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Divergent
Unit Plan
©2012
www.englishunitplans.com
Divergent Chapter Questions
Chapter 1 1. Which Faction does Beatrice's family belong to? 2. Why do the Candor wear black and white? 3. List the five Factions.
Chapter 2 1. What is the purpose of the aptitude test? 2. Describe the aptitude test.
Chapter 3 1. What are the results of Beatrice's aptitude test? 2. What secret is she told to keep? 3. Who are the factionless?
Chapter 4 1. Why are the Abnegations chosen as political leaders? 2. Why do the Abnegation politicians feud with the Erudite representatives?
Chapter 5 1. How do initiates make their selection at the choosing ceremony? 2. Which Faction does Caleb choose? 3. Which Faction does Beatrice choose?
Chapter 6 1. What is the first thing the Dauntless initiates must do as part of their new Faction? 2. How does Beatrice prove her bravery? 3. What new name does Beatrice choose?
Chapter 7 1. How many Abnegations transfer to Dauntless? 2. What is "the Chasm" supposed to represent? 3. Why are the Dauntless initiates ranked?
Chapter 8 1. What are the first two things the initiates learn? 2. Why does Al want a tattoo? 3. What will Tris' tattoo represent?
Chapter 9 1. What is Christina's punishment for quitting her fight against Molly?
Chapter 10 1. How is Tris bullied? 2. What happens when Tris fights Peter? 3. Why can't Tris be attracted to Al?
Chapter 11 1. What job will the initiates have if they don't finish in the top 5? 2. Why do you think Four left the room during Tris' fight with Peter?
Chapter 12 1. What do the initiates in Four's capture the flag team have in common? 2. What is Four afraid of?
Chapter 13 1. Why does Tris take Al's place?
Chapter 14 1. How has Tris changed since she joined the Dauntless?
Chapter 15 1. Why can't Tris' mom visit Caleb? 2. What advice does she have for Tris? 3. What does Tris realize about her mother?
Chapter 16 1. Why is Edward stabbed in the eye?
Chapter 17 1. What shows that Tris is becoming accepted by the Dauntless?
Chapter 18 1. What is the second phase of training? 2. Why is Tris apprehensive about the training? 3. How does Tris perform in her first simulation?
Chapter 19 1. What does the Erudite report say about Tris' family?
Chapter 20 1. What must Tris face in her second simulation? 2. How does Four know she is divergent? 3. What happens to Dauntless who are suspected of being divergent?
Chapter 21 1. What four fears has Tris faced at this point? 2. What is Tris' ranking after stage 2? 3. Who assaults Tris? 4. How does she escape?
Chapter 22 1. What advice does Four give Tris?
Chapter 23 1. Why does Tris pretend to be afraid when she enters the dining hall? 2. How does Peter's assault on Tris show that he is afraid? 3. How does Tris respond to Al's apology?
Chapter 24 1. What does Tris think of Eric's speech at Al's funeral? 2. How is Four trying to help Tris? 3. What Faction do you think Four came from?
Chapter 25 1. Why does Tris get an Abnegation tattoo? 2. What is Four's real name? 3. Why do they call him Four?
Chapter 26 1. Why did Four leave Abnegation? 2. Why doesn't Four want to be a leader? 3. Why does Four like Tris?
Chapter 27 1. What is the average number of fears? 2. How does Tris perform in the fear landscape?
Chapter 28 1. Why is Tris arrested? 2. What does Tris realize about Eric? 3. Why was Four being "cruel"? 4. Why are the Erudite working with the Dauntless?
Chapter 29 1. What does Tris realize about herself?
Chapter 30 1. What embarrassing fear is revealed in Tris' landscape? 2. How does Tris escape her last scenario in which she is being forced to kill her family?
Chapter 32 1. What is Tris' ranking after the fear landscape phase of training? 2. What does Tris realize about the Erudite plan?
Chapter 33 1. What does the serum do?
Chapter 34 1. What is Jeanine's plan? 2. How does the new serum affect Tobias?
Chapter 35 1. How is Tris saved from her drowning execution? 2. Why did Tris' mom transfer to Abnegation? 3. What sacrifice does Natalie make for Tris?
Chapter 36 1. Who must Tris kill to escape? 2. What do they have to do to wake up the Dauntless soldiers?
Chapter 37 1. Why doesn't Tris regret joining Dauntless? 2. How does Tris' father demonstrate his bravery?
Chapter 39 1. Why doesn't Tobias kill Tris? 2. How do Tris and Tobias try to ensure the simulation can't be restarted? 3. Where are they going? 4. Are they safe yet? Explain.
Divergent Chapter Questions - Answers
Chapter 1 1. Abnegation. 2. They see truth and honesty as black and white. 3. Abnegation, Amity, Dauntless, Erudite, Candor.
Chapter 2 1. To help determine which Faction to choose. 2. It is a series of dilemmas presented in a virtual reality.
Chapter 3 1. Inconclusive. 2. She is Divergent. 3. People who failed initiation. They have no community and live in poverty.
Chapter 4 1. They are selfless and only want the best for everyone. 2. The Erudites desire power.
Chapter 5 1. They must cut their hand and squeeze blood into one of five bowls. 2. Erudite. 3. Dauntless.
Chapter 6 1. Hop the train. 2. She is the first to jump in the unknown void. 3. Tris.
Chapter 7 1. Only Tris. 2. "There is a fine line between bravery and idiocy." 3. Only the top 10 are accepted.
Chapter 8 1. How to shoot and how to fight. 2. To help him let go of his old Faction. 3. Three birds - one for each member of the family she left behind.
Chapter 9 1. She must hand from the railing over the river for five minutes.
Chapter 10 1. Someone paints "Stiff" on her bed. 2. He knocks her out. 3. Al is too fragile.
Chapter 11 1. Fence guard. 2. Answers will vary; he likes her.
Chapter 12 1. They are small and fast. 2. Heights.
Chapter 13 1. Answers will vary; she knows she is stronger than him.
Chapter 14 1. Answers will vary; more confident; more muscular.
Chapter 15 1. The Erudite have banned Abnegation visitors. 2. Don't stand out. 3. She was Dauntless.
Chapter 16 1. He was in first place.
Chapter 17 1. She is invited zip-lining, and Shauna says they can't call her "Stiff" anymore.
Chapter 18 1. Initiates face fears in simulations. 2. She is afraid of revealing her divergence. 3. She gets out faster than anyone else.
Chapter 19 1. The report says she and Caleb left because their father was abusive.
Chapter 20 1. Trapped in a box filling with water. 2. Tris can manipulate the simulations. 3. They are killed.
Chapter 21 1. Buried alive; drowning; watch family die; kill family. 2. 1st place. 3. Peter, Drew, and Al. 4. Four saves her.
Chapter 22 1. Pretend to be vulnerable.
Chapter 23 1. She is pretending to be vulnerable so that others won't see her as a threat. 2. It shows that he feels threatened and intimidated by her. 3. Tris rejects Al's apology and tells him to stay away from her.
Chapter 24 1. She thinks that it isn't genuine. She doesn't think there was anything brave about Al's suicide. 2. He is trying to bring the best out of her by pushing her. 3. Answers will vary.
Chapter 25 1. To pay tribute to her original Faction. 2. Tobias. 3. He only has four fears.
Chapter 26 1. His father was abusive. 2. He would have to see his father; he doesn't fully feel like he belongs in Dauntless. 3. She is smart and tough, etc.
Chapter 27 1. 10-15 2. She panics and is overcome with fear.
Chapter 28 1. She goes to visit Caleb at the Erudite compound. 2. Eric is really an Erudite. 3. To hide his feelings for her. 4. They are going to use the Dauntless to fight Abnegation.
Chapter 29 1. She will always be part Abnegation.
Chapter 30 1. She is afraid of intimacy with Four. 2. She shoots herself.
Chapter 32 1. 1st place. 2. They will control the Dauntless with serum.
Chapter 33 1. It turns the Dauntless into mindless soldiers.
Chapter 34 1. She wants to control Abnegation and create a new government. 2. He wants to kill Tris and anyone else he would normally see as a friend.
Chapter 35 1. Her mother breaks her out. 2. Her parents knew Dauntless wasn't safe for the Divergent. 3. She gives her life so that Tris can escape.
Chapter 36 1. Will. 2. Turn off the computers running the simulation.
Chapter 37 1. She needed to learn how to be selfless, and that being brave and selfless are often the same. 2. He gives his life so Tris can complete the mission.
Chapter 39 1. He hears her voice and wakes up. 2. They take the hard drive. 3. To Amity. 4. No. Answers will vary. Marcus seems suspicious.
Divergent Discussion Questions 1. Does Beatrice make the right choice of Faction?
2. What does "community" mean to you? Is it the most important thing in life?
3. Who are the factionless in our society? How do we treat them?
4. What are the advantages and disadvantages of creating a new personal identity?
5. What is wrong with the Dauntless' current take on bravery?
6. What is the best way for Tris to respond to the bullying she receives from Peter and others?
7. How are selflessness and bravery related to each other?
8. Why are Erudite and Abnegation natural adversaries?
9. What is wrong with the Faction system?
10. What should Tris, Caleb, and Tobias do?
Divergent Vocabulary Complete the vocabulary charts by recording definitions and original sample sentences for each word.
Chapters 1 - 5 Vocabulary Definition Original Sentence
vanity Excessive pride in or admiration of one's own appearance or achievements.
His vanity made him difficult to like.
jostle
reprimand
aptitude
mania
idle
supersede
obscure
secrete
Chapters 1 - 5 Continued Vocabulary Definition Original Sentence
apprehend
perplexing
raspy
acrid
adornment
duplicity
impeccable
Chapters 6 - 10 Vocabulary Definition Original Sentence
dissipate
hysterical
placid
wince
submissive
reprieve
minion
furtive
concede
writhe
Chapters 11 - 15 Vocabulary Definition Original Sentence
dilapidated
fraternize
spite
suppress
jeer
compliance
peculiar
scrutinize
prohibit
tact
wither
Chapters 16 - 20 Vocabulary Definition Original Sentence
allegiance
manifesto
ingenuity
dishevelled
beckon
dwindle
resolute
proselytize
tyrant
prosperity
Chapters 21 - 25 Vocabulary Definition Original Sentence
tranquil
contorted
infirmary
predatory
lenient
cylindrical
repentant
morbid
primal
guttural
Chapters 26 - 30 Vocabulary Definition Original Sentence
insurmountable
self-deprecating
incredulous
inconsequential
connotation
veiled
coerce
inebriated
duress
oppress
Chapters 31 - 39 Vocabulary Definition Original Sentence
masochism
comply
eloquence
clamor
periphery
orchestrated
sadism
taut
muster
poised
Chapters 31 - 39 Continued Vocabulary Definition Original Sentence
antiseptic
avert
ascend
falter
sustenance
Important Quotes Explain how each of the quotes in the chart below are significant. What do they reveal about character, theme, or plot?
Quote Significance Then, with a gasp I can’t contain, I shift my hand forward, and my blood sizzles on the coals. I am selfish. I am brave. (47)
I am proud. It will get me into trouble someday, but today it makes me brave, I walk toward the ledge and hear snickers behind me…I will land safely at the bottom. (57-58)
Then I realize what it is. It’s him. Something about him makes me feel like I am about to fall. Or turn to liquid. Or burst into flames. (143)
My mother was Dauntless. (188)
“Pretty sure we can’t call you ‘Stiff’ anymore,” Shauna says. She nods. “Tris.” (224)
He puts his lips next to my ear and says, “You look good, Tris.” His words surprise me, and my heart leaps. (249)
“You manipulated the stimulation; you’re Divergent. I’ll delete the footage, but unless you want to wind up dead
at the bottom of the chasm, you’ll figure out how to hide it during the stimulations! Now, if you’ll excuse me.” (255)
“My first instinct is to push you until you break, just to see how hard I have to press…But I resist it…Fear doesn’t shut you down; it wakes you up. I’ve seen it. It’s fascinating…Want to see you awake.” (313-314) “Why do you care, anyway?” I say, “You can be either cruel instructor or concerned boyfriend.”…”Did I just hear you call me your boyfriend, Tris?” (366-367)
“You want him to walk ?” Caleb demands. “Are you insane?” “Did I shoot him in the leg?” I say. “No. He walks. Where do we go, Peter?” (465) “Tris,” he says, and it’s him again. His mouth collides with mine…”How did you do it?” I say. “I don’t know,” he says. “I just heard your voice.” (478)
I am no longer Tris, the selfless, or Tris, the brave. I suppose that now, I must become more than either. (487)
Faction Chart Complete the chart below for each faction. Include a detailed description of each faction and their core values. Under symbol, create your own interpretation of the faction seal.
Faction Description Symbol
Faction Propaganda
Propaganda Propaganda is a form of communication that is aimed at influencing the attitude of a community toward some cause or position by presenting only one side of an argument. Propaganda is usually repeated and dispersed over a wide variety of media in order to create the chosen result in audience attitudes.
As opposed to impartially providing information, propaganda, in its most basic sense, presents information primarily to influence an audience. Propaganda often presents facts selectively (thus possibly lying by omission), or uses loaded messages to produce an emotional rather than rational response to the information presented. The desired result is a change of the attitude toward the subject in the target audience to further a political or religious agenda.
Propaganda Posters Propaganda posters use images, slogans, symbols, and text to persuade people towards a specific action or belief.
The images and words used in propaganda posters appeal to innate human feelings including pride, patriotism, guilt, shame, honor, and loyalty.
Your Tasks You work for one of the Factions producing propaganda to persuade 16-year-olds to choose your Faction. For your next assignment, you must...
1. Create a propaganda poster designed to persuade people to choose one of the five factions. 2. Write a paragraph explaining what makes your poster persuasive. Which feelings did you
appeal to: guilt, pride, honor, patriotism, shame, etc.? How did you appeal to these feelings?
Which Faction Would You Choose? If you were in Beatrice's position, forced to choose a Faction that would dictate your lifestyle for the rest of your existence, which would you choose?
Which Faction do you most like the thought of belonging to?
� Abnegation � Amity � Candor � Dauntless � Erudite
Explain:
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Which Faction do you think you are best suited to?
� Abnegation � Amity � Candor � Dauntless � Erudite
Explain:
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Complete the following Faction Quiz:
http://www.quotev.com/quiz/1573569/Divergent-Faction-Quiz/
What were your results?
Design an Aptitude Test
Intro In Chapter Two, Beatrice completes her aptitude test - a virtual-reality role play designed to determine which Faction a person is best suited to.
You job today is to design your own Aptitude Test to help participants choose between two Factions.
Task Designing a test for all five Factions would be too complex and time-consuming to do in class.
Instead, imagine your participant has already gone through a series of virtual-reality role plays leaving only TWO possible Factions to choose from.
Design a virtual-reality scenario that will determine which Faction they are best suited to.
Criteria Your test should force participants to reveal significant aspects of their personality.
The choices faced by participants in your test should produce varied responses. In other words, there can't be only one obvious choice.
Beware false results! A person who saves a child from a burning house is not necessarily meant for Dauntless if the act did not require exceptional bravery. Your results should be definitive.
Ideas Here are some ideas to help you get started. These are just general types of conflict. Your test must include specific scenarios.
Factions Tested For Situation Results Candor vs. Erudite You must lie about your
intentions to get important information.
If the participant lies for the information, they are best suited to Erudite.
Erudite vs. Abnegation You must sacrifice a Factionless person or yourself in the pursuit of important knowledge.
If the participant sacrifices his/herself, they are best suited to Abnegation.
Candor vs. Amity You must lie to help everyone get along.
If the participant will not lie to help people get along, they are best suited to Candor
Beatrice's Choice
Intro Beatrice's Aptitude Test shows that she is equally suited to Abnegation and Dauntless.
At the Choosing Ceremony, Beatrice is faced with a difficult decision between the two Factions. Her decision will determine her peer-group and lifestyle from that day forth.
Task Given all that you know about Beatrice and the Factions she had to choose between, explain why you think she the right or wrong choice.
Criteria Your answer should be a full, well-developed and structured paragraph with a clear topic sentence and specific reasons to support your opinion.
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The Sixth Faction
Intro There are five Factions for Tris to choose from: Abnegation, Amity, Candor, Dauntless, and Erudite. Each represents a specific set a values.
Your job is to invent a sixth Faction.
Tasks First, provide a name for your Faction.
Second, describe the Faction's core values. What do they believe in and value more than anything else?
Third, you must create a slogan for your Faction. It should convey the core value(s) in a single sentence.
Finally, create a symbol for your Faction. The symbol should represent what your Faction is all about.
Faction Name: Core Values: Slogan:
Symbol:
Divergent Trading Cards Task: Create trading cards to represent elements and characters from Veronica Roth's Divergent. Your cards should have a name and image on the front, and important information on the back.
Characters: Create trading cards for five of the major characters. Include details about their appearance, personality, thoughts, feelings, etc. Also include at least one important quote that demonstrates an aspect of their personality.
Setting: Create a trading card for the setting in Divergent. Include a picture of the setting on the front, and a description of the setting on the back. Also explain how the setting effects the story.
Theme: Create trading cards for a major theme from the novel. On the front, include an image to represent the theme. On the back, write a clear theme statement and explain how it is shown in the story.
FRONT
Picture of Character, Setting, or Theme You can draw the image or find one on the internet.
Name of Character, Setting, or Theme
BACK
Include important information: biographical details (age, family, etc.), appearance,
personality, thoughts, feelings, fears, skills, hobbies, interests, important quotes, etc.
Divergent Unit Test
Section A - Character Matching Match each name to the best description by writing the corresponding letter in the space provided. Not all answers will be used.
1. Tris _____
2. Peter _____
3. Al _____
4. Four _____
5. Caleb _____
6. Christina _____
7. Edward _____
8. Eric _____
9. Jeanine _____
10. Natalie _____
A. Afraid of heights.
B. Stabbed in the eye for being in first place.
C. Leader of the bullies.
D. Leader of Candor.
E. Came from Candor.
F. Erudite leader.
G. Transfers to Amity.
H. First initiate to jump.
I. Transfers to Erudite.
J. Commits suicide.
K. Transferred to Abnegation from Dauntless.
L. An Erudite in disguise.
M. Transferred to Erudite.
Section B - Short Answer Answer each question as briefly as possible.
1. Which two Factions have the most conflict with each other?
2. What happens to Dauntless initiates who do not finish in the top ten?
3. Which Faction does Caleb choose?
4. What happens to Dauntless who are suspected of being Divergent?
5. What is Four's real name?
6. Name three characters who are Divergent. (3 marks)
Section C - Faction Matching Match each faction to the correct philosphy.
1. Abnegation _____
2. Amity _____
3. Candor _____
4. Dauntless _____
5. Erudite _____
A. Bravery is the key to security.
B. Honesty is always the best policy.
C. Put others before yourself.
D. Knowledge is power.
E. Can't we all just get along?
Section D - Paragraph Answer ONE of the following questions in a fully developed, structured paragraph.
1. How does Beatrice change over the course of the story?
- OR -
2. What is wrong with the current Dauntless vision of bravery?
Divergent Unit Test Answer Key
Section A - Character Matching (10) Match each name to the best description by writing the corresponding letter in the space provided. Not all answers will be used.
1. Tris __H___
2. Peter __C___
3. Al __J___
4. Four __A___
5. Caleb __M___
6. Christina __E___
7. Edward __B___
8. Eric __L___
9. Jeanine __F___
10. Natalie __K___
A. Afraid of heights.
B. Stabbed in the eye for being in first place.
C. Leader of the bullies.
D. Leader of Candor.
E. Came from Candor.
F. Erudite leader.
G. Transfers to Amity.
H. First initiate to jump.
I. Transfers to Erudite.
J. Commits suicide.
K. Transferred to Abnegation from Dauntless.
L. An Erudite in disguise.
M. Transferred to Erudite.
Section B - Short Answer (8) Answer each question as briefly as possible.
1. Which two Factions have the most conflict with each other? Erudite and Abnegation.
2. What happens to Dauntless initiates who do not finish in the top ten? They become factionless.
3. Which Faction does Caleb choose? Erudite.
4. What happens to Dauntless who are suspected of being Divergent? They are killed.
5. What is Four's real name? Tobias.
6. Name three characters who are Divergent. (3 marks) Beatrice (Tris), Four (Tobias), and Natalie.
Section C - Faction Matching (5) Match each faction to the correct philosphy.
1. Abnegation __C___
2. Amity __E___
3. Candor __B___
4. Dauntless __A___
5. Erudite __D___
A. Bravery is the key to security.
B. Honesty is always the best policy.
C. Put others before yourself.
D. Knowledge is power.
E. Can't we all just get along?
Section D - Paragraph (10) Answer ONE of the following questions in a fully developed, structured paragraph.
1. How does Beatrice change over the course of the story?
Answers will vary.
- OR -
2. What is wrong with the current Dauntless vision of bravery?
Answers will vary.
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Common Core State Standards Alignment Grid
Grades 8-10
The following grid indicates which of the Common Core State Standards are covered in this unit plan. You may find that you also cover other standards not listed or checked while teaching this unit. This list is not meant to be exhaustive or restrictive, but is intended as a basic reference for teachers and administrators needing to confirm that the lessons and activities in this unit conform to the curriculum prescribed by the Common Core State Standards.
Standards Alignment Grid: Grade 8
Reading: Literature and Informational Text
Key Ideas and Details
RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Craft and Structure
RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
Integration of Knowledge and Ideas RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful
to or departs from the text or script, evaluating the choices made by the director or actors.
RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
Range of Reading and Level of Text Complexity
RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
Writing
Text Types and Purposes W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Text Types and Purposes (continued) W.8.3. Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
Production and Distribution of Writing
W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
Research to Build and Present Knowledge
W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.
Speaking and Listening
Comprehension and Collaboration
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Presentation of Knowledge and Ideas
SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language
Conventions of Standard English
L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Vocabulary Acquisition and Use
L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Standards Alignment Grid: Grades 9-10
Reading: Literature and Informational Text
Key Ideas and Details
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.
RL.9-10.2. 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.
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Craft and Structure
RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Integration of Knowledge and Ideas
RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Range of Reading and Level of Text Complexity
RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing
Text Types and Purposes
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Text Types and Purposes (continued) W.9-10.3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge
W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
Comprehension and Collaboration
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language
Conventions of Standard English
L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
