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TRANSCRIPT
This unit plan is designed for a five week
period for eleventh grade English/American
Literature students.
The Hunger
Games What is a Dystopia?
Alex Ryckman and Kirstie Wheeler; EDUC 463 – Fall 2010
Introduction
The dystopian novel is a sub-genre of science fiction that creates a world that is entirely
possible based on the direction that society is heading, or has headed in the past. It is a way to
determine ways in which society can go based on the technology that it has, and the frequency of
the warfare. Although there can be elements that seem fantasized, everything in science fiction is
possible because it is built around the technology that we have, and the technology that could
come to the surface in the future.
Up until this point in the semester, we have been discussing major movements in
literature, such as Realism, Romanticism, Modernism, and Post-Modernism. In these units,
students will be exploring the significant novels of the movements, and looking at the specific
themes that can be found in each movement. At the beginning of all of the units, students will do
an activity similar to the activity in the dystopian novel unit—which is creating a working
individual as well as class definition to gauge their prior knowledge and understanding of each of
the movements.
As a part of the contemporary section of the year, we have moved to take a look at
science fiction and one of the sub-genres of science fiction. Since science fiction has a lot of
misconceptions about it—such as being primarily based in outer space—so it is important to
show students texts that allow them to expand their definition of what constitutes science fiction
through an exploration of some of the sub-genres. By looking at science fiction and the dystopian
novel, we are able to get a glimpse of a genre that is significant in our time—much like Realism,
Romanticism, Modernism, and Post-Modernism were at their time—and look at what may draw
people to this genre over other genres of our time. In a time where technology is growing
constantly, and war is a threat, we can apply what we learn from a science fiction and dystopian
novel to our lives to see where we may be able to change so that we may be able to avoid a
future in which we have no control.
When we look at all of the literary movements that we study, we will be able to see the
changes that led up between each movement, as well as what led to the changes. At the end of
the year, students will get another look at all of the movements to determine which has had the
most impact on the United States, and create a paper that demonstrates their research abilities as
well as their understanding of the material that we have covered. This will allow them to bring
all of their knowledge from the course of the year in order to argue what has created the largest
impact on our society, ranging from any period in time.
As this is an eleventh grade class, students will usually be between the ages of sixteen
and seventeen, with a few on the younger as well as the older sides. The students that are in a
typical class at Thompson Valley High School are all over the board—there are struggling
students that use the special education services as well as students that excel in the class. The
students at the high school all have varying interests, and the school is supportive of the
extracurricular activities that its students participate in. Most of the students are extremely social
and use the time in class to socialize with their classmates in some way, but have no trouble
getting the work done if they are pushed to do it.
Texts:
Short story: ―Bloodchild‖ by Octavia E. Butler
Novel: The Hunger Games by Suzanne Collins
The standards that we will be using throughout our unit are the Colorado Academic
Standards that were created and adapted into some schools during the 2010 – 2011 school year.
Rationale
This unit was created and designed in order to teach students about utopian and dystopian
societies through the use of The Hunger Games by Suzanne Collins. Throughout the year in this
American Literature course, students have looked at some of the makings of American society
and have seen some of the factors that play into creating social structures. Utopian/dystopian
literature often creates the image of a ―perfect‖ society where things often are not as simple as
they appear to be. Collins’s novel fleshes many of these ideas out into the open for all readers to
see. As a class, we will break apart the novel and discuss the factors at play and how those
representations can be applied to discover purpose within the novel’s gruesome tale.
By looking at science fiction and the subgenres that it has—which includes the dystopian
novel—we can look at some of the misconceptions that students have about the typical science
fiction novel. Through our exploration of the dystopian novel—thus the science fiction novel—
we can look at what changes have occurred over time to turn the society into the dystopia. Since
science fiction uses the possibility that arises through our technology, we can look at the ideas
that are prevalent in our society and see how it matches up with the ideas that Collins presents in
The Hunger Games.
The overall goal of this unit is to help students understand the ideas related to societies
and the power structures that support them. Throughout the unit students will progressively learn
the factors that define a utopian or dystopian society and, as a culminating project, they will
design their own dystopia using the knowledge that they discovered throughout the novel.
Some objections that The Hunger Games may get are against the violent content of the
novel. The focus of it is on the fight to the death for adolescents between the ages of 12 and 18.
Although these events are apparent in the novel, the students’ focus will be directed toward
understanding that the Hunger Games is a symbol of society, not a literal event. Students will be
reminded throughout classroom discussions that these representations are to be handled maturely
and with specific purposes in mind. Collins created this novel with a rhetorical purpose and our
goal is to further understand that purpose through close analysis of the text.
Since the nature of science fiction is looking at the possibility of what can happen,
teaching it can be seen as a way to encourage students to look at society in a negative light.
Although this isn’t our intention to portray society in a negative light when looking at science
fiction as a genre, as well as the subgenres of science fiction, it will be important to emphasize
the idea that science fiction—while entirely possible—is just what it says: fiction. Students will
look at the ideas of science fiction as a genre and determine what makes the unit’s novel and
short story science fiction as well as dystopian literature.
Suggested Pedagogy – Week One Literature: The Hunger Games
Author: Suzanne Collins
Excerpt:
Prim is screaming hysterically behind me. She’s wrapped her skinny arms around me like
a vice. ―No, Katniss! No! You can’t go!‖
―Prim, let go,‖ I say harshly, because this is upsetting me and I don’t want to cry. When
they televise the replay of the reapings tonight, everyone will make note of my tears, and I’ll be
marked as an easy target. A weakling. I will give no one that satisfaction. ―Let go!‖ (The Hunger
Games, page 23)
Chapters: 1 – 7
The Hunger Games – Day One
90 minutes As this is the beginning of the unit on dystopian novels, we will be expanding on the idea
of science fiction novels. We will be expanding on the ideas that we discussed in the previous
unit of what constitutes a science fiction novel by looking at one of the subgenres and what
constitutes a dystopian novel.
For the day, students will be given a choice on how they wish to participate in our
discussion on dystopias and utopias. They will be able to write on the board or speak in our class
discussion as we create our own definitions of the terms.
Objectives
Students will create a working definition of what utopia and dystopia are.
Students will partake in class discussion based on the ideas that they generated about
dystopias and utopias.
Students will look at the first two chapters of The Hunger Games to see an example of a
dystopia and compare it to the definition that they created.
Standards
11.1.1.a Give informal talks using an appropriate level of formality of verbal language
and nonverbal interaction with audience.
11.1.1.e Identify, explain, and use content-specific vocabulary, terminology, dialect, or
jargon unique to particular groups, perspectives, or contexts (such as social, professional,
political, cultural, historical or geographical).
11.2.1.a Analyze literary components (e.g., tone, symbolism, irony, extended metaphor,
satire, hyperbole) to interpret theme.
11.2.1.c Interpret and synthesize themes across multiple literary texts.
11.4.2.a Analyze the logic of complex situations by questioning the purpose, question at
issue, information, points of view, implications and consequences, inferences,
assumptions and concepts.
In order to reach the standards, students will be creating informal definitions of the terms
dystopia and utopia, and will create a class definition through a discussion of what they have
written on the board. Students will also be discussing the differences and similarities between
―Bloodchild‖ and The Hunger Games.
Materials
The Hungers Games by Suzanne Collins
White board
White board markers
―Bloodchild‖ by Octavia E. Butler
Culminating assignment sheet
Assessment
To test student understanding of the concepts of the day, we will be looking at what they
have written on the board, as well as what they are saying during the discussion about the
different terms and their definitions.
Lesson
On separate sides of the board: dystopia and utopia. (15 minutes)
o Students will pull out a sheet of paper and begin to create a working definition of
what they believe a dystopia and utopia are.
Markers will be passed out to students so that they are able to write their
ideas on the board under the corresponding heading/idea. As students
write their thoughts on the board, they will pass the markers around to
their peers so that all students are able to get their voice heard.
o Using the ideas that students wrote on the board, we will discuss and flesh out the
―real‖ definitions of utopia and dystopia. With these new definitions, we will look
at other text examples that students have encountered to get an understanding of
what ideas students already have about the themes that appear in a dystopian
novel.
The Giver by Lois Lowry
Gathering Blue by Lois Lowry
1984 by George Orwell
Fahrenheit 451 by Ray Bradbury
We by Yevgeny Zamyatin
The Handmaid’s Tale by Margaret Atwood
Uglies by Scott Westerfeld
Read short story—―Bloodchild‖ by Octavia E. Butler (35 minutes)
Introduction to the unit (10 minutes)
o Reading quizzes
Reading quizzes will be every Friday and Thursday (the last day of the
school week for their class)
o Reading journals
Reading journals will be the following day after students have read a
section of the book for homework, and they will always have to do with
the culminating assignment of the unit so that students are working on it
throughout the unit.
o Reading schedule
Students will be expected to read one to two chapters every day in class,
and occasionally for homework.
o Culminating assignment—handout
Read The Hunger Games chapters 1 and 2 out loud as a class. (35 minutes)
o Stop occasionally to discuss where we see implementation of dystopian/utopian
ideologies.
Homework: The Hunger Games chapter 3
Create Your Own Dystopia During this unit, we will be reading The Hunger Games by Suzanne Collins and
exploring the idea of what makes a society a dystopia as well as why a society makes the shift
into a dystopian society. While we look at Panem as a dystopian society, we will be working on
creating our own dystopia using The Hunger Games as a basis for it.
When we have reading for homework, we will be responding to reading journals. In these
reading journals, we will be looking at the things that Collins does in her novel—such as the
reapings for the districts in Panem, the interviews, et cetera—and looking at how it may apply to
our own dystopias.
The final product will be a combination of things—a presentation and a choice product
that documents your dystopia. The product that documents your dystopia can be one of the
following, or another of your choices (this list is not exhausted in any way):
A video
A powerpoint
A poster
A story—it must go further than the
final chapter does
A picture—oil paints, markers,
crayons, et cetera, but it must be
worthy of a final product
A comic
A webquest
For the presentation, you will have to give an explanation of your country’s annual event.
This includes talking about how the participants are chosen, what the arena looks like, the types
of obstacles that participants might encounter, and the rules that would be in place. The item that
you have will accompany the presentation that you give on it; both the presentation and the
product will work together in some way. The way that they work together will be up to you.
When you’re making a decision about which form you want to use for your product,
think about the way that you would have the best ability to convey what you want. Feel free to
take risks, but also remember to think about what you feel will best benefit you, as well as your
peers’ understanding of your dystopia. Look at what you plan on doing and see if it will be
enough to encompass the work that you have done and put into your dystopia.
When you’re creating the final product, think about what we have gone over throughout
the unit. There is a reason that we are working on some things during class instead of having
everything done outside of it. Use the time that you have in class and the resources that you have
available to you.
When turning in the final product, you will be expected to turn in the following:
Dystopia definition—individual and
class definition
Reading journals
Photograph—representation of The
Hunger Games
District flag
Photograph—representation of
student’s event/dystopia
Plant book
Final chapter
All of these steps will show me the work that you have done while leading up to the final
product. Although they are only preliminary steps, you will be expected to complete all of the
pieces as part of your final grade.
When you have completed your work on your presentation as well as the work for your
product, ask yourself if this is work that you are proud of and would like to turn in. If you’re
proud of the work that you complete, it will show in the way that you present.
Presentation
4 3 2 1
Content Student shows a
strong understanding
of their dystopia and
the decisions that
they made while
creating it.
Student shows a
good understanding
of their dystopia, but
stumbles a little
when discussing
their decisions.
Student shows an
understanding of the
topic, but is unable
to articulate their
decisions for their
dystopia.
Student does not
understand their
dystopia or why they
made their choices.
Preparedness Student is extremely
prepared and ready
to give their
presentation on the
day that they signed
up for. It is obvious
that they have spent
time rehearsing it.
Student is prepared
to give their
presentation on the
day that they signed
up, but they could
have used a little
extra time to
rehearse.
Student is prepared
for their presentation
but they need extra
time and are unable
to do it on their
chosen day. They
have done very little
rehearsing.
Student is not
prepared. They have
done very little to
get ready for their
presentation.
Comprehension Student is able to
answer the questions
that are asked easily
and without too
much effort. They
know about the
content of their
presentation.
Student is able to
answer the questions
asked, but needs a
little prompting prior
to answering the
question.
Student is able to
answer some of the
questions posed by
their peers, but they
need some questions
reworded and need
help answering
them.
Student is unable to
answer questions
that are asked by
peers.
Dystopia - Product
4 3 2 1
Attractiveness Student uses colors
and a form that
works to their
advantage. It makes
the final product
appear put together
and well-thought
out.
Student uses colors
that work together.
The final product
could use a little
more work, but it is
still well-thought out
and put together.
The colors that the
student chose don’t
all work together—
some of them clash.
The final product
could use more work
to make it look more
professional.
The student put very
little thought into
how the final
product would turn
out. The final
product needs more
time to be worthy of
a final product
name.
Requirements All of the required
pieces have been
turned in with the
final product.
Most of the required
pieces have been
turned in with the
final product.
Some of the required
pieces have been
turned in with the
final product.
Few or none of the
required pieces have
been turned in with
the final product.
Content The idea of the
dystopia is present
in the final product.
Student enhances the
understanding of
their audience.
The idea of the
dystopia is present
in the final product,
but there are a few
elements missing to
enhance audience
understanding.
The idea of the
dystopia has to be
sought out. There
are elements that
make it more
prominent missing.
The understanding
of the audience is
lacking.
The final product
seems to be lacking
a distinct idea of the
student’s dystopia.
The audience
understanding is
lacking.
Originality The final product
has a lot of thought
and creativity put
into it. Even though
it is based around an
idea that is already
created, the student
makes it their own.
The final product
uses few of the ideas
that it was based
around, but there are
a lot of creative
pieces to it that
make it original.
The final product
follows some of the
idea that the
dystopia is based
around, but there are
pieces of originality
in it.
The final product
sticks closely to the
idea that it is based
around. There is a
little originality in it.
The Hunger Games – Day Two
90 minutes Today we will continue the beginning of The Hunger Games as a class. As a means to
further our knowledge of the text we will practice analyzing characterization and making
inferences based on dialogue.
Students will select two characters from the text that they wish to write a conversation
between. The twist is that students will write their conversation in the form of a text message so
that they can utilize common language that they work with and use every day. This practice
allows students to see that the various uses of language can create different results and meanings.
Objectives
Students will create a text conversation between several (two or three) characters in The
Hunger Games in order to see how the language that the characters use in texts change.
Students will begin to work on creating their dystopian society through the reading
journal question/topic.
Standards
11.2.1.a Analyze literary components (e.g., tone, symbolism, irony, extended metaphor,
satire, hyperbole) to interpret theme.
11.2.2.c Predict the impact an informational text will have on an audience and justify the
prediction.
11.2.2.d Use text features and graphical representations to complement comprehension
and enhance critical analysis of a text.
11.3.3.a Apply punctuation correctly and articulate stylistic choices.
11.3.3.b Use a variety of phrases (absolute, appositive) accurately and purposefully to
improve writing.
Today’s standards will be met through class discussion and the text messaging activity.
During the texting activity, students will learn that language can change depending on the
audience and the way that writers (including themselves) choose to craft a word, sentence, or
page, can greatly impact the reader’s understanding.
Materials
The Hunger Games by Suzanne Collins
Reading Journal
Homework handout
Assessment
Students’ text conversations will be turned in and graded. While grading the assignment,
we will be able to see if the students grasp the changes in meaning from various dialogues.
Lesson
Reading journal (15 minutes)
o Looking at how Katniss and Peeta are herded off after the reapings, what would
you have happen after your own reapings? What would be similar? What would
be different? Keep in mind that it must still remain a dystopia.
Students will share a part or their entire reading journal, or they may
summarize it for their peers. Discuss the differences between student
reading journals as well as whether they are moving in the right direction
or not.
How are they regarded—cheered, silence, boos?
o Why are they regarded in this fashion?
How do your participants feel about the lottery style pickings?
o Would you change the way that the participants are
chosen?
Are there people that volunteer for others? Think about the careers
in some of the districts.
What differs between yours and one of your peers’ reapings?
o Why are these choices and differences relevant?
Would you call the ―reapings‖ something different in your
dystopia?
o What would you call them? Why?
Read The Hunger Games chapters 4 – 5 (25 minutes)
Activity – Text writing (25 minutes)
o Create a text conversation between two of the characters from the first section of
the novel. Change the audience that you’re writing to and create another text
message conversation.
Another option: Look at different student examples to see differences in
audiences and the changes that were made when looking at another
audience (Katniss txting her mother, versus txting Gale or Primrose).
o What makes you think that your characters would text in the fashion that you
chose?
What is important know about the characters in order to make these
inferences?
How does knowing a character help you to understand the purpose in their
dialogue?
Homework: Photographs (adapted from the media literacy study in Pam Coke’s Teaching an
Author, Teaching a Text: Their Eyes Were Watching God by Zora Neale Hurston)
Since it is very likely that not all students will have a camera or be able to afford one—
and instead of requiring that students buy a disposable camera for one picture—there will be two
options to the photography assignment.
Students will be required to either take a photograph of something that was significant to
them from The Hunger Games, or find an image online and print it off. If money is an issue with
printing, then I will bring in some change so that students are able to print it off at school (as it’s
inexpensive to print off one page). They would bring the pictures that they printed to class
(whether they printed it off at home or at school, it doesn’t matter)—whether it be a picture that
they took or one that they found online—and would write a description about why they choose
their picture.
Homework Photographs (adapted from the media literacy study in Pam Coke’s Teaching an Author,
Teaching a Text: Their Eyes Were Watching God by Zora Neale Hurston)
You will be required to either take a photograph of something that was significant to you
from The Hunger Games, or find an image online and print it off. If money is an issue with
printing, then I will bring in some change so that you are able to print it off at school. You will
bring the picture(s) that you printed to class (whether you printed it off at home or at school, it
doesn’t matter)—whether it be a picture that you took or one that you found online—and would
write a description about why you chose that picture.
Some things that you might want to consider when you’re writing your description are:
How does your picture connect to the novel? Be sure to use specific examples—they
don’t need to be direct quotations, but if a direct quotation would work better than a
summary, then you should use the quotation.
What about your picture do you like?
o Why did you choose it?
Does the composition of the picture add to or detract from the meaning that you took
from it?
o Why or why not?
Is the picture more modern than the novel? Less modern?
o Does that take away from the meaning that you had of the picture?
Why or why not?
What kind of feeling is there when you look at the picture?
The Hunger Games – Day Three
90 minutes Through our continuation of the novel, we will be taking a quiz on the reading that we
have completed so far in the unit. It won’t be a quiz that asks for answers to questions, but a way
to gauge how students are coming along in the novel. Using the homework from the night before,
we will create a game that allows us to look at all of the photographs that students brought in and
their definitions.
As a change to the normal discussion aspect of English Language Arts, we will use the
game as a way to look at the photographs that everyone brought in. It allows all students to have
their photographs viewed by their peers, and gives them the option of letting their peers make
connections instead of being given them.
Objectives
Students will create a game from the photographs that they brought in for homework.
Students will think about what makes the photograph descriptions match up (or not) with
the photographs.
Standards
11.1.2.c Evaluate effectiveness of oral delivery techniques.
11.2.1.a Analyze literary components (e.g., tone, symbolism, irony, extended metaphor,
satire, hyperbole) to interpret theme.
11.3.1.d Use a range of strategies to evaluate whether the writing is presented in a clear
and engaging matter (such as reading the text from the perspective of the intended
audience, seeking feedback from a reviewer).
11.3.2.a Articulate a position through a concise and focused claim or thesis statement,
and advance it using evidence, examples, and counterarguments.
11.3.2.b Locate and select appropriate information that clearly supports a definite
purpose, topic, or position.
Students will reach these standards through the game that they create and play as a class.
They will have to come up with an argument when they find a picture and description that fit
together in order to explain why the two items belong together. To make their argument stronger,
they will need to incorporate pieces from the photograph and description that fit together.
Materials
The Hunger Games by Suzanne Collins
Photographs
Photograph descriptions
Quiz
Note cards
Assessment
To test the understanding that students have of the concepts that we have gone over for
the day (as well as for part of the week), they will be taking a reading quiz. Their homework and
the game that they create will also work as a way to determine their understanding of the game
and creating arguments as well as support for their arguments.
Lesson
Reading quiz (10 minutes)
o From the reading of the week so far, what are the most important things that you
have picked out? List a minimum of three things that have stuck out to you as the
most significant pieces of information.
Reading journal (15 minutes)
o Generate ideas about what your capitol would encompass to the rest of your
country. Would each major part of your country have a specific trade? What
would set them apart from the other parts?
Students will share a part or their entire reading journal, or they may
summarize it for their peers. Discuss the differences between student
reading journals as well as whether they are moving in the right direction
or not.
What does each part of the country signify?
o Where do they get the materials for their trade?
o How were the districts given their specific trade?
Read The Hunger Games chapters 6 – 7 (30 minutes)
Photograph
o Game (30 minutes)
After collecting all of the photographs that students brought in as well as
the descriptions that they wrote, lay them out on tables pushing together,
like a memory game. Students would need to match the picture to its
description and provide a reason why they believe that the two go
together.
Students could argue that a description and a picture go together
that weren’t intended to.
Homework: The Hunger Games chapter 8 – 9
Reading Quiz From the reading of the week so far, what are the most important things that you have picked
out? List a minimum of three things that have stuck out to you as the most significant pieces of
information.
Suggested Pedagogy – Week Two Literature: The Hunger Games
Author: Suzanne Collins
Excerpt:
I lift my chin and stand as straight as I can. The cylinder begins to rise. For maybe fifteen
seconds, I’m in darkness and then I can feel the metal plate pushing me out of the cylinder, into
the open air. For a moment, my eyes are dazzled by the bright sunlight and I’m conscious only of
a strong wind with the hopeful smell of pine trees.
Then I hear the legendary announcer, Claudius Templesmith, as his voice booms all
around me.
―Ladies and gentlemen, let the Seventy-fourth Hunger Games begin!‖ (The Hunger
Games, page 147)
Chapters: 8 – 15
The Hunger Games – Day Four
90 minutes Today we will delve further into The Hunger Games by learning about an author’s
purpose and audience. Students will write a RAFT through Katniss’s perspective that is
addressed to another character in the story.
Students must write in the voice of Katniss, but they may choose who their letter is
intended for. Through this exercise, students will learn that the way a character speaks or a writer
writes is very dependent on who their audience is.
Objectives
Students will learn how writing changes based on their audience through writing to
different people using the RAFT format.
Students will learn how different aspects of writing something (such as the Role,
Audience, Format, or Topic) can change how they write the final product.
Standards
11.1.1.d Analyze audience responses to evaluate how effectively the talk or
presentation met the purpose.
11.1.2.c Evaluate effectiveness of oral delivery techniques.
11.2.1.a Analyze literary components (e.g., tone, symbolism, irony, extended
metaphor, satire, hyperbole) to interpret theme.
11.3.1.b Write literary and narrative texts using a range of stylistic devices (poetic
techniques, figurative language, symbolism, graphic or visual components) to support
the presentation of implicit or explicit theme.
11.3.1.c Enhance the expression of voice, tone, and point of view in a text by
strategically using precise diction (considering denotation, connotation, and audience
associations)l diverse syntax; varied sentence patterns; and punctuation for stylistic
effect.
These standards will be met through class discussion and the writing and sharing of their
RAFT writing activity. During the RAFT activity, students will learn that the message can
change drastically depending on who it is written for. By practicing and pretending that their
message has a specific audience, the students will grasp how their voice can be used to express
certain feelings to certain people.
Materials
The Hunger Games by Suzanne Collins
Reading Journal
RAFT
Assessment
RAFT assignments will be turned in at the end of the period for grading. The RAFT will then
be graded to see how well students understood the main idea of the exercise. The expectation
will be that students were able to step into the shoes of their role and express their ideas to
another character by using the voice of Katniss.
Lesson
Reading journal (15 minutes)
o Create an annual event that your dystopia would host. What would it be? What
steps would your capitol go through in order to run the event each year? Would
the arena change every year, or would it be the same? Where would it be held?
Students will share a part or their entire reading journal, or they may
summarize it for their peers. Discuss the differences between student
reading journals as well as whether they are moving in the right direction
or not.
If your event changes its arena, why would you change it?
o Would there be benefits to changing the arena every year?
o What disadvantages could there be if the arena remained
the same?
Read The Hunger Games chapters 10 – 11 (30 minutes)
RAFT (30 minutes)
o Students are often writing letters of some kind—love letters to their boyfriend or
girlfriend, or notes to pass in class. Depending on who they’re writing to, students
change the language that they use. If they’re writing to their boyfriend or
girlfriend, then it will be different than if they were writing to a friend or
acquaintance. Students will be able to change their writing based on their
audience and with the help of knowing Katniss as a character.
Using the RAFT (Role, Audience, Format, Topic) format, students will
work in groups of three to four to create a letter from Katniss Everdeen’s
perspective towards one of the following:
Gale
Effie—either before they became friends (when they first met) or
after they created a bond
Prim
The Capitol
Her father
Peeta
Discuss how audience changes the way that students talk or write.
Would they talk to their parents the same way that they talk to their
friends?
Would they write an email to their grandparents the same way that
they would to a stranger?
Discuss how writing to a specific audience would affect their
writing.
RAFT: Role Audience Format Topic
The role is always Katniss Everdeen.
The audience varies (Gale, Effie, Prim, Peeta, Katniss’s father, the
Capitol).
The format is a letter.
The topic is the beginning of the Hunger Games (Chapter eleven,
pages 148 – 160).
For the letters (one letter per group), students will work with two to three
other people in order to create a letter from Katniss to their assigned
audience. Using chapter eleven as a topic, students will ―rewrite‖ the start
of the Hunger Games in a way that is for an audience other than herself
(like the book is written). Students will be able to use the rest of the book
(and the other two in the series if they have read them), or have their letter
be written from the first night of the Games.
Students will be given twenty to thirty minutes to create a letter in
their groups.
One person from each group will be picked to read their letter out
loud to the rest of the class.
Discuss how the writing in the letters changed when the audience
changes, using specific examples from the letters. (10 minutes)
o How does tone change depending on your audience?
o How does the audience change between formal and
informal writing?
Why did you make the choice to write it either
formally or informally?
o Look at your peers that wrote to the same person. What
decisions did you make that were different? Why did your
choices differ even though you were writing to the same
person?
o What is it like to write from someone else’s perspective?
What information helps or hinders when you’re
writing?
Homework: The Hunger Games chapters 12 – 13
The Hunger Games – Day Five
90 minutes As we continue to read the novel, we will be looking at the districts in Panem and what
they symbolize to the rest of the country, as well as what the capitol symbolizes to its citizens.
While we look at the districts, we will begin to look at our districts in our dystopia to determine
what they would symbolize, as well as the trade that they do.
By creating the flags, students will be given the choice of how they want to do it, as well
as what flag (or flags) they want to do—such as a single district, multiple districts, the capitol, or
a combination. They will be given supplies in order to create their flags during class and will be
allowed to make the choice of what they want their flag to look like.
Objectives
Students will look at the significance that adjacency pairs, and opening and closing
sequences have when having a conversation—specifically, an interview—with another
person.
Students will create a flag that demonstrates a significant part of their dystopia.
Standards
11.2.1.a Analyze literary components (e.g., tone, symbolism, irony, extended metaphor,
satire, hyperbole) to interpret theme.
11.2.2.d Use text features and graphical representations to complement comprehension
and enhance critical analysis of a text.
As a class, we will continue to read the novel. In addition to the reading, we will look at parts
of the novel that give us ideas about the districts and the capitol in order to look at what would be
on their flags, as well as to help us create our own.
Materials
The Hunger Games by Suzanne Collins
Art supplies
o Markers
o Crayons
o Colored pencils
o Construction paper
o Poster board
o Glue
o Tape
Assessment
In order to assess student understanding, they will be taking a quiz on the week’s reading.
We will be discussing the reading journal that they have completed for the day, and as students
create their flags, they will be graded on the process.
Lesson
Reading quiz (10 minutes)
o What are three questions that you still have after the reading that we have done
this week? What are you still struggling with in the novel or how it relates to what
we’re doing for the unit?
Introduce terms for the reading journal (5 minutes)
o Adjacency pairs—would your interviewee or interviewer go against the adjacency
pairs? What would happen if the interviewer asked a question, and the
interviewee responded with a greeting?
o Opening sequence—how would your interview begin? How does your
interviewer open the interview? Does your interviewee begin or open the
interview?
o Closing sequence—how would your interview end? What signals would be given
to show that time has run out?
Reading journal (15 minutes)
o Write an interview between two people participating in your annual event (one
person actually in it [such as Katniss and Peeta, or the other tributes] and the other
working on the event [such as a stylist, the president, et cetera]).
Students will share a part or their entire reading journal, or they may
summarize it for their peers. Discuss the differences between student
reading journals as well as whether they are moving in the right direction
or not.
How did the terms help or hinder your writing?
Were the terms significant when you were creating the interview?
Would you have been able to write this without knowing the terms?
Would your prior knowledge about interviews have been helpful
without using the terminology?
Read The Hunger Games chapters 14 – 15 (30 minutes)
―District‖ Flag (30 minutes)
o Building off of the questions that we have gone over so far in this unit, create a
flag for your dystopia. It can be for either the entire country (such as Panem) or
for a part of is (such as one of the districts). Think about if each of your own
―districts‖ would have a specific trade that they would master, and what it would
be.
What would your capitol encompass?
What would it want its citizens to think of when they saw or thought about
it?
Homework: The Hunger Games chapter 16
Reading Quiz What are three questions that you still have after the reading that we have done this week? What
are you still struggling with in the novel or how it relates to what we’re doing for the unit?
Suggested Pedagogy – Week Three Literature: The Hunger Games
Author: Suzanne Collins
Excerpt:
―Rue!‖ I shout back, so she knows I’m near. So they know I’m near, and hopefully the
girl who has attacked them with tracker jackers and gotten an eleven they still can’t explain will
be enough to pull their attention away from her. ―Rue! I’m coming!‖
When I break into the clearing, she’s on the ground, hopelessly entangled in a net. She
just has enough time to reach her hand through the mesh and say my name before the spear
enters her body. (The Hunger Games, page 232)
Chapters: 16 – 21
The Hunger Games – Day Six
90 minutes Today we will continue our discussion of The Hunger Games and practice writing in
different formats to learn how their effects can be adapted for specific purposes.
Students will select a scene from chapter 17 or 18 and rewrite the events using another
format such as a text, tweet, poem, journal entry, et cetera, in order to learn how formatting can
change the impacts of writing.
Objectives
Students will rewrite a section of The Hunger Games in order to look at the changes that
can be made when the format of the writing is different.
Students will lead a discussion based on the choices that they have made during their
rewrite in order to justify their decisions.
Standards
11.2.1.a Analyze literary components (e.g., tone, symbolism, irony, extended metaphor,
satire, hyperbole) to interpret theme.
11.2.2.c Predict the impact an informational text will have on an audience and justify the
prediction.
11.2.2.d Use text features and graphical representations to complement comprehension
and enhance critical analysis of a text.
11.3.1.b Write literary and narrative texts using a range of stylistic devices (poetic
techniques, figurative language, symbolism, graphic or visual components) to support the
presentation of implicit or explicit theme.
11.3.1.d Use a range of strategies to evaluate whether the writing is presented in a clear
and engaging manner (such as reading the text from the perspective of the intended
audience, seeking feedback from a reviewer).
11.3.1.e Evaluate and revise text to eliminate unnecessary details, ineffective stylistic
devices, and vague or confusing language.
Standards will be met through today’s re-writing activity as well as the discussion that
follows. Students will be tasked with rewriting a portion of either chapter 17 or 18 from the
novel. When they choose their selection, students must rewrite it in another format such as a text,
tweet, poem, journal entry, et cetera. Students will rewrite their choice and share their creation
with the class or in small groups. Using the new creations as examples, students will discuss as a
class how the formatting alterations can affect the message.
Materials
The Hunger Games by Suzanne Collins
Reading Journal
Homework Handout
Assessment
Students will be assessed based on their responses during discussion of the rewrites.
Their individual rewrites will also be collected and checked for understanding.
Lesson
Reading journal (15 minutes)
o Katniss is constantly reminding herself that the Hunger Games can only have one
winner. Would your game makers ever make an exception to such a rule? Give an
example if they would, and explain why or why not.
Students will share a part or their entire reading journal, or they may
summarize it for their peers. Discuss the differences between student
reading journals as well as whether they are moving in the right direction
or not.
What incident would have to happen for your game makers to
change the rules?
o Would there be an exception?
What would your audience do if they were falling for two of the
contestants and one of them had to die?
Read The Hunger Games: chapters 17 – 18 (30 minutes)
Rewrite
o Discussion (10 minutes)
Why use this format? Why not use a different format? What do you gain
or lose by using this kind of format?
What other kinds of formats are there that you can use?
o Text
o Tweet
o Movie script
o Journal
o Poem
o Status update
Why would you use one over the other? Benefits? Disadvantages?
What format would you be most interested in reading? Why?
o Students will choose a section of the text from either chapter 17 or 18 and will
rewrite it in another format—either individually or with a partner. The length of
the section can be anywhere from two pages to five pages, and they have the
choice to rewrite their section of the text however they want. Some formats that
they might consider are:
Text message
Twitter updates
Journal entries
Poem(s)
Status updates
o Activity (25 minutes)
Looking at the pages that you (and your partner, if you chose one) picked.
Use the descriptions and dialogue that are included throughout the
selection that you have chosen. Pick and choose what you would have
included entirely if you were the one writing this book, but make sure that
you stay true to what Collins has included.
Alternate activity: If students are struggling to stay on task in their
groups—or even getting on task—then they will still do the
activity, but it would become an individual assignment instead of
allowing them the option to work with a partner. If students still
struggle, it will become homework in addition to the homework.
As students finish their rewrites, they will group up with another person
(or group) and discuss the changes that they made when they were doing
their rewrite, as well as why they chose the format that they did. While in
their small groups, they will discuss the choices that they made and give a
brief reason why they made that choice.
After students have had a chance to complete their rewrites as well as had
time to discuss their choices with at least one other group, we will come
together as a class to discuss the overall changes that were made to their
section of the text.
o Discussion (10 minutes)
What did you notice? Changes?
Do we get the same message when switching between formats?
If not, what did we lose? How can you tell?
Does it take away from the story or does it seem to be about the
same?
Do you get the same feeling from the book through another format, or
does it resonate with you more when it’s in the prose format?
Did we lose Katniss Everdeen’s voice by doing this? How did your voices
come to play in your rewrite?
How do you think this would look if we used another format (text, tweets,
poem, et cetera)?
How does this compare to writing for your teachers?
Would you write a paper in tweets? Texts? Status updates?
o Why?
o Would you be able to get the same things across if you did
or would it be more difficult?
Homework: Photograph
Find or take a picture that resembles the annual event that your dystopia will be hosting.
It can be photoshopped or it can be a ―natural‖ picture. After you have found/created a
photograph that fits, write a description about it. The description can be about the arena that it’s
in, what the event is, why it’s needed in your country, or anything else. Use your reading journal
about your annual event for help if you need it.
Homework Find or take a picture that resembles the annual event that your dystopia will be hosting. It
can be photoshopped or it can be a ―natural‖ picture. After you have found/created a photograph
that fits, write a description about it. The description can be about the arena that it’s in, what the
event is, why it’s needed in your country, or anything else. Use your reading journal about your
annual event for help if you need it.
The Hunger Games – Day Seven
70 minutes As we continue the novel, we will be once again look at photographs that students have
brought in for homework. In small groups, students will discuss their photographs and the
descriptions that they have written for them. Each student in the group will write on a note card
two things to help their peer succeed for their final product.
Through this exercise, students will be able to work in smaller groups or larger groups,
giving them the choice to make of what would be more beneficial to them, as well as what would
make them more comfortable. Since there is a form of revision involved, it is important for
students to be comfortable in their group.
Objectives
Students will determine how their photos—as well as their peers’ photos—fit into their
idea of their ―Hunger Games.‖
Standards
11.2.1.a Analyze literary components (e.g., tone, symbolism, irony, extended metaphor,
satire, hyperbole) to interpret theme.
11.2.2.c Predict the impact an informational text will have on an audience and justify the
prediction.
11.2.2.d Use text features and graphical representations to complement comprehension
and enhance critical analysis of a text.
11.3.3.f Use resources (print and electronic) and feedback to edit and enhance writing for
purpose and audience.
Students will be making revisions based on the comments that they receive from their peers.
The descriptions will be used as a way to determine how the audience will understand their
photograph. As groups discuss the photographs and the descriptions, the comments will allow
students to see how the audience understands their dystopia.
Materials
The Hunger Games by Suzanne Collins
Photographs
Photograph descriptions
Assessment
For the assessment, students will be turning in their photographs as well as the comments
that they received. As we walk around the class to listen to the discussions that are taking place,
students will also be assessed on their understanding through the comments that they make
verbally to their peers, as well as those that they write down.
Lesson
Read The Hunger Games chapter 19 (20 minutes)
Photograph sharing (30 minutes)
o Students will get in to groups of four to five to discuss the photographs that they
brought in for homework.
Students will look at the descriptions that they have written and discuss
them as they show their pictures to the group that they are working with.
As they describe their photograph, their group members will write two
things on a note card:
A positive remark about the photograph that they chose to
represent their annual event, and
A constructive remark about the photograph that they chose to
represent their annual event, and a way for them to improve their
photograph for the final product.
Some questions that students may want to consider while in their groups
are:
How does this encompass my annual event?
Do I use a photograph that will enhance my audience
understanding?
o How can I make this better?
o Is there ―too much‖ in the description for what the
photograph is supposed to entail?
o Did I put enough information in the description?
o Full class discussion (10 minutes)
Did working in small groups help you learn how your audience is going to
understand your photograph?
Will you be able to take some of the information that you learned from
your peers in order to revise either your description or photograph?
Leftover time can be used for a head start on homework.
Homework: The Hunger Games chapter 20
The Hunger Games – Day Eight The class will continue readings and discussions of The Hunger Games and will also be
given time to work on their projects after discussion.
Students will have the choice of how they spend their time working on their final project
and they will be in charge of how much work they can get done in this time.
Objectives
Students will create the audience that they have for their ―Hunger Games‖ and the
audience that the event is aimed towards.
Students will work on their final product for their culminating assignment.
Standards
11.2.1.a Analyze literary components (e.g., tone, symbolism, irony, extended metaphor,
satire, hyperbole) to interpret theme.
11.3.3.f Use resources (print and electronic) and feedback to edit and enhance writing for
purpose and audience.
Today’s standards will be met during discussion of the novel as well as revisions students
make to their projects. Students will have an opportunity to workshop their project
components with peers and gain feedback necessary for continuing the writing/revision
process.
Materials
The Hunger Games by Suzanne Collins
Reading Journals
Culminating Assignment Sheet
Quiz
Note Cards
Assessment
Students will be quizzed on this week’s readings and reading journals will be discussed.
Lesson
Reading quiz (10 minutes)
o Write everything that you can remember about this week’s reading. This must fit
on a 3 x 5 note card.
Reading journal (15 minutes)
o Does the audience in your annual event enjoy a blood bath? Do they get bored
when the contestants aren’t fighting? What do your game makers do to get the
contestants together again?
Students will share a part or their entire reading journal, or they may
summarize it for their peers. Discuss the differences between student
reading journals as well as whether they are moving in the right direction
or not.
What kind of people are in your capitol?
o What are the kinds of things that they enjoy?
What other things might they be interested in if there isn’t a
bloodbath?
Read The Hunger Games chapter 21 (20 minutes)
Culminating assignment work time (45 minutes)
o Go over what is required for the final
o Questions
Homework: The Hunger Games chapter 22 – 23
Reading Quiz Write everything that you can remember about this week’s reading. This must fit on a 3 x 5 note
card.
Suggested Pedagogy – Week Four Literature: The Hunger Games
Author: Suzanne Collins
Excerpt:
Cato stands before me, almost at the lip of the horn, holding Peeta in some kind of
headlock, cutting off his air. Peeta’s clawing at Cato’s arm, but weakly, as if confused over
whether it’s more important to breathe or try and stem the gush of blood from the gaping hole a
mutt left in his calf.
I aim one of my last two arrows at Cato’s head, knowing it’ll have no effect on his trunk
or limbs, which I can now see are clothed in skintight, flesh-colored mesh. Some high-grade
body armor from the Capitol. Was that what was in his pack at the feast? Body armor to defend
against my arrows? Well, they neglected to send a face guard. (The Hunger Games, page 335)
Chapters: 22 – 27
The Hunger Games – Day Nine
90 minutes As we reach the end of the novel, students will be looking at an idea that Katniss brought
up at the beginning of the novel. Through this idea, students will explore it further in order to
create something that works for their dystopia.
Students will be allowed to choose all of the aspects of their plant book. They will be able
to choose what kinds of plants they want—edible, medicinal, and poisonous—as well as what it
is going to look like. The way that they create the book will be unique to each student.
Objectives
Students will create a book that incorporates some of the significant plants in their
dystopian society.
Standards
11.2.1.a Analyze literary components (e.g., tone, symbolism, irony, extended metaphor,
satire, hyperbole) to interpret theme.
11.2.2.d Use text features and graphical representations to complement comprehension
and enhance critical analysis of a text.
11.3.2.b Locate and select appropriate information that clearly supports a definite
purpose, topic, or position.
11.3.2.c Choose, develop, and refine appeals for desire effect on audience.
11.3.2.e Use vocabulary for intentional development of voice and tone for a specific
audience, purpose, or situation.
Students will be creating a book that uses pieces from The Hunger Games in order to help
them create the book. They will be looking at plants that Katniss has encountered during her life
and decide which kinds they would want to include in their own dystopia, as well as creating
their own. When they are working on the descriptions of the plants, they will be using
terminology that is significant to plants in order to enhance the idea of creating a plant book.
Materials
The Hunger Games by Suzanne Collins
Reading journal
Computer lab
Art supplies
o Paper
o Colored pencils
o Markers
o Crayons
o Glue
o Tape
Assessment
As the end of the class nears, students will be assessed by the products that they have
created. The products at the end of the class do not need to be complete, but they will be assessed
based on the work that they have done and the understanding that they have of the assignment.
Lesson
Reading journal (15 minutes)
o Peeta gets a kill in the Hunger Games by accidentally poisoning Foxface. What
kind of terrain would you have in your annual event? Why? What kinds of plants,
animals, lakes, rivers, et cetera, would you have? Explain.
Students will share a part or their entire reading journal, or they may
summarize it for their peers. Discuss the differences between student
reading journals as well as whether they are moving in the right direction
or not.
What advantages or disadvantages does the terrain have for your
competitors?
o Why give them these advantages or disadvantages?
Do the citizens of your dystopia have a say in the terrain for the
event?
o How are the terrain and arena chosen?
Read The Hunger Games chapters 24 – 25 (30 minutes)
Plant book (30 minutes)
o At the beginning, when we learn about Katniss taking care of her family after her
father’s death, she brings up a medicinal and edible herb book that her parents
kept. Using this as a spring board, come up with five plants that would be in your
dystopia. Include a drawing and description of them.
The drawing doesn’t have to be an awesome drawing. If you feel more
comfortable taking a picture of a current plant and editing it in order to fit
the plant that you came up with, feel free.
If you choose not to draw a picture, include an illustration of it through
words. Make sure that we’re able to visualize it when we read it.
If you’re using medicinal herbs as well as edible herbs, how does the way
that you write about them change?
What would happen if you used the same language for the two
different types of herbs?
o Full class discussion (15 minutes)
Has this helped you to understand your dystopia more?
Has it been less beneficial to you?
What was the most useful part about this assignment?
General check in questions:
How is your final product and presentation beginning to come
along?
What do you want to work on more before you have to turn it in?
Homework: The Hunger Games chapter 27
The Hunger Games – Day Ten
90 minutes Today we will finish reading The Hunger Games and create a final chapter of our own
dystopian societies.
Students will have the choice of how they write their final chapter and all the components
that go into wrapping their story up. Students can choose different stylistic devices, voices,
characters, or whatever they wish to create the final moments in their story.
Objectives
Students will create a final chapter for their dystopian society.
Students will acknowledge some significant people in their protagonist’s life through the
final chapter that they write.
Standards
11.2.1.a Analyze literary components (e.g., tone, symbolism, irony, extended metaphor,
satire, hyperbole) to interpret theme.
11.3.1.b Write literary and narrative texts using a range of stylistic devices (poetic
techniques, figurative language, symbolism, graphic or visual components) to support the
presentation of implicit or explicit theme.
11.3.1.c Enhance the expression of voice, tone, and point of view in a text by strategically
using precise diction (considering denotation, connotation, and audience associations);
diverse syntax; varied sentence patterns; and punctuation for stylistic effect.
11.3.1.e Evaluate and revise text to eliminate unnecessary details, ineffective stylistic
devices, and vague or confusing language.
11.3.3.b Use a variety of phrases (absolute, appositive) accurately and purposefully to
improve writing.
11.3.3.d Ensure that a verb agrees with its subject in complex constructions (such as
inverted subject/verb order, indefinite pronoun as subject, intervening phrases or clauses).
Standards will be achieved through writing and revisions of the students’ final chapters. We
will discuss how different literary elements are at play and students will work in peer groups to
edit and revise their works.
Materials
The Hunger Games by Suzanne Collins
Reading Journals
Quiz
Note Cards
Assessment
Students will be given a reading quiz on the final two chapters of the novel. Students will also be
assessed on their understanding of dystopian literature based on the final chapter that they create
in class.
Lesson
Reading quiz (10 minutes)
o How does this novel reflect a dystopia? Give concrete examples from the novel to
support your beliefs. Remember to think about the definitions that we created at
the beginning of the unit.
Reading journal (15 minutes)
o Given that this is the ―final‖ day of the unit, how do you feel about the work that
we have done? Has it been helpful for you to work on pieces of your dystopian
society as we read the book? Explain some of the choices that you have made for
your society and why—reflect upon the work that you have done.
Students will share a part or their entire reading journal, or they may
summarize it for their peers. Discuss the differences between student
reading journals as well as whether they are moving in the right direction
or not.
What would you do differently if you were to do this unit again?
What suggestions would you make for improving the unit?
o Which parts did you enjoy the most?
o Which parts didn’t seem to fit in with the rest of the work?
Read The Hunger Games chapter 27 (20 minutes)
Final chapter (30 minutes)
o Write the final chapter to your ―Hunger Games.‖ Address the most important
people in your dystopian society. What would you have your protagonist say to
them? Make sure to include at least three different people for your narrator to
address in some way.
The way that your protagonist addresses the people doesn’t have to be
obvious, such as ―To Peeta, I’m sorry that I hurt you.‖ Make it interesting.
Think of some interesting ways to write it. Write the final chapter like an
actual story. Make use of stylistic fragments, appositives, and parallel
structure when it’s appropriate. Do not force things just to put these
elements in—make it natural.
Stylistic fragment—―deliberate use of fragments to establish
informal tone, when appropriate‖ (Benjamin, 132)
Appositive—―appositives to strengthen sentences with additional
noun information that renames a key noun in the sentence‖
(Benjamin, 132)
Parallel structure—―appositives to strengthen sentences with
additional noun information that renames a key noun in the
sentence‖ (Benjamin, 132)
o As students finish writing, they will get together with a partner in order to get peer
feedback on their writing.
o While students are working on their final chapter, there will be a signup sheet
passed around for them to sign up for their presentations.
Homework: Prepare for your presentations!
Presentation Signup Sheet
Monday – Day Eleven
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Wednesday – Day Twelve
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Friday – Day Thirteen
21.
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Reading Quiz How does this novel reflect a dystopia? Give concrete examples from the novel to support your
beliefs. Remember to think about the definitions that we created at the beginning of the unit.
Suggested Pedagogy – Week Five Literature: The Hunger Games
Author: Suzanne Collins
Excerpt:
Once I’m on my feet, I realize escape might not be so simple.
Panic begins to set in. I can’t stay here. Flight is essential.
But I can’t let my fear show.
Winning means fame and fortune. Losing means certain death. The Hunger Games have
begun… (The Hunger Games, back of the book)
The Hunger Games – Day Eleven
90 minutes Students will be giving their presentations on the work that they have been doing over the
course of the unit. There will be a set number of presentations a day so that there will be time to
discuss those that we have seen, as well as the dystopias that the students created.
When signing up for presentations, students will be able to choose when they present so
that they are prepared as best as they can be for it.
Objectives
Students will present the work that they have completed over the course of the unit to
their peers.
Standards
11.1.1.b Deliver formal oral presentations for intended purpose and audience, using
effective verbal and nonverbal communication.
11.1.1.c Deliver oral talks with clear enunciation, vocabulary, and appropriate
organization; nonverbal gestures; and tone.
11.1.1.d Analyze audience responses to evaluate how effectively the talk or presentation
met the purpose.
11.1.2.a Critique accuracy, relevance, and organization of evidence of a presentation.
11.1.2.b Critique the clarity and effectiveness of delivery.
11.1.2.c Evaluate effectiveness of oral delivery techniques.
11.1.2.d Listen critically to evaluate the overall effectiveness of the presentation.
11.4.2.a Analyze the logic of complex situations by questioning the purpose, quest at
issue, information, points of view, implications and consequences, inferences,
assumptions and concepts.
11.4.3.a Analyze the purpose, question at issue, information, points of view, implications
and consequences, inferences, assumptions, and concepts inherent in thinking.
11.4.3.b Assess strengths and weaknesses of thinking and thinking of others by using
criteria including relevance, clarity, accuracy, fairness, depth, breadth, logic, and
precision.
When students are giving their presentations, they will be trying to reach to their audience in
a way that will keep them captivated and interested. Unlike the informal talks and presentations
that students have been giving over the course of the unit, this will be formal and students will be
graded on it.
While students are in the audience listening to their peers, they will be taking notes on parts
of the dystopia and presentation that interests them the most.
Materials
Rubrics
Culminating assignment sheet
Sign-up sheet
Assessment
The presentations that students give as well as the final products that they turn in at the
end will be the basis of the assessment for their presentations.
Lesson
Presentations (90 minutes)
The Hunger Games – Day Twelve
70 minutes Students will be giving their presentations on the work that they have been doing over the
course of the unit. There will be a set number of presentations a day so that there will be time to
discuss those that we have seen, as well as the dystopias that the students created.
When signing up for presentations, students will be able to choose when they present so
that they are prepared as best as they can be for it.
Objectives
Students will present the work that they have completed over the course of the unit to
their peers.
Standards
11.1.1.b Deliver formal oral presentations for intended purpose and audience, using
effective verbal and nonverbal communication.
11.1.1.c Deliver oral talks with clear enunciation, vocabulary, and appropriate
organization; nonverbal gestures; and tone.
11.1.1.d Analyze audience responses to evaluate how effectively the talk or presentation
met the purpose.
11.1.2.a Critique accuracy, relevance, and organization of evidence of a presentation.
11.1.2.b Critique the clarity and effectiveness of delivery.
11.1.2.c Evaluate effectiveness of oral delivery techniques.
11.1.2.d Listen critically to evaluate the overall effectiveness of the presentation.
11.4.2.a Analyze the logic of complex situations by questioning the purpose, quest at
issue, information, points of view, implications and consequences, inferences,
assumptions and concepts.
11.4.3.a Analyze the purpose, question at issue, information, points of view, implications
and consequences, inferences, assumptions, and concepts inherent in thinking.
11.4.3.b Assess strengths and weaknesses of thinking and thinking of others by using
criteria including relevance, clarity, accuracy, fairness, depth, breadth, logic, and
precision.
When students are giving their presentations, they will be trying to reach to their audience in
a way that will keep them captivated and interested. Unlike the informal talks and presentations
that students have been giving over the course of the unit, this will be formal and students will be
graded on it.
While students are in the audience listening to their peers, they will be taking notes on parts
of the dystopia and presentation that interests them the most.
Materials
Rubrics
Culminating assignment sheet
Sign-up sheet
Assessment
The presentations that students give as well as the final products that they turn in at the
end will be the basis of the assessment for their presentations.
Lesson
Presentations (70 minutes)
The Hunger Games – Day Thirteen
90 minutes Students will be giving their presentations on the work that they have been doing over the
course of the unit. There will be a set number of presentations a day so that there will be time to
discuss those that we have seen, as well as the dystopias that the students created.
When signing up for presentations, students will be able to choose when they present so
that they are prepared as best as they can be for it.
Objectives
Students will present the work that they have completed over the course of the unit to
their peers.
Standards
11.1.1.b Deliver formal oral presentations for intended purpose and audience, using
effective verbal and nonverbal communication.
11.1.1.c Deliver oral talks with clear enunciation, vocabulary, and appropriate
organization; nonverbal gestures; and tone.
11.1.1.d Analyze audience responses to evaluate how effectively the talk or presentation
met the purpose.
11.1.2.a Critique accuracy, relevance, and organization of evidence of a presentation.
11.1.2.b Critique the clarity and effectiveness of delivery.
11.1.2.c Evaluate effectiveness of oral delivery techniques.
11.1.2.d Listen critically to evaluate the overall effectiveness of the presentation.
11.4.2.a Analyze the logic of complex situations by questioning the purpose, quest at
issue, information, points of view, implications and consequences, inferences,
assumptions and concepts.
11.4.3.a Analyze the purpose, question at issue, information, points of view, implications
and consequences, inferences, assumptions, and concepts inherent in thinking.
11.4.3.b Assess strengths and weaknesses of thinking and thinking of others by using
criteria including relevance, clarity, accuracy, fairness, depth, breadth, logic, and
precision.
When students are giving their presentations, they will be trying to reach to their audience in
a way that will keep them captivated and interested. Unlike the informal talks and presentations
that students have been giving over the course of the unit, this will be formal and students will be
graded on it.
While students are in the audience listening to their peers, they will be taking notes on parts
of the dystopia and presentation that interests them the most.
Materials
Rubrics
Culminating assignment sheet
Sign-up sheet
Presentation quiz
Note cards
Assessment
The presentations that students give as well as the final products that they turn in at the
end will be the basis of the assessment for their presentations. After all of the presentations have
been completed, students will also be quizzed.
Lesson
Presentations (80 minutes)
Presentation quiz (10 minutes)
Presentation Quiz What was your favorite presentation? What did you like about it? What made it more appealing
than the other presentations? What was your favorite part about it?