Unit Plan:The Hunger Games, by Suzanne Collins€¦ · Web viewThe Hunger Games Unit Plan....

The Hunger Games Unit PlanBrittany Aguinaga, Caryn Blaszczak, Lauren Ward

ENG480003/02/2012

Overview and Rationale

Our purpose for using this novel is rooted in our collective desire to provide books to our students that not only have literary merit and contain valuable information and life lessons, but books that are relevant to today’s culture and today’s high school student. We strongly believe that The Hunger Games by Suzanne Collins is such a book. Through the discussion, reflection, and analysis of the world around them that this novel provides for our students, we aim to foster an element of inquiry and critical thinking that leads those students to become deeply engaged, astute, and perceptive learners.

Class Structure

Our class is a tenth grade English class, and meets on a block schedule for ninety minutes three times a week.

Standards Covered

STANDARD 1.2 Use writing, speaking, and visual expression for personal understanding and growth.

CE 1.2.1 Write, speak, and use images and graphs to understand and discover complex ideas.

CE 1.2.2 Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment).

CE 1.2.3 Write, speak, and create artistic representations to express personal experience and perspective (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages).

STANDARD 1.3 Communicate in speech, writing, and multimedia using content, form, voice, and style appropriate to the audience and purpose (e.g., to reflect, persuade, inform, analyze,entertain, inspire).

CE 1.3.1 Compose written, spoken, and/or multimedia compositions in a range of genres (e.g.,personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysisessay, research report, or work-related text): pieces that serve a variety of purposes (e.g.,expressive, informative, creative, and persuasive) and that use a variety of organizational patterns(e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).

CE 1.3.9 Use the formal, stylistic, content, and mechanical conventions of a variety of genres inspeaking, writing, and multimedia presentations.

STANDARD 1.5 Produce a variety of written, spoken, multigenre, and multimedia works, making conscious choices about language, form, style, and/or visual representation for each work (e.g., poetry, fiction and creative nonfiction stories, academic and literary essays, proposals, memos, manifestos, business letters, advertisements, prepared speeches, group and dramatic performances, poetry slams, and digital stories).

CE 1.5.1 Use writing, speaking, and visual expression to develop powerful, creative and criticalmessages.

STANDARD 2.1 Develop critical reading, listening, and viewing strategies.CE 2.1.4 Identify and evaluate the primary focus, logical argument, structure, and style of a text or

speech and the ways in which these elements support or confound meaning or purpose.

CE 2.1.7 Demonstrate understanding of written, spoken, or visual information by restating,paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between asummary and a critique.

CE 2.1.12 Use a variety of strategies to enhance listening comprehension (e.g., monitor messagefor clarity and understanding, ask relevant questions, provide verbal and nonverbal feedback, noticecues such as change of pace or emphasis that indicate a new point is about to be made; and takenotes to organize essential information).

STANDARD 2.2 Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level (e.g., drawing inferences; confirming and correcting; making comparisons, connections, and generalizations; and drawing conclusions).

CE 2.2.1 Recognize literary and persuasive strategies as ways by which authors convey ideas andreaders make meaning (e.g., imagery, irony, satire, parody, propaganda,overstatement/understatement, omission, and multiple points of view).

CE 2.2.2 Examine the ways in which prior knowledge and personal experience affect theunderstanding of written, spoken, or multimedia text.

STANDARD 2.3 Develop as a reader, listener, and viewer for personal, social, and political purposes, through independent and collaborative reading.

CE 2.3.7 Participate as an active member of a reading, listening, and viewing community,collaboratively selecting materials to read or events to view and enjoy (e.g., book talks, literaturecircles, film clubs).

STANDARD 3.1 Develop the skills of close and contextual literary reading.

CE 3.1.1 Interpret literary language (e.g., imagery, allusions, symbolism, metaphor) while readingliterary and expository works.

CE 3.1.2 Demonstrate an understanding of literary characterization, character development, thefunction of major and minor characters, motives and causes for action, and moral dilemmas thatcharacters encounter by describing their function in specific works.

CE 3.1.9 Analyze how the tensions among characters, communities, themes, and issues in literatureand other texts reflect human experience.

The Hunger Games Lesson Unit Timeline

Day One Chapters 1-3

Materials- The Hunger Games, binders, various types of paper (colored, construction, etc), pen/pencils, colored pencils, markers, scissors, glue, tape.

Concepts- Character analysis and relationships, discussion of student opinion of book thus far regarding style, characters, voice, etc.

Activity- Introduce Facebook poster page (on-going, due Day Ten for presentation) Introduce journal entry binders (daily; kept in class and retrieved

at the beginning of the hour each day; due Day Ten, not part of final presentation)

5 Minutes- Journal entry25 Minutes- Discussion30 Minutes- Work on activity 5 Minute- Teacher Reading25 Minutes- Silent Reading

Day Two Chapters 4-6


Concepts- Foreshadowing (predictions), symbolism, and theme of masking.

Activity- Continue Facebook poster page

5 Minutes- Journal entry25 Minutes- Discussion30 Minutes- Work on activity5 Minute- Teacher Reading25 Minutes- Silent Reading

Day Three Chapters 7-9

Materials- The Hunger Games, binders, various types of paper (colored, construction, etc), pen/pencils, colored pencils, markers, scissors, glue, tape. plain white mask, or brown paper lunch bags.

Concepts- Importance of connections, character relationships, and sponsors.

Activity- Introduce Mask project (due by Day Six)

5 minutes- Journal entry 25 Minutes- Discussion30 Minutes- Work on activity5 Minute- Teacher Reading25 Minutes- Silent Reading

Day Four Chapters 10-12


Concepts- Importance of connections, character relationships, and character development.

Activity: Continue Facebook poster page, and mask

5 minutes- Journal entry25 Minutes- Discussion30 Minutes- Work on activity5 Minute- Teacher Reading25 Minutes- Silent Reading

Day Five Materials- The Hunger Games, binders, various types of paper (colored, construction, etc), pen/pencils, colored pencils, markers, scissors, glue, tape.


Activity: Continue Facebook poster page, and mask


Day Six Materials- The Hunger Games, binders, various types of paper (colored, construction, etc), pen/pencils, colored pencils, markers, scissors, glue, tape.


Activity: Continue Facebook poster page, and introduce Games playbill activity (due Day Ten for presentation)


Day Seven Materials- The Hunger Games, binders, various types of paper (colored, construction, etc), pen/pencils, colored pencils, markers, scissors, glue,

tape.

Concepts- Character relationships; specifically, Rue and Katniss.

Journal entry: Students will choose either Rue or Katniss, and write a one-page entry on any germane topic from one of the two perspectives.

Day Eight Materials- The Hunger Games, binders, various types of paper (colored, construction, etc), pen/pencils, colored pencils, markers, scissors, glue, tape.

Concepts- Importance of connections between real-life and the novel.

Journal entry: Students will write a one-page journal entry from the perspective of one of the game-makers.

Day Nine Materials- The Hunger Games, binders, various types of paper (colored, construction, etc), pen/pencils, colored pencils, markers, scissors, glue, tape.

Concepts- Importance of connections between real-life and the novel, as well as character relationships.

Activity: Continue Facebook poster page, and finish Games playbill

Day Ten Students spend the hour presenting their Facebook poster pages and playbills, and turn in poster pages, playbills, masks, and journal binders as a form of final assessment.

Resources Used

The Hunger Games novel Computers with Internet access Printers Paper (different types: lined, computer, construction) Pen/pencil Colored pencils Markers Crayons Tape Glue

Sharpie Pens Plain white mask or brown paper bag Binder Poster Board

Scoring Guides

Day One Project: Facebook Activity (on-going; part of final assessment)

Artistic Appeal- Does the student work outside of the box by creating ads, pictures, and relationship status-anything besides status updates only?

Correct spelling and punctuation. Correct character analysis with examples from the book. In depth character analysis as book continues-shows true understanding of

character as well as other characters. The ability to write on other character’s ‘walls’ to show understanding of the

relationship between characters. Must be an ongoing project with constant participation and interaction with other

characters. 40% of student’s final assessment grade. It is worth 40 points. Level of effort,

quality of information, creative detail, and how well the student communicated with other students are all factors in this grade.

Day One Project: Journal Binder (on-going; part of final assessment)

Journal entries must be pertinent and specifically related to the chapters that are being covered, or connecting with those that have been covered. On Day Seven and Day Eight, specific topics will be assigned and at least one page will be required. More time will be allotted for these two journal entries.

Must be an original reflection, focused on quality of content and ideas rather than grammar or sentence structure. However, though it is informal, it must be original and focused in order for full credit.

Must be completed each and every class, ten journal entries total. They may be made up if a student is absent.

20% of student’s final assessment grade. Each entry is worth two points, for a total of 20 points.

Day Three Project: Mask (on-going; part of final assessment) Artistic Appeal-Should show personality through creativity. Strong adjectives or pictures representing themselves. Reflection paper-must explain a time when they were masking their feelings. How

does this relate to the theme masking in the novel.

Must be a critical thought out reflection, focused more on content rather than grammar.

Must have a complete understanding of what masking means, in their life and in the novel.

10% of student’s final assessment grade. It is worth 10 points.

Day Six Project: Playbill (ongoing; part of final assessment) List of characters names and the meaning/symbolism of each name. Artistic appeal-colored, decorated. Correct punctuation and spelling. Outfit of character and the symbolism behind it. What each character represents within the story. What is their purpose in the

games? Shown with a clear explanation. Correct conventions of this specific genre. Must include at least 4 characters—can include more for extra credit. Must include a section about the sponsors. They are the audience for this project,

the games are put on for them in a way-the playbill should represent that and give information to persuade each sponsor why they should sponsor a character. If the character is not in the game and cannot be sponsored, it must explain their relationship to the game and what there role is in life while the games are going on.

20% of student’s final assessment grade. It is worth 20 points, 5 for each character, with a possibility of 5 extra credit points (2.5 points per extra character, up to two characters.)

Day Ten Project: Final Assessment Binder Turn-In/Presentation Students must exhibit understanding and importance of creativity and

imagination. Students must supply an explanation of the different areas in the Game Arena that

are specific to what those areas do. Students must present for participation points. Class feedback and participation is required. Participation is 10% of student’s final assessment grade- both their own

presentation, and feedback on the presentations of others. Combined, they are worth 10 points.

Total points possible: 100 (up to 105 with extra credit).

Lesson Plans

Prologue:

Discuss the author Suzanne Collins. Explain to the class, her background, why she wrote

the book, what her influences were, and where the idea of The Hunger Games originated. Assign a copy of the novel to each student.

Discuss the term dystopia, what it means, why we read about it, etc. Explain other examples of dystopian novels. Dystopian music could also explain what this term means, and how it is shown in the world today. Discuss examples of where dystopia is in the world today. Contrast with the idea and examples of utopia and utopian literature/music to increase student understanding.

Day One: Chapters 1-3 of The Hunger Games

Benchmarks:CE 1.2.1: Write, speak, and use images and graphs to understand and discover complex ideas. CE 1.2.2: Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment).CE2.1.7: Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique.CE 2.1.12: Use a variety of strategies to enhance listening comprehension (e.g., monitor message for clarity and understanding, ask relevant questions, provide verbal and nonverbal feedback, notice cues such as change of pace or emphasis that indicate a new point is about to be made; and take notes to organize essential information).CE 2.3.7: Participate as an active member of a reading, listening, and viewing community, collaboratively selecting materials to read or events to view and enjoy (e.g., book talks, literature circles, film clubs).

Materials:The Hunger Games, paper, pen/pencils, colored pencils, markers, colored paper, scissors, glue, tape.

Objectives:Students will begin to develop ideas about the text, characters, and writing of the story by beginning the novel and class discussion. They will show their character understanding by developing a Facebook page about a character they are assigned to, and developing status updates, creative visual or written descriptions, and writing on other character’s walls throughout the story.

Daily Schedule:5 Minutes: Allow students to journal their first thoughts on the novel. What they liked/didn’t like, what they think it’s about, and what has happened, etc.

25 Minutes: Class discussion. This discussion should be student-led. Let them begin it with a question or comment they have. Chances are they will be the same ideas you want to discuss, and maybe they will even bring up something you didn’t think about. If the discussion begins to die, here are some ideas to get it going again.

Discussion Questions:

What do you like about this book so far?What did you notice about the world in which they live?How did you feel about the “reaping”? What characteristics does Katniss show by taking her sisters place.What do you make of the Everdeen family?What are your predictions for the next chapters?

30 Minutes: Assign each student a character from the book, even if that character has not been introduced yet. Allow students to create their own Facebook page on a poster, printing up pictures, writing descriptions, and doing whatever they can to make it real. If their character has not been introduced yet, focus on the design of the poster itself. Students will establish information, the relationship status, and each day, they will update their own status explaining what happened with the character during that assigned reading. Students should also write on each others’ ‘walls’, updating what types of interaction occurred. As the characters change the Facebook should change, illustrating an in-depth character development.

5 minutes: Read the next part of the students reading homework, or what you can in five minutes. Read it with excitement and get them excited to read the next part.

25 Minutes: Allow students to read silently for the rest of the class period so they won’t have as much to read at home. Also, if/when they have questions, you are available for them to answer.

Homework: Read chapters 4-6.

Accommodations: As needed.

Day Two: Chapters 4-6 of The Hunger Games

Benchmarks:CE 1.2.1: Write, speak, and use images and graphs to understand and discover complex ideas. CE 1.2.2: Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment).CE 1.2.3: Write, speak, and create artistic representations to express personal experience and perspective (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages).CE 1.3.1: Compose written, spoken, and/or multimedia compositions in a range of genres (e.g. personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).CE 1.3.9: Use the formal, stylistic, content, and mechanical conventions of a variety of genres in speaking, writing, and multimedia presentations.

CE2.1.7: Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique.CE 2.1.12: Use a variety of strategies to enhance listening comprehension (e.g., monitor message for clarity and understanding, ask relevant questions, provide verbal and nonverbal feedback, notice cues such as change of pace or emphasis that indicate a new point is about to be made; and take notes to organize essential information).CE 2.1.4: Identify and evaluate the primary focus, logical argument, structure, and style of a text orspeech and the ways in which these elements support or confound meaning or purpose.CE 2.3.7: Participate as an active member of a reading, listening, and viewing community, collaboratively selecting materials to read or events to view and enjoy (e.g., book talks, literature circles, film clubs).CE 3.1.1: Interpret literary language (e.g., imagery, allusions, symbolism, metaphor) while reading literary and expository works.CE 3.1.9: Analyze how the tensions among characters, communities, themes, and issues in literature and other texts reflect human experience.


Objectives:Students will understand characters, themes, and literary meaning by engaged classroom discussion. They will continue to show their knowledge with the construction of a Facebook poster page for their assigned character.

Daily Schedule:5 Minutes: Allow students to recap what they read for homework in their journals. Let them write what and how they want as long as it pertains to The Hunger Games. They can summarize it, ask questions, predict, what they like/didn’t like, and offer any connections they can make.

25 Minutes: Class discussion. This discussion should be student led. Let them begin it with a question or comment they have. Chances are they will be the same ideas you want to discuss, and maybe they will even bring up something you didn’t think about. If the discussion begins to die, here are some ideas to get it going again.

Discussion questions:What do the dandelions represent? What do they mean with Peeta, and Katniss’s family? Predict how Katniss will do in the games, why do you believe that?What is the relation with Katniss name and the flower?Discuss the theme of masks, what type of mask does each character wear?What is the irony in getting ‘beautiful’ for the games?Why is it important that Peeta and Katniss act as a couple?What is the irony in Effie stating her feelings about the barbarism in District 12?What are your predictions for the next chapters?

30 minutes:

Work on Facebook poster/page-students will discuss in-character with other students, and use that as fodder for their poster pages.

5 Minutes: Instructor reads beginning of chapter 7.

25 Minutes: Allow students to silent read for the remainder of class. This will get them reading, give them less homework, but also have time for questions if needed.

Homework: Finish reading chapters 7-9.


Day Three: Chapters 7-9 of The Hunger Games

Benchmarks:CE 1.2.1: Write, speak, and use images and graphs to understand and discover complex ideas. CE 1.2.2: Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment).CE 1.2.3: Write, speak, and create artistic representations to express personal experience and perspective (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages).CE 1.3.1: Compose written, spoken, and/or multimedia compositions in a range of genres (e.g. personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).CE 1.3.9: Use the formal, stylistic, content, and mechanical conventions of a variety of genres in speaking, writing, and multimedia presentations.CE 1.5.1: Use writing, speaking, and visual expression to develop powerful, creative and critical messages.CE2.1.7: Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique.CE 2.1.12: Use a variety of strategies to enhance listening comprehension (e.g., monitor message for clarity and understanding, ask relevant questions, provide verbal and nonverbal feedback, notice cues such as change of pace or emphasis that indicate a new point is about to be made; and take notes to organize essential information).CE 2.1.4: Identify and evaluate the primary focus, logical argument, structure, and style of a text orspeech and the ways in which these elements support or confound meaning or purpose.CE 2.3.7: Participate as an active member of a reading, listening, and viewing community, collaboratively selecting materials to read or events to view and enjoy (e.g., book talks, literature circles, film clubs).CE 3.1.1: Interpret literary language (e.g., imagery, allusions, symbolism, metaphor) while reading literary and expository works.CE 3.1.2: Demonstrate an understanding of literary characterization, character development, the function of major and minor characters, motives and causes for action, and moral dilemmas that characters encounter by describing their function in specific works.CE 3.1.9: Analyze how the tensions among characters, communities, themes, and issues in literature and other texts reflect human experience.CE 1.5.1: Use writing, speaking, and visual expression to develop powerful, creative and critical messages.

Objectives:Students will understand the theme of ‘masking’ by discussion and will connect with the text, proving their understanding, by creating a mask of their own and writing a reflection connecting to the text.

Materials:The Hunger Games, paper, pen/pencils, colored pencils, markers, colored paper, scissors, glue, tape, plain white masks or brown paper lunch bags..

Daily Schedule:5 Minutes: Journal question: Masking is a huge theme within this novel. Has there ever been a time you felt a need to ‘mask’ your feeling? If so, please elaborate and make connections to the book. If not, why? How are your situations different than the characters in the book?

25 Minutes: Class discussion. This discussion should be student led. Let them begin it with a question or comment they have. Chances are they will be the same ideas you want to discuss, and maybe they will even bring up something you didn’t think about. If the discussion begins to die, here are some ideas to get it going again.Should Katniss trust Peeta? Why or why not?

Discussion Questions:Why the important connections with Rue right now? Foreshadowing?What do you think about rating the tributes? What role does Katniss serve in her family?Why does Peeta ask to train separately from Katniss?Relate the importance of liking a tribute to sponsors to something in real life.Further discuss masking, its importance, and how it has been illustrated in the novel.What are your predictions for the next chapters?

30 Minutes: Activity- Masking is a huge theme within this novel. Students will add a status update to their Facebook poster pages, and then create a mask explaining their character’s personality/ies. Allow them to be creative and go with these where they wish. The way they chose to go about this activity will show part of whom they are. Some may chose to write words of what they show on front, and what they see as a ‘mask’ on the back. Others may be artistic and draw what they feel is fit. After they finish their mask, students will write a reflection explaining why they made it the way they did. Also touch on questions such as: Has there ever been a time you felt a need to ‘mask’ your feeling? If so, please elaborate and make connections to the book. If not, why? How are your situations different than the characters in the book?

5 minutes:

Read the next part of the students reading homework, or what you can in five minutes. Read it with excitement and get them excited to read the next part.

25 Minutes: Allow students to read silently for the rest of the class period so they won’t have as much to read at home. This way if they have questions, you are available for them to answer.

Homework: Finish mask project and reflection. Finish reading chapters 10-12.


Day Four: Chapters 10-12 of The Hunger Games

Benchmarks:CE 1.2.2: Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment).CE 1.2.3: Write, speak, and create artistic representations to express personal experience and perspective (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages).CE 1.3.1: Compose written, spoken, and/or multimedia compositions in a range of genres (e.g. personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).CE 1.3.9: Use the formal, stylistic, content, and mechanical conventions of a variety of genres in speaking, writing, and multimedia presentations.CE 1.5.1: Use writing, speaking, and visual expression to develop powerful, creative and critical messages.CE2.1.7: Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique.CE 2.1.12: Use a variety of strategies to enhance listening comprehension (e.g., monitor message for clarity and understanding, ask relevant questions, provide verbal and nonverbal feedback, notice cues such as change of pace or emphasis that indicate a new point is about to be made; and take notes to organize essential information).CE 2.1.4: Identify and evaluate the primary focus, logical argument, structure, and style of a text orspeech and the ways in which these elements support or confound meaning or purpose.CE 2.3.7: Participate as an active member of a reading, listening, and viewing community, collaboratively selecting materials to read or events to view and enjoy (e.g., book talks, literature circles, film clubs).CE 3.1.1: Interpret literary language (e.g., imagery, allusions, symbolism, metaphor) while reading literary and expository works.CE 3.1.2: Demonstrate an understanding of literary characterization, character development, the function of major and minor characters, motives and causes for action, and moral dilemmas that characters encounter by describing their function in specific works.CE 3.1.9: Analyze how the tensions among characters, communities, themes, and issues in literature and other texts reflect human experience.

Objectives: Students will understand characters, themes, and literary meaning on a deeper level through engaged classroom discussion about character relationships and development, and connecting various elements of the story to real-life.


Daily Schedule:5 Minutes: Journal, free write about anything in the novel up to and including chapters 10-12.

25 Minutes: Class discussion will be student-led, with the following questions as prompts if discourse begins to lag. Students are expected to use passages and quotes from the book in their discussions, though it is not necessarily mandatory, depending on the instructor’s gauge of the quality of discussion.

Discussion Questions:Why does Peeta say he reveals his love for Katniss?What strategies do you think would work best in the Games, if you were playing them? What would your approach be, and why?What is Katniss having trouble finding (literally, and perhaps metaphorically)?In what ways is Katniss "playing the game"? Why do you think that Haymitch decides not to send Katniss water?What are your predictions for the next chapters?

30 Minutes: Activity: Continue work on Facebook poster pages. Remind students that these are to be richly detailed and informative and show solid character progression; participation on other students’ ‘walls’ is mandatory, even if your character is no longer at play in the story- prediction and understanding your character well come into play here. Also, there will be another facet of the final assessment binder assigned within the next two class periods, so good stewardship of time is necessary.

5 minutes: Instructor reads beginning of chapter 13 aloud to class.

25 Minutes: Students read chapters 13-15 silently.



Day Five: Chapters 13-15 of The Hunger Games

Benchmarks:CE 1.2.2: Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment).CE 1.2.3: Write, speak, and create artistic representations to express personal experience and perspective (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages).CE 1.3.1: Compose written, spoken, and/or multimedia compositions in a range of genres (e.g. personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).CE 1.5.1: Use writing, speaking, and visual expression to develop powerful, creative and critical messages.CE2.1.7: Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique.CE 2.3.7: Participate as an active member of a reading, listening, and viewing community, collaboratively selecting materials to read or events to view and enjoy (e.g., book talks, literature circles, film clubs).CE 3.1.1: Interpret literary language (e.g., imagery, allusions, symbolism, metaphor) while reading literary and expository works.CE 3.1.2: Demonstrate an understanding of literary characterization, character development, the function of major and minor characters, motives and causes for action, and moral dilemmas that characters encounter by describing their function in specific works.CE 3.1.9: Analyze how the tensions among characters, communities, themes, and issues in literature and other texts reflect human experience.

Objectives: Students will understand characters, themes, and literary meaning on a deeper level through engaged classroom discussion about character relationships and development, and connecting various elements of the story to real-life.

Materials: The Hunger Games, paper, pen/pencils, colored pencils, markers, colored paper, scissors, glue, tape.

Daily Schedule:5 Minutes: Journal entry


Discussion Questions:What do the Gamemakers do to control the events of the Games? What does Haymitch send Katniss? Why?What does Katniss get from Glimmer's body? Why is this so important to her? What does Peeta do when he discovers Katniss? Why do you think this is important?Discuss differences between District 11 and District 12.

30 Minutes: Activity: Students will continue to work on their Facebook poster pages, as well as their mask project from day three if still incomplete.




Day Six: Chapters 16-18 of The Hunger Games

Benchmarks:CE 1.2.2: Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment).CE 1.2.3: Write, speak, and create artistic representations to express personal experience and perspective (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages).CE 1.3.1: Compose written, spoken, and/or multimedia compositions in a range of genres (e.g. personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).CE 1.3.9: Use the formal, stylistic, content, and mechanical conventions of a variety of genres in speaking, writing, and multimedia presentations.CE 1.5.1: Use writing, speaking, and visual expression to develop powerful, creative and critical messages.CE2.1.7: Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique.CE 2.1.4: Identify and evaluate the primary focus, logical argument, structure, and style of a text orspeech and the ways in which these elements support or confound meaning or purpose.CE 2.3.7: Participate as an active member of a reading, listening, and viewing community, collaboratively selecting materials to read or events to view and enjoy (e.g., book talks, literature circles, film clubs).CE 3.1.1: Interpret literary language (e.g., imagery, allusions, symbolism, metaphor) while reading literary and expository works.CE 3.1.2: Demonstrate an understanding of literary characterization, character development, the function of major and minor characters, motives and causes for action, and moral dilemmas that characters encounter by describing their function in specific works.

Objectives:Students will understand characters, themes, and literary meaning on a deeper level through engaged classroom discussion about character relationships and development, and connecting various elements of the story to real-life.


Daily Schedule:5 Minutes: Journal entry


Discussion questions:In what ways are the Careers at a disadvantage? Why?What is Rue's favorite thing? How does this connect to Katniss, and why do you think Suzanne Collins included it?What rule change do the Gamemakers announce? Why? What implications does this have for the rest of the novel? What are your predictions for the next chapters?

30 Minutes: Introduce Playbill Activity: The Games have a laid out entertainment schedule: dress, relationships, attitudes, etc. Students will make a playbill for The Games that will be an on-going project, finalized by day ten as part of their final assessment. This should include characters, their outfits, their purpose, relationships to tributes, and anything necessary that would be included in a playbill. The Games are put on by President Snow and should include a section explaining the sponsor’s importance. For each idea mentioned, an explanation of its importance is needed. For example, the relationship between Katniss and Peeta is important to gain sponsors to help them in the arena.




Day Seven: Chapters 19-21 *see other document

Day Eight: Chapters 22-24 *see other document

Day Nine: Chapters 25-27 *see other document

Day Ten: Final Wrap-up and Presentations

Benchmarks:CE 1.2.2: Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment).CE 1.2.3: Write, speak, and create artistic representations to express personal experience and perspective (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages).CE 1.3.1: Compose written, spoken, and/or multimedia compositions in a range of genres (e.g. personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).CE 1.3.9: Use the formal, stylistic, content, and mechanical conventions of a variety of genres in speaking, writing, and multimedia presentations.CE 1.5.1: Use writing, speaking, and visual expression to develop powerful, creative and critical messages.CE2.1.7: Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique.CE 2.1.4: Identify and evaluate the primary focus, logical argument, structure, and style of a text orspeech and the ways in which these elements support or confound meaning or purpose.CE 2.3.7: Participate as an active member of a reading, listening, and viewing community, collaboratively selecting materials to read or events to view and enjoy (e.g., book talks, literature circles, film clubs).CE 3.1.2: Demonstrate an understanding of literary characterization, character development, the function of major and minor characters, motives and causes for action, and moral dilemmas that characters encounter by describing their function in specific works.

Objectives: Students will present their final projects to the class (Facebook poster page, playbill, and mask).

Materials:Each students’ individual projects.

Daily Schedule:Ninty minutes: Student presentations

Homework:None.

Journal Entry Activity (Daily)

Each student provides a binder with lined paper that is left in the classroom. Each day, a journal entry regarding the chapters assigned, as well as connections to past chapters, is expected. Students are given 5 minutes to complete this task. On Day Seven and Day Eight, there is a length requirement of one page on a specific topic (all others are free-write, as long as it directly pertains to the novel and makes a connection), and the length of time allowed is extended to twenty minutes.

Here is an example of a sample binder and entry:

Unit Plan:The Hunger Games, by Suzanne Collins€¦ · Web viewThe Hunger Games Unit Plan....

Documents

Transcript of Unit Plan:The Hunger Games, by Suzanne Collins€¦ · Web viewThe Hunger Games Unit Plan....