An Enrichment Activity for Grade 7 English

The Amazing Race: The Hunger Games: A Hug A Book Adventure

(A Project-Based Learning (PBL) activity that entices students to embrace reading habits through innovative games that links to conflict-resolution, decision-making, and team-building)

Theme: Reconciling the Past and the Present

Selection: The Hunger Games: A novel by Suzanne Collins

Enduring Understanding:

1. How does man’s choices affect his life and others?2. How important relationships and decision-making in relation to

societal norms?3. How does the influence of relationships change a person's identity positively or

negatively?

As we weave the old and the new, students must able to:

1. Use one’s schema to better understand a text (EN7RC-III-a-8)2. Determine the key message conveyed in the material viewed (EN7VC-III-a-13)3. Discover literature as a tool to assert one’s unique identity and to better understand

other people. (EN7LT-III-a-5);4. Compose a series of journal entries (EN7WC-III-c-2.8.5);5. Express ideas, opinions, feelings and emotions during interviews, group/panel

discussions, forums/fora, debates, etc. (EN7OL-III-a-1.3);6. Use lexical and contextual cues in understanding unfamiliar words and expressions

(EN7RC-IV-a-12.3);7. Follow steps in a process (EN7LCIII.e3.6).

Essential Questions:

1. What is “utopia”?2. What is dystopian society?3. What is conflict-resolution?4. How does one’s choices affect one’s life and others?5. What is/are the importance of relationships and decision –making in relation to societal

norms?6. How can you contribute to create change?

Subject integration: English, Science, Mathematics, Health and Art, Social Studies and Values Education

Critical Thinking SkillsProblem Solving SkillsCollaborationICT SkillsCreativity Media Literacy

Communication

Culminating Event /Product: Completing the challenges during the Amazing Race tasks

Time Frame: 3rd Grading Period ( October-December/varies)

Project Details:

Panem was finally put to rest from the cruelty of war and dystopian society has been ended. The society is able to live a better life than they used to be., Katniss Everdeen’s last stand comes with a price, but more than that, it forever changes the power struggle of Panem.

Time ticks so fast… In another space and time, Katniss saw through the hour glass, that man never learns. The greed for wealth and power will soon create another Panem.She sighed, with the thoughts that man must learn not to repeat history in pain; Man must learn not to repeat same mistakes in a world where life evolves.

She called her daughters Kyra and Gian to help her save the future. The sisters must time travel and made sure the generations of today will learn that though at times that there is a need to fight for peace, it doesn’t mean one must kill.

The sisters time travel. They have reached General Santos and need to meet you, young people.They are here to share and train you to be more responsible in keeping and protecting the peace they fought for in another time.

It’s Time!

Task 1: Advocacy Begins The entire class will have a conference form in discussing the following using a PPT, video clips

Topics: 1. Conventions of Dystopian Fiction 1. Conventions of Dystopian Fiction.pptx

2a. Selecting information from the opening of the novel

2b. Comparing and contrasting similar texts

Task 2: Face to Face

2.1. In this task, students will be using Ppt, video clips and the like to discuss about:1. Types of Conflicts https://www.youtube.com/watch?v=rg_10OfdEss2. Situation analysis

Types-of-conflict-worksheet-1.rtftypes-of-conflict-worksheet-2.rtftypes-of-conflict-worksheet-3.rtf

3. Arriving to the conflict-resolution4. Video clips to watch:

Conflict resolutionhttps://www.youtube.com/watch?v=KY5TWVz5ZDUHow to deal with conflict https://www.youtube.com/watch?v=QLbGHQo4qnA

2.2. Using the Infographics , students will write their reflection using Microsoft word.

Task 3: The Novel

Novel PreviewBefore reading the novel, students are given the following guiding questions as journal topics and later as part of a class discussion:

What do you value above everything else? What does it mean to survive? What is the most you would do to survive? What images does the title of the novel bring to mind

Task 4: Into the BIG SCREEN

This is a Film viewing time for the students to understand more the story in a cinema presentation.

*Guide Questions. Answer the following guide questions in your Student Journal.

1. What are the similarities and differences between the way televised entertainment is presented in the book and the way it exists in our society? 

2. Why do you think the author chose to tell the story from Katniss’s point of view?  

3. Interpret the author’s choice of the mockingjay as an important symbol in the novel. What does it symbolize, 4. and why is that important? 

5. Explore Katniss’s ambivalent feelings for Gale and Peeta and why her character might have trouble forging close relationships. 

6.  How does the inequality and hopelessness of their plight seem different at the beginning of the book and at the end? Use examples from the novel or in the movie in your discussion. 

7. Discuss how the society of Panem is both similar to and different from our own, particularly as regards class and social inequality. 

8.  How does controlling the populations benefit the government?

9. Explain the sacrifice, selflessness, compassion, and empathy demonstrated by Katniss and Peeta, and give examples of how the pair displayed these traits.

10. How does their empathy affect the outcome of the Games for them, the citizens of the Capitol, and the other districts? 

Task 5: TEAM POWER In this week, students will focus now in their preparation for the amazing race.

1. Group Name ( In collaboration and integration to science, students must choose a name from the elements or they can have their own name .)

2. Banner design (The team can have their original designs for their banner or logo.)

3. Gear prep(The team can decide what to wear during the game as long as it adheres to school’s

policy in terms of dress code.)4. Photo shoot

( In coordination and integration of the arts, students in the School of the Art: Media Arts will do the photo shoot for documentation.)

5. Taping for trailer (using Microsoft moviemaker, vegas pro,etc)( In collaboration of English classes from the junior high ( Grade 10 ) to Senior High (Grade 11), there will be a trailer in preparation for the

advertisement of the Project-Based Learning to entice students to enhance their reading habits.)

Task 6: Crossing borders1. Fill up passport application forms2. Briefing at the Department of foreign Affairs

Task 7: The Amazing RaceThe tasks have been divided into a number of phases in collaboration of the other subject areas where students as a team can perform their tasks. These tasks are divided into two categories: Category A : In series activities

District 1 Luxury -Mathematics activityDistrict 2 Masonry – Gear PreparationDistrict 7 Lumber -Props preparationDistrict 8 Textiles – United Nations DayDistrict 9 Grain - TLE activity

Category B: Actual Game

Each team will be given a route info and instructions to play the amazing race.

MARK YOUR TRAILS! 1. The capitol will be the immigration where your passports will be

marked.2. Before you play any district you must get your passport marked.3. NO PASSPORT NO POINTS individually.

WORD MAPPING! http://teacher.scholastic.com/resources/hunger-games-for-teachers/pdfs/F_Mockingjay_WordHunt.pdf

Game Instructions:1. Get one word map and follow the instructions given.2. After you find all the words, paste 1 team’s banner to mark it as your team’s word map finished

game.3. Indicate the ff: time started:________ time finished:______

TOWER POWER!1. Build the highest tower as you can.2. Use only match sticks in the 2 boxes,

Scotch- tape and scissors.3. Indicate the ff: time started:________ time finished:______

SAIL AWAY!1. Build the boat you can ride as a team.2. Use only the following materials:Manila paper/news papers provided, scotch-tape, scissors, and your

gears3. Then sail as a team inside the boat you made and follow the knots where to sail for the next destination.4. Indicate the ff: time started:________ time finished:______

Kahoot it! 1. Each team will play the game.2. Play Kahoot it! @ GFS ICT Room3. Have fun and unlock the keys to enjoy the story.

( The team’s top 5 highest points will be added and become the groups’ score in this round.)

Rescue Me!

RESCUE ME!1. Peacemakers, you need to learn the basics of first –aid.2. Red-cross Capitol head Ms. ANNA DONAIRE will assist your team.3. You save 1 peacemaker in this journey.

PEACEMAKER of the day! 1. TEAM 1: MS. MARIZEL MALABUYOC Instructions: Explain to the person of the day the need to have her picture taken with your entire team in a WACKY PICTURE theme. ( 2 pictures )

2. TEAM 2 & 4: MR. MARVELOUS SENARILLOUSInstructions: Explain to the person of the day the need to have his picture taken with your entire team in a HAPPY PICTURE theme. ( 2 pictures )

3. Team 3 & 5: Ms. Anna Donaire Instructions:

Explain to the person of the day the need to have his picture taken with your entire team in a HAPPY PICTURE theme. ( 2 pictures)

Dance for Kindness Day: It is a worldwide event in celebration of World Kindness Day which falls on November 13. Groups from across the globe join together to perform a Kindness Freezmob/Flashmob to the same song, same dance, all happening on the same day. The purpose of Dance for Kindness is to show that regardless of the differences in race, religion, ethnicity culture and background, the common thread that ties us together is kindness.

The Dance for Kindness flagship location is located in the heart of NYC, Times Square. The event takes place on the second Sunday of November

which usually just follows World Kindness Week.

International Annual Collaboration using Skype, youtube ,FB and emails.

This is participated by all types of learners in GSC SPED IS along with their parents, siblings and the community. Our year 3 to participate in this advocacy , that in kindness, conflicts will be eradicated and conflict will be avoided.

(After all tasks are completed, the team leaders will collect all passports. These passports are to be included in their team’s portfolio .)

Task 8: Memorabilia

(This week the team will have a Reflection Time about their experiences before, during and after their PBL to be presented in their Team’s Portfolio.)Guide Questions:1. What are my insights about the game as:

i. a leader/ team player?ii. a team

2. What are the challenges I have met during the game in every district?3. How we managed those challenges?4. Was there any conflict transpired during the game?5. What are the tips or strategies used in every district in solving each task?6. Suggestions/comments:

6.1. The race6.2. The games in each district6.3. What to add for the race

Task 9: Capitol Celebrates:

Awarding with certificates and medals

1. Best Team 2. Top 5 in each team for District 3 Challenge 3. Best Banner Design4. Best Tshirt Design5. Best Gear6. Best Logo7. Best Porfolio

Task 10: Enrichment/Valuing:

SKYPE TIME! Engaging 53 Grade 7 students ( fast learners and children with special needs : hearing impaired , mild autism, and visual impairments with an Inclusion teacher interpreter ) , through Skype how to be safe on line with Microsoft Philippines Corporate, External and Legal Affairs (CELA) Director, Atty. Raul Cortez.

Scaffolds:The Hunger Games Introductory lecture and objective https://www.enotes.com/topics/the-hunger-games/teacher-resources

Novel Preview http://www.brighthubeducation.com/middle-school-english-lessons/111784-the-hunger-games-student-activities-and-games/

Collins, Suzanne. The Hunger Games. Scholastic Press: New York, 2008. Word Hunthttp://teacher.scholastic.com/resources/hunger-games-for-teachers/pdfs/

F_Mockingjay_WordHunt.pdf

Crossword Puzzlehttp://teacher.scholastic.com/resources/hunger-games-for-teachers/pdfs/

E_Mockingjay_Crossword.pdf

PBL Trailer uploaded https://youtu.be/AGOLcVmV9EI

Answer keyhttp://teacher.scholastic.com/resources/hunger-games-for-teachers/pdfs/

H_Mockingjay_AnswerKey.pdf

PBL: The Hunger Games: Hug A book Adventure https://play.kahoot.it/#/?quizId=1b0bbdc7-8f99-4140-813a-ab8f9c039a39

Rubrics : Rubric for Essay

http://www2.gsu.edu/~mstnrhx/457/rubric.htm

Peer Assessment Collaboration Rubrichttp://www.intel.com/content/dam/www/program/education/us/en/documents/project-design/density/density-peer-rubric.pdf

Supports:

School Head TeachersParents Students

Sample Rubrics used:

Student Portfolio Rubric

Points Required items

Concepts Reflection/Critique Overall Presentation

90-100 All required items are included, with a significant number of additions.

Items clearly demonstrate that the desired learning outcomes for the term have been achieved. The student has gained a significant understanding of the concepts and applications.

Reflections illustrate the ability to effectively critique work, and to suggest constructive practical alternatives.

Items are clearly introduced, well organized, and creatively displayed, showing connection between items.

75-89 All required items are included, with a few additions.

Items clearly demonstrate most of the desired learning outcomes for the term. The student has gained a general understanding of the concepts and applications.

Reflections illustrate the ability to critique work, and to suggest constructive practical alternatives.

Items are introduced and well organized, showing connection between items.

60-75 All required items are included.

Items demonstrate some of the desired learning outcomes for the term. The student has gained some understanding of the concepts and attempts to apply them.

Reflections illustrate an attempt to critique work and to suggest alternatives.

Items are introduced and somewhat organized, showing some connection between items.

40-59 A significant number of required items are missing.

Items do not demonstrate basic learning outcomes for the term. The student has limited understanding of the concepts.

Reflections illustrate a minimal ability to critique work.

Items are not introduced and lack organization.

0 No work submitted

     

Based on Pierette Pheeney, in The Science Teacher, October 1998

.Holistic Rubric for Essay QuestionsResponse Criteria Rating

Exemplary

Clarity of thought, Complete. Shows understanding of all processes, reasonable hypothesis or thoughtful questions, conclusions supportable by data, shows creativity, some graphic representation of data or concepts.

CompetentClarity of thought, shows understanding of major processes, includes good hypothesis or questions, draws acceptable inferences and conclusions, may have graphic representations.

Minor Flaws Completes the assignment, but explanations may be slightly

ambiguous or unclear, may contain some incompleteness, inappropriateness, or unclearness in representation, hypothesis, understanding of processes, or conclusions.

Nearly Satisfactory

Begins successfully, but omits significant parts or fails to complete, may misuse scientific terms, representations may be incorrect or omitted, incorrect or incomplete in analysis, inferences and conclusions.

Fails to complete

Assignment and explanation is unclear, or major flaws in concept mastery, incorrect use of scientific terms, inappropriate or omitted hypothesis.

Unable to begin effectively

Product does not reflect the assignment, does not distinguish what information is needed, restates the question without making an attempt at a solution.

No attempt Does not begin assignment. 0