10+Lessons+(Bartley)

First 10 Lessons for //The Hunger Games// == You have good text-centered activities and your questions point toward thematic issues. I can't tell what you are requiring without seeing the many worksheets, but in general it is good for students to locate relevant passages and respond in complete and extended discourse. For example, you say, ==

how the information on the worksheet demonstrates the relationship between Class/Social Status and the characters in the novel.
== A more analytic approach would be to have them review a passage and write about the representations of class and social status. Whatever their responses don't cover in discussion you can prompt with further questions, but you want them to initiate the discussion with observations in their own in extended discourse. == 10/10


 * //__ 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.

==** 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: [|I h] == ** Procedure: **
 * 1) As students enter the classroom, the journal prompt for the day should be on the board: //What do you think of when you see the word “Hunger”?// Students should respond to this prompt in their journals for the first five minutes of class.
 * 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.


 * 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. From reading the back of the book, students should list 2 or more traits that they believe that Katniss will have or need to have to be both a strong lead character and a strong competitor in the games. They should also list 2 predictions that they have about the novel.

I think you should start reading on Day 1

 * //__ Day 2 __//**


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


 * 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, and predictions for the novel.

** Procedure ** : This is a good time for them to generate their own questions about the reading.

 * 1) The teacher should begin by having students share their answers from the homework last night. Predictions should be written on a poster board or overhead that can be kept and referenced throughout the unit.
 * 2) The class will then begin to read Chapter 1 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. The teacher should stop at appropriate points in the reading and ask the following questions:
 * 3) What do you think the “Reaping” is?
 * 4) Why do you think that Katniss and Gale joke about the Reaping?
 * 5) Why do you think children get dressed up for the Reaping?
 * 6) Why doesn’t District 12 produce many winners?


 * Assessment ** : As the class finishes the reading, or for homework if the reading is not finished in class, students should answer the following question in their journal: “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?” Students should also read Chapter 2 and Chapter 3 for homework.


 * //__ 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 then facilitate a class discussion, including the following questions:
 * 3) Do you think it was easy for Katniss to support her family? What would have happened had she not?
 * 4) Why do you think Peeta gave Katniss the bread even though he knew he would get punished?
 * 5) Why do you think the Justice Building is so lavish when the rest of the district is so Poor?
 * 6) What does this say about the capitol?
 * 7) Why was it important for Katniss to learn how to hunt?
 * 8) Why is it important for Katniss to make sure that her family will be provided for while she is away?
 * 9) Does Katniss believe she will win?
 * 10) 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?
 * 11) How do you feel about Haymitch? What do you think his role will be in the book?
 * 12) 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.
 * 13) 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.
 * 14) Distribute the Map Worksheet and have students work on it. They may work in groups.
 * 15) == I like the map activity, and if you do this first, it may help them think of answers to # 1-4 ==
 * 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.

**//__ 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) On some days consider reading aloud or silently a passage that refers to these questions and let students respond in writing or speech. This reinforces finding evidence for generalizations made about the novel.
 * 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 **//__ 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. **//__ Day 7 __//** ** Purpose: ** To begin to examine the relationship between Katniss and Peeta, and how their differences in class and status in District 12 affect it. ** 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. **//__ Day 8 __//** ** Purpose: ** To have students compare the TV show //Survivor// to //The Hunger Games// and have the students start to think about strategy and survival in the arena. ** 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. **//__ Day 9 __//** ** Purpose: ** To have students engage in literary discussion about Chapter 8 and begin to analyze what they have read by reflecting on it and then predicting what will happen. ** 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. **//__ Day 10 __//** ** Purpose: ** to give students additional work time to continue reflecting on the text that they have read so far. They will also begin to talk about the overall themes of the novel. ** 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) 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) 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.
 * 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.
 * 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.
 * 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.
 * 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.