
- Computer cart
- Access to The Hero With a Thousand Faces pdf.
Instructional Sequence:
1. Put the following questions on the board and have the students answer them in small groups of 4 or 5: 10 min
1. How did Tris change throughout the novel?
2. How did Tobias change throughout the novel?
3. How does Tris compare to your initial idea of a hero?
4. How does Tobias compare to your initial idea of a hero?
5. What would you add to your idea of a hero?
2. Ask the groups each question and have them report out group by group 10 Min
3. Have students grab a computer or tablet and go to The Hero With a Thousand Faces wikipedia page.
4. Explain to students the theory behind The Hero With a Thousand Faces, and direct them to the wikipedia page to get a general sense of the theory, then have them search ‘Hero With a Thousand Faces PDF’ and begin looking through it. 5 Min
All heroes essentially go through the same process: A call to adventure, a road of trials, they reach a point of self-actualization, then they return to the ordinary world, then the application of their gift or self-actualization.
5. Pass out the final paper handout and explain each choice 10 Min
6. Have students get with a partner and narrow down their essay options to two choices, and begin brainstorming ideas, they can begin writing their outlines if they wish. 25 Min
Homework: Write a brief, rough draft of an outline for your two possible paper topic
Assessment: The assessments are the small group discussions and the groups reporting out to the rest of the class. This day relates to the unit in that it wraps up the conversation on how the main characters changed throughout the novel.
Divergent Final Paper Choose one option to write your four page final paper about. Papers must be four to five
pages, be written in 12-point, Times New Roman, double spaced, with standard margins. MLA style.
1. Compare and contrast the Divergent novel and Film, and include which one was better at showing character development and the genre of dystopia. About half of the paper should be simply comparing the two texts, the second half should focus on the character development and dystopia.
2. The first half of this option is to write a two page scene that is either from the book but written from another character’s persecutive other than Tris’s, or write a scene that does not take place in the book, but does not interfere with the main plot of the book - a behind the scenes look. The first section must be written in Roth’s writing style. The second half of the paper should be an explanation of where in the book this scene takes place, what you wrote and why, and how it is written in Roth’s style. You must explain and prove why your scene is important and fits in with the rest of the novel, and how it is written in Roth’s style.
3. Write an analytical essay on why or why not Divergent is a dystopian novel, and why or why not Tris is a dystopian hero. Be sure to explain a dystopia, then tell the reader how or how the novel is or is not a dystopia.
4. Write an analytical essay explaining why or why not Divergent fits into Joseph Campbell’s The Hero With a Thousand Faces theory. Be sure to explain Campbell’s theory and then explain how Divergent does or does not fit into the theory.
5. Choose another topic to write about that applies to Divergent. MUST be approved by me beforehand!
Day 15: A Divergent Workshop
Overview: Today we will work on the final paper and the instructor will meet with students individually to finalize their plans for the paper. Students will continue brainstorming, writing outlines, and begin
Anticipated student conceptions or challenges to understanding: Students might feel that they have not written a long essay so far for this novel, but I will tell them that they have many sample of writing for this novel so far, and quizzes to guide the important points of the novel which they can draw from.
Materials needed:
- Divergent novel
- notebooks, tablets, or computers
- Computer cart
- Access to The Hero With a Thousand Faces pdf.
Instructional Sequence:
1. Have students work individually or with a partner to continue brainstorming, writing their outlines, and begin writing their rough draft of the paper.
2. Have students set a goal for themselves for the end of the day. What do they want to get done by the end of the hour? Have them write it on a piece of paper, and have them write what progress they made at the end of the hour.
3. Call students up individually to speak with the instructor and have a 1 to 2 minute conference to see where they are at and what questions they have.
4. 5 minutes before the end of the hour: have students evaluate their progress for the day and write down on the same piece of paper what they still need to do to begin writing.
Assessment: Both the conference and the exit slip serve as assessments for the day, as they hold the student accountable for their goals and let the instructor know where they are on the paper and how well they are working.
