The Hunger Games - WordPress.com · The Hunger Games Unit Plan 1 Table of Contents Background Information 2 – 3 Curriculum Connection & Suggestions 4 Unit Plan Overview 5 – 6

The Hunger Games

a novel study

- suzanne collins

bradford biggskatie ohsBErgali Hutchings

[ winter 2011 ]

[ The Teachers guide ]

TheHungerGamesUnitPlan

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TableofContentsBackgroundInformation 2–3CurriculumConnection&Suggestions 4UnitPlanOverview 5–6PreNovelStudy 7‐8Day1 9‐10Day2 11‐12Day3 13‐14Day4 15‐16Day5 17‐18Day6 19Day7 20Day8 21‐22Day9 23Day10 24Day11 25Day12 26Day13 27Day14 28Day15 29Day16 30‐31Day17 32Day18 33Day19 34‐35Day20 36Day21 37Day22 38Day23 39Day24 40Day25 41Day26 42Day27 43Day28 44Day29 45Day30 46Day31 47Day32 48Day33 49Day34 49Appendix 50‐62References 63


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BackgroundInformation

BookSynopsis:InwhatusedtobeNorthAmericaisthenationofPanem.Surroundingitaretwelvedistrictsthatareunderstrictgovernmentcontrol.Sixteen‐year‐oldKatnissEverdeenhasbeentakingcarofherselfforyears;sheisasurvivor.ButwhenshevolunteersherselfinplaceofheryoungersisterfortheHungerGames,she’snotsosureofherself.OnemaleandonefemalefromeachdistrictareselectedtobeinthegamesandKatnissmustdeterminehowfarshewillgotostayaliveandbedeclaredwinneroftheHungerGames.Inspirationforthestory,aninterviewwithSuzanneCollins:AsignificantinfluencewouldhavetobetheGreekmythofTheseusandtheMinotaur.Themythtellshowinpunishmentforpastdeeds,AthensperiodicallyhadtosendsevenyouthsandsevenmaidenstoCrete,wheretheywerethrownintheLabyrinthanddevouredbythemonstrousMinotaur.Evenasakid,Icouldappreciatehowruthlessthiswas.Cretewassendingaveryclearmessage:“Messwithusandwe’lldosomethingworsethankillyou.We’llkillyourchildren.”Andthethingis,itwasallowed;theparentssatbypowerlesstostopit.Theseus,whowasthesonoftheking,volunteeredtogo.Iguessinherownway,KatnissisafuturisticTheseus.Inkeepingwiththeclassicalroots,IsendmytributesintoanupdatedversionoftheRomangladiatorgames,whichentailsaruthlessgovernmentforcingpeopletofighttothedeathaspopularentertainment.TheworldofPanem,particularlytheCapitol,isloadedwithRomanreferences.Panemitselfcomesfromtheexpression“PanemetCircenses”whichtranslatesinto“BreadandCircuses.”TheaudiencesforboththeRomangamesandrealityTVarealmostcharactersinthemselves.Theycanrespondwithgreatenthusiasmorplayaroleinyourelimination.IwaschannelsurfingbetweenrealityTVprogrammingandactualwarcoveragewhenKatniss’sstorycametome.OnenightI’msittingthereflippingaroundandononechannelthere’sagroupofyoungpeoplecompetingfor,Idon’tknow,moneymaybe?Andonthenext,there’sagroupofyoungpeoplefightinganactualwar.AndIwastired,andthelinesbegantoblurinthisveryunsettlingway,andIthoughtofthisstory.”Source:http://www.teenreads.com/authors/aucollinssuzanne.asp


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BackgroundInformationContinued:LiteraryAnalysis:Genre DystopianFiction‐Theutopiaanditsoffshoot,thedystopia,are

genresofliteraturethatexploresocialandpoliticalstructures.Utopianfictionisthecreationofanidealworld,orutopia,asthesettingforanovel.Dystopianfictionistheopposite:creationofanightmareworld,ordystopia.Sciencefiction‐agenreoffictiondealingwiththeimpactofimaginedinnovationsinscienceortechnology,ofteninafuturisticsetting

Themes ‐ Humanity/Inhumanity‐ Survival/SelfPresevation‐ GovernmentControlandOpression‐ Rebellion

PointofView FirstPersonperspectivefromprotagonistKatnissEverdeenContext Survival,ComingofAgeCentralQuestions Inalifeordeathsituation,howfarwillyougotosurvive?CharacterDevelopment

Katniss:InthebeginningweseehowKatnissisthesolecaretakerofherfamilyandwoulddoanythingforheryoungersister.WhenshebecomesacontenderintheHungerGamessheissureshewillbekilled,butasthestorygoesonweseeKatnissdevelopstrength,confidence,andthewilltolive.

ReadingStrategies Theteacherwillreadeachchaptertotheclass.Attheendofeachchapterstudentswilltakepartinadiscussiontoexploreliteraryterms,themesoreventsthattookplaceinthechapter.

WritingStrategies Studentswillusethefollowingtechniques:‐ JournalEntries‐ Selfreflections‐ ThinkPairShare‐ 1‐2‐3‐Predict‐ Essay‐ DescriptiveWritingActivity‐ StopandJot


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CurriculumConnections&SuggestionsCurriculumOutcomesElementsofallthreesectionsofcurriculumoutcomesaremetthroughthisunitplan:

‐ SpeakingandListening‐ ReadingandViewing‐ WritingandOtherWaysofRepresenting

CrossCurricularConnectionsThroughouttheunitstudentswillbeexposedtothebasicsofsomepoliticaltheorysuchasCapitalism,Communism,thefeudalsystemetc.AlsotheywillbeexposedtosomeelementsofhistoryespeciallythoseinvolvingWorldWarIIandNazism.FinallyelementsofsociologywillbeexaminedspecificallyvaluesandinterestsofNorthAmericanpopularculturelikeRealityTelevision,genderrolesandglorifiedviolence.MultipleIntelligenceInclusionThisunitplansstrivestoincludeasmanylearningstylesormultipleintelligencesaspossible.Teachersarewelcometomodifyactivitiestoincorporatedifferentlearningstylestomeettheneedsoftheirstudents.Theintelligencesincludedareindicatedaftereveryactivitywithinthe“Instruction”sectionofeachdailylesson.Theycanbefoundinthebracketsafterthesuggestedtimesforinstruction.A=InterpersonalL=Logical/MathematicalS=SpatialB=Bodily‐kinestheticM=MusicalV=Verbal/LinguisticI=InterpersonalN=NaturalistSuggestionsforWorkManagementManyoftheactivitiesinthisunitplanresultinstudentshavinganumberofpaperthathavethepotentialtogetmisplaced.Toavoidthis,Teachercanhavestudentsstartaportfoliowhereallpiecesofworkwouldbefiledwhentheyarecompleted.Attheendofthenovelstudystudentswillhaveafoldercontainingalloftheirwork.Portfoliosareanexcellenttooltohaveonhandtoshowtoparents/guardiansatParent‐TeacherInterviews.

OverallUsefulResourcehttp://hungergameslessons.blogspot.comTheBookClubCompanionbyCindyO’Donnell‐AllenDifferentiationinActionbyJudithDodge


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UnitPlanOverview

Day Reading Activity Assessment0 ‐Propaganda

‐MythofTheseus‐SuzanneCollinsVideos

1 Chapter1 ‐CharacterBoard‐FacebookProfile(Katnis)

‐GroupWork‐FacebookProfile

2 Chapter2 ‐Foreshadowing&Inference‐JournalEntry(1‐2‐3‐Predict)‐CharacterBoard

‐GroupWork‐FacebookUpdate

3 Chapter3 ‐Setting:Similarities&Differences‐Discuss:Personification&Animalisation‐ThinkPairShare

‐ThinkPairShare‐GroupWork

4 Chapter4 ‐CharacterCheck‐In‐CharacterCreation

‐CharacterCreation

5 Chapter5 ‐Discuss:Theme‐ExitCard

‐ExitCard

6 Chapter6+7 ‐ExitCard ‐ExitCard7 Chapter8 ‐BeginTotally10Project ‐FacebookUpdate8 Chapter9 ‐Discuss:GenderRoles

‐QuestionCreation(forQuiz#1)‐QuestionCreationforQuiz

9 NoReading ‐JeopardyQuizReview‐Discuss:anytroublespots

‐Participationinreview

10 NoReading ‐Quiz#1‐Totally10Project

‐Quiz#1

11 Chapter10 ‐Discuss:Allusion‐ProfileforPeetatobegin‐ExitCard

‐ExitCard‐ProfileforPeeta

12 Chapter11 ‐SymbolismBombardment ‐FacebookUpdate13 Chapter12 ‐Discuss:Symbolism

‐StopandJot‐StopandJot

14 Chapter13 ‐RealityTV&TheHungerGames ‐GroupWork15 NoReading ‐Totally10WorkClass ‐Participation16 Chapter14 ‐Reviewtexttodate

‐DescriptiveWritingPartI‐DescriptiveWritingPiece

17 Chapter15 ‐DescriptiveWritingPartII ‐SecondDescriptivePiece

18 Chapter16+17 ‐PassbackDescriptiveWriting ‐FacebookUpdate19 Chapter18 ‐Discuss:PeacefulProtest

‐ComparisonofTexts‐GroupWork

20 NoReading ‐StumpTheTeacher ‐Generating


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Questions21 NoReading ‐Quiz#2

‐Totally10Project‐Quiz#2

22 Chapter19+20 ‐ReviewQuiz 23 NoReading ‐Totally10Project 24 NoReading ‐FoodImagery ‐FoodImagery

Sheet25 Chapter21 ‐Discuss:Capitalism,Desensitization

‐Theme:Honour‐ExitCard

‐ExitCard

26 Chapter22 ‐Discuss:Love&Relationships(Theme)‐Galevs.PeetaDebateResearch‐FacebookUpdate

‐FacebookUpdate

27 Chapter23 ‐Galevs.PeetaDebate‐FacebookUpdate

‐Debate(preparationandperformance)

28 NoReading ‐Totally10ProjectWorkDay ‐Participation29 Chapter24 ‐Totally10ProjectWorkDay ‐Participation30 Chapter25 ‐Discuss:Dehumanization

‐Comparisonwithothertexts‐ExitCard

31 Chapter26 ‐Totally10Project 32 Chapter27 ‐Discuss:Genre

‐Worksheet:Genre‐GenreWorksheet

33 NoReading ‐TestReview 34 NoReading ‐FinalTest FinalTest


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PreNovelStudyDescriptionorGoal

Toprovidestudentswithbackgroundinformationthatwillbeusefulinunderstandingthethemeswithinthenovel.

SCO Speaking&Listening:•articulate,advocate,andjustifypositionsonanissueortextinaconvincingmanner,showinganunderstandingofarangeofviewpoints•respondtoawiderangeofcomplexquestionsanddirections•listencriticallytoanalyseandevaluateconcepts,ideas,andinformation

MaterialsNeeded

Propagandavideos,posters,text

Instruction 1.Introducethetermpropaganda:‐ Information,ideas,orrumorsdeliberatelyspreadwidelytohelpor

harmaperson,group,movement,institution,nation,etc.2.Showstudentsexamplesofpropagandavideos,postersortextthatwasactuallyusedinthepast.

‐ WWI,WWII‐ CanadiangovernmentadvertisementstoenticeEuropeansto

immigratetoWesternCanada3.Classdiscussionaboutthebenefitsanddownsidestousingpropaganda,takingdifferentperspectives4.Canalsointroducewordsorideassuchas:Totalitarianism,Dictatorship,Democracy,Capitalism,ClassDivision,Marxism,Slavery,Feudalism.5.Tointroducethenovelshowvideosfromthiswebsite:http://www.scholastic.com/thehungergames/videos/

‐ “ClassicalInspiration”–MythofTheseusandGladiatorGames‐ “ContemporaryInspiration”–RealityTVandtheIraqWar

EnrichmentorExtension

SuzanneCollinsbasedmuchofherstoryontheMythofTheseus.Readstudentsthemythanddiscusswhatimpressionsstudentshaveofthemyth.

Resources PropagandaExhibitfromtheCanadianWarMuseum:http://www.warmuseum.ca/cwm/exhibitions/propaganda/index_e.shtmlImmigrationtoWesternCanadaPropaganda,fromtheMuseumofCivilization:http://www.civilization.ca/cmc/education/teacher‐resources/oracles/history/ckitzan/immigration‐to‐western‐canada2NaziGermanyPropagandaPosters:http://www.calvin.edu/academic/cas/gpa/posters2.htmMythofTheseus:


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http://www.mythweb.com/heroes/theseus/index.html

Assessment Monitorstudentsparticipation


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Day1–NovelStudyDescriptionorGoal

Readthefirstchapterandestablishthemaincharacterssofar.

SCO Speaking&Listening•listencriticallytoanalyseandevaluateconcepts,ideas,andinformation•interactinbothleadershipandsupportrolesinarangeofsituations,someofwhicharecharacterizedbycomplexityofpurpose,procedure,andsubjectmatterWriting&OtherWaysofRepresenting:•usenote‐makingstrategiestoreconstructincreasinglycomplexknowledge•exploretheuseofphotographs,diagrams,storyboards,etc.,indocumentingexperiences•usetheconventionsofwrittenlanguageaccuratelyandconsistentlyinfinalproducts

MaterialsNeeded

CopiesofTheHungerGames–1pereachstudentLargepaper(chartorrollsofpaper),markers,tape,wallspace.Totally10assignmentoutlineExamplesofotherdystopiannovels–1984,ABraveNewWorld,TheGiverFacebookProfile–1pereachstudent

Instruction 1.Introduceassessmentmethodsforthisnovel.(5minutes)TheoverallassessmentwillbethroughaTotally10Project.SeeAppendix‐A2.ReadChapter1(30minutes)Pleasenotethatallreadingwillbedonealoudbytheteacher.3.Definedystopia(5minutes)

‐ Asocietycharacterizedbyhumanmisery,assqualor,oppression,disease,andovercrowding.

Contrastwithutopia‐ Anidealplaceorstatewheretheproblemsofpoverty,greed,crime,

andsoforthhavebeeneliminated4.CharacterDevelopment(15minutes)(V/S/I)

‐ Asaclasslistthecharactersintroducedinthechapter.(Katnis,Prim,Mother,Gale)

‐ In4groupshavestudentsnoteobservationsabouteachcharacteronalargepieceofpaper.

‐ Whenstudentsaredonetheycaneitherallpresenttheirobservationsorhaveonespeakertorepresenttheirgroupsharetheirideaswiththeclass.


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‐ Whenallgroupshavespokenposterscanbepostedonthewallinaspacereservedforworkonthisnovel.

5.Homework(5minutes)(S/V/A)

‐ StudentswillreceiveablankFacebookprofile(onpaper)‐ Theyaretocompletetheblanksandlisttheinformationfoundin

chapter1aboutKatnis‐ Fillinginthebasicinformationisdueforthenextclass.‐ Theycanbeginoncedirectionsaregiven.


Resources ExamplesofUtopianandDystopianNovels:http://en.wikipedia.org/wiki/Utopian_and_dystopian_fictionBrainPopJr.CharacterBackgroundInformationandActivities:http://www.brainpopjr.com/readingandwriting/storyelements/character/grownups.wemlFacebookassignmentfromteacherspayteacher.com(TraceeOrman)

Assessment 1. StudentswillbeassessedontheirparticipationingroupworkfortheCharacterDevelopmentactivity

2. Studentswillalsobeassessedontheirhomeworkassignment(FacebookprofileforKatnis)


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ReadChapter2andfocusontherelationshipsthatemergebetweencharacters,literaryterms:foreshadowandinference.

SCO Reading&Viewing•articulatetheirunderstandingofwaysinwhichinformationtextsareconstructedforparticularpurposes•access,select,andresearch,insystematicways,specificinformationtomeetpersonalandlearningneedsWriting&OtherWaysofRepresentation•producewritingandotherformsofrepresentationcharacterizedbyincreasingcomplexityofthought,structure,andconventions

MaterialsNeeded

CopiesofTheHungerGames–1pereachstudent

Instruction 1.CollectivelygooverstudentsFacebookprofileassignmentandaskthemtowritethecorrectanswersiftheydidnothavetheminitially.(5minutes)2.ReadChapter2(30minutes)Pleasenotethatallreadingwillbedonealoudbytheteacher.3.Defineandfindexamplesofforeshadowinginthischapter(7minutes)

‐ Page32“Abellwentoffinmyhead.IthoughtofthehoursspendinthewoodswithmyfatherandIknewhowweweregoingtosurvive”

4.Defineandfindexamplesofinferenceinthischapter(7minutes)

‐ Page22“InDistrict12,wherethewordtributeisprettymuchsynonymouswiththewordcorpse,volunteersareallbutextinct.‐Katnis

‐ Page23““UpyougoCatnip,”hesays,inavoicehe’sfightingtokeepsteady…”–Gale

Note:Couldsplittheclassintwogroups,onegroupsearchingforexamplesofforeshadowingandtheotherlookingforexamplesofinference.Afteragivenamountoftimetheycansharetheirexampleswiththerestoftheclass.5.Relationships(5minutes)

‐ Whattypesofrelationshipsarethere?o Friendship,romantic,professional,enemies,indifferent

‐ WhatdoyouthinkabouttherelationshipbetweenPeetaandKatniss?

‐ WhatabouttherelationshipbetweenPrimandKatnis?


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6.JournalEntry(1‐2‐3‐Predict)(5minutes)(A/V/L)

‐ Usingthe1‐2‐3‐Predictmethod,predictwhatyouthinkisgoingtohappeninthenextchapterorbeyondintermsoftherelationshipsbetweencharacters.

‐ SeeAppendixCfor1‐2‐3‐Predict‐ Studentscanworkontheirentryinclassandcompletetherestfor

homework.7.AddingtotheCharacterBoard(Optional)(V/S/I/A)

‐ Ifthereistime,studentscanaddtheirthoughtsaboutrelationshipsbetweencharacterstotheCharacterBoard.


PerhapsontheJournalEntry–makingconnectionsbetweenfamiliesofcharacters.

LiteraryTerms&Techniques

Foreshadow‐Foreshadowingisusedinwrittenartandfilmtogivehintsaboutthingstocomeinlaterplotdevelopments.Itcanbeverybroadandeasilyunderstood,oritmaybecomplexuseofsymbols,thatarethenconnectedtolaterturnsintheplot.Sometimesanauthormaydeliberatelyusefalsehints,calledredherrings,tosendreadersorviewersoffinthewrongdirection.Thisisparticularlythecasewithmysterywriters,whowanttoburycluestoamysteryininformationthatispartiallytrueandpartiallyfalse.Inference‐Writersoftendonotstatethewayacharacterfeelsexplicitly.Instead,writerswillincludedetailsabouthowacharacteractsandreadersmustusethesedetailstomakeinferencesaboutthecharacter’semotions.Whenyouinfer,youuseobservations,priorknowledgeandexperiences,anddetailsfromthetexttomakeconnectionsandcomeupwithideas.

Resources Inferenceexampleswithmultiplechoiceanswers:http://www.rhlschool.com/read6n3.htmInferenceInformationfromBrainPopJr.:http://www.brainpopjr.com/readingandwriting/comprehension/makeinferences/grownups.weml

Assessment 1. StudentswillbeassessedontheirparticipationingroupworkfortheCharacterDevelopmentactivity

2. StudentswillmakeaFacebookupdateforKatniss


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ReadChapter3,exploresettingandterms:personificationandanimalisation

SCO Reading&Viewing•articulateandjustifypointsofviewabouttextsandtextelements•criticallyevaluatetheinformationtheyaccess•showtherelationshipsamonglanguage,topic,purpose,contextandaudience•articulatetheirunderstandingofwaysinwhichinformationtextsareconstructedforparticularpurposes

MaterialsNeeded


Instruction 1.Collectstudents1‐2‐3‐Predict.‐ Aftertheclassthisworkcanbemarkedforcompleteness,

understandingofmajoreventsinthechapterandtheirabilitytopredictfutureeventsbasedonlogicalthought.

‐ Thisworkshouldbehandedbackthenextclasswithwrittenfeedbackforstudents.

2.ReadChapter3(30minutes)Pleasenotethatallreadingwillbedonealoudbytheteacher.3.Definesettingandidentifypassageswheresettingisdiscussed(8minutes)

‐ Arethereanysectionsinthischaptertoidentifythesetting?‐ EXAMPLES‐ AskstudentswhattheybelieveDistrict12tolooklike;wheredid

theygetthatidea?‐ AskstudentswhattheybelieveotherareainPanemlooklike;

wheredidtheygetthoseideas?4.Activity–Similarities&Differences(5minutes)(V/L/S)

‐ ListsimilaritiesanddifferencesbetweenDistrict12andtheCapitolusingaVennDiagramorT‐Chart

‐ SeeAppendixDforanexample4.Definepersonification(5minutes)

‐ Askstudentsiftheycanidentifyanypartsofthischapterwherepersonificationisused.

‐ EXAMPLES


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5.Defineanimalization(5minutes)‐ Askstudentsiftheycanidentifyanypartsofthischapterwhere

animalisationisused.‐ EXAMPLES

Note:Couldsplittheclassintwogroups,onegroupsearchingforexamplesofpersonificationandtheotherlookingforexamplesofanimalisation.Afteragivenamountoftimetheycansharetheirexampleswiththerestoftheclass.6.Activity–ThinkPairShare(I/V)

‐ Thisactivityistoreinforcetheunderstandingofcomparingthedetailsoftwodifferentsettings.Studentsshouldbeabletolistatleast5differencesandsimilaritiesbetweenthetwocities.

‐ UsingtheThinkPairSharemethod,havestudentscomparelifeinasmalltown/ruralareavs.alargecity/urbanarea.

‐ Examples:FrederictonandNewYork,FrederictonandLondon‐ AThinkPairShareiswherestudentsspendanallottedtime

thinkingoftheiranswersindividuallythensharingtheirthoughtswiththeirpartner/neighbour.



Setting‐Thetotalenvironmentfortheactionofafictionalwork.Settingincludestimeperiod(suchasthe1890's),theplace(suchasdowntownWarsaw),thehistoricalmilieu(suchasduringtheCrimeanWar),aswellasthesocial,political,andperhapsevenspiritualrealities.Thesettingisusuallyestablishedprimarilythroughdescription,thoughnarrationisusedalso.Somenovelsincludeframesthatsupplyanextendeddescriptionofthesetting(whereacharacterislookingbacktoanearlierera,an"editor"isdescribingthecharactersorthecontextofthetale).Personification–thedescriptionofaninanimateobjectasifitwereahumanbeingorananimal‐forexample:Thekitetuggedandpulledatthestring,longingforthefreedomoftheskiesgivesthekitehumanactionsandamotiveforthem.Inusingpersonificationtheauthorasksthereadertoidentifywiththeobjectorcharacterviewingitmoredeeplythanwouldbepossibleinasimpledescription.Animalisation–Whenhumanshaveanimal‐likecharacteristicsorqualities

Resources BrainPopJr.SettingBackgroundInformationandActivities:http://www.brainpopjr.com/readingandwriting/storyelements/setting/grownups.wemlThinkPairShareActivityfromDifferentiationinActionbyJudyDodge

Assessment 1. StudentscanpassintheirThinkPairShare2. Studentscanalsobemarkedontheirparticipationingroupwork

(personificationandanimalization)


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ReadChapter4,re‐visitthecharactersandupdatetheirqualitiesontheCharacterBoard

SCO Speaking&Listening•listencriticallytoanalyseandevaluateconcepts,ideas,andinformationWriting&OtherWaysofRepresentation•producewritingandotherformsofrepresentationcharacterizedbyincreasingcomplexityofthought,structure,andconventions•integrateinformationfrommanysourcestoconstructandcommunicatemeaning

MaterialsNeeded

CopiesofTheHungerGames–1pereachstudentPaper,ArtSuppliesTape,Glue,etc.

Instruction 1.HandbackandreviewStudent’s1‐2‐3‐Predict(5minutes)‐ Didtheirpredictionstakeplaceinthenovel?‐ Isittoosoontotell?

2.ReadChapter4(30minutes)Pleasenotethatallreadingwillbedonealoudbytheteacher.3.CharacterCheck‐In(5minutes)

‐ Asagroupaskgeneralquestionsabouthowthecharactershavechangedordeveloped.Doweknowmoredetailsaboutthemnow?

4.Activity–CharacterCreation(15minutes)(S/V/I)‐ Inpairsstudentswillcreateavisualrepresentationofoneofthe

maincharacters‐ Theirdesigncanbemadebydrawing,usingmagazinesoranyother

creativemediumtheywishtouse‐ Studentswillmakereferencetothenovelforthequalitiestheyare

choosingtoinclude(apagenumberaquote,etc)‐ WhencompletedstudentscanpassinworktotheTeachertomark

forcompletenessandunderstandingofthecharacter‐ Thefollowingdaystudentscanposttheircharacterinterpretation

ontheCharacterBoard


CharacterCreation‐ Ifyoucouldclimbintothecharacter’sheadwhatdoyouthinkyou

wouldfind:thoughts,dreams,worries,etc.‐ Explainwhyyouthinkthis.

Literary Characterization‐themethodusedbyawritertodevelopacharacter.The


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Terms&Techniques

methodincludes(1)showingthecharacter'sappearance,(2)displayingthecharacter'sactions,(3)revealingthecharacter'sthoughts,(4)lettingthecharacterspeak,and(5)gettingthereactionsofothers.

Resources BrainPopJr.CharacterBackgroundInformationandActivities:http://www.brainpopjr.com/readingandwriting/storyelements/character/grownups.weml

Assessment 1. CharacterCreation‐willbeassessedfor:a. Effortb. Referencesfromthenovel–evidencethatinterpretationis

reasonable.


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ReadChapter5.Introducetheme;focusonthethemeofbeautylinkingtothetransformationKatnisundergoes

SCO Speaking&Listening•listencriticallytoanalyseandevaluateconcepts,ideas,andinformationReading&Viewing•articulatetheirunderstandingofwaysinwhichinformationtextsareconstructedforparticularpurposesWriting&OtherWaysofRepresentation•producewritingandotherformsofrepresentationcharacterizedbyincreasingcomplexityofthought,structure,andconventions

MaterialsNeeded


Instruction 1.HandbackstudentsCharacterCreation(5minutes)‐ HavethemposttheircharactersontheCharacterBoard

2.ReadChapter5(30minutes)Pleasenotethatallreadingwillbedonealoudbytheteacher.3.DefineandDiscussTheme(5minutes)

‐ Askstudentsiftheyknowwhatathemeis‐ Cananovelhaveatheme?Whatabouteachchapter?

4.Activity–DiscovertheTheme(15minutes)

‐ DiscussandshowclipsfromfamiliarmoviesorTVshowsorreadfromothernovelstoseeifstudentscandeterminethethemes

o TheLionKing>Love,Honoro Pocahontas>RacialPrejudice

‐ Afterexploringthemesfromothersources,whatdothestudentsbelievethethemeofTheHungerGamesis?Whataboutthischapter?

5.ExitCard(5minutes)

‐ Select2outofthefirst4chaptersandstatewhatyoubelievetheirthemetobe.Defendyouranswer.



Theme‐thecentralanddominatingideainaliterarywork.Athememayalsobeashortessaysuchasacomposition


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Resources BrainPopJr.ThemeBackgroundInformationandActivities:http://www.brainpopjr.com/readingandwriting/comprehension/mainidea/grownups.weml

Assessment ExitCard–checkforunderstandingthedefinitionoftheme,inparticularinregardstoTheHungerGames


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ReadChapter6andChapter7

SCO Speaking&Listening•listencriticallytoanalyseandevaluateconcepts,ideas,andinformationReading&Viewing•criticallyevaluatetheinformationtheyaccess

MaterialsNeeded


Instruction 1.ReadChapter6and7(50minutes)Pleasenotethatallreadingwillbedonealoudbytheteacher.2.ExitCard(5minutes)(V/A)

‐ Identifythreepassagesorcentralideasinthetwochaptersyoureadtodayandexplainpassagesorideasthat:

o Gavethempauseo Madethemwondero Provokedastrongreaction



Resources Assessment ExitCard–checkforunderstandingandengagementwithtext.


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ReadChapter8andbeginworkingontheTotally10Project.Teacherneedstore‐visittherequirementsforthisprojectbeforestudentsbegin.

SCO Speaking&Listening•listencriticallytoanalyseandevaluateconcepts,ideas,andinformation•interactinbothleadershipandsupportrolesinarangeofsituations,someofwhicharecharacterizedbycomplexityofpurpose,procedure,andsubjectmatter

MaterialsNeeded

CopiesofTheHungerGames–1pereachstudentExtrasheetsoutliningtheTotally10Project

Instruction 1.Review3or4selectionsfromyesterdayExitCardtosharewithstudentswhattheirclassmatesthought.Youcanidentifythestudentorkeepitanonymousdependingonthestudent.2.ReadChapter8(20minutes)Pleasenotethatallreadingwillbedonealoudbytheteacher.

2. Activity–Totally10Project(5minutes)(A/L/V/B/V/I)‐ Teachertore‐introduceTotally10Project(seeAppendixAfor

handout)andprovideanystudentsmissingonthefirstdaywiththehandout.

‐ TeachershouldstressthatthisprojectistobemanagedbytheStudentsanditistheirresponsibilitytoensureallworkiscompleted.Classtimewillbesetasidetoworkontheproject,butitwillbenecessarytomanagetimewisely(whichmaymeanhomework)inordertomeetthe10pointgoal.

‐ StudentswillbeingtoworkontheirTotally10assignment


StudentscanvarytheirchallengebyselectingdifferentlevelswithintheTotally10Project.


Resources Assessment FacebookstatusupdateaboutKatnis


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ReadChapter9anddiscusstheideaofgenderroles–inparticularreferencetoPeetaandKatnis.StudentswillgeneratetheirowntestreviewquestionsforaJeopardystylequizthefollowingday.

SCO Speaking&Listening•listencriticallytoanalyseandevaluateconcepts,ideas,andinformation•consistentlydemonstrateactivelisteningandconcernfortheneeds,rights,andfeelingsofothersWriting&OtherWaysofRepresenting•integrateinformationfrommanysourcestoconstructandcommunicatemeaning

MaterialsNeeded


Instruction 1.CheckinwithTotally10Project(5minutes)‐ Arethereanyquestions?Concerns?Comments?

2.ReadChapter9(30minutes)Pleasenotethatallreadingwillbedonealoudbytheteacher.

3. Defineanddiscussgenderroles(7minutes)‐ Whatdostudentsthinkagenderroleis?Gatherideasfromtheclass‐ Whatarethegenderrolesinoutcultureorsociety?‐ DocharactersinTheHungerGamesfollowthegenderrolesthatwe

perceiveinourculture?‐ Whatmightbedifferent?Whatmightbesimilar?

4. Activity–QuestionCreation(15minutes)(V/I)‐ Toprepareforthefirstquizstudentswillgeneratetheirown

reviewquestions.EncouragestudentstousetermsfromalllevelsoftheBloomsTaxonomy.

‐ TheTeacherwillprepare5categoriesandinpairsortriadsstudentswillcreateonequestionforeachcategory.

‐ 2‐3minutesshouldbegivenforeachcategory‐ Categories:Characters,Plot,LiteraryTerm,Setting,Miscellaneous‐ Havestudentswritedownthecategoryandtheirquestiononeafter

eachotherononepieceofpaper(withtheirnamesaswell)EnrichmentorExtension

ChallengestudentstousewordshigheruponBloomsTaxonomywhengeneratingtheirquestions.


GenderRoles–refertothesetofsocialandbehavioralnormsthatareconsideredtobesociallyappropriateforindividualsofaspecificsexinthecontextofaspecificculture,whichdifferwidelybetweenculturesandover


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time.Resources HowtomakeaJeopardyGame:

http://jeopardylabs.com/BloomsTaxonomyVerbs:http://www.teach‐nology.com/worksheets/time_savers/bloom/

Assessment Studentswillbeassessedonthequestionstheydevelopforthereview.


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Noreadingtoday,studentswillreviewfortheirquizusingthequestionstheygeneratedthepreviousday(andadditionalquestionsprovidedbyteacher)

SCO Speaking&Listening•askdiscriminatingquestionstoacquire,interpret,analyse,andevaluateideasandinformation•articulate,advocate,andjustifypositionsonanissueortextinaconvincingmanner,showinganunderstandingofarangeofviewpointsReading&Viewing•articulateandjustifypointsofviewabouttextsandtextelements•criticallyevaluatetheinformationtheyaccessWriting&OtherWaysofRepresentation•usetheconventionsofwrittenlanguageaccuratelyandconsistentlyinfinalproducts

MaterialsNeeded


Instruction 1.Activity–JeopardyQuizReview(45minutes)(V/B/I)‐ Splitstudentsintotwogroups(basedonwhateveryoubelievetobe

mostappropriateforyourstudents–boysvs.girls,atrandom,etc)‐ RuntheJeopardygamecreatedfrom:http://jeopardylabs.com/‐ Studentsmustalwaysanswerthequestionintheformofaquestion‐ Amemberofeachteamwilltakeoneturnatatime,theturnwill

passtothenextmemberoftheirteam(regardlessiftheyanswerthequestioncorrectly).

2.Discuss(15minutes)

‐ Havestudentsaskanyquestionstheywouldliketohelpclearupanyproblemstheymighthave

‐ Handoutreviewsheetoutliningterms



Resources HowtomakeaJeopardyGame:http://jeopardylabs.com/

Assessment Studentswillbeassessedontheirparticipationinthereview


24


Noreadingtoday,studentswillwriteQuiz#1andworkontheirTotally10Project.

SCO Reading&Viewing•articulateandjustifypointsofviewabouttextsandtextelements•criticallyevaluatetheinformationtheyaccessWriting&OtherWaysofRepresentation•demonstrateanunderstandingofthewaysinwhichtheconstructionoftextscancreate,enhance,andcontrolmeaning

MaterialsNeeded

CopiesofTheHungerGames–1pereachstudentCopiesofQuiz#1(AppendixG)Copiesofthecrossword

Instruction 1.Activity–Quiz(20minutes)‐ Havestudentswritequizinsilence‐ Allstudentswillhave20minutestowritethequiz,iftheyare

finishedearlystudentscancompleteaHungerGameswordsearch(AppendixH)

2.Activity–Totally10Project(40minutes)

‐ StudentscanworkontheirTotally10Projectfortheremainderoftheclass.



Resources

Assessment Quiz#1


25

Day11NovelStudyDescriptionorGoal

ReadChapter10anddiscussdifferentkindsofallusionfoundinthechapter.

SCO Speaking&Listening•listencriticallytoanalyseandevaluateconcepts,ideas,andinformationReading&Viewing•articulatetheirunderstandingofwaysinwhichinformationtextsareconstructedforparticularpurposesWriting&OtherWaysofRepresentation•usetheconventionsofwrittenlanguageaccuratelyandconsistentlyinfinalproducts

MaterialsNeeded

CopiesofTheHungerGames–1pereachstudentTexts:Romeo&Juliet,Titus,Hamlet,TheBible(forreference)

Instruction 1.Discussthequizfrompreviousdaywithstudents.(5minutes)Howstudentsfeltaboutitandtheteachersgeneralobservationsbasedonwhathasbeenmarkedsofar.

5. ReadChapter10(30minutes)Pleasenotethatallreadingwillbedonealoudbytheteacher.

3.DefineAllusionwithclass(5minutes)

6. DiscussiononAllusion(10minutes)‐ Discusswithwholeclassreferencestootherpiecesofliteratureso

farinbook‐ Eg.Romeo&Juliet–P.135:“Starcrossedlovers”orThe

Bible–p.137:BleedingHands(Jesus),theirlastdinnerbeforethegames(TheLastSupper)

7. ExitCard(10minutes)(A)‐ Identifyandexplainthreeexamplesofallusionwithinthetext.

LiteraryTermsandTechniques

Allusion–Inliterature,animpliedorindirectreferencetoaperson,event,orthingortoapartofanothertext.

Resources TextcopyofRomeo&Juliet,Titus,Hamlet,TheBibleforreferenceAssessment Studentswillbeassessedbasedontheirunderstandingdisplayedintheir

exitslips.StudentswillalsobeassessedbasedontheirFacebookprofileassignment.ThisdayasecondprofileassignmentwillbeginforPeeta.


26


ReadChapter11andidentifythedefinitionofsymbolismandhowitisused.

SCO Speaking&Listening•listencriticallytoanalyseandevaluateconcepts,ideas,andinformation•articulate,advocate,andjustifypositionsonanissueortextinaconvincingmanner,showinganunderstandingofarangeofviewpointsReading&Viewing•criticallyevaluatetheinformationtheyaccess

MaterialsNeeded

CopiesofTheHungerGames–1pereachstudentPowerpointofSymbolsforSymbolismBombardment

Instruction 1.Recapofwhatwasreadanddiscussedthepreviousday.(5minutes)2.ReadChapter11(30minutes)Pleasenotethatallreadingwillbedonealoudbytheteacher.3.Definesymbolismwithclass(5minutes)

3. Activity:SymbolismBombardment(20minutes)(SAV)‐ UsingtheSmartboard,putupphotosofvariouskindsofsymbols

(peacesign,Nazisymbol,heart,crown,lion)onebyoneandhavethestudentsquicklyjotdownwhateachonerepresents.Afterward,discussasaclass.


Symbolism–Asymbolisaperson,place,orobjectthatstandsforsomethingbeyonditself.Symbolismallowspeopletocommunicatebeyondthelimitsoflanguage.

Resources Assessment Studentswillbeassessedontheirhomeworkassignment(Facebookprofile

forKatniss/Peeta)


27


ReadChapter12andexploretheuseofsymbolismwithinthenovel.

SCO Speaking&Listening•listencriticallytoanalyseandevaluateconcepts,ideas,andinformationReading&Viewing•articulatetheirunderstandingofwaysinwhichinformationtextsareconstructedforparticularpurposes•showtherelationshipsamonglanguage,topic,purpose,contextandaudienceWriting&OtherWaysofRepresentation•demonstrateanunderstandingofthewaysinwhichtheconstructionoftextscancreate,enhance,andcontrolmeaning

MaterialsNeeded


Instruction 1.Havestudentsdefinesymbolismagaintorefresh.(5minutes)2.ReadChapter12(30minutes)Pleasenotethatallreadingwillbedonealoudbytheteacher.3.Identifysymbolismwithinthetext(10minutes)Eg.Page148–TheCornucopiaasasymbolofwealthandabundance(Thanksgiving)4.Activity–StopandJot(15minutes)(VI)

‐ Ingroupsoffour,gothroughwhathasbeenreadofthebooksofartoidentifyandexplaindifferentsymbolswithinthenovel.Identifyatleastthreeexamples.

‐ Fortherestoftheperiodstudentswillworkindependentlyonthisactivity.


Seepreviousday

Resources Stop&JotActivityfromDifferentiationinActionbyJudyDodge.Assessment StudentswillpassintheirStopandJotactivity.


28


ReadChapter13andanalyzetheconnectionbetweenrealitytelevisionandtheHungerGames.

SCO Speaking&Listening•listencriticallytoanalyseandevaluateconcepts,ideas,andinformationWriting&OtherWaysofRepresentation•usecomputerandmediatechnologyeffectivelytoservetheircommunicationpurposes

MaterialsNeeded


Instruction 1.ReadChapter13(30minutes)Pleasenotethatallreadingwillbedonealoudbytheteacher.2.Activity–RealityTVandTheHungerGames(30minutes)(IV)

‐ BrieflytheconnectionbetweenformsofrealitytelevisiontodayandtheeventsoftheHungerGames.Separatestudentsintogroupsoffourandassignthemeachatelevisionshowtodiscussandanalyzeincomparisontothenovel.Examples:BigBrother,Survivor,TheAmazingRace,FearFactor,TheSwan.

*Clipsfromtelevisionormoviesthatconnecttothiscanbeshown.LiteraryTerms&Techniques

Resources YoutubehasmanyclipsavailabletogiveinsighttorealityTVshows.Besuretoreviewclipsbeforeshowingtheminclass.

Assessment Studentswillbeassessedontheirparticipationandeffortinthisactivity.


29

Day 15 – Novel Study Description or Goal

No reading today. Students will spend entire class working on their Totally 10 Project.

Materials Needed

Copies of The Hunger Games – 1 per each student

Instruction 1. Activity – Totally 10 Project (60 minutes) ‐ Individually or in pairs students can work on their Totally 10 Project ‐ This is also a time for students to meet with the Teacher one on one to

check in on their progress. Literary Terms & Techniques

Resources Assessment Students will be assessed on their participation and effort in this activity.


30


Read Chapter 14 and examine the significance of descriptive language in a text.

SCO Speaking and Listening • listen critically to analyse and evaluate concepts, ideas, and information Writing and Other Ways of Representing • make effective choices of language and techniques to enhance the impact of imaginative writing and other ways of representing • produce writing and other forms of representation characterized by increasing complexity of thought, structure, and convention

Materials Needed

Copies of The Hunger Games – 1 per each student One copy of William Carlos Williams’ poem “The Red Wheelbarrow”

Instruction 1. Ask the students to review the events of the previous chapter and class. (5 minutes) 2. Read Chapter 14 (18 minutes) Please note that all reading will be done aloud by the teacher. 3. Activity (5 minutes) (S/V)

‐ On the front board, read and present “TheRedWheelBarrow”byWilliamCarlosWilliams.

‐ Readitinfullthenreadagain,removingthewords“red”,“glazed”,“rain”,and“white”tocompareandcontrastthesignificanceofdescriptivelanguage

4.Activity(32minutes)(V/A)

‐ Havestudentscreatetheirownpieceofdescriptivewriting(1/2to1page).

‐ Thepiececanbeaboutanythingandistobecompletedbytheendofclassandpassedin.

‐ Letstudentsknowthattheirpeerswillbereviewingtheirworkinthenextclass.

Literary Terms & Techniques

Descriptive Language – Word choice used to help convey an idea, image, feeling, or anything pertaining to the sense.

Resources The Red Wheel Barrow – William Carlos Williams


31

So much depends upon A red wheel barrow Glazed with rain water Beside the white chickens.

Assessment Descriptive Writing Piece


32


Read Chapter 15 and continue exploration of descriptive language.


Materials Needed


Instruction 1. Read Chapter 15 of Hunger Games (30 minutes) Please note that all reading will be done aloud by the teacher. 2. Activity (30 minutes) (A/S/V)

‐ Handbackdescriptivewritingassignmentforstudentstoreview. ‐ Collectthemagainandrandomlydistributethemtoother

studentsforparttwooftheassignments. ‐ Studentswillnowhaveapeer’sassignmentinwhichtheywill

‘maketheirown’bychangingthepiece(toadddescriptivelanguage,makechanges,etc).

Literary Terms and Techniques

Resources Assessment Students will submit their new piece (the piece adopted and changed) for

assessment.


33


Read Chapter 16 and 17

SCO Speaking and Listening • listen critically to analyse and evaluate concepts, ideas, and information

Materials Needed


Instruction 1. Pass back students descriptive writing pieces (5 minutes) ‐ Students can place their work in their Porfolios

2. Chapter 16 and 17 will be read (55 minutes) Please note that all reading will be done aloud by the teacher.

Resources Assessment Students will be assessed on their homework assignment (Facebook profile for

Katnis/Peeta)


34


ReadChapter18andexaminetheideaofmartyrdom.

SCO SpeakingandListening•articulate,advocate,andjustifypositionsonanissueortextinaconvincingmanner,showinganunderstandingofarangeofviewpoints•listencriticallytoanalyseandevaluateconcepts,ideas,andinformationReadingandViewing•readwidelyandexperienceavarietyofliterarygenresandmodesfromdifferentprovincesandcountries,andworldliteraturefromdifferentliteraryperiod•respondcriticallytocomplexandsophisticatedtexts‐examinehowtextsworktorevealandproduceideologies,identities,andpositions‐examinehowmediatextsconstructnotionsofroles,behaviour,culture,andreality‐examinehowtextualfeatureshelpareaderandviewertocreatemeaningofthetextsWritingandOtherWaysofRepresenting•integrateinformationfrommanysourcestoconstructandcommunicatemeaning

Materials Needed

CopiesofTheHungerGames–1pereachstudentExcerptsfrom:‐The Collected Works of Mahatma Ghandi by Mahatma Ghandi - Selected Interviews by Allen Ginsberg ATestamentofHopebyMartinLutherKingJr.

Instruction 1. Read Chapter 18 (25 minutes) Pleasenotethatallreadingwillbedonealoudbytheteacher. 2.Discussion(15minutes)

‐ DiscussthewayKatnisstreatedRue’sbody,makingconnectionstopeacefulprotestandcivildisobedience.

3.Activity–Comparison(20minutes)(I/V)

‐ Ingroupsoffour,studentswillworkwithanalternativetexttocompareandcontrasteventswitheventsinthenovel.

o The Collected Works of Mahatma Ghandi by Mahatma Ghandi o Selected Interviews By Allen Ginsberg o A Testament of Hope By Martin Luther King Jr.


35


Martyr - a person who sacrifices something of great value and especially life itself for the sake of principle

Resources Assessments Students will be assessed based on their participation and effort in the activity


36


Noreadingthisclass.StudentswillbereviewingforQuiz#2.

SCO ReadingandViewing•access,select,andresearch,insystematicways,specificinformationtomeetpersonalandlearningneedSpeakingandListening•askdiscriminatingquestionstoacquire,interpret,analyse,andevaluateideasandinformationWritingandOtherWaysofRepresenting•demonstrateacommitmenttotheskilfulcraftingofarangeofwritingandotherrepresentation

Materials Needed


Instruction 1. Review of books 1 and 2: Stump the Teacher (60 minutes) ‐ Part 1 – Students create questions to stump the teacher. To do this you

can give students 5 minutes to create 3 questions (give the options of pairs or individuals) from one chapter. When time is up, give students 5 minutes to create 3 questions for the next chapter, and so on.

‐ Part 2 – When the allotted question creation time is up, students can ask the teacher their best question (the teacher should be careful to select all students/pairs)

2. Activity

‐ Students will spend 10 minutes at the end of class making notes on what areas they were not as confident about. They should be expected to study those areas and the rest of the content for the next day’s test.


Resources Assessments Students will be assessed based on their participation and effort in the activity

and if they are creating and asking questions.


37


ReadChapter18andexaminetheideaofmartyrdom.

Materials Needed



Instruction 1. Activity – Quiz (30 minutes) ‐ Have students write quiz in silence ‐ All students will have 20 minutes to write the quiz, if they are finished

early students can complete a Hunger Games word search (Appendix H) 2. Activity – Totally 10 Project (30 minutes)

‐ Students can work on their Totally 10 Project for the remainder of the class.


Resources Assessments Quiz #2


38


Read the chapters Nineteen & Twenty.

SCO Speaking and Listening • listen critically to analyse and evaluate concepts, ideas, and information

Materials Needed


Instruction 1. Review the quiz from last class. (5 minutes) (V) 2. Read the book aloud to students, while students follow along (50 minutes).

Resources -- Assessment ‐ Monitor students to make sure they are following along and paying

attention.


39


Students will be given time to work on their “Totally Ten Project”

Materials Needed

Copies of The Hunger Games – 1 per each student Any materials that students need to complete their assignments.


Instruction 1. Work Session – Totally 10 Project (55 minutes). (V, I, S, A, B, L) Students will be expected to work individually on their assignments and with minor discussion

Resources -- Assessment ‐ Teacher will monitor student development and productivity in their

assignments.


40


Students will do online research, using the Google search engine, to discover the meaning or symbolism of food and meals in “The Hunger Games”.

Materials Needed

Copies of The Hunger Games – 1 per each student Computers or Laptops Food symbolism handout

SCO Reading and Viewing • make informed personal responses to increasingly challenging print and media texts and reflect on their responses • articulate and justify points of view about texts and text elements • critically evaluate the information they access • access, select, and research, in systematic ways, specific information to meet personal and learning need Writing and Other Ways of Representing • use the conventions of written language accurately and consistently in final product

Instruction 1. Activity – Food Imagery (55 minutes). (N, V) ‐ Explain to students that they will be provided a handout with food items

and meals from “The Hunger Games” with page citations ‐ They will be expected to go online and search the symbolic meanings of

each item and fill in the handout accordingly ‐ The assignment will be passed in at the end of class.

Resources - Google search engine

- Food symbolism handout Assessment Students will pass in the handouts to be assessed by the teacher.


41


Read Chapter 21. For students to understand the fundamentals of Capitalism; the idea that there has to be a class system for it to function. Have students discuss the concept of desensitization.

SCO Speaking and Listening • listen critically to analyse and evaluate concepts, ideas, and information Writing and Other Ways of Representing • make effective choices of language and techniques to enhance the impact of imaginative writing and other ways of representing • produce writing and other forms of representation characterized by increasing complexity of thought, structure, and convention Reading and Viewing • make informed personal responses to increasingly challenging print and media texts and reflect on their response

Materials Needed

Copies of The Hunger Games – 1 per each student Overhead projector or Smartboard

Instruction 1. Read chapter 21 (30 minutes). (V)

2. Explain the basics of Capitalism and discuss its relationship to the line: “feasts always results in fatalities” p. 279 (5 minutes)

3. Explain the theme of Honour and how it is present in the actions of Clove, Thresh and Katniss during the chapter. (5 minutes)

4. Show video from http://www.scholastic.com/thehungergames/videos called “Desensitization” and ask students about the violence that they are reading in the novel (10 minutes). (S, V)

5. Exit Card - explain a situation where actions were taken to preserve honour (in real life or in another novel) OR Taking Perspective: If you were Thresh would you have let Katniss live? Defend your answer (5 minutes).

Resources Video on Desensitization: http://www.scholastic.com/thehungergames/videos

Assessment 1. Monitor student responses to discussion 2. Exit Card - explain a situation where actions were taken to preserve

honour (in real life or in another novel) OR Taking Perspective: If you were Thresh would you have let Katnis live? Defend your answer.


42


Finish Chapter 22 of the novel Explain the themes of Love and Relationships in the book Organize the class into two groups and have students prepare for the debate in the following class.


Materials Needed


Instruction 1. The teacher will read Chapter 22 aloud while students follow along in their books (25 minutes) (V)

2. The theme of love and relationships will be briefly touched on during

the reading

3. The class will be divided into two groups and will be assigned either Peeta or Gale as a character. Students will be required to scan the text and form an argument on whether Kat loves their designated character more (25 minutes). (N, V, S)

4. Students will fill out the status update of their Facebook activity (5

minutes). Resources -- Copies of The Hunger Games – 1 per each student Assessment 1. Students will fill out their Facebook Activity status for the teacher to

review.


43


Students will present their arguments in the debate for the rest of the class working on their speaking and listening skills while working on formalized argumentation. Finish Chapter 23 of the novel


Materials Needed

Copies of The Hunger Games – 1 per each student Resources prepared from last class

Instruction 1. Students will present their arguments in the debate, and resources will be collected after its completion (30 minutes). (A, I, V)

2. The teacher will read Chapter 23 aloud as students follow along in their

respective books (20 minutes).

3. Students will fill out their Facebook status update activity (5 minutes) Resources -- Copies of The Hunger Games – 1 per each student

-- Prepared resources for the debate Assessment 1. Teacher will collect debate materials for evaluation

2. Students will fill out their Facebook Activity status for the teacher to review.


44




Materials Needed


Instruction 1. Students will be expected to work individually on their assignments and with minor discussion (55 minutes). (V, I, S, A, B, L)

‐ Students will meet with the Teacher to check in on their progress and sort out any confusion or questions

Resources -- Assessment 1. Teacher will monitor student development and productivity in their

assignments.


45


Finish Chapter 24 Students will be given time to work on their “Totally Ten Project”

Materials Needed



Instruction 1. Teacher will read Chapter 24 while students follow along (30 minutes). (V, I)

2. Students will be expected to work individually on their assignments and

with minor discussion (30 minutes). (A)


assignments.


46



Materials Needed

Copies of The Hunger Games – 1 per each student Maus – by Art Spiegelman

SCO Reading and Viewing • read widely and experience a variety of literary genres and modes from different provinces and countries, and world literature from different literary periods • articulate their understanding of ways in which information texts are constructed for particular purpose

Instruction 1. Read Chapter 25 (30 minutes) 2. Students will read an excerpt from Art Spiegelman’s “Maus” (10

minutes) (V)

3. The teacher will briefly lecture on instances of dehumanization in history. For example: Holocaust (Jews= Rats), Rwandan genocide (Tutsi’s = Cockroaches), Slavery (blacks = beasts). (10 minutes) (V)

4. Students will be given an Exit Card to define: dehumanization and give

an example (5 minutes). Resources -- Assessment 1. Exit card - define: dehumanization and give an example.


47


The teacher will read Chapter 26 as the students follow along. Students will be given time to work on their “Totally Ten Project”

Materials Needed



Instruction 1. Teacher will read chapter 26 to the class (30 minutes) (V) 2. Students will be expected to work individually on their assignments

and with minor discussion (25 minutes). (A)


assignments.


48


The teacher will read Chapter 27 as the students follow along. The concept of genre will be explained.

SCO Reading and Viewing • make informed personal responses to increasingly challenging print and media texts and reflect on their response Writing and Other Ways of Representing • demonstrate an understanding of the ways in which the construction of texts can create, enhance, and control meanin

Materials Needed

Copies of The Hunger Games – 1 per each student Genre Handout

Instruction 1. Teacher will read chapter 27 to the class (30 minutes). 2. The teacher will explain the concept of genre and will provide examples

of the following genres: Love, Post-Apocolyptic, Drama, Fantasy, Science Fiction, Survival (10 minutes)

3. Students will then complete a handout: Rate the genre (sliding scale of

1-5) for each of the types, select one genre you believe the book falls into the most and write about why you think this is the best fit. Provide examples from the book to support your answer (15 minutes). (A, V)

Resources -- Writing assignment handout Assessment 1. Genre assignments will be collected for evaluation


49


Teacher will review for the exam the following day in study groups

SCO Speaking and Listening • ask discriminating questions to acquire, interpret, analyze, and evaluate ideas and information • articulate, advocate, and justify positions on an issue or text in a convincing manner, showing an understanding of a range of viewpoint Reading and Viewing • articulate and justify points of view about texts and text elements • critically evaluate the information they access

Materials Needed

Copies of The Hunger Games – 1 per each student Notes from the class

Instruction 1. Teacher will ask class what should be studied and place topics on the board (Terms, Themes, Characters, Settings, Literary Devices, Events, Symbols, etc). (10 minutes)

2. Students will then study their notes for the remainder of the class. (45

minutes) (A, I, V) Resources -- Notes from class Assessment 1. Monitor student progress


Teacher will pass out the final exam for completion

Materials Needed

Final Exam Crosswords and puzzles for those who finish early

Instruction 1. Students will take the period to complete the final exam (55 minutes)(A, V)

2. Students who finish early will be provided puzzles to complete for bonus marks.

Resources -- Assessment 1. Final Exam

***Thenextweekwillbespentteachinghowtowriteapaperandactuallywritingafinalpaperforthisnovel.


50

Appendix

AppendixA–Totally10Project

AppendixB–FacebookProfileHomeworkHandout*

AppendixC–1‐2‐3‐PredictJournalEntry

AppendixD–District12vs.TheCapitolVennDiagramExample

AppendixE–Quiz#1*

AppendixF–WordSearchforafterQuiz#1*

AppendixG‐FoodSymbolismHandout*

AppendixH–AlternativeJournalEntrySuggestions

AppendixI–FinalTest*

*Resourceswereusedandareavailablefromaunitplanpurchasedfromteacherspayteachers.comaboutTheHungerGames.Samplesareincludedinthisnovelplan,buttheyarenotsuggestedforuse,theyarescreenshotsoftheactualdocuments.Thisiswhythesolutionsarealsonotincluded.Ifyouwishtopurchasesthesedocumentspleasevisitteacherspayteacher.comformoreinformation.


51

AppendixA–Totally10Project

2Points(KnowledgeandComprehension)

• WriteanewsstorytosharetheoutcomeoftheHungerGamestosomeonewhowasnotwatchingthem(individual).(V/S)

• Ingroupsof2or3,selectandre‐enactascenefromthenovel(3‐5minutes).Includeawriteup,nomorethan1pageforthewholegroup,explainingwhyyouselectedthisscene.(B/V/S/I)

4Points(AnalysisandApplication)

• Buildanartifactboxofatleast20itemsthatwouldhelpsomeoneunderstandthenovel.Write2‐3sentencesabouteachitemtoexplainitssignificance.(S/B/V)

• Writelettersordrawpicturesfromacharacter’sperspectiveaboutaselectedeventinthenovelthatwasnotexplained.(V/S)

• Participateinapaneldiscussiontocriticallyanalyze:(V/I/B)o Apivotalsceneo Theexistence/ideaoftheHungerGameso Relationshipso Etc.

• Basedonthetimelinetheclasscreatedasawhole,select10eventsthatyoubelievearethemostimportantinthenovel.Explainwhyyouselectedwhatyoudid.(V/I)

6Points(SynthesisandEvaluation)

• CreateacharacterfromtheCapitol,theSeamoranotherdistrict.Provideinformationabouttheirfamilyandfriends,interests/hobbies,strengths,weaknesses,whattheydislike,aspirations,etc.(A/V)

• Createawebpagethatbringstogetherinformationaboutthenovel,images,quotes,definitions,etcthatcouldbeusedasastudyguidetothenovel.Explainwhyyouselectedwhatyoudid.(B/S)

• Writeandillustrateanoveltoteachayoungerchildaboutthekeyconceptsofthisnovel.(V/S)


52

AppendixB–FacebookProfileHomeworkHandout

AppendixBtakenfromunitplanpurchasedfromteacherspayteacher.com(ScreenShots)

Assignmentforstudents


53

AppendixB–FacebookProfileHomeworkHandout

AppendixBtakenfromunitplanpurchasedfromteacherspayteacher.com(ScreenShots)

Rubric:


54

AppendixC–123PredictJournalEntryActivity

123PredictJournalEntryStudentswillsketchorwritethreesignificanteventsthatoccurredwithinthechapterplusoneeventtheypredictmighthappennextandbrieflyexplaintheirchoices.

Notesabout123Predict:Thismethodhelpsstudentstracetheplotofatextbyidentifyingsignificanteventsandinferringfutureoutcomes.Thisstrategyisusedtoteachliterarytechniquesassociatedwithplot(eg.,foreshadowing,inciting,climax,etc.)andtoencourageinterence.

ThisactivityittakenfromTheBookClubCompanionbyCindyO’Donnell‐Allen


55

AppendixD–VennDiagram

TobeusedtocompareandcontrastelementsofDistrict12andTheCapitol.


56

AppendixF–Quiz#1–thenextthreepages

TheHungerGames Name:_____________________________

PARTIQuiz‐72pts.possible

CharacterMatching(16pts.)

_____1.KatnissEverdeen A.Katniss’mother

_____2.GaleHawthorne B.District11’smaletribute

_____3.PrimroseEverdeen C.A12‐yr.oldgirl&Katniss’youngersister

_____4.Mrs.Everdeen D.Katniss’fatherwhodiedinacoalmineexplosion

_____5.Mr.Everdeen E.Atraitor;tonguehasbeencut;slaveforCapitol

_____6.MadgeUndersee F.District12’smaletribute;baker’sson

_____7.EffieTrinket G.Peeta’sstylist

_____8.HaymitchAbernathy H.District12’sescort;haspinkhair&livesintheCapitol

_____9.PeetaMellark I.Groupofadultswhojudgethetributes&ratetheirskills

_____10.Gamemakers J.District11’sfemaletribute;12‐yr.oldgirl

_____11.Cinna K.Thenarrator;District12’sfemaletribute

_____12.Portia M.Themayor’sdaughter&Katniss’friend

_____13.Avox N.Hostofthetributeinterviews

_____14.CaesarFlickerman O.Katniss’sstylist

_____15.Rue P.An18‐yr.oldboy&Katniss’huntingpartner

_____16.Thresh S.District12’sonlylivingvictor&mentortotributes;drunk


57

AppendixF–Quiz#1

ShortAnswerEssayQuestions(3pts.each=15pts.)

1.ExplainhowKatnissmustchangeherbehaviorfromthetimesheischosenatthereapingbecauseofthecameras.(Thinkabouthowdifferentlysheactsbecauseofthecamerasandwhy.)

_________________________________________________________________________________________________________

2.WhichthreedistrictsdotheCareertributescomefrom?

________________________________________________________________________________________________________

3.HowaretheCareertributesdifferentfromtheothertributes?

_________________________________________________________________________________________________________

4.Whyisitimportanttoappealtotheaudiencethroughtheuseofelaboratecostumes,trainingscore,andagoodinterview?(WhatisthepurposeofallthesethingspriortotheGames?)

_________________________________________________________________________________________________________

5.WhatdowelearnfromPeeta’sinterview?

_________________________________________________________________________________________________________


58

AppendixF–Quiz#1

Skills&Strengths(10pts.)

Listalltheskills&strengthsforKatniss&Peetainthefollowingchart.

Katniss Peeta


59

AppendixF–WordSearch

ForthosewhoendQuiz#1theycancompletethiswordsearch


60

AppendixG–FoodSymbolism


61

AppendixG–FoodSymbolism


62

AppendixH–JournalEntryIdeas

Teacherscanuseanyofthesejournalpromptsratherthanothersthroughoutthenovelplan.TherearealsootherresourcesinthebookssuggestedunderOtherUsefulResourcesonpage4.

‐ Whatdidyouthinkabouttoday’sreadingandwhy?‐ Areyouleftwithanyquestionsaboutthestory?Writethemdown.‐ Howdoyouthinkyouwouldreact/behaveinasituationlikethis?‐ Ifyouhadto,whatwouldyouchooseasyourlastmeal?‐ Whatdoyouthinktheauthorwasthinkingwhenshewrotethis?


63

References

Dodge,J.(2005).Differentiationinaction.NewYork:Scholastic.

O'DonnellAllen,C.(2006).Thebookclubcompanion.Portsmouth,NH:Heinemann.

Documents

The Hunger Games - WordPress.com · The Hunger Games Unit Plan 1 Table of Contents Background Information 2 – 3 Curriculum Connection & Suggestions 4 Unit Plan Overview 5 – 6