Unit Plan Calendar
Travis Rotramel
Week
1
2
3
Monday
Tuesday
Wednesday
Thursday
Friday
-Intro to the test
-Book Talk Divergent
-Mini lecture over
Chicago
D: Ch. 1-2
-RRJ
-Discuss world and the
factions.
D: Ch. 3-5
-RRJ
-Group discussion:
Abandoning family
and what you know
D: Ch. 6-8
-RRJ
-Character Discussion
D: Ch. 9-12
-RRJ
-LC#1
SL11.5
SL11.1
SL11.1
SL11.1
SL11.1
D: Ch. 13-15
-RRJ
-Compare and contrast
our world and
Divergent’s
D: Ch. 16-18
-RRJ
-Silent discussion
D: Ch. 19-21
-RRJ
-LC#2
D: Ch. 22-24
-RRJ
-Background character
bio.
D: Ch. 25-27
-Quiz
-Act out scene
W11.4
W11.2
SL11.1
W11.2abd
SL11.6
D: Ch. 28-30
-RRJ
-LC#3
D: Ch. 31-33
-RRJ
-Start on alternative
book report for text
D: Ch. 34-36
-RRJ
-Work day for ABR
D: Ch. 37-39
-Wrap up on text
-Study Guide for test
tomorrow
-LC#4
-Final wrap up on
Divergent
-Test
SL11.1
W11.7
W11.7
SL11.1, W11.1ac
SL11.1
Unit Plan Calendar
Week
4
5
6
Monday
Tuesday
Wednesday
Thursday
Friday
-Intro to the text
-Book talk on The
Hunger Games
-Discuss world in HG
HG: Ch. 1-2
-RRJ
-Discussion: Sacrifice
HG: Ch. 3-5
-RRJ
-Value line
HG: Ch. 6-7
-RRJ
-Silent discussion
HG: Ch. 8-9
-RRJ
-LC#1
SL11.5
SL11.1
SL11.3
W11.2
SL11.1
HG: Ch. 10-12
-RRJ
-Compare and contrast
our world and the
world of The Hunger
Games
W11.4
HG: Ch. 13-14
-RRJ
-Character discussion
HG: Ch. 15-16
-RRJ
-Background character
biography.
HG: Ch. 17-18
-RRJ
-LC#2
SL11.1
W11.2abd
SL11.1
HG: Ch. 19-21
-Quiz
-Compare and contrast
the protagonists of
Divergent and The
Hunger Games
W11.4
HG: Ch. 22-23
-RRJ
-Start on alternative
book report for text
HG: Ch. 24-25
-RRJ
-Work day for ABR
HG: Ch. 26-27
-RRJ
-Study Guide for test
tomorrow
-LC#3
-Wrap up on The
Hunger Games
-Test
W11.7
W11.7
SL11.1, W11.1
W11.1
Unit Plan Calendar
Literature Circles (LC):
Students will engage in 3-4 literature circles per novel, using versions of these roles: Discussion Director, Passage Master, Connector,
Illustrator, and Summarizer.
Reader Response Journal (RRJ):
Students will write in their journals almost daily, as they make predictions, summarize plot/characters, engage with new vocabulary,
and make connections to the text (text-self, text-text, text-media, text-world, etc.)
Silent Discussion:
The silent discussion involves students responding to quotations from the text in writing and on large sheets of butcher paper, so they
might also respond—in writing—to one another. Students move about the room, stopping at quotes of their choice to consider the
quote and their classmates’ responses. Students might respond using various critical lenses. In addition, students could submit quotes
for inclusion in the activity the day before.
Background Character Biography
Students will write a short biography on a character in the universe of the books. They will use what they know about the setting and
other characters to create a story based on a character in the background that we may not know much about.
Alternative Book Report(ABR)
Students will complete an alternative book report. They will start the assignment before reading is complete and turn it in after reading
is complete. Work time will be provided in class where I can help. Students will be given a variety of examples of ABRs to choose
from and creativity will be important.
Act out scenes
Students will take turns acting out the reading for that day. Students will not be required to memorize the text, but knowledge of the
text will help them act out better. This will help out understanding the text and help get into the characters head.