Teaching the Apocalypse
  • The Apocalyptic Era: Teaching & YA Lit Blog
  • Home
  • About

NOTE: This site will soon be gone.

Find Ashley at AshleyDicksonEllison.com or with her podcast, Unabridgedpod.com.

Teaching Divergent: YA Lit Ideas and Research Projects

7/28/2013

37 Comments

 
IMPORTANT UPDATE: Thank you so much for all of the emails and comments regarding this post and the materials I created. As of 9/4/14, the materials are now available on TeachersPayTeachers at my (newly created) store, Teaching the Apocalypse. Please check it out and download the materials from there (you'll have to create an account to download the materials). If they are useful to you, please RATE THEM on this page, and leave comments. You can FOLLOW ME on TpT, where I will soon post more materials and activities.
"We believe in ordinary acts of bravery, in the courage that drives one person to stand up for another."
~Veronica Roth, Divergent
Picture
As you are likely aware, Divergent by Veronica Roth is a young adult dystopian novel that was first released in April of 2011. The second in the series, Insurgent, was released in May of 2012. According to my students, the next book, Allegiant, will be released in October of this year. The first novel, which is what I will focus on in this post, revolves around the choices that a teenage girl must make as she moves toward adulthood. It is set in a dystopian futuristic Chicago where the society is divided into factions based on which attribute they most value (bravery, truth, peace, knowledge, or selflessness). At the beginning of the book, the main character must choose her faction, and once she makes that choice, she must learn to live with the impact of that decision. Meanwhile, the world around her is rapidly changing and deteriorating in ways she only begins to discover. For more information about the book series, you can see Veronica Roth's page. Here's the trailer for the movie to be released in March 2014.

Above all else, I judge teen lit by how much excitement it generates in my students. We read Divergent in August, and I still had students talking about the movie and showing me images of the new book cover as late as May. I had three copies of Insurgent for the classroom, and they were constantly in demand and read (voluntarily) by almost half of my students. This book series resonates with the students and generates a tremendous amount of interest and excitement in reading. It is exciting and dares students to consider their own bravery, but it is also the story of a teenage girl discovering love and romance, which the students enjoy as much as they do the intensity of the action.

Last year, I began the year for English 9 with Divergent. The unit revolved around active engagement and how to make choices in the classroom and in the community. One of the things I loved about beginning the year that way was that students used Divergent during our SSR (sustained silent reading) time. That made it easier for them to adjust to SSR, and it was also nice because it allowed students who flew through the reading to move on to other books while giving students who took longer to read the support and time that they needed to get through the novel.

The novel focuses on choice--the fact that above all else, the choices that we make determine what happens in our lives. It also highlights the interrelationship between choices and the transition from adolescence to adulthood. Because it was the beginning of the year and the beginning of my students' high school careers, we focused on parallels between choices in the novel and choices that they were making in their own lives and as citizens within the school community. I used nonfiction and poetry supplements to enhance the novel and highlight the skills that we were developing.

The unit revolved around three essential questions:
  • What does it mean to be an engaged learner?
  • Why is it important to understand your role in society?
  • How do we make choices and how do those choices impact our community?

As far as skills are concerned, I focused on point-of-view, characterization, tone, inference and close reading skills (including annotation). As we moved toward the end of the novel, we focused on theme and finding textual support to prove theme statements. The students completed plot questions and double entry journals for homework (I've attached a sample of that assignment below). For assessment, I used quick reading quizzes and daily formative skills checks. We had discussions and practiced the skills with supplemental readings. As far as major assessments, I used two skills assessments. The first was an excerpt from a major scene in the novel and the second was a cold reading passage. We also had a Socratic discussion at the end of the novel for which the students prepared, and the students wrote responses to some guided questions on Schoology prior to the discussion. For more information about Socratic discussions, see my previous post.

The document below includes the way that I broke up the reading, a description of their homework and a model of the double-entry journal. It also includes the homework for chapters 1-4. In the journals, the students moved from practicing inferences to tone and finally to theme statements. If you like this activity and are interested in having more of the packet, please feel free to contact me directly. These journal entries could certainly be modified to use in class as a way to reflect on and respond to the reading.

The final project required students to create their own factions. It was a research project and it included a group presentation. The students had to come up with the faction characteristics and create a name with a complex meaning. They had to find a possible representative from real life of that faction and research the person's life as an illustration of how that person demonstrated the traits of the faction, and they had to make connections to the novel with passages from the book. Here is a PDF of the assignment sheet, the rubric for the projects, the audience participation guide, and the peer and self-evaluation that I created last year.
Phew! That just about sums it up, I guess. I do have more materials and activities that went with the unit (in case you're interested), but I tried to include the major assignments and the general approach.  As far as changes for this coming year, I will likely NOT teach tone as one of the main skills with this novel. I discovered that because the novel has so much dialogue, many students became confused between characterization and tone. They would focus on a character's specific tone in his/her words instead of finding the tone of the passage, and it was challenging to explain the nuances of the difference. They found clarity as we looked at descriptive passages, but it was perhaps an unnecessary confusion. I might also drop the double entry journal entries down from two entries to one (or have them do one at home and one in class). The length of the novel was overwhelming for some students, so I will do more next year to help them with modifications as needed. We have a couple of copies of the audio of the novel, and one of our ELL teachers created chapter summaries of the novel that we'll use for struggling students. I'm also considering teaching Romeo and Juliet first this coming year so that students can take a field trip to see the play at the amazing Staunton replica of the Blackfriar Playhouse before it leaves in November, so I will likely introduce some of the concepts such as inference and close reading skills at an earlier time.

As a final thought, I'd like to encourage teachers considering teaching YA lit in the classroom to take the plunge. At my school, many people are very supportive--in fact, this last year, we purchased Divergent and the whole school read it at some point during the year. I know that may not be the case everywhere, but I find that we as educators can continue discovering the balance between classical, canonical texts and contemporary texts written for teens. Many students (both boys and girls)  told me that Divergent was the first book that they had honestly read from cover to cover, and that paved the way to a much more prosperous year as far as silent reading and setting individual reading goals. What I love most about YA lit is the way that the stories address complex issues (such as why wars happen and how to make difficult choices and face your fears) in ways that are accessible and appealing to teens.  I've read SO MANY amazing YA books that would work well in the classroom. The Infernal Devices series by Cassandra Clare is amazing, as is the Daughter of Smoke and Bone by Laini Taylor. Warm Bodies by Isaac Marion (how do I not have a post on that novel yet? Coming soon...) would be an awesome novel to teach, and it would work nicely as an exploration of text-to-text comparisons with a focus on audience since the film and novel are quite different. I also love the idea of teaching the first book in a series because that gives students a great jumping off point for their own reading. As far as realistic fiction, I just read Hold Still by Nina LaCour, which addresses the impact of suicide on a community, and our department discussed teaching John Green's The Fault in Our Stars, which includes teen romance, the role of fate, and illness.

Have you taught (or are you considering teaching) any YA lit novels in your class? Please share your comments and ideas! I look forward to learning what others are doing with this amazing genre.
37 Comments

    Author

    K. Ashley Dickson-Ellison is a former high school English teacher (who is now an instructional technology teacher) interested in exploring the integration of trending young adult literature into the English classroom experience. Ashley is also a member of the podcast Unabridged; check out the podcast site below.

    Unabridged Podcast

    RSS Feed

    Professional Reader

    Ashley's books

    Young Jane Young
    Never Fall Down
    The Sun Is Also a Star
    Castle of Water
    Turtles All the Way Down
    A Long Walk to Water: Based on a True Story
    The Hate U Give
    One of Us Is Lying
    Twisted
    Solo
    This is How It Always Is
    Tell Me Three Things
    The Painter
    The Mothers
    The Widow
    The Confusion of Languages
    Battle Hymn of the Tiger Mother
    My Name Is Lucy Barton
    A Court of Thorns and Roses
    Everything, Everything


    Ashley Dickson-Ellison's favorite books ยป

    Archives

    November 2019
    May 2019
    April 2019
    March 2019
    February 2019
    January 2019
    October 2018
    September 2018
    July 2018
    June 2018
    May 2018
    April 2018
    March 2018
    February 2018
    January 2018
    October 2016
    May 2016
    March 2016
    February 2016
    November 2015
    July 2015
    May 2015
    March 2015
    February 2015
    January 2015
    November 2014
    October 2014
    August 2014
    January 2014
    December 2013
    November 2013
    October 2013
    September 2013
    August 2013
    July 2013
    June 2013
    May 2013
    April 2013
    March 2013
    February 2013

    Categories

    All
    Advice
    Announcements
    Anorexia
    Apocalypse
    Author Interview
    Back To School
    Bell Ringers
    Benjamin Alire Saenz
    Blackfriar
    Black Lives Matter
    Blogging
    Book Club
    Book Fair
    Book Review
    Bullying
    Cassandra Clare
    Claudia Rankine
    Collaboration
    Cormac Mccarthy
    Dana Huff
    Daughter Of Smoke And Bone
    David Levithan
    Differentiation
    Divergent
    Divorce
    Double Entry Journals
    Education World
    Elie Wiesel
    English
    Eudora Welty
    Everyday Edit
    Fantasy
    Fate And Choice
    Film To Text Comparison
    Global Read Aloud
    Grammar Activities
    Grief
    Guest Post
    Harper Lee
    Harry Potter
    High School
    Historical Fiction
    Holocaust
    Identity
    Isaac Marion
    Isabel Quintero
    Itunes
    Jacqueline Woodson
    Jandy Nelson
    Jason Reynolds
    Jesse Andrews
    John Green
    Julia Alvarez
    Karen Finneyfrock
    Kevin Young
    Keywords
    Kid Lit
    Kristin Cashore
    Laini Taylor
    Latin@ Lit
    Lauren Oliver
    Lesson Plans
    Letters
    Lgbt
    Lit Circles
    Luhrmann
    Marie Lu
    Marissa Meyer
    Memoir
    Middle Grade
    Modernism
    National Book Festival
    National Poetry Month
    NCTE
    Netgalley
    Night
    Nina Lacour
    Nonfiction
    Peter Heller
    Picture Book
    Podbean
    Podcast
    Poetry
    Poetry Foundation
    Project Ideas
    Race
    Research Projects
    Richard Rodriguez
    R J Palacio
    Romeo And Juliet
    Rudolfo Anaya
    Sci Fi
    Series
    Social Issues
    Socratic Discussion
    Source And Note Cards
    Student Led
    Syntax
    Ta-nehisi Coates
    Teaching
    Technology
    Teen Lit
    The Age Of Miracles
    Transgender
    Unabridged
    Veronica Roth
    Writing Activities
    Ya Lit
    Zeffirelli
    Zombies

    Somewhat Infrequent Writing Blog
    Please note: All ideas and opinions are my own and do not represent my current or past employers.
© K. Ashley Dickson and Teaching the Apocalypse 2019. Unauthorized use and/or duplication of this material without written permission from this blog’s author is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to K. Ashley Dickson and Teaching the Apocalypse with appropriate and specific direction to the original content. All thoughts and ideas are the author's and do not represent any employer.
About
Contact
Proudly powered by Weebly
  • The Apocalyptic Era: Teaching & YA Lit Blog
  • Home
  • About