Divergent Video Conference Project
Title: Divergent
Author’s: Amy Sheppeard, amy.sheppeard@aliefisd.net, 11th ELA /ESL, Elsik High School
Pratia Prentis, PDPrentis@gmail.com, 7th Grade Texas History and AVID
David Johnson, David.Johnson@aliefisd.net, Killough Middle School. 7-8th Grade General Music
Denise Shaver, shaver@andrews.edu, Andrews University, Instructional Designer for Higher Ed online
JsaKeita Davis (Keita), jndavis@ga.aliefisd.net, O’Donnell Middle School, 8th Grade Literature.
Melissa Daniels, mdaniels@oswegoboces.org , Distant Learning Coordinator for CiTi
Subject Area and Intended Grade Level: Secondary Cross-curriculum.
Description: Here is a Divergent trailer that we could use we might not need to use all of it
https://www.youtube.com/watch?v=rLOH8ulofyQ
The Divergent Project: Final Product Guidelines
The final product is a persuasive presentation on why your faction is the best. It must include justifying:
1) How your faction contributes to society?
2) How would your removal from society be detrimental?
3) Create a character using character traits that best represents your faction based on text evidence.
Create rubric and add criteria for overall presentation
It must also include 2 song choices, 1 instrumental and 1 vocal, that help the audience know what your faction represents.
It must include a visual component: virtual, digital or tangible.
Overall Presentation Grade: Eye contact, fidgeting, projection, fluidity, etc.
Steps to the Project:
All students read the book/watch the movie.
Students watch the trailer and are selected for a faction (mini-conf #1)
Students break into groups with their home-campus and begin brainstorming.
Draft Project Rubric
Divergent Project Rubric
|
Criteria |
Excellent |
Satisfactory |
Emerging |
|
Faction Rationale |
Detailed defense of faction contribution to society including and how the detrimental effects of the removal of this faction from society. |
General defense of faction contribution to society including and how the detrimental effects of the removal of this faction from society. |
Vague and incomplete defense of faction contribution to society including and how the detrimental effects of the removal of this faction from society. |
|
Character development using character traits to explain and create character. |
Elaborate word choice. Accurate text evidence which supports character traits with the appropriate page number. visual of character is creative and accurately illustrates word choices and novel descriptions. Visual is surrounded by 7 character trait words with text support. |
Some word choice are grade appropriate while some may be grade level. Text evidence supports character trait word choices. Character may illustrate some word choices and description found in novel. 6 character trait words or less supported with text evidence. |
Word choice for vocabulary are basic and text support does not accurately support character. visual of character does not coincide with vocabulary or description found in novel. Visual lacks creativity. 6 words or less not accurately supported with text evidence. |
|
Creativity |
Presentation includes several types of visual representation including a song, a symbol, and the use of at least 2 forms of media (video, pictures, etc.). |
Presentation includes some types of visual representation including a song, a symbol, and the use of at least 2 forms of media (video, pictures, etc.). |
Presentation includes few types of visual representation including a song, a symbol, and the use of at least 2 forms of media (video, pictures, etc.). |
|
Project Presentation |
The project is 10-15 minutes long with participation of all group members that presents convincing argument, with excellent speaking convections, and proper video conferencing procedures. |
The project is 7-10 minutes long with participation of all some members that presents convincing argument, with good speaking convections, and proper video conferencing procedures. |
The project is less than 7 minutes long with participation of a few group members that presents satisfactory argument, with average speaking convections, and proper video conferencing procedures. |
Materials:
Novel
Paper
Color pencils
Markers
Dictionaries
Thesauruses
Lesson Plan:
Students and teachers should read the book and discuss the project
1st videoconference:
Watch the trailer
Class Introductions
Randomize group selection
Day 3: Work on persuasive writing as well aswork in groups to determine traits of each faction.
Character Representation of Faction
Objective: Students will identify character traits of their faction and support them with text evidence.
Goal: Students will work in groups recognize character traits which represent their faction.
Students will use text evidence to support to support chosen character traits.
Students will then take that information and use it to create a life size character that represents their faction.
Video Conferencing Inclusion:
Students will come together to share and compare similarities and differences of their character.
Each group will share their images giving a brief explanation of their character and how they represent their faction.
Discussion questions:
Do character creations from “alike” factions have some of the same word choices and text support?
What different text evidence was selected to describe characters from “alike” fractions? what different word choices?
Are the visual images/characters based on actual text evidence? How well was their faction represented?
*Character trait list and graphic organizer posted the wiki.
Day 4: Work on project until they present.
Instrumental: Does the music represent the characteristics of their faction?
Music: Does the lyrics represent the characteristics of their faction?
Day 5: Post activities
Students will create new factions, including a symbol to represent their characteristics and duties.
Each group will justify and explain their contribution to society.
Assessment: Scoring using the Rubric
Kahoot
Individual quizzes and test
Persuasive Essay