Lesson+Outline+(Bartley)

=**//__ The Hunger Games __//__ : Lesson Outlines __**=


 * //__ Day 1 __//**


 * Purpose: ** To inform students of what they are going to be working on in the coming weeks and give them background information to help them successfully participate in the unit. Students will be introduced to the themes found in //The Hunger Games// and be prepared to understand how the events of the plot are representative of these themes.

** Procedure: **
 * Preparation: ** The teacher should ensure that students have some sort of notebook to keep journal entries in. The teacher should also have //Survivor// clips and the //Survivor// Viewing Guide. The clip is located here: []
 * 1) As students enter the classroom, the journal prompt for the day should be on the board: //If you had a chance to be put in an arena with strangers and compete to be the last person standing, would you? Would there have to be money involved?//
 * 2) The students will share their answers.
 * 3) The teacher will distribute the //Survivor// Viewing Guide and show a clip of the TV series //Survivor//, Season 1. The students will fill out the viewing guide as they watch the clip, and should be given 2-3 minutes after the clip is over to finish.
 * 4) Students break up into groups and discuss their answers.
 * 5) The teacher should then pass out copies of //The Hunger Games// and tell the students background information.
 * 6) Students will read the back of the book and examine the cover and figure out what they think the themes of the book will be.
 * 7) The teacher will take answers and write them on the board.
 * 8) The teacher will ask students to list 2 or 3 traits that they believe that Katniss will have in their journals. Students should share answers, and as they list traits, the teacher should ask why they feel these are traits that she should have. The goal is to get students to understand the preconceived notions that they have about characters based on initial judgments of a book.
 * 9) For homework, students should read Chapter 1 and write two predictions for the novel based on this reading.


 * Assessment: ** Assessment in this lesson will come in the form of discussion of the viewing guide and the class discussion about what the students think the themes of the book will be, and the journal entry. The students should, for homework, read Chapter 1 and write two predictions for the novel.

1. What are your initial reactions to //Survivor//?
 * Survivor Viewing Guide **

2) What would you grab if you were about to be stranded on an island with 16 strangers?

3) Why do these people decide to go on the island? Do you think people would do it if money wasn’t involved?

4) If you were going to partake in this game, what would your strategy be? Would you make alliances with people, or keep to yourself?


 * //__ Day 2 __//**


 * Purpose: ** To begin discussing //The Hunger Games// and begin to talk about the themes and symbols of the novel.

The teacher should have made copies of “Vocabulary Worksheet 1” for each student.
 * Preparation: ** The teacher should have distributed copies of //The Hunger Games// the previous day. Students also should have written about character traits they believed Katniss would/should have, written two predictions for the novel, and read Chapter 1. As students enter the room, the journal prompt should be on the board: “How did you feel when Prim’s name was called? What would you do if you were Katniss? What do you think Katniss will do?”


 * Procedure ** :
 * 1) The teacher should begin by having students share their answers from the homework last night and explain that the journal entry will be talked about later in the class period when the reading is discussed. Predictions should be written on a poster board or overhead that can be kept and referenced throughout the unit.
 * 2) The teacher should then write the word “Hunger” on the board, and ask students what this word means to them. Students should share answers.
 * 3) The teacher should pass out Vocabulary Worksheet 1. Students should complete the worksheet.
 * 4) The class should then discuss the worksheet. The teacher should force students to think about why the words that mean the same thing have such different meanings to us.
 * 5) The class will then discuss Chapter 1 as a large group. The following questions should be addressed.
 * 6) What do you think the “Reaping” is?
 * 7) Why do you think that Katniss and Gale joke about the Reaping?
 * 8) Why do you think children get dressed up for the Reaping?
 * 9) Why doesn’t District 12 produce many winners?
 * 10) With the time remaining, the class will then begin to read Chapter 2 of //The Hunger Games// together. Students may read or the teacher may chose to obtain a copy of the book on tape so that students may follow along.


 * Assessment ** : Students should finish reading Chapter 2 and read all of Chapter 3 for homework.


 * Name: _ Date:_ Hour: **

__ ** Vocabulary Worksheet 1 ** __

__** Instructions: ** Examine the definition and synonyms listed below. If you need to, use a dictionary to look up definitions for words that you are not familiar with. Then, place the words on the spectrum/line based on the connotation of that word, or the feeling that you feel when you read or think about that word. __

__** Hunger **__ __// Definition: // appetite for food, other desire __ __ // Synonyms: // a stomach for, ache, appetence, appetency, big eyes, bottomless pit, craving, desire, emptiness, esurience, eyes for, famine, famishment, gluttony, greed, greediness, hungriness, longing, lust, mania, munchies, ravenousness, starvation, sweet tooth, vacancy, void, voracity, want, yearning __

__|___| Positive Negative


 * //__ Day 3 __//**


 * Purpose: ** To review and discuss Chapter 2 and 3 of //The Hunger Games//. The students will also begin to discuss the country of Panem and how it is structured.


 * Preparation ** : Students should have read Chapters 2 and 3 for homework, as well as completed a writing response. The teacher should have copies of the Panem Map worksheet and an overhead of all of the district seals, as well as an overhead of the professions within the districts.

** Assessment: **
 * Procedure ** :
 * 1) The students should share their answers to the journal prompt in small groups, as well as the beginnings of discussion about the book.
 * 2) The teacher should ask students to take out a piece of paper and write down everything that we know so far about Panem. Most of this information should come from Chapter 1.
 * 3) The teacher will ask students to share the responses to the previous prompt and make a master list on the board, and show them the overhead of the district seals as well as the overhead of the professions within the districts.
 * 4) Distribute the Map Worksheet and have students work on it for about 15 minutes, just to get a start on it. They may work in groups.
 * 5) The teacher should then facilitate a class discussion, including the following questions:
 * 6) Do you think it was easy for Katniss to support her family? What would have happened had she not?
 * 7) Why do you think Peeta gave Katniss the bread even though he knew he would get punished?
 * 8) Why do you think the Justice Building is so lavish when the rest of the district is so Poor?
 * 9) What does this say about the capitol?
 * 10) Why was it important for Katniss to learn how to hunt?
 * 11) Why is it important for Katniss to make sure that her family will be provided for while she is away?
 * 12) Does Katniss believe she will win?
 * 13) How would you feel if you were about to enter an arena without knowing what to expect, other than you will be fighting for your life?
 * 14) How do you feel about Haymitch? What do you think his role will be in the book?
 * 15) With remaining time, students may continue to work on the Map.
 * 16) Students will finish the Map in class tomorrow.
 * 17) For homework, they should read Chapter 4.

Assessment will be in the form of the map activity, as well as the discussion from the reading.

** Map Worksheet ** Directions: On this worksheet, write everything that you know about Panem. How many districts are there? Do they all still exist? Where is the Capitol located? Based on looking at the Seals on the overhead, what do you think the major exports of each district are? Then, using the space provided on the next page, draw what you think Panem looks like. A blank map of the United States has been provided for you.



**//__ Day 4 __//**

** Purpose: ** To continue discussing //The Hunger Games//. ** Preparation: ** Students should have read Chapter 4 for homework. As students enter the classroom, they should have a journal prompt written on the board: “Why is it so important for Katniss to not show emotion on the train, or in general?” ** Procedure: ** ** Assessment: ** Assessment will be the discussion about the book and the map activity.
 * 1) The teacher should explain to the students that after discussion, they will have the rest of the time to finish their map activity.
 * 2) Students should write about the journal prompt for the first five minutes of class.
 * 3) The teacher should allow students to share their journal answers as a bridge for discussion.
 * 4) As the class discusses the reading of Chapter 4, the following questions should be answered:
 * 5) Why is Katniss’s relationship with her family so important?
 * 6) Why do you think that the tributes need sponsors?
 * 7) What do you think food represents in the novel?
 * 8) Why is it a big deal for Katniss and Peeta when they get to eat the delicacies on the train?
 * 9) Students should have the rest of the time to work on their map activity. It will be due at the beginning of class tomorrow.
 * 10) For homework, in addition to finishing the map activity, students should read Chapter 5.

**//__ Day 5 __//** ** Purpose ** : To discuss how students made the choices they made for the map activity. Students should be able to describe the decisions they made with textual evidence from the book. ** Preparation: ** Students should have read Chapter 5 for homework, as well as completed the map activity. The teacher should have a copy of the map worksheet as an overhead. As students come in, the following journal prompt should be written on the board: “What did you think of the map activity? Was it easy or hard? How did you find your information? How did you decide where to put each district?” ** Procedure ** ** Assessment: ** Chapter 5 worksheet and class discussion
 * 1) As students come in, they should take the first 5-7 minutes of the class to respond to the journal prompt.
 * 2) The teacher should put the blank map on the overhead and go district by district (1-13 and the capitol) and ask students where they put it on the map and why, asking them for evidence in the book. When there is a class consensus, the teacher should add it to the map.
 * 3) With the remaining time, the teacher should ask each student to pick a part of Chapter 5 that stood out to them and call on random students by drawing names out of a hat and asking them to share. Students who also chose that passage (or a related one) can share their thoughts, as well as the rest of the class.
 * 4) For homework, students should fill out a worksheet about Chapter 5.

1) Why do you think that Cinna asked to be placed with District Twelve? Why not ask to be placed in a different, richer district?
 * //__ Chapter 5 Worksheet __//**

2) Why do you think that District 12 always gets bad costumes?

3) Why was it important for Katniss and Peeta to have good costumes this year? What benefit did it bring them?

4) Think about the costumes that we see in this chapter. How do they reflect what we have learned about the districts so far?

**//__ Day 6 __//** ** Purpose: ** To discuss how the theme of social class/status affects the novel and the characters. ** Preparation: ** For homework, students should have filled out a worksheet about Chapter 5. As students enter the classroom, the journal prompt should be on the board: “Why are people in the capitol waisting money on things such as dying their skin and getting physical enhancements? Are these things necessary? How does this relate to our situation today?” ** Procedure: ** ** Assessment: ** The class discussion will serve as the primary assessment.
 * 1) The teacher should have the journal prompt written on the board for students to answer as they come in. They should write on the prompt for the first 5-7 minutes of class.
 * 2) As the students write, the teacher should go around and check off that each student has completed the worksheet.
 * 3) The class should discuss their answers to the journal prompt.
 * 4) The teacher should then break the class into groups to discuss the answers to the worksheet.
 * 5) The teacher should ask the class how the information on the worksheet demonstrates the relationship between Class/Social Status and the characters in the novel.
 * 6) For homework, students should read Chapter 6.

**//__ Day 7 __//** ** Purpose: ** ** Preparation ** : Students should have read Chapter 6 for homework. The journal prompt should be on the board: “Why were Katniss and Peeta forced to hold hands during the ceremony? What kind of affect do you think this will have on them during the games? Do you think this will have an effect on the sponsors?” The teacher should have made copies of the Comparison worksheet for each class. ** Procedure: ** ** Assessment: ** The comparison worksheet will serve as a written assessment, as well as the class discussion.
 * 1) As the students enter the room, they should begin to answer the journal prompt. They should write on it for the first 5-7 minutes of class.
 * 2) The teacher should allow a few students to share their answers with the class.
 * 3) The Comparison worksheet should be distributed to the students. They should work alone for 10-15 minutes, finding comparisons and contrasts between Katniss and Peeta. After 15 minutes, the teacher should let the students work with a partner or in a group of 3 to continue filling out the worksheet.
 * 4) The last 10-15 minutes of class should be used to discuss the worksheet as a whole class. The teacher should ask students how they think these similarities and differences will affect Katniss and Peeta in the arena.
 * 5) The Comparison worksheet should be handed in as students leave the classroom.
 * 6) For homework, students should read Chapter 7.

Comparison Worksheet
 * Katniss || Peeta ||
 * Both ||
 * Both ||

**//__ Day 8 __//** ** Purpose: ** ** Preparation: ** Student should have read Chapter 7 for homework. The clip of //Survivor// should be ready to play for the students (http://www.youtube.com/watch?v=ZQTr2lbOorw&feature=related). The teacher should have made copies of the Viewing/Discussion guide for the class. The journal prompt should be written on the board: “What does Peeta mean when he says ‘She has no idea. The effect she can have’ on page 87? What does this show about Katniss and Peeta’s relationship? How do you think that the time that Peeta helped Katniss by giving her bread will affect the way she feels towards him in the arena?” The teacher should also have made copies of the “Myself as a Tribute” worksheet for each student. ** Procedure: ** ** Assessment: ** The group discussion will serve as the primary assessment of how the class is doing, and the individual copies of the Viewing/Discussion Guide will show that each student understands the material. The “Myself as a Tribute” Worksheet will also be a form of assessment.
 * 1) As students enter the classroom, they should answer the journal prompt for the first 5-7 minutes of class.
 * 2) The teacher should allow a few students to share their answers.
 * 3) The teacher should show the //Survivor// clip to the students (Stop at about 6 minutes)
 * 4) The teacher should then distribute the Viewing/Discussion guide and allow students to answer the questions in groups of 2-3. Each person should still fill out their own copy of the Viewing/Discussion Guide.
 * 5) The groups should then share their answers.
 * 6) Each student should get a copy of the “Myself as a Tribute” worksheet and complete it for the remaining time in the period.
 * 7) Students should finish the worksheet as well as read Chapter 8 for homework.

Survivor Viewing/Discussion Guide 1) How is this video clip the same as what we read in the Hunger Games with the beginning of the games? 2) How is this clip different? 3) Why do you think the two experiences are different?

**//__ Day 9 __//** ** Purpose: ** ** Preparation: ** Students should have read Chapter 8 for homework and completed the “Myself as a Tribute” worksheet. The journal prompt should be written on the board: “Why do you think Peeta asked to be coached separately? What are the advantages and disadvantages of this choice? How would you feel if you were Katniss?” The teacher should have a copy of the “Reflect/Predict” handout made for each student. ** Procedure ** : ** Assessment: ** The class discussion will be a formative assessment. The Reflect/Predict paper will be a formative/summative assessment for the first part of the novel.
 * 1) As students enter the classroom, they should respond to the journal prompt for the first 5-7 minutes of class.
 * 2) The teacher should allow a few students to share.
 * 3) The teacher should also ask a few students to share their thoughts about the reading. Do they have any favorite parts? Any questions?
 * 4) The class should read Chapter 9 together as a class. The students may read it out loud or the teacher may chose to play a recording from a Book on Tape. To ensure that the students are paying attention, the teacher should stop and ask the following questions at the appropriate parts:
 * 5) Why is it important that Katniss learn to walk in a dress and high heels? Why does this matter if she is about to enter an arena that is essentially in the wilderness?
 * 6) What do you think of Cinna and Katniss’s relationship? Do you think he is important to her?
 * 7) Why do you think that the people of the Capitol like her? And why does their opinion matter?
 * 8) How does The Capitol’s feelings about growing old versus District 12’s reflect their class differences?
 * 9) What do you think of Rue?
 * 10) What do you think of Peeta’s proclaimation in the end? How did that change things?
 * 11) The teacher should then pass out the “Reflect/Predict” worksheet to each student.
 * 12) The students should have the remaining time in the class period to work on this project, and part of the time on Day 10.

**//__ Day 10 __//** ** Purpose: ** ** Preparation: ** Students should have read Chapters 1-9 so far. They should have begun working on the Reflect/Predict paper on Day 9. The teacher should have a copy of the Themes chart for each student. ** Procedure: ** ** Assessment: ** The Reflect/Predict paper serves as a formative/summative assessment for Part 1 of the book/unit. The Theme chart and related discussion will also serve as a formative assessment.
 * 1) Students should have about 20-25 minutes to finish working on their Reflect/Predict paper. They should turn them in when they finish. If they have downtime, they may begin to read Chapter 10.
 * 2) At the end of the work period, the teacher should collect the remaining papers.
 * 3) The teacher should ask students to give them themes that they have found so far in the book. They should be written on the board. This list should be compared to the list prepared earlier in the unit. If students do not come up with the proper themes, the teacher may assist.
 * 4) The teacher should divide the class up into groups and assign each group a theme. They should begin to fill the Theme Chart out for their assigned theme.
 * 5) When the groups are done, they will present their findings to the class, and the class will copy down notes on their charts.
 * 6) For homework, students should read Chapter 10.

Themes in //The Hunger Games//
 * Theme || Definition || Textual Evidence ||

**//__ Da y 11 __//** ** Purpose: ** To get students to fully understand the urgency revolving around the cornucopia (in the novel) which they will read about that night for homework. ** Preparation: ** The students should have read chapter 10 for homework. The teacher should also have prepared the game and set objects that will help the students in the floor on the center of the room. ** Procedure ** : ** Assessment: ** The class discussion after the activity will be a form of formative assessment.
 * 1) As students enter the room, they should be assigned a team. They should report to that team’s home location and not touch any objects at the location or in the center of the floor. Some teams should have information/objects already on their tables.
 * 2) The teacher should begin to explain the rules.
 * 3) The students should have 30 seconds to rush to the center of the room and grab what they can/what they think will help them the most. At the end of the 30 seconds, the teacher should instruct the students to go back and take inventory of what they have with their teams.
 * 4) The teacher should begin asking a series of questions (from Trivial Pursuit or another game). The teacher should have preselected questions so that the teams will be able to find the information with some of the resources given. The teacher should also call on teams to answer unfairly.
 * 5) At some point during the game, the teacher should pause
 * 6) At the end, tally the scores and designate a winner. The winner should get some kind of prize (such as candy or a homework pass)
 * 7) Have a debrief.
 * 8) What was frustrating about this activity?
 * 9) What do you wish you would have grabbed?
 * 10) Do you think this activity was “fair”?
 * 11) In //The Hunger Games//, we are about to see the Tributes enter the arena. How do you think this will compare? What kind of strategy would you come up with if you were about to enter the arena? Would you go to the cornucopia or run for the woods?
 * 12) For homework, students should read chapters 11 and 12.

**//__ Day 12 __//** ** Purpose: ** To discuss Chapters 11 and 12 and examine elements of writer’s craft in //The Hunger Games//. Also to discuss //Survivor// in relation to the novel and get students to understand the difference between “reality” in the book and “reality TV.” ** Preparation: ** Students should have read Chapters 11 and 12. The teacher should have clips of //Survivor// prepared: ([] – begin at 1:30) and a copy of the viewing guide for everyone. ** Procedure: ** ** Assessment: ** The class discussion and viewing guide will serve as a formative assessment for this unit.
 * 1) When students enter the room, the teacher should have the //Survivor// clip ready to play.
 * 2) The teacher should distribute the viewing guide and briefly go over directions with the students.
 * 3) Play the clip. As students watch the clip, they should fill out the guide, but they should mostly fill it out after. They should be given 5-10 minutes to finish the worksheet when viewing is done.
 * 4) Break into groups and discuss the worksheet.
 * 5) Bring groups together and discuss as a whole class.
 * 6) For homework, students should read chapter 12-13.

Survivor Viewing Guide 1) How does the process for gathering supplies differ from what we saw in //The Hunger Games?// 2) How do you think the games would be different if each Tribute was given a designated backpack with supplies already in it? 3) How would the Games be different if it was simply about being eliminated rather than dying, like //Survivor//? 4) How does this clip compare with the game we played yesterday? Did certain groups have an advantage over the other?

** Purpose: ** To discuss “Muttations” and the idea of creating objects to do your bidding. ** Preparation: ** Students should have read chapters 12 and 13 for homework. Teacher should have a copy of the “Design-a-Muttation” Worksheet for students. The daily journal prompt should be on the board: “What Mutts do you think the school would have if they could create them?” ** Procedure: ** ** Assessment: ** The class discussion will be the primary formative assessment for this day.
 * //__ Day 13 __//**
 * 1) As students enter the classroom, they should begin writing about the journal prompt. They should have 7-10 minutes to write.
 * 2) The teacher should begin by asking an introductory question: What are mutts? What examples do we see in the book?
 * 3) The teacher should then ask students to share their answers. How do the mutations they came up with compare to those in the book?
 * 4) Students should discuss the significance of mutts. The teacher should lead them towards the idea of manipulation by authority. Why is only the capitol granted access to the mutts? Why don’t they make mutts to assist with, for example, coal gathering in District 12? If the Capitol can manipulate animals like that, what’s stopping them from manipulating people to create hybrids? (we find out later in the series that they sort of do this to Peeta by changing and twisting his memories)
 * 5) The teacher should pass out the Design-a-Mutt worksheet and students should complete it with the remaining time. If they finish early, they should begin to read chapters 14 and 15.
 * 6) Students should read Chapters 14 and 15 for homework.

Design-a-Mutt Worksheet ** Instructions: ** You are a worker for the Capitols Research and Development team. They have given you the task of creating a new Mutt, but they aren’t sure what to make it for. Come up with a name for your mutt, and what it can do. Then, draw a picture of it and label any essential parts. Example: **The Jabberjay**- made to retrieve information and act as spies on the districts. Mocking jay with more intelligence than normal. ** The name of my Muttation is: _____ ** __ ** What it does: ** __ ** Picture: **

**//__ Day 14 __//** ** Purpose ** : To further analyze the differences between the districts and the way the capitol affects them. ** Preparation: ** Students should have read Chapters 15 and 16 for homework. Students should also have completed the Map activity and have analyzed the imports/exports of the districts, which was done earlier in the unit. The journal prompt should be written on the board: “How would you feel if your whole life was dedicated to producing something that you don’t even to get to take advantage of?” ** Procedure: ** ** Assessment: ** The class discussion will be the form of assessment for this day.
 * 1) Students should be given 7-10 minutes at the beginning of class to write a response to the journal prompt.
 * 2) The students should discuss the journal prompt. They should try to identify times in our history where people have worked and not gotten anything from it, and compare it to the situation in //THG//. For example, students may discuss Slavery or migrant workers.
 * 3) The class should talk about why they think that the capitol made this policy. For example, why aren’t they allowed to eat the crops that they grow in District 11?
 * 4) Then, the class should discuss the differences between District 11 and District 12 that we find from Katniss and Rue’s conversation. (Copy pages 282-283 onto a transparency for students to see).
 * 5) The class should also discuss Rue. Would they take her as an ally, or would they have aligned themselves with the Careers, or stuck to themselves? What do they think of Katniss’s decision to align herself with her?
 * 6) Last, the students should talk about Katniss’s plan to hurt the Careers. Do they think it is stupid? Would they have done the same thing?
 * 7) For homework, students should read chapters 17 and 18.

**//__ Day 15 __//** ** Purpose: ** To analyze the way a particular passage was written and get the students to determine what it is that’s so striking about that passage. Also, to discuss acts of defiance within the novel. ** Preparation: ** The students should have read chapters 17 and 18 for homework. The journal prompt should be on the board: “What did you think of the events in 17 and 18? How do you think Katniss’s strategy will change with the declaration at the end of chapter 18? What would you do?” ** Procedure: ** ** Assessment: ** The discussion will serve as the formative assessment for this section.
 * 1) As students enter the classroom, they should have 7-10 minutes to respond to the journal prompt.
 * 2) The teacher should allow a BRIEF discussion of the journal prompt.
 * 3) The teacher should ask students to take their books out and open to Chapter 18.
 * 4) The teacher should distribute sticky notes (2-3 whole stickynotes for each student) and explain that they will use these to mark special passages in the book as they read (so that they don’t have to mark in the book).
 * 5) Students should follow along as the teacher reads Pages 233-238 (Rue’s death scene) and mark elements of the passage that they feel make the passage special or striking. They may need some time after to reread the passage themselves and remark areas.
 * 6) Ask students to share their answers in groups. Why did they pick the passages? Do these passages relate to each other in any way? Most of the responses should have to do with imagery in the section and the way that Collins incorporates such emotion into the actions. The teacher may help the students figure this out if they don’t seem to be catching on.
 * 7) The teacher should ask the students to break up into groups and try and write the passage without any descriptions or emotion.
 * 8) When they are done, the class should discuss what they have written. Would they rather read their version or Collins’ version? Why?

Formative Assessment: The Hunger Games **//__ RESPOND/REFLECT/PREDICT (Part 2) __//** We have now finished reading Part 1 of //The Hunger Games//. It is time to respond to the text, reflect on what we have learned, and predict what we think will happen. To do this, chose an activity from each row of the chart below. Think if it like you are playing Tic-Tac-Toe. To win the game, you have to get three in a row. Likewise, to complete this assignment, you must get three in a row VERTICALLY or DIAGONALLY (unfortunately, horizontally is not an option). Choose options that you are comfortable with to demonstrate your knowledge and application of //The Hunger Games//. If there is an activity that is the SAME or SIMILAR to one you chose for the last assignment, you MAY NOT do it again.
 * ** R **


 * e **


 * s **


 * p **


 * o **
 * n **


 * d ** || Write a letter to a character in the novel so far. Tell them how you feel about them, what you think of their actions, what you wish they would have done differently. || How do your predictions that you wrote as a part of the last R/R/P compare to what actually happened? List two predictions you made and explain how they are different from what actually happened in the novel. || Pick 2 quotes or passages from Part II that you really liked. Copy them out of the book and annotate them as we did in class with the section about Rue. Next to what you underline, write a little about it. Why did you underline what you underlined? Why do these underlines make the passage more touching or striking? ||
 * ** R **


 * e **


 * f **


 * l **


 * e **


 * c **


 * t ** || How did Part I compare to Part II? Did you find it more interesting or harder to read? Why? Write 1-2 paragraphs explaining your thoughts about the differences || How does the relationship between Katniss and Peeta change in this part? || We have watched clips of //Survivor// to supplement our reading of //The Hunger Games//. While //Survivor// is a show with “real people” it doesn’t necessarily represent “real life.” How is //Survivor// different from the Games featured in //The Hunger Games?// What connections does //The Hunger Games// have to real life? ||
 * ** P **


 * r **


 * e **


 * d **


 * i **


 * c **


 * t ** || Simply, what do you think will happen? Will Katniss win? How far will Peeta make it? Do you think that they will work together, or work with other participants? Write 2-3 paragraphs about your predictions for the rest of the novel. || Write the ending of the novel from the Winner’s perspective. Who is it? Who else has made it to the end? Write at least 2-3 paragraphs. ||  ||

**//__Day 16__//** **Purpose:** For students to analyze what they have read so far and respond, reflect and predict about it. **Preparation:** Students should now have read the whole of Parts 1 and 2. The teacher should have copies of the Respond, Reflect Predict handout for each student. It may also be advantageous to have a laptop cart or some space where students can use computers. **Procedure**: ** Assessment: ** The students responses to the handout will serve as a formative/summative assessment.
 * 1) The teacher should pass out the hand out and explain the directions.
 * 2) Students should have the remainder of the class period to work on their assignment. Whatever does not get done in class should be homework.
 * 3) They should also read Chapters 19 and 20.

**//__ Day 17 __//** ** Purpose ** : To further examine the relationship between Katniss and Peeta and see how it has changed throughout the novel. ** Preparation: ** Students should have read Chapters 19 and 20 for homework. The journal prompt should be written on the board: “How has the relationship between Katniss and Peeta changed throughout their experience in the games?” ** Procedure ** : ** Assessment: ** The group discussion at the end as well as notes from the group work will serve as a formative assessment.
 * 1) The teacher should ask the students to take out their books and again distribute sticky notes to each student. She should tell the class that they are going to examine the relationship between Katniss and Peeta and how it has changed from when we first met them to the point in the book that we are in now.
 * 2) The teacher should break the class into groups. There should be a transparency of “Group Jobs,” and each person within the group must have a job to do during the group work.
 * 3) The groups will read the passages and identify why they are important to Katniss and Peeta’s relationship. They should then figure out and write about how their relationship has evolved.
 * 4) The groups should have most of the class period to work. 10-15 minutes should be saved for discussion at the end. The groups should produce something that they can turn in at the end of the period.
 * 5) Students should read chapter 21 and 22 for homework.

**__ Group Member Jobs __**
 * Recorder ** : records all the information talked about by the group.
 * Time/Task Keeper ** : Manages the time that the group has and keeps everyone on task.
 * Reader ** : Reads the passages out loud.
 * Discussion Leader ** : Leads the group’s discussion, asking questions and getting everyone to participate
 * Presenter/Speaker ** : Will present the information to the class when asked.

**__ Passages to Read: __** p. 28-31 (Katniss and Peeta’s bread encounter) p.88-84 (Katniss and Peeta on the roof) p.88-91 (Talking about Training) p. 140-142 (On the roof again) p. 193-194 (Tracker Jackers) p. 252-254 (Finding Peeta) p. 260-251 (Kissing) p. 273-277 (Syrup)

In each passage, identify why it is important in regards to the relationship between Katniss and Peeta. Then, work together as a group to identify how Katniss and Peeta’s relationship has evolved.


 * //__ Day 18 __//**
 * Purpose: **
 * Preparation: ** The students should have read chapters 21 and 22 for homework. The previous day, they should have completed group work about the relationship between Katniss and Peeta. The journal prompt should be written on the board: “Why do you think Katniss chose to risk everything to save Peeta? Do you think that she really loves him or she is just playing along? Why?”
 * Procedure: **
 * 1) Students should have 7-10 minutes at the beginning of class to respond to the journal prompt.
 * 2) Students should share their answers. They should debate whether they think that Katniss really has feelings for Peeta. It may be helpful to have everyone who thinks she is in love go to one side of the room, and everyone who thinks she is faking it go to the other.
 * 3) Discuss the novel. Touch on the following questions:
 * 4) Why does Katniss always think of her Mother and Prim while she is in the arena?
 * 5) Do you think that the amount of times that Katniss thinks of people correlates to how much she really cares for him? Does this correspond with what we discovered yesterday with Peeta? Do you think that she is thinking about him more often now?
 * 6) Why do you think that Thresh saved Katniss’s life just because she helped Rue? Thresh and Rue probably didn’t know each other before the arena. Do you think that Katniss would have done the same thing for someone who helped Peeta?
 * 7) What do you think Peeta means when he says “Haymitch said you would take a lot of convincing.”?
 * 8) Why do you think it makes Katniss uncomfortable to be sharing these intimate moments with Panem? Think back to the time that she refused to look at Peeta while he was wearing nothing while she was washing his shorts. Is this relating? How might this relate to Katniss’s upbringing in the Seam?
 * 9) If there is any time left in the class period, students should begin to read Chapter 23.
 * 10) Students should read Chapter 23 and 24 for homework.
 * Assessment: ** The discussion will serve as a formative assessment for this portion.


 * //__ Day 19 __//**
 * Purpose: ** To examine food as it relates to both class/status and survival in //The Hunger Games//.
 * Preparation: ** The students should have read chapters 23-24. The teacher should have copies of the Food worksheet for each student, as well as a copy as a transparency.
 * Procedure ** :
 * 1) The teacher should begin by asking students what they thought of the reading. A few students should briefly share their favorite parts.
 * 2) The teacher should engage the students in a discussion about the food throughout the novel.
 * 3) Why is food used as a reward?
 * 4) Why CAN food be used as a reward?
 * 5) Does food have anything to do with the Tribute’s motivation for winning the games? Their families will be provided for if they win, i.e. their suffering alleviates suffering and hunger for their families.
 * 6) The teacher should hand out the worksheet and have students work on it.
 * 7) The class should discuss the answers to the worksheet. They should turn the worksheet in at the end of the hour.
 * 8) Students should read Chapters 25 and 26 for homework. They may begin this if there is time left over.
 * Assessment: ** The worksheet and discussion will serve as a formative assessment for students.

Food Worksheet 1) What do Katniss and her family eat while they are at home in District 12?

2) What does Katniss eat while she is in the Arena? How does this compare to what she eats in District 12?

3) What do people eat in the capitol?

4) Do you think that the food that the tributes eat in the arena is different from what tributes from “richer” districts eat while they are at home?

5) How does food help Katniss and Peeta throughout the novel?

6) How does/can food hurt them?


 * //__ Day 20 __//**
 * Purpose: ** To have students think about how Katniss and Peeta’s actions defied the capitol.
 * Preparation: ** Students should have read Chapters 25 and 26 for homework. When students come in, the writing prompt for the day should be on the board: “Respond to the end of the book. How did Katniss and Peeta’s actions defy the capitol? Do you think they will be punished? Was it fair for the capitol to change the rules at the last second? Did you see this coming?”
 * Procedure **
 * 1) As students enter the classroom, they should respond to the prompt. They should get about 10-13 minutes to respond.
 * 2) The class should discuss their answers. The teacher should prompt them if they are not answering the right questions.
 * 3) Why was it more important to the capitol to have a winner? Why not let Katniss and Peeta both die for effect?
 * 4) Why does the Capitol pad Katniss’s body so she doesn’t look so skinny? Why try to hide what they did to her?
 * 5) After the discussion, the class should read Chapter 27 together.
 * Assessment: ** Discussion will serve as the assessment for this day.


 * //__ Day 21 __//**
 * Purpose: ** To compare two other pieces of literature with //The Hunger Games//.
 * Preparation: ** The teacher should have copies of //The Lottery// by Shirley Jackson ([]) and //Most Dangerous Game// by Richard Connell ([]).
 * Procedure ** :
 * 1) The teacher should break the students into groups of 4.
 * 2) In each group, two people will read //The Lottery// and two people will read //Most Dangerous Game//.
 * 3) The students should read the short stories individually.
 * 4) When they are done reading, they may work with the other person in their group who read the same story. They should prepare a presentation for their group including the following information:
 * 5) A basic summary of the story. Who are the main characters? What happens?
 * 6) A quick comparison of the main character to Katniss.
 * 7) How does this book compare to the Hunger Games in terms of plot?
 * 8) Students should then take turns presenting their information in partners.
 * Assessment: ** The group presentations will serve as formative assessment. The teacher should circulate and listen to a bit of each group’s presentation.


 * //__ Day 22 __//**
 * Purpose: ** for students to reflect and analyze the text through the summative assessment.
 * Preparation: ** The teacher should have copies of the summative assessment assignment sheet for each student. The students should have read all of //The Hunger Games.//
 * Procedure ** :
 * 1) When students enter the classroom, the teacher should pass out the summative assessment assignment sheet. They should explain the “menu” format of the assignment. The students will choose one main course that they MUST complete, and two smaller “side dish” items to complete. The teacher should give due dates for each stage of the process.
 * 2) Due date for first draft of main course.
 * 3) Due date for ONE side dish.
 * 4) Due date for final draft of main course.
 * 5) Due date for ONE side dish.
 * 6) Due date for appetizers.
 * 7) Due date for Dessert (reflection)
 * 8) The teacher should take any questions, and then release the students to work on the assessment.
 * Assessment: ** The projects that the students create will be the summative assessment for the unit.

As students enter the room, they should begin to work on their projects.
 * //__ Days 22-25 __//**
 * Purpose: ** for students to reflect and analyze the text through the summative assessment.
 * Preparation: ** the students should have copies of the summative assessment and should have begun working on it.
 * Procedure: **