2

Unit Plan Theme: A comparative and Contrastive Analysis of The Giver and
Divergent
Grade Level: 8th-9th Grade
Big Question: How does one maintain one's personal identity while
interacting in the larger community or society?

Unit Goals:
1. Identify themes such as conformity, societal norms and oppression in
the texts
2. Compare and contrast the two texts in the unit
3. Trace character development throughout both texts
4. Compare personal reactions to peer pressure to that of the characters

Unit Objectives:
1. Students will define terms such as identity, societal norms, and
oppression in order to articulate the theme(s) of the novels
2. Students will perform character sketches in order to gain a greater
understanding about the characters' individual identities
3. Students will examine the settings, governments, minor characters, and
power relationships at play in the novels in order to discuss how they
effect the main characters' identities
4. Students will compare and contrast how the main characters interact
and respond to societal norms and expectations in order to gain an
understanding of how different people react to different situations
5. Students will make connections between themselves and the main
characters in order to reflect on how they personally maintain identity
when participating in a community or society

Standards:

CCSS.ELA-LITERACY. RL.9-10.3- Analyze how complex characters

develop over the course of a text, interact with the other characters, and
advance the plot or develop the theme
CCSS.ELA-LITERACY RL.9-10.1- Cite strong and thorough textual
evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text
CCSS.ELA-LITERACY. SL.9-10.1- Initiate and participate effectively in a
range of collaborative discussions with diverse partners on grades 9-10
topics, texts, and issues, building on others' ideas and expressing their
own clearly and persuasively.

Katie Nolt 12/11/14 2:35 PM

Comment [1]: By connecting unit goals
and objectives to state standards, I am
fulfilling NCTE standard 4.2. Aligns
curricular goals, teaching strategies, and
organization of environment and
learning experiences.

Rationale:

Students will read these two novels sequentially and investigate
themes such as conformity, community, and individual identity. They will
look at the main characters in each novel and make assertions and formulate
opinions about why they think these characters respond to their societies the
way they do. I think that this unit and big question are important because all
people are faced with the challenge of maintaining their individual identities
while interacting in and maneuvering in a community/society. This topic is
especially poignant for students in 8th-9th grade as they are struggling with
peer pressure and identity.

I have chosen these two texts specifically because they both have
characters that are struggling to discover and maintain their personal
identities while participating in a society with high pressures and
expectations. Although these novels investigate similar themes, the
characters, settings, and pressures are very different. By having students read
both texts, they will be more likely to understand the versatility and variety
that is possible within this particular theme of personal vs communal
identity. In addition, the main characters are different in age, gender,
personality, and perspective. By providing the students with main characters
that differ, I hope that each student will be able to connect with one or both of
these characters. By connecting with these characters, students will better be
able to grapple with the topics of self-identity and societal pressures.

In addition to providing students with differing characters to connect
with, these two novels are current and popular in young adult fiction. I am
hoping that by choosing these novels, one for their summer reading
assignment and one to read in class, students will be engaged in their reading
of the texts and able to relate to these books in a profound way. There are
also newly adapted movies based on these novels, which could be a resource.

I think that this unit is important for the study of English Language Arts
because it requires students to think critically about the various themes of a
piece of literature. It also helps students to hone their comparative and
contrastive skills, as they look at two totally different texts. Possessing these
skills is important because it allows them to think critically about differing
situations, perceptions, and attitudes. There is never one single way of doing
something and by comparing and contrasting viewpoints, students will gain
an appreciation for variety. In addition, through small group discussions and
personal journaling activities, students will gain a greater understanding
about the characters, settings, and implications of these stories. Learning to
find and discuss these elements is an important reading strategy because
these different parts are what build and create a story.

The big question and goals that I have included in this unit are tied
directly to Common Core Standards. Students will fulfill the first standard by

Katie Nolt 12/11/14 2:46 PM

Comment [2]: I chose these two novels
and their subsequent themes for this unit
because are relevant for students and they
align with goals of ELA. NCTE standard 4.1
Examine and select resources for
instruction

performing character sketches and discussing the identities of the characters.

Students will fulfill the second standard by performing comparing and
contrasting characters and situations between the two novels. In addition,
they will use the text to interact with the main themes of identity and
conformity. Finally, they will complete the final standard throughout the unit.
The majority of analysis will be done through group and class discussions.
Students will be expected to participate actively and portray an
understanding of the concepts discussed in class.
Assessment Rationale


The assessment that I have chosen for this particular unit is a creative
writing piece with an illustrative/multimodal component and a written
reflection. I have chosen this assessment for several different reasons. The
first reason is that students are rarely given a chance to practice and
experiment with creative writing. By giving students a chance to write a
creative piece, I hope that they will interact with the material in new ways. I
have also chosen this particular assessment because I think that it aligns with
the goals and BQ of the unit. As students are reading and going through the
lesson, they learn about how the characters discover and maintain their
identities within a society. However, at the end of the unit I would like them
to be able to connect the experiences, perceptions, and attitudes of the
characters to their own lives. By having them retell a scene from their own
perspective, I am hoping to see how they view their own identities within a
society. The reflective part of the assessment will also give the students a
chance to compare and contrast their own identities to those of the main
characters. How are they similar/different from this character?

This project allows students with differing personalities, attitudes, and
abilities to address the topic of personal identity and societal pressures.
Although this assignment requires a bit of writing, I am hoping that the
creative aspects of the assignment will allow all students to interact with and
learn from this assessment. In addition, the multimodal presentations will
allow student of varying learning styles to present their ideas in a way that
makes sense to them. By having students present their projects, I am hoping
that it will further the discussion about how different people respond
differently to societal pressures.

I have chosen to use a holistic grading rubric to grade this summative
assessment because I would like students to examine how the different parts
of this assessment come together into one part. I would also like students to
be making modality choices based on the goals of their projects as a whole.
By grading students in this way I hope to portray the importance of
connecting thoughts and modality choices.

Name______________________________

Date_______________________________

Summative Assessment
Unit: Divergent/The Giver
Congratulations on completing both novels of this unit! At this point you have an
understanding of the various characters personalities, attitudes, and perspectives.
However, in this assignment I am going to ask you to view the scenes and situations of one
the novels through your own eyes.

Follow the steps below and use them as a checklist as you go throughout your project


Step 1: Select a key scene from either Divergent or The Giver where a



character has to respond to societal pressures in some way


Step 2: Review the scene and the scenes leading up to the one that you have


chosen. Take note of the thoughts, dialogue, and action of the



character. What is the situation he/she faces? How does he/she



respond to these pressures?


Step 3: Next brainstorm how you would feel if you were placed in the same


situation as this character. What would be going through your mind if


this happened to you? How would you respond? How might the scene


have played out if you were in that scene?


Step 4: Begin rewriting the scene by replacing the thoughts, dialogue, and


reactions of the characters with your own thoughts, dialogue, and


reactions. You may make changes to how the other characters



would respond to you. However, be sure to frame the scene in a way


that reflects the original scene



Step 5: After you have rewritten the scene, you will now begin a written


reflection, comparing and contrasting the characters thoughts,



dialogue, and reactions to the situation with your own. Why did you


make the changes that you did? How are you similar to the character?


How are you different? What do these similarities and differences


reveal about your personal identity? What do these similarities and


differences reveal about how people respond to societal pressures?


Step 6: After you have completed the scene rewrite and reflection, you must


brainstorm about ways to present your scene to the class. You may


draw a picture, make a PowerPoint presentation, design a poster,


make a movie, or perform the scene in front of the class. How might you


best present the changes you made to this scene? How might you most


effectively portray the similarities and differences between you and the


character?

Katie Nolt 12/11/14 2:55 PM

Comment [3]: Here I am asking students
to diverge from the typical literature essay
format and rewrite a scene from a novel. I
am asking them to engage with the text and
information in a new way. NCTE standard
3.4 Knows different composing processes

Katie Nolt 12/11/14 2:54 PM

Comment [4]: I have given students
different methods for displaying the
knowledge they collected over the course of
this unit. This differentiate shows students
that art and creativity can enhance the
learning process. NCTE standard 2.6
Demonstrates role of arts/humanities in
learning

Step 7: Present your scene to the class using one of the above multi-modal

options. Be sure to touch briefly on your reflection
Step 8: Hand in your rewrite of the scene and your written reflection.

Due: September 28th

Criteria for Grading

An A Project
Has used language and changes in the scene creatively to show how he/she
would react in this situation
Has portrayed and explained aspects of the personal identity through the
language and plot changes
Has utilized one of several mediums to present his/her ideas
Response is clear and concise explaining why the he/she chose the scene
that he/she chose
Response clearly elaborates on the similarities and differences of the
character to own personal identity through details and explanations
Response thoroughly addresses the questions posed about identity and
societal pressures, includes textual support

A B Project
Uses some creative language and changes to the scene to show how he/she
would react in this situation
Has mostly portrayed and explained aspects of personal identity through the
language and plot changes
Has utilized one of several mediums to present his/her ideas
Response is mostly clear and concise explaining why the he/she chose the
scene that he/she chose
Response mostly elaborates on the similarities and differences of the
character to own personal identity but is lacking in some supporting details
Response mostly addresses the questions posed about identity and societal
pressures but lacks some supporting evidence from the text

A C Project
Contains some creative language and changes to the scene but is lacking in
originality
Has portrayed some aspects of personal identity through the language and
plot changes but has fails to explain these aspects
Has utilized one of the several mediums to present his/her ideas but does
not present the scene and response with clarity and effectiveness
Response is not clear or concise explaining why he/she chose the scene that
he/she chose
Response touches briefly on the similarities and differences of the character
to own personal identity but lacks details
Response very briefly addresses the questions posed about identity and
societal pressures

A D Project
Has used little or no creative language or changes to the scene to show how
he/she would react in the situation
Has failed to portray or explain any aspects of personal or character identity
through the language and plot changes
Has not efficiently utilized one of the several mediums to present his/her
ideas
Response does not explain at all why he/she chose the scene that he/she
chose
Response does not elaborate on the similarities and differences of the
character to own personal identity
Response vaguely addresses the questions posed about identity and societal
pressure

Unit Calendar

Sunday

15

Monday

Wednesday

Thursday

Friday

Saturday

Movie
Presentations Identity cont. Career survey Journal re-

trailer
Identity
Making
Community
writing
Storyboard Discussion
Choices
profiles
activity
Peer review
2
Intro to
Divergent
Groups
discussion
Ch-1-4

3
Faction
Profiles
Aptitude Quiz
Career
Discussion
Ch. 5-8

9
Review of
questions
Point of
view
Ch. 22-25

Faction
Debate

Ch. 9-12

Conformity
Partner
Research

Ch. 13-16

Storyboard
Literature
circles

Ch. 17-21

10
Point of view
swap
Character
review
Ch. 25-29

11
Power of the
past activity
Journaling
Ch. 30-33

12
Peer Pressure
Literature and
history
research
Ch. 33-36

13
Literature

circles
Class
discussion
Journaling
Ch. 37-39

14

16
17
Review of Watch
the text
Divergent
film
Point of
view/
Perspectives
Journaling

18
Watch
Divergent
film
Point of
view/
perspectives
journaling
cont.

19
Class
discussion on
film
Brainstorming/
peer
conferencing
for final project

20



Work Day

21

Presentations
Presentations Presentations Personal
Reflections

Tuesday

Work Day- Work Day

Peer
Review

Background: This unit is the first to be covered in the school year. Students were
given Divergent to read over the summer. In addition to reading the novel, students
were expected to keep a journal throughout their reading of the novel.

Summer journal prompts included:
1. Describe one of the characters in the novel: What is he/she like?
How does he/she develop as the story progresses? How does
he/she fit into the society?
2. Describe the community where the main character lives. What are
the rules, expectations, and customs of the community?
3. Select an important quote from the chapter and explain why you
think its important. What does it tell us about the character?
What does it tell us about the community?
4. Write a detailed timeline of the chapter. What happened? How
did the characters respond?
5. Describe how you would feel if you were put in the same position
as one of the characters in the novel.
6. Find a song, quote, movie, or other literature that can connect to
the events/characters/setting of the story.


Lesson 1: Review of The Giver

Standards:
1. CCSS.ELA-LITERACY. SL.9-10.1- Initiate and participate
effectively in a range of collaborative discussions with diverse
partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively
2. 1.9.8.A: Use media and technology resources to support personal
productivity, group collaboration, and learning throughout the
curriculum.
3. R8.A.1.5.1: Summarize the key details and events of a fictional
text as a whole.

Objectives:
1. Students will watch a video clip of the movie based on The Giver in order
to compare and contrast their own interpretations of the
character/setting/tone with that of the movie clip
2. Students will participate in a group/class discussion in order to discuss
how individuals interpret texts/situations differently
3. Students will utilize computers and the internet in order to make a story
board/timeline to review the key events of the story

10

Resources:
i) Computers/laptop cart
ii) Projector

Lesson Outline:

1) Movie Trailer (15 minutes)
(a) Class will begin by watching the trailer for the movie based on The
Giver
(b) Students will then get into small groups and discuss the short
video clip
1. What was your first impression of the movie?
2. Where the characters in the movie clip portrayed the way
you pictured them when reading the novel?
3. If they were different, how were they different?
4. Was the community/setting in the video clip similar to how
you pictured it?
5. If it was different, how was it different?
(c) Regroup as a class and have some students share some of their
thoughts/opinions
(d) Class discussion
1. Why are movie interpretations so often different from how
we picture or think they should be?
2. What does this tell us about how people perceive
situations, events, and other peoples actions?

2) Storyboard/Timeline Activity (40 minutes)
(a) Explain how everyone might have slightly different interpretations
of the events/characters/ setting of the story
(b) This difference in interpretation can lead us to respond differently
to situations
(c) However, it is also important to be able to come together and
synthesis some the key events in the text.
(d) Transition to directions about how each person will be making a
timeline using Storyboardthat.com
(e) Introduce students to Storyboardthat.com
1. Explain basic features of the website
2. Show how to add images, text, and other media to their
storyboards/timelines
3. Show an example of a storyboard from a different text to
highlight the plot progression, character depiction, and
setting portrayal
(f) Students begin working independently while teacher acts as a
facilitator and checks for understanding

Katie Nolt 12/11/14 2:40 PM

Comment [5]: Through this online
activity I am showing an understanding of
technology and how to incorporate it into
instruction. NCTE standard 3.6 Knows
print/ non print media & tech

11

3) Ticket out the door (5 minutes)

(a) Students will write down one event/detail that they included in
their storyboard that they view as important to the novel. Why do
you think this event/detail is important? How might this event tie
back to our big question?

Assessment:
1) Teacher observation
(a) The teacher will assess the students understanding of key
concepts during the class and group discussions
(b) The teacher will also observe the students while they are working
independently on their storyboards
2) Ticket out the door
(a) Teacher will assess students ability to articulate an important
event/detail in the story and explain its significance



3) Homework: Work on Storyboard at home or in study hall if you have access to a
computer. (Not mandatory)

Modifications:

1) ELL- I will provide this student with the questions we will be answering for the
class and group discussions. The storyboard activity will help him/her to
connect the English words with visual concepts.

2) Visual impairment: I will also provide this student with a written copy of
directions and questions. The storyboard activity should him/her to participate
in the lesson fully. Student will sit in the front of the classroom in order to view
the movie trailer

Lesson 2: Storyboard Presentations and Introduction of Identity

Standards:
1. 1.9.8.A: Use media and technology resources to support personal
productivity, group collaboration, and learning throughout the
curriculum.
2. R8.A.1.5.1: Summarize the key details and events of a fictional
text as a whole.
3. CCSS.ELA-LITERACY. RL.9-10.3- Analyze how complex
characters develop over the course of a text, interact with the
other characters, and advance the plot or develop the theme
4. CCSS.ELA-LITERACY. SL.9-10.1- Initiate and participate
effectively in a range of collaborative discussions with diverse
partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.

Katie Nolt 12/11/14 2:35 PM

Comment [6]: Each of the lessons in this
unit incorporate assessment, whether
formal or informal. NCTE standard 4.5
Integrates formal/informal assessment



Objectives:

12

1. Students will finish their storyboards in order to review the

events, setting, and characters of the story
2. Students will present their storyboards to their peers in order
reinforce the events and show the similarities and differences in
their individual storyboards
3. Students will participate in a group discussion about personal
identity in order to gain an understanding about identity and
identity formation

Resources:
i) Computers/ laptop cart
ii) Projector
iii) Poster board

Lesson Outline:

1) Storyboard Independent Work (15 minutes)
(a) Students will be given the first 15 minutes of class to finish their
storyboards.
(b) If students have finished their storyboards, they may explore The
Giver web quest at:
http://www.nycsd.k12.pa.us/tchr/webquests/giver/default.html
The teacher will act as a facilitator during this time, checking on
student progress and answering questions

2) Storyboard Presentations (20 minutes)
(a) Students will present their storyboards to the class on the
projector. Students will talk about the events/details that they felt
were important in the story and how they represented them in
their storybooks
(b) If class size is too large, students will be split in to two or three
groups and students will share their projects to the people in their
groups. The teacher will circulate during these times.


3) Group Discussion-Identity (10 minutes)
(a) Through our storyboards weve seen the setting, events, and
interactions of the characters. What do these things tell us about
the characters in the story? How are their identities formed?
(b) As a class, the students will compile a list of things that form a
persons identity. Teacher will highlight these components with
examples from the novel and from real life.
(c) Are some of these things more important than others? Why?

4) Ticket out the door

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(a) Students will write down one aspect of identity that they think is
important and why they think its important.

Assessment:

1) Storyboards
(a) The teacher will assess the students ability to pick out key events
and characters and express them using the storyboard program
(b) The teacher will also assess whether students are able to explain
the importance of the events they have chosen

2) Ticket out the door
(a) The teacher will assess the students abilities to come up with an
important aspect of identity and articulate why it is important

Modifications:

1) ELL- Students will present in smaller groups, putting less pressure on the
student to talk in front of the entire class. I will also have the questions visually
available during class discussion.

2) Visual impairment- In order to accommodate for this disability, students will
present projects in groups, this will make it easier for students to see each others
work


Lesson 3: Identity and Making Choices


Standards:
1. CCSS.ELA-LITERACY. SL.9-10.1- Initiate and participate effectively in
a range of collaborative discussions with diverse partners on grades
9-10 topics, texts, and issues, building on others' ideas and expressing
their own clearly and persuasively
2. CCSS.ELA-LITERACY. RL.9-10.3- Analyze how complex characters
develop over the course of a text, interact with the other characters,
and advance the plot or develop the theme

Objectives:
1. Students will participate in a group discussion in order to review the
previous lesson
2. Students will complete a journaling activity in order to better
understand the concepts of identity and autonomy and how they
manifest themselves in their lives

14

3. Students will search the text for examples of the main characters
making decisions in order to gain an understanding about how the
characters make decisions
Resources:
i) Student journals
ii) Colored pencils

Lesson Outline:

1) Class discussion (10 minutes)
(a) Students will share in groups the aspects of identity that they find
most important.
(b) Class will come back together to discuss what each group talked
about. Why are these things important?

2) Making choices journaling activity (20 minutes)
(a) Students will brainstorm and write down
routines/activities/events in their lives. E.g. I ate oatmeal for
breakfast this morning or I am a student at Bloomsburg
University.
(b) After students are done writing, students will then take a colored
pencil and circle all of the things on their papers that they have
chosen themselves. E.g. I chose to drink coffee this morning.
(c) Students will share these items with the class
(d) Students will then share the things on their lists that they didnt
choose. E.g. To go to school or to go to bed at 9

3) Group Research (15 minutes)
(a) In groups, students will come up with a list of
routines/activities/events in the lives of Jonas and his family.
(b) Students may use their texts to find items to add to their lists

4) Closure discussion
(a) Compile a class list of routines/activities/events in the lives of
Jonas and his family.
(b) What items on this list have the characters chosen for themselves?
Who has decided the other aspects in their lives?

5) Homework:
(a) Write a short response in your journal to the following questions:
How do choices or the ability to choose form our identities? What
happens when our freedom to choose is taken from us?

Katie Nolt 12/11/14 2:39 PM

Comment [7]: Through journaling, I am
helping students to make personal
connections to the themes in the book.
NCTE standard 4.8 Helps students make
meaning through personal responses.

15

Assessment:

1) Teacher Observation
(a) Teacher will assess the students understanding of autonomy and
decision-making through observing them during the group and
class discussions
(b) Teacher will checking to see if students are able to distinguish
between routines that they make themselves and those that are
dictated by rules and expectations

2) Journal Entries
(a) Teacher will collect the students journal entries in order to assess
whether students are able to distinguish between routines that
they make themselves and those that are dictated by rules and
expectations
Modifications:

1) ELL- Group research will allow ELLs to work alongside and receive help from
peers. Verbal prompts or clarification will be given throughout the assignment
to make sure students understand assignment
2) Visual impairment- I will put the smartboard in front of the class and use a
large font when compiling the class list.


Lesson 4: Community Profile

Standards
1. CCSS.ELA-LITERACY. SL.9-10.1- Initiate and participate effectively in
a range of collaborative discussions with diverse partners on grades
9-10 topics, texts, and issues, building on others' ideas and expressing
their own clearly and persuasively
2. CCSS.ELA-LITERACY. RL.9-10.3- Analyze how complex characters
develop over the course of a text, interact with the other characters,
and advance the plot or develop the theme
3. E08.B-K.1.1.3: Analyze how a text makes connections among and
distinctions between individuals, ideas, or events (e.g., through
comparisons, analogies, categories).


Objectives
1. Students will complete a career quiz in order to gain an
understanding about the importance of choice
2. Students will participate in a group discussion in order to review how
society can effect how a person makes decisions

16
3. Students will complete a community profile in order to review details
of the text and frame future discussions

Resources:
i) Computers/ laptop carts
ii) Poster paper
iii) Magazines
iv) Construction paper
v) Scissors, glue, etc.


Lesson Outline


1) Career Survey (10 minutes)
(a) Students will work independently in order to complete the career
survey on http://www.yourfreecareertest.com/
(b) Students talk with peers about career results. Were your results
surprising? Could you see yourself doing the careers you were
given?
(c) Discuss results as a group

2) Group Discussion (15 minutes)
(a) How would you feel if you had to do the career you were assigned?
What factors do you think are important in deciding what to do
with your life? Do you think the survey could adequately
determine what you would be interested in or good at? Why? Or
Why not?
(b) Are the people who are in charge of choosing the professions in
the novel adequate at choosing professions for the citizens? What
choices do the children have in regards to their futures? How does
this affect their identities? (Think about homework journal
responses)

3) Community Profile (20 minutes)
(a) In order to better understand the characters and how their
identities are shaped and effected by outside influences, students
will work together in groups to make a community profile
(b) Students may use magazine clippings, quotes, pictures, and work
collages to create a profile
(c) Students must show the values, attitudes, and expectations of the
community through their profile
(d) After the groups are done, students will present their projects to
the class and explain the various aspects of their profile
(e) What were common themes in the community profiles?
(f) What do we learn about the different community members
through this community profile?

Katie Nolt 12/11/14 2:41 PM

Comment [8]: This unit utilizes group and
class discussion as an integral part of
instruction. NCTE standard 4.5 Engages
students in meaningful discussions of
oral, written, and visual forms

17

4) Ticket out the door
(a) Write down one common theme or detail from your community
profile and why you think its important.


Assessment

1) Teacher Observation
(a) Teacher will assess students informally while they are working in
groups and during class discussions
(b) Teacher will be looking for students to share their emotions and
feelings toward the career survey

2) Community Profile
(a) Teacher will assess student understanding about the community
during the group presentation of the profiles and the teacher will
collect the projects at the end of the lesson
(b) Teacher will assess students abilities to creatively present the
community profile using available media

3) Ticket out the door



(a) Teacher will assess students abilities to articulate the importance


of a specific trait or detail about the community

Modifications:

1) ELL- Students will be given the class discussion questions and additional
scaffolding questions, if needed. Group work will allow them to work in less
stress situations

2) Visual Impairment- Student will be seated in the front of the classroom so
he/she is able to see the other groups presentations


Lesson 5: Journal rewriting activity

Standards:
1. E08.E.1.1.2: Develop the analysis using relevant evidence from
text(s) to support claims, opinions, ideas, and inferences and
demonstrating an understanding of the text(s).
2. E08.E.1.1.6: Provide a concluding section that follows from and
supports the analysis presented.

18

Objectives:
1. Students will read through their summer journal entries in order to
review the text and look at their observations during the reading
process
2. Students will select two journal entries that they find interesting in
order to edit and make revisions to the original entries
3. Students will consult with other students in order gain insight into
ways they can add, change, or edit their journal entries
4. Students will edit their journal entries in order to practice revising
and editing strategies
Resources:
i) Student journals


Lesson Outline:

1) Journal Review (10 minutes)
(a) Students will be asked to read over their summer reading journal
prompt in order to find entries with the topic of identity,
community, or choices.
(b) Students will then chose two entries that they would like to
edit/add on/ expand upon
(c) Students will begin to brainstorm of ways to incorporate quotes
and points from the class/group discussions in to their original
texts
(d) What do you know now that you didnt then?

2) Peer Conferences (10 minutes)
(a) Student will meet with peer in order to discuss the entries they
have chosen to edit
(b) Peers will read the entries and provide suggestions and feedback
about ways to improve the journal entries

3) Independent Writing (30 minutes)
(a) After receiving feedback from peers, students will begin editing
and adding to their journal entries
(b) Students will have access to computers, scrapbook paper, and
their novels
(c) Teacher will act as a facilitator, helping students through the
rewriting process.
4) Homework: Complete the editing and rewriting of the journal entry

Assessment:

1) Journal Entries

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(a) Teacher will collect the revised journal entries in order to assess
student progress toward big question and to assess their ability to
edit and revise a piece of writing
(b) Teacher will assess students abilities to give and receive feedback
during the peer conferences

Modifications:
1) ELL- Teacher will conference with student on his/her journal entries and
provide individualized instruction before they meet with peers. They will also
be required to do one journal entry edit, not two.

2) Visual Impairment- student will be given written instructions if needed


Lesson 6: Introduction to Divergent

Standards:
4. CCSS.ELA-LITERACY. SL.9-10.1- Initiate and participate
effectively in a range of collaborative discussions with diverse
partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively
5. CC.1.3.9 10.K - Read and comprehend literary fiction on grade
level, reading independently and proficiently.

Objectives:
4. Students will complete a journal entry about groups and group
expectations in The Giver in order to introduce the next novel
5. Students will participate in a group/class discussion in order to discuss
various groups and expectations of those groups in our society
6. Students will read in groups in order to practice effect reading strategies

Resources:
i) Student journals
ii) Community comparison worksheet

Lesson Outline:

1) Collect edited journal entries and answer student questions (5 minutes)

2) Journaling (10 minutes)
i) Students will respond to the following prompt:
ii) In the novel The Giver, how were people grouped? What differences did
these groups have? In our culture, what clear groups exist? E.g. working
class vs. middle class or young vs. old.
iii) Pair share journal responses

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3) Class Discussion (10 minutes)

i) Discuss as a class the various groups that exist in our culture.
ii) Discuss rules or expectations of these specific groups.
iii) Have students write these groups in their notebooks

4) Introduce Divergent (5 minutes)
i) Teacher explains to students that Divergent is another dystopian novel
like The Giver, but it is very different in how people are grouped.
ii) Students should take note of differences they see between the society and
the pressures on characters in The Giver and Divergent

5) Group reading (20 minutes)
i) Students will form groups of 4-5 people and begin reading Ch.1 of
Divergent
ii) Students will keep track of details about setting/community and the
characters that are introduced as they are reading


Homework:
i) Continue reading until Chapter 4


Assessment:

1) Teacher observation
(a) The teacher will assess the students understanding of key
concepts during the class and group discussions
(b) The teacher will also observe the students while they are reading
and discussing the novel in their groups
2) Journal Entry:
(a) Teacher will collect journal entries from students
(b) Teacher will read through them to look for understanding of the
previous novel and ability to come up with insightful examples of
groups in the novel and in society

Modifications:

1) ELL- Students will be given the class discussion questions ahead of time and
additional scaffolding questions to help with understanding

2) Visual Impairment- Students will all follow along in their own books to help
everyone to stay together

Standards:

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Lesson 7: Factions

1. CCSS.ELA-LITERACY. SL.9-10.1- Initiate and participate
effectively in a range of collaborative discussions with diverse
partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively
2. 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.

Objectives:
1. Students will complete faction profiles in order to synthesis information
about the different groups and group expectations in the novel
2. Students will take a faction aptitude test in order to relate to the
characters in the novel
3. Students will journal about the test experience in order to analyze their
experiences and reflect on how the characters may have felt doing a
similar activity

Resources:
i) Computers/ laptop cart
ii) Student journals
iii) Poster boards
iv) Color pencils/markers
v) Magazine clippings
vi) Scissors, glue, etc.

Lesson Outline:

1) Faction Profiles (30 minutes)
i) Students will work in groups to create posters that explain/depict the five
different factions (including the Factionless) in the novel
ii) Students may use magazines, markers, colored pencils, and poster board
to create their Factions profile
iii) Groups should include quotes from the novel, descriptions of the factions,
rules of the factions, and characters that are member of each factions
iv) Groups should leave some room on the posters because they will be
adding to them as the novel progresses
v) Teacher will act as facilitator during this time
vi) Groups will present these posters to the class

2) Online Faction Aptitude Quiz (5 minutes)

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i) Students will independently take an online faction quiz in order to
determine which faction they are most compatible with
ii) http://divergentthemovie.com/aptitudetest

3) Journaling (10 minutes)
i) Students will journal about the results of the quiz.
(a) What were the results of your aptitude test?
(b) Do you feel like they were accurate? Why or why not?
(c) Would you choose the faction that you were given? Why or not?
(d) How do you think Beatrice felt when she had to choose a faction?
(e) How would you feel if you had to make this decision?

4) Pair sharing and class discussion (5 minutes)

Homework:
i) Read Chapters 5-8 in the novel


Assessment:

1) Faction Profiles:
(a) Teacher will evaluate student achievement by asking students
questions during the group work
(b) Teacher will evaluate student achievement while they are
presenting their posters to the class
2) Journal Entries:
(a) Teacher will check for understanding and thoughtful analysis by
collecting student journals

Modifications:

1) ELL- Student will work with other students who are proficient in English in
order to help them to learn new vocabulary

2) Visual Impairment- Student will sit in the front of the class during group
presentation so they are able to see the other posters



Lesson 8: Debate

Standards:
1. CC.1.5.9-10.D: Present information, findings, and supporting
evidence clearly, concisely, and logically such that listeners can follow
the line of reasoning; ensure that the presentation is appropriate to
purpose, audience, and task.

23
2. CC.1.5.9-10.B: Evaluate a speakers perspective, reasoning, and use of
evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence.
3. CCSS.ELA-LITERACY. SL.9-10.1- Initiate and participate effectively in
a range of collaborative discussions with diverse partners on grades
9-10 topics, texts, and issues, building on others' ideas and expressing
their own clearly and persuasively

Objectives:
1. Students will respond to a journal prompt in order to articulate a
characters feelings on a key event and reflect on their own personal
reaction to the text
2. Students will work with their group members to collect and
synthesize an argument in order to develop effective research
techniques
3. Students will participate in a class debate in order to investigate and
interact with one of the main themes of the text and practice
articulating a specific point of view in an argument
4. Students will participate in a class discussion in order to reflect and
respond to the debate

Resources:
i) Student journals
ii) Computers/ laptop cart
iii) Scrap paper


Lesson Outline:

1) Journaling (10 minutes)
i) Students will respond to the following journal prompt:
(a) How do you think Tris feels about the faction system? (support
with evidence from the text)
(b) What do think you about the faction system presented in the
novel?
(c) What are the pros and cons of a system like this?
ii) Have students share about the pros and cons of the faction system

2) Preparation for Debate (15 minutes)
i) Class will be split in half and each half will be given a side- For or Against
the Faction system
ii) Groups will work together to compile evidence and arguments for the
class debate
iii) Groups should use examples and quotes from the novel as well as
personal opinions and real world examples
iv) Groups will have access to computers, the novel, and scrap paper

Katie Nolt 12/11/14 2:43 PM

Comment [9]: This activity fosters critical
thinking because it requires students to
think and defend a perspective that may be
different than their own. NCTE standard 2.4
Fosters critical thinking

24

v) Teacher will act as a facilitator

3) Debate (20 minutes)
i) After groups are given adequate time to prepare, the class debate will
begin
ii) Each side will be given a chance to present their initial argument for (3
minutes each)
iii) Following the initial arguments, groups will be given a chance to rebuttal
(2 minutes each)
iv) Finally each group will be given an opportunity to ask the other group 2
questions of their choice (2 minutes each)

4) Class Discussion (5 minutes)
i) Did any of you have to represent a side that you didnt agree with?
ii) How did that make you feel?
iii) Has your perspective on this issue changed at all as a result of this
debate? If so, how?

Homework:
i) Read chapter 9-12 of the novel

Assessment:

1) Journal Entries:
(a) Teachers will assess student understanding of one of the main
themes of the novel, factions
(b) Teachers will also evaluate students abilities to use examples
from the text in order to support their ideas
2) Debate:
(a) Teacher will evaluate students understanding of a key theme in
the novel
(b) Teacher will also assess students abilities to articulate and form
arguments
(c) Teachers will assess students abilities to support argument with
relevant and concrete evidence

Modifications:

1) ELL- Depending on level of fluency, student may be allowed to have notes
guiding them as they are sharing during the debate or they may speak with a
fellow group member

2) Visual Impairment- If groups are using visuals for their debate, student will be
seated in the front of the classroom

25
Lesson 9: Conformity

Standards:
1. CCSS.ELA-LITERACY. SL.9-10.1- Initiate and participate effectively in
a range of collaborative discussions with diverse partners on grades
9-10 topics, texts, and issues, building on others' ideas and expressing
their own clearly and persuasively


Objectives:
1. Students will respond to a journal prompt in order to gauge their
initial understanding of a key concept
2. Students will work with a partner in order to collect evidence and
examples of conformity from the text
3. Students will read the novel with the class in order to practice how to
pick out examples of conformity and societal pressures from the text

Resources:
i) Student journals
ii) Construction paper

Lesson Outline:
1) Journal Entry (10 minutes)
i) Student will respond to the following prompt in their journals:
(a) Define the term conformity
(b) When do people often conform?
(c) Use examples from personal life, other literature, and society
(d) What makes people conform?

2) Class Discussion (10 minutes)
i) Discuss students definitions of conformity
ii) What do these definitions have in common?
iii) Students will share examples and times theyve seen conformity in their
lives or in society
iv) What forces make people conform?
v) What is the opposite of conformity?
vi) What happens when people dont conform?


3) Partner Research (20 minutes)
i) Students will work with a partner to find examples of conformity in the
novel
ii) Students will record their examples on a piece of construction paper
iii) Students will also look for examples of characters defying conformity.
(a) What are the consequences of the characters nonconformity?
(b) How do the other characters respond?

26

(c) How does divergence fit into the conversation on conformity?

4) Class Reading (10 minutes)
i) Class discussion to synthesize partner work and conformity
ii) Class will begin reading Chapter 13 all together
iii) Teacher will point out key examples of conformity and ask students to do
the same as they are reading

Homework:
i) Students will finish reading Chapter 13-16
ii) Students will continue to look for examples of conformity in the novel
iii) They should mark them with a post-it note or write down page numbers
Assessment:

1) Journal Entries

i) Teacher will assess students initial understanding of a key term and will

look for students abilities to come up with examples from their own lives

2) Partner Work
i) Teacher will assess students abilities to find examples of conformity in
the text

Modifications:

1) ELL- Students may be given additional scaffolding questions for the journal
entry prompt in order to ensure understanding

2) Visual Impairment- Student will be given discussion questions on a paper to
ensure they are able to follow the discussion


Lesson 10:Storyboard and Literature Circles

Standards:
1. CCSS.ELA-LITERACY. SL.9-10.1- Initiate and participate effectively in
a range of collaborative discussions with diverse partners on grades
9-10 topics, texts, and issues, building on others' ideas and expressing
their own clearly and persuasively

Objectives:

1. Students will create a Storyboard about a scene in the novel in order
to show their understanding of how conformity manifests itself in the
novel

27
2. Students will participate in a literature circle in order to answer key
questions about the novel that relate to character development and
plot predictions
3. Students will respond to the questions individually as well in order to
synthesis their own opinions and understanding of the chapters

Resources:
i) Computers/laptop cart

Lesson Outline:
1) Opening Activity (5 minutes)
i) Discussion/ review on conformity
ii) Importance of conformity as a theme in the novel

2) Storyboard Activity (20 minutes)
i) Students will chose a scene from the novel that they see conformity
ii) Students will create a storyboard for this scene
iii) Students will explain how the main characters respond to this
conformity: Do they conform to the pressures? Do they revolt against the
norm? Why do you think they do this?

3) Literature Circles (25 minutes)
i) Students will share storyboards with a group of classmates (4-5 per
group) and discuss the significance of the scenes they chose (1 minute
each)
ii) Students will then discuss the chapters they read for homework and
discuss the following questions as a group
(a) What was the most interesting part of the chapters you read?
Why?
(b) Were there parts that were confusing? What was confusing?
(c) Why do you think Tris takes Als place during the knife scene?
What does this say about her character?
(d) What do we learn about Tris and Fours relationship in these
chapters?
(e) Were you surprised that Tris mom came to the Dauntless
compound? Why or why not?
(f) Why do you think Tris mom knows so much about Tris situation?
(g) How would you feel if you were in Tris position? How would you
respond to the same events? **
(h) Students should pay close attention to the last question.
iii) Students will then respond to the questions individually, taking into
account the discussions they had with their groups

Homework:
i) Students will read Chapters 17-21
ii) Students will continue to look for examples of conformity

28

Assessment:
1) Storyboards- Teacher will assess students abilities to pick out a scene from the
novel that shows conformity. Teacher will also assess students abilities to
explain the significance of the scene and how it is an example of conformity
2) Participation- Teacher will be assessing whether or not students participate
actively in their literature circle groups
3) Literature circle questions- Teacher will assess students abilities to analyze
key events and character development in the novel. Teacher will also assess
whether students are able to express their emotions and reactions to events in
the story.



Modifications:

1) ELL- Students may be asked to verbally explain storyboard instead of adding an
additional writing component

2) Visual Impairment- Students will present storyboards in small groups so that
all students are able to view each others storyboards in detail

29

Name:___________________________________


Lesson 6: Community Comparison Worksheet
Directions: As you are reading Divergent, keep track of the similarities and
differences between the communities The Giver and Divergent on this Venn
diagram.

30

Name: _____________________________________
Date: _______________________________________

Divergent
Lesson: 10
Chapters 13-16
Literature Circle Questions

Directions: Discuss the following questions in you group. Make sure that everyone
has an opportunity to share his/her ideas. After you have discussed these questions
as a group, fill out the questions individually. Use page numbers and quotations to
support your answers.


(a) What was the most interesting part of the chapters you read? Why?



(b) Were there parts that were confusing? What was confusing?




(c) Why do you think Tris takes Als place during the knife scene? What does this
say about her character?




(d) What do we learn about Tris and Fours relationship in these chapters?




(e) Were you surprised that Tris mom came to the Dauntless compound? Why or
why not?



(f) Why do you think Tris mom knows so much about Tris situation?



(g) How would you feel if you were in Tris position? How would you respond to the
same events?

31

Reflection:

1. Explain how this unit addresses the rubric

Diversity:

My unit on dystopian novels addresses the rubric category of diversity in
several ways. The first is that is contains a variety of activities. There is a balance of
class discussion, group work, independent work, and presentations. This variety
allows students to interact with the material in many different ways. Also, this unit
utilizes visual, auditory, and tactile resources in order to engage students with
different learning styles. Activities such as the debate, storyboard activities, and
collages are included because they require students to question and think about the
themes of the stories in different ways. This unit also addresses goals in reading,
writing, speaking, and analyzing.

Relevance:

My unit is relevant to student experience and ELA. The novels that were
chosen for this unit, The Giver and Divergent, are both popular young adult novels
with recent movie adaptations. Being current in popular fiction, this novels will
spark student interest. Also, the themes that are present in these novels and in the
big question (peer/societal pressure and conformity), are very relevant to students
because they are facing them in school and with peers. This unit is relevant to ELA
for several reasons. The first is that it utilizes two texts which allows for
comparative and contrastive analysis. This unit also includes important skill
building activities such as the debate, peer review and conferencing, formal
presentations. This unit is also important to ELA because it teaches students how to
do character and setting sketches, plot diagrams, and scene rewrites.

Alignment:

The lessons in my unit align with the unit goals, objectives, and big question.
They also align with PA Core because they utilize several key skills, such as
participation in group/class discussions, analysis of literature, and researching a
variety of topics. The lesson activities also align with the lesson objectives.


Scaffolding:

My individual lessons scaffold the summative assessment in several ways.
The first is that introduces students to key terms such as identity, conformity, and
point of view. Knowledge of these terms is necessary for students to complete the
summative assessment. Creating storyboards gets students thinking about key
scenes in the novels and looking at how characters react, which in turn will help
them when they are picking a scene for their final project. The activities such as the
community and character profiles are used to scaffold and help students practice for
the final presentation.

32

Conventions:

My unit plan is designed to follow a specific pattern. Each lesson has the
same format and includes the same information/sections. It is designed to be
organized and easy to read. The lessons include the required parts.

2. Explain how you incorporated instructor/ colleague feedback.

Throughout the process of writing my unit plan I have received helpful and
insightful feedback from Dr. Sherry and from my colleagues. I have incorporated
their feedback in several ways. The first section that I made changes to was my
rationale. After feedback, I elaborated more on how my unit meets ELA goals and I
made it more clear how my unit is relevant to student experience. I also made
changes to my summative assessment to make the rubric categories more clear for
students. After receiving feedback on my lessons, I made changes to my objectives. I
had been making them to narrow to my individual unit and not focuses on skills
students would be acquiring. I also added a resource section to my lessons plans.
Upon suggestions, I also changed my modifications sections. I had originally had a 3-
tier system of modifications. However, since I wasn't focusing on actual students,
they were very general and unhelpful. Instead I wrote a modifications section and
focused on two students (based off of students in my field experience). This proved
to be much more helpful and forced me to think about tangible modifications I could
be making in my classroom.

3. What have you learned from this process?

I have learned a tremendous amount from this process. The first is forming a
unit plan beginning with a summative assessment. In the past, I have always started
with the lessons and activities and then ended by writing a summative assessment.
This process however, forced me to choose activities and lessons that would scaffold
into the summative assessment, rather than the other way around. It also made me
more aware of the skills that students needed to acquire lesson to lesson in order to
build up to higher-level skills. This necessary scaffolding kept my lessons more
focused and related. Overall this process has reminded me of how important it is to
make revisions and adaptations to my work as a teacher. Receiving and giving
feedback as we went showed that writing and planning is a process, rather than a
finished product. Writing a unit plan also required me to pull all parts of a unit
together and organize them in a way that was comprehensible. Planning individual
lessons also taught me about the importance of time management and diversity of
activities. As I shared in an earlier section, writing the modifications section of the
lessons made me think about how I will modify my lessons and instruction to meet
the needs of all of my students.