The Hunger Games:

A Moral DilemmaUnit Portfolio Presentation

Grades 9-10: English

Stacy Burch

Scholastic Press Images

Unit Summary http://www.youtube.com/watch?v=p-5ANq4sAL0

After reading The Hunger Games by Suzanne Collins, students connect the novel’s theme to the world today through small group and whole class discussion (Socratic Seminar), group research, and informative writings. Students must analyze the theme from multiple points of view and produce a group Wiki page from assigned perspectives. For the culminating project, groups participate in a Mock Trial defending and/or condemning the moral dilemma of the novel’s characters for an audience of local lawyers, judges, and other law officials.

Curriculum-Framing QuestionsEssential Question How does the world determine if

someone is morally good?

Unit Questions • Why or why not is murder acceptable for self-defense?• How have people changed the world (either for better or for worse) in our history?• How does the government in The Hunger Games compare/contrast to governments of the real world?• What constitutes fairness in trials/judicial system?

Content Questions • What is the theme of The Hunger Games?• What obstacles does Katniss Everdeen overcome in her attempt to change her world?• How does the point of view of the citizens compare/contrast to that of the government in The Hunger Games?• What evidence could defend or condemn the characters (government, citizens, contestants, etc.) in a trial?

What Students Will Gain(Common Core Standards)

RL/I.9-10.2: Students will determine the theme of The Hunger Games and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.

W.9-10.2: Students will write an informative/explanatory essay to examine and clearly convey the complex theme of moral dilemma; this essay will be used as evidence for the Mock Trial.

W.9-10.6: Students will use technology, including the Internet (such as a Wiki page), to produce, publish, and update individual or shared writing products.

W.9-10.7: Students will conduct both short and sustained research to answer the Essential Question; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject.

SL.9-10.1: Students will initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led), building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.4: Students will present information, findings, and supporting evidence clearly, concisely, and logically for an appropriate purpose, audience, and task during the Mock Trial.

What Students Will Gain (21st Century Skills)

Creativity and Innovation

Demonstrate originality and inventiveness in work

Develop, implement and communicate new ideas to others

Be open and responsive to new and diverse perspectives

Act on creative ideas to make a tangible and useful contributions

Communication and Collaboration

Articulate thoughts and ideas clearly and effectively through speaking and writing

Demonstrate ability to work effectively with diverse teams

Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal

Assume shared responsibility for collaborative work

What Students Will Gain(21st Century Skills

continued) ICT (Information, Communications and Technology) Literacy

Use digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate, and create information.

Use technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information

Initiative and Self-Direction

Monitor one’s own understanding and learning needs

Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise

Demonstrate initiative to advance skill levels towards a professional level

Define, prioritize and complete tasks without direct oversight

Utilize time efficiently and managing workload

Demonstrate commitment to learning as a lifelong process

Vision of What Will Be Accomplished Students will be able to:

Analyze the theme of The Hunger Games and analyze its development throughout the novel in addition to its relation to other forms of literature and modern-day examples of moral dilemmas.

Participate effectively and utilize time efficiently in collaborative discussions about the novel and shared work on a Wiki page about moral dilemmas and differing perspectives.

Use technology to conduct research and synthesize multiple sources about the judicial system, government control, and moral decisions, demonstrating understanding of the reoccurring theme by producing, publishing, and updating a Wiki page.

Write an informative/explanatory text that clearly and effectively articulates moral dilemmas in The Hunger Games and the world today in addition to evidence defending/condemning morally ambiguous characters.

Present information responsibly on morally ambiguous characters for appropriate purpose, audience, and task in the form of Mock Trial.

Characteristics of Project-Based Learning in the Unit

Students are at the center of the learning process.

The project focuses on important learning objectives aligned with the Common Core Standards and 21st Century Skills.

The project is driven by Curriculum-Framing Questions.

The project involves ongoing and multiple types of assessments.

The project involves connected tasks that take place over a period of time (2 weeks).

The project has real-world connections to morals, making choices, different perspectives, the judicial system, and government.

Students demonstrate knowledge and skills through products and performances such as a group Wiki page, informative essay, and a Mock Trial.

Technology supports and enhances student learning through research, Wiki pages, (insert WEB 2.0 Tools), and the Showing Evidence Tool.

Thinking Skills are integral to the project work.

Varied Instructional strategies support multiple learning styles.

Gauging Students’ NeedsBrainstorming through Reflection & Discussion

During Reading:

Students post reflections after each chapter on Penzu and comment on each other’s notes.

Student Example: Clarissa's Penzu Journal

After finishing reading the novel, students complete the Mediator 9 Project as a review of the novel’s content before the class discussion.

Students are divided into groups of four to complete the Group Brainstorming Worksheet about the theme (moral dilemma) in the novel and the world today.

Students participate in a Socratic Seminar using their novels and completed Group Brainstorming Worksheets.Group_Brainstorm

ing

Gauging Students’ NeedsAssessment Purposes

Penzu Posts:

To gauge students’ understanding of the novel’s contents such as plot, setting and characters in relation to the theme (moral dilemma), during reading.

Mediator 9 Project:

To gauge students’ understanding of the novel’s contents such as plot, setting and characters in relation to the theme (moral dilemma), after reading.

Group Brainstorming Sheet:

To gauge students’ understanding of the Essential Question (the relationship of the moral dilemma in the novel and in the world today) in small groups.

Socratic Seminar:

To gauge students’ ability to express their thoughts about the Essential Question (the relationship of the moral dilemma in the novel and in the world today) in a large group.