Allegiant: What I Liked, What I Hated...

I finished reading Allegiant, the third and final book in the Divergent trilogy by Veronica Roth, and would love to discuss it with you! We started a conversation on my Facebook page, but I thought the comment section below might lend more room for more discussion.

Tell us what you liked about the final novel AND what you didn't like (or hated). If you don't have an opinion you want to share, post anything about the series you'd like to share, or feel free to dispute mine (below).

** The following contains spoilers. **

Read no further if you don't want the novel/series ruined for you!

Here are the top four things I really liked and I kind of hated (maybe "hated" is too strong...definitely "disliked"):

1. LIKE: I like the "genetically damaged" vs. the "genetically pure" conflict that is exposed in Allegiant. It is a perfect example of how a group of people (i.e. the government) can convince a nation that one group is superior over the other.
  Sound familiar? White supremacists successfully delivered (and continue to deliver) the absurd message that all other races are inferior to whites and should not be allowed the same privileges. In fact, the Ku Klux Klan (KKK) is one of the leading groups in America that still preaches genetic purity.
  I think this conflict in the novel creates an opportunity to discuss how easily we can be manipulated into believing these warped ideologies. "Scientific proof" (i.e. the DNA analysis in Allegiant) can be extremely dangerous in promoting hatred toward a group of people. Science can prove many things; while it does show differences between people in DNA, it is the human interpretation of those differences that creates biases. For example, we can easily interpret the facts to show how diversity makes a person stronger rather than weaker.

Photo credit: Caroline Davis 2010

   HATE: While it offers up great discussions and learning opportunities, it can be confusing to the reader. Being "Divergent" (having a more diverse background that favors multiple factions/personality traits) is synonymous with being "genetically pure" (or "GP") in Allegiant. In real life, "genetic purity" (most often used in agriculture referring to seed quality) refers to genes that are not diverse–or have not diverged from their origins. It's confusing to reverse that thinking while you are reading.
  On top of that, the Bureau members don't treat Tris and the others differently. Why aren't they divided up into GPs and GDs? Why aren't they acting superior toward Caleb and Christina? We see Matthew acting that way toward Tobias, then Matthew turns out to be a supporter, so that doesn't really help reinforce that theme. The reader needs more examples of David or the other GP Bureau members acting superior to the GDs in Tris's group. For example, show us a scene in which Caleb is treated badly and Tris witnesses this. That would have helped Tris (and the reader) feel something other than disgust for her brother, and would have helped us hate the Bureau and eased the reader into Tris's final decision to sacrifice herself for him.
  I also think one of the GPs needed to address the fact that Marcus is GP, yet he's violent. How do they explain that? I would have liked Tris or Tobias to challenge David or Zoe or someone on this point.

~

2. LIKE: I like the idea of the dual narrative, having both Tobias and Tris's points-of-view. I kind of grew tired of Tris, so I welcomed seeing things from Tobias's perspective. That said...
   HATE: I can't tell the two narratives apart! Their voices are too similar, their thoughts practically interchangeable. I needed a more authentic "voice" for Tobias.
  Also, I don't think either perspective was deep enough (or deep at all). Often, Roth repeats facts after switching narrators, but is that really necessary? The repetition became so boring I really didn't want to continue reading.

~

3. LIKE: We find out what is outside the fence! And it's not Panem! ;)
   HATE: Perhaps Panem would have been more exciting... I felt like 500 pages were devoted to a bunch of teens hanging out in a hotel room not talking to one another. I mean, seriously, no one talks to each other. What is wrong with these kids?
  And what exactly does this hotel room look like? Is it one big room? Does it have a kitchenette? Do they all have cots or do some characters get the hotel beds? Why don't any of them confront Peter and Caleb for their past behavior? It's so uncharacteristic of teenagers.

~

4. LIKE: The ending. Yes, I am OK with Tris's fate. Perhaps it was because I grew so tired of her by the end. That sounds so cold, so let me say that I did cry when she died and when Tobias found out.
   HATE: The length of the book to get to the end. I think it could have been half the size or shorter. The whole time I kept thinking the book was a ploy to sell Four's short stories rather than a novel to finish telling Tris's story. It felt contrived.

  So now it's your turn! Please comment below and share what you like/don't like about Allegiant. And feel free to dispute any of my comments. I will not be offended!

Thanks for reading and sharing!

How To Spend Your Extra Hour This Weekend

I love getting an extra hour in the fall; it comes at the perfect time when I always feel so far behind at school and need an extra 60 minutes to grade or plan lessons.

But this year I decided I'm going to devote an extra hour just for myself to read a book. Of course, as I sat up late last night reading Insurgent by Veronica Roth–the second book in the Divergent trilogy–I wished I could have an extra hour every single day just to read. (I've been dying to read the final book, Allegiant, but hadn't made the time to read Insurgent.)

It made me wonder... Why do English teachers–the ones who stereotypically love to read literature the most–have the least amount of time to read? Case in point: the day I received Allegiant in the mail I lent it to one of my students knowing I wouldn't be able to read it yet. That same day one of our science teachers came in to my classroom at the end of the day to borrow a copy of Divergent (the first book in Roth's trilogy). Then he came back the next day and said, "OK, I need book two." What!? How did he have time to read an entire book in less than a day? And guess how long it took him to read Insurgent? Yep, less than a day. So he basically finished the entire trilogy in three days. Three school days, mind you.

Wanna know how I spent those three school days and nights? Skimming student responses to the novels we are reading in class, reading and offering suggestions for college application essays for some of my seniors, entering grades into our school's online grading application, uploading my online journal questions, typing up new bell-ringers for the week, and writing test questions for the novels we finished up in class last week. None of which I'd rather do than read.

So last night and today, my friends, I am going to READ. For pleasure. And the papers that need graded this weekend will have to wait one more day. Sorry kids.

So how will YOU spend your extra hour? 

Share in the comments below.

What are you reading, by the way? Share that, too!

Are you ready for the release of Allegiant (Book 3 of the Divergent series)?

Just in case you've forgotten: Allegiant, the third and final book of Veronica Roth's Divergent series, comes out Tuesday, Oct. 22.

I have been waiting to read Insurgent until the date got closer, and now I don't know if I'll have time to read it before Tuesday. But I have a class of seniors who have just devoured Divergent, then most have read or are currently reading Insurgent, so I am sure they will not mind have a day of in-class reading this week!

After you finish reading, comment with your thoughts (NO SPOILERS, please!!) on the series final. It's always sad when a series ends, but I'm always anxious to see how the author ends it.

By the way, Roth has been busy putting out short stories from Four's perspective. Check those out here:
"The Transfer" was released in September. The rest will follow later this year and in early 2014.
"Free Four" was released August 2012.

Common Core Skill: Show Evidence From the Text

One of the most important reading and writing skills students should practice is showing evidence from the text to support their answers. However, many of my students struggle with this. In the past, our students have been programmed to fill in a bubble answer on a standardized test that shows the evidence rather than try to find it themselves.

Show your students how to give evidence by demonstrating it (see visual aid, above).
My example question is from Divergent by Veronica Roth. It asks: “How does Beatrice’s mother feel about her? Give evidence from chapter one to support your answer.”

In the past, students may have just given me short answers like, "She cares about her daughter." 

By asking for evidence, students can't just give their opinion. We know their opinion is based on something, so they have to be further prompted to tell us what they based it on. Therefore, the student's answer should include not only their opinion, but one or two examples from the text that show this. Their answers should be paraphrased, but they still need to include the page number. 

This question-strategy helps those struggling readers find the right answers, as well. If a student wrote, "She's mean," he/she would have to back it up with an example from the chapter that shows Beatrice's mother is mean. When he/she can't find an example, he/she will have to re-think his/her original opinion. 

For students who are really struggling, I may prompt them orally with questions like, "Look at the non-verbal clues: what is Beatrice's mom doing to Beatrice in the first scene of the book? What does her mood seem to be? How do you know she feels this way? When a mother acts this way toward a child, what does it indicate about how she feels toward the child?" 

There are always a handful of students who complain that they can't find the answers in the book. If you have these same complainers, these are your students who are not reading the book. Because even students who have severe learning disabilities can answer the questions when they read it (or listen to the text).

So here's what I say to the complainers: "You aren't going to find a single sentence that gives you the answer to the question. And the answer isn't merely your opinion, either. The answer comes from that feeling you get about the character, or the theme, or whatever it is you're looking for. It's based on what you've inferred and gathered from descriptions and dialogue that can only come from reading it. Simply put, there is no short cut. The text must be read to answer the questions."

[Insert student groans.] After they channel their inner first-grader and throw another "I don't want to read" fit, they usually buck up and start reading.

Note: I do not mind allowing students to listen to audio of the text, especially if they follow along with their books. If this is the only way to get those reluctant readers to read, I say go for it. Today's teens are not like us. They learn much differently; we need to access and use every resource, device, and strategy to help them read on their own.

If you need handouts for instituting the Common Core standards into your curriculum, I have you covered! Check out all these great resources, ready to use with ANY text (fiction or non-fiction):
CCSS Reading Graphic Organizers, Grades 6,7,8
CCSS Reading Graphic Organizers, Grades 9-10 (Also covers grades 6-8)
CCSS Reading Graphic Organizers, Grades 11-12 (Also covers grades 6-10)

For non-fiction text and historical documents:
CCSS History & Social Studies Reading Graphic Organizers, Grades 6-12

For non-fiction and scientific texts:
CCSS Science & Technical Subjects Reading Graphic Organizers, Grades 6-12
FREE: CCSS Science & Technical Subjects Reading Graphic Organizers for RST.1, Grades 6-12

And, finally, I finished my DIVERGENT novel unit! :) It includes vocabulary/language activities, chapter discussion and critical-thinking questions, final exam, reading and writing assessments, research project, graphic organizers for reading comprehension, and creative activities. You can check it out here:

Divergent Common Core Teaching Unit