Hunger Games Curr. Guide - LACOE.edu

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Los  Angeles  County  Office  of  Education   Division  of  Student  Programs  

Summer  Novel  Study     Curriculum  Guide  

 

The  Hunger  Games                                                    

       

A  Young  Reader  Medal  Award  Book   CDE  Recommended  Literature  Selection  for  Grades  9-­‐12:   http://www3.cde.ca.gov/reclitlist/displaytitle.aspx?pid=39634  

               

Acknowledgements       Many  thanks  to  the  Summer  Novel  Planning  Committee   for  their  assistance  with  this  project:     Leslie  Zoroya   Donna  Van  Allen   Diana  Quirk   Norma  Van  Metre   Jackie  Brendlinger   Patricia  Scepan   Lola  Skelton   Debora  Gray   Talaya  Coleman   Dr.  Irene  Murray           “May  the  odds  be  ever  in  your  favor…..”                                          

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    Los  Angeles  County  Office  of  Education   Division  of  Student  Programs    

Summer  Novel  Study     Curriculum  Guide     Table  of  Contents  

 

Novel  Overview……………………………………………………………………………     Themes  and  Essential  Questions…………………………………………….........     Project  Ideas………………………………………………………………………………..     Weekly  Overview…………………………………………………………………………     Calendar  of  Instructional  Days……………………………………………………..     Weekly  Lesson  Plan  Introduction………………………………………………....       Week  One  Lessons……………………………………………………….......................     Week  Two  Lessons………………………………………………………………………     Week  Three  Lessons…………………………………………………………………….     Week  Four  Lessons………………………………………………………………………     Week  Five  Lessons……………………………………………………………………….     Week  Six  Lessons  ………………………………………………………………………..     Weeks  Seven  &  Eight……………………………………………………………………  

4   6   7   9   10     12   14   38   50   64   75   88   99  

  Appendix   Common  Core  Standards  Matrix……………………………………………………   Chapter  Summaries……………………………………………………………………..   Modes  of  Reading…………………………………………………………………………   On-­‐Going  Instructional  Strategies/Activities…………………………………   Transition  to  Session  B  Forms………………………………………………………   Project  Rubric……………………………………………………………………………...   The  Hunger  Games  Movie  Guide……………………………………………………     LACOE  Instructional  Video  Request  Form  ……………………………………      

119   121   128   129   130   133   134   137   3  

 

    The  Hunger  Games   Novel  Overview     Part  1:  The  Tributes     In  the  first  third  of  the  book,  we  are  introduced  to  our  protagonist,  Katniss  Everdeen.  Though   she's  only  a  teenager,  she's  a  tough  hunter  who  puts  food  on  her  family's  table.  Her  father  is   dead   and   she   lives   with   her   mother   and   sister   Prim   in   District   12   in   the   country   of   Panem.   She   hunts  with  a  guy  named  Gale  who  is  cute  and  might  even  have  a  thing  for  her,  but  who  knows?   Katniss  is  not  very  in  touch  with  her  mushy  side.     Every   year   the   Capitol   of   Panem   hosts   an   event   called   the   Hunger   Games   where   two   "tributes"   –   a   boy   and   a   girl   –   are   drafted   from   each   of   the   twelve   districts   to   be   brought   to   an   arena   and   fight  to  the  death.  (BTW,  back  in  the  day  the  word  "tribute"  referred  to  a  payment  to  a  ruler.)   Only  one  person  can  win.  This  is  to  remind  the  country  not  to  rebel  –  and  for  entertainment,  of   course.   This   year,   unfortunately,   Katniss’   little   sister   is   selected   for   the   Hunger   Games,   so   Katniss  volunteers  to  take  her  place.  Also  selected  is  Peeta  Mellark,  the  baker's  son,  who  maybe   has  a  teensy  tiny  crush  on  Katniss.  Maybe.     After   the   reaping   (that's   the   tribute   selection   process),   Katniss   and   Peeta   are   whisked   away   to   the  Capitol  to  prepare  for  the  Games  (and  primped  for  live  TV).  We  meet  their  support  team,   which  is  primarily  comprised  of  Haymitch  (a  former  Hunger  Games  winner  and  also  a  drunk),   Effie   (their   wrangler),   and   Cinna   and   Portia   (their   stylists).   During   the   opening   ceremonies,   Cinna   and   Portia   dress   Katniss   and   Peeta   in   flames   and   they   draw   much   attention   to   themselves.  During  training,  Katniss  reveals  her  archery  skills  to  the  Gamemakers  and  scores   an  amazing  11  out  of  12.  Peeta  gets  a  lower  score  and  asks  to  be  coached  separately.  Peeta  also   announces  in  an  interview  that  he  has  a  mega  crush  on  Katniss.  Is  this  all  just  a  strategy  to  gain   audience  support  and  sponsors?  Katniss  thinks  so,  but  it  works  well  for  her  too,  so  she  plays   along.     Part  2:  The  Games     At  last:  Let  the  Games  begin!     All  24  of  the  tributes  are  transported  to  the  arena  to  fight  it  out.  Katniss  is  on  her  own  at  first,   but   then   she   discovers   that   Peeta   has   teamed   up   with   the   Career   Tributes   –   the   strong   kids   from  the  rich  districts  in  Panem  who  actually  want  to  go  to  the  Hunger  Games.  They  eventually   corner   her   in   a   tree,   but   she   drops   a   tracker   jacker   nest   on   them   (that's   like   a   genetically   mutated  killer  wasp)  and  scores  a  bow  and  arrow  in  the  process.  After  this,  Katniss  teams  up   with  Rue,  a  tiny  girl  from  District  11  who  reminds  her  of  her  sister  Prim.  The  two  are  able  to   take  out  the  Career  Tributes'  food  supply,  which  totally  infuriates  their  leader,  Cato.  Also,  Peeta   doesn't   appear   to   be   teamed   up   with   them   anymore.   Where   is   he?   Wounded?   Unfortunately,   Rue   is   killed   around   this   time   by   one   of   the   Career   Tributes.   Katniss   honors   her   body   by   covering  it  in  flowers.    

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    After   Rue's   death,   the   announcer,   wanting   to   bring   back   the   romance   story   between   Peeta   and   Katniss,  changes  the  rules  of  the  game:  two  people  from  a  single  district  can  now  win.  Before   she  can  stop  herself,  Katniss  calls  out  Peeta's  name.     Part  3:  The  Victor     Katniss   goes   hunting   for   Peeta   and   eventually   finds   him.   He   is   wounded   and   camouflaged   in   the   muddy   bank   of   a   stream.   She   nurses   him   back   to   health   and   realizes   that   by   playing   up   the   romance   angle,   they   can   get   gifts   from   sponsors.   Eventually,   Katniss   and   Peeta   must   face   off   with  Cato,  the  only  other  surviving  tribute,  but  before  that  they  are  all  pursued  by  wild  dogs   which   are   actually   genetically   mutated   killing   machines.   Finally,   Katniss   shoots   Cato   and   he   falls  into  the  pack.  They've  won,  right?  Wrong.  An  announcer  comes  back  on  and  says  the  rules   have  changed  back:  only  one  winner  allowed.     Katniss  and  Peeta  can't  kill  each  other,  so  they  make  a  show  of  taking  poisonous  berries  in  an   act   of   double   suicide.   Fortunately,   the   announcer   comes   back   on   before   they   can   kill   themselves,  and  says  that  they  win.  Woo-­‐hoo!  They  defeated  the  Hunger  Games!  Or  wait…did   they?     Katniss   and   Peeta   keep   up   the   star-­‐crossed   lovers   routine   for   the   post-­‐games   reunion   and   interview,  knowing  that  this  is  the  only  way  to  keep  from  being  punished  by  the  Capitol  for  the   rebellious  trick  with  the  poisonous  berries.  Eventually  Katniss  figures  out  that  Peeta  really  is  in   love  with  her  –  he  wasn't  acting  at  all  –  and  he  figures  out  that  she  wasn't  ever  in  love  with  him.   Oops.   As   the   train   pulls   into   District   12,   they   put   on   a   happy   face   for   the   camera,   take   each   other's  hands  and  step  onto  the  platform.                                              

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    The  Hunger  Games   Themes  and  Essential  Questions           Theme  1:  Dystopian  Society   Essential  Questions:     How  is  Panem  a  Dystopian  Society?   How  does  any  ruling  class  maintain  power?     What  is  my  role  and  impact  on  society?             Theme  2:  Survival   Essential  Questions:   How  can  using  individual  strengths  and/or  intelligence  help  someone  survive?   What  is  the  importance  of  alliances  to  survival?             Theme  3:  Violence  in  Reality  TV   Essential  Questions:     What  is  real  and  what  is  manipulation  in  reality  TV?     How  can  people  change  perceptions  in  order  to  win?                                      

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    Project  Ideas  

  These  are  merely  suggestions.  Teachers  and  students  may  design  other  project  ideas.   Projects  can  be  done  individually,  in  pairs,  or  in  groups.  Project  work  should  begin  during   the  reading  of  the  novel  and  continue  through  to  the  presentation  date.     Create  your  own  dystopian  society.  Include  a  name  of  country,  map,  post-­‐apocalyptic  back-­‐ story,  ruling  class  description  (how  do  they  maintain  power?)  and  features  of  everyday  life.       Tribute  Poster  &  Paper:  Create  your  own  identity  as  a  tribute  in  the  Hunger  Games.  Draw   yourself  with  a  specified  outfit,  special  skills  and  characteristics  that  will  help  you  survive  the   games.  Write  a  paper  describing  your  identity  and  how  your  skills  will  enable  you  to  be   successful  in  the  Games.     Game  -­‐  Create  a  game  based  on  the  novel.  It  can  be  a  board  game,  trivia  game  (like  Jeopardy,   using  PowerPoint/Keynote),or  video  game.  You  must  include  accurate  details  from  the  novel.   Rules  and  directions  must  be  included.     Brochure  -­‐  Construct  a  tourist  brochure  for  one  of  the  following  locations  in  the  novel  (or   choose  your  own  location).  Your  objective  is  to  encourage  people  to  visit  this  place.  Be  as   accurate  as  possible  (though  you  may  add  details  that  may  not   have  been  disclosed  in  the  novel,  as  long  as  it  doesn’t  take  away  from  the  facts  in  the  story).   Make  sure  to  include:   • illustrations  that  accurately  depict  what  this  location  looks  like   • description  of  what  the  location  is  like   • reasons  why  people  should  choose  your  location  as  a  travel  destination  (you  can  be   sarcastic  or  do  this  as  a  parody,  if  you’d  like)   • locations  (or  choose  one  of  your  own):       District  12       The  Capitol       The  Arena     Scrapbook-­  Create  a  scrapbook  that  represents  ten  major  events  in  your  book.  Use  a  page  or   more  to  depict  each  event,  and  also  use  one  quote/passage  from  the  book  to  depict  each  event   (for  a  total  of  ten  pages  and  ten  quotes).  On  each  page,  the  visual  material  should  highlight  the   plot,  characters,  setting,  theme,  and  significance  of  the  event.  You  should  be  prepared  to   present  a  clear  explanation  for  why  you  chose  each  image  and  which  theme  it  relates  to.       Survival  Guide  -­‐  Pretend  you  are  Atala,  the  head  trainer  of  the  Games.  Create  a  survival  guide   for  the  tributes.  Using  accurate  information  from  the  novel,  you  must  include:     -­‐A  list  of  supplies  (10  minimum)  and  the  benefits  of  each  one     -­‐A  list  of  the  best  strategies  to  survive  the  Games     -­‐Pictures  or  other  visual  aides   This  can  be  done  in  the  form  of  a  slideshow  presentation  or  a  brochure.      

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  Song  or  Poem  -­‐  Write  an  original  song  or  poem  inspired  by  The  Hunger  Games.  You  should   reference  themes,  events,  characters,  or  symbols.  Include  an  analysis  of  your  work  and  how  it   demonstrates  the  themes  in  the  novel.     Drama-­‐Create  a  parody  of  the  story  &  write  a  script,  act  it  out(live)  or  videotape  the   performance  and  show  to  the  class.       Mock  Trial-­‐  Write  a  mock  trial  in  which  the  Gamemakers  go  on  trial  for  what  they  have  done.   Act  out  the  trial.  Must  include  attorneys  for  both  prosecution  and  defense,  as  well  as  witnesses,   arguments  and  evidence  from  the  novel.     Propaganda  Study-­‐  research  what  propaganda  is  and  how  it  is  used  in  society  to  further  a   cause  or  movement.  Prepare  a  report  and  create  propaganda  posters  for  the  Hunger  Games.     Research  Project-­‐pertinent  topics/themes  in  the  novel  and  prepare  a  powerpoint   presentation.  Topics  could  include  world  hunger,  class  systems,  totalitarian  regimes,  etc…   Relate  what  you  have  learned  about  this  topic  to  what  you  learned  in  the  novel.     Facebook  Page:  Create  a  Facebook  profile  for  one  of  the  characters  in  the  novel.  Include   background  information,  interests,  posts,  and  reactions  to  posts  by  other  characters.                                                            

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The  Hunger  Games   Weekly  Lesson  Overview    

Calendar  of  Instructional  Days     Introduction     Week  One:         Building  Background  &  Intro  to  Novel       Chapters  1-­‐4     Weekly  Assessment     Week  Two:         Chapters  5-­‐9     Weekly  Assessment     Week  Three:         Chapters  10-­‐14     Weekly  Assessment     Week  Four:         Chapters  15-­‐19     Weekly  Assessment     Week  Five:         Chapters  20-­‐24     Weekly  Assessment     Week  Six:         Chapters  25-­‐27       Weekly  Assessment     Week  Seven:     Catch-­‐up  and  review     Movie  Screenings     Project  work     Week  Eight:     Showcases     Final  Assessment      

 

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    The Hunger Games Summer Novel Study Days of Instruction

~ July 2013 ~

◄ June

Sun

Mon

Tue

Wed

August ►

Thu

Fri

1

2

3

4

5

Day 1

Day 2

Day 3

Holiday

Day 4

8

9

10

11

12

Day 5

Day 6

Day 7

Day 8

Day 9

14 15 Week  3: Day 10 Ch.  10-­14

16

17

18

19

Day 11

Day 12

Day 13

Day 14

21 22 Week  4: Day 15 Ch.  15-­19

23

24

25

26

Day 16

Day 17

Day 18

Day 19

28 29 Week  5: Day 20 Ch.  20-­24

30

31

Notes:

Day 21

Day 22

Week  1: Ch.  1-­4

7 Week  2:   Ch.  5-­9

Sat 6

13

20

27

                 

 

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        The Hunger Games Summer Novel Study Days of Instruction

~ August 2013 ~

◄ July

Sun

4

Week  6:   Ch.  25-­27

Mon

Tue

Wed

September ►

Thu

Fri

1

2

Day 23

Day 24

5

6

7

8

9

Day 25

Day 26

Day 27

Day 28

Day 29

13

14

15

16

Day 31

Day 32

Day 33

Day 34

20

21

22

23

Day 36

Day 37

Day 38

Day 39

26

27

28

29

30

Day 40

Official Start of Semester 1: 2013-14 School Year

11 12 Week  7:   Day 30

Sat 3

10

17

Assessment & Projects

18 19 Week  8:   Day 35

24

Showcases & Movie

25

31

       

           

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The  Hunger  Games   Weekly  Lesson  Overview     Introduction    

*A  note  about  mature  content  in  this  book:   It  is  recognized  that  there  are  images  and  content  that  may  be  disturbing  to  some  readers  in   this  novel.  Lessons  were  carefully  designed  with  DSP  teacher  input  and  with  full  recognition  of   the  population  served  by  DSP.  It  is  precisely  because  of  this  particular  group  of  students  that   this  novel  was  chosen.  The  themes  are  not  only  thought  provoking,  but  also  extremely  relevant   to  issues  faced  by  incarcerated  youth.  This  is  an  opportunity  to  safely  and  intelligently  lead   discussions  around  issues  students  face  every  day.       The  lessons  connected  to  the  reading  of  the  novel  were  designed  to  span  an  approximate  six-­‐ week  period  of  time.  This  is  to  allow  flexible  time  for  reading,  completing  assignments  and  to   allow  students  to  focus  on  on-­‐going  projects  connected  to  the  themes  in  the  novel.         Lesson   plans   are   organized   by   week.   They   are   numbered   and   indicate   pages   to   be   read   and   accompanying   handouts   for   instruction.   These   lessons   are   guides.   Feel   free   to   add   or   expand   as   necessary   to   meet   the   needs   of   your   students.   However,   common   core   standards   have   been   aligned  to  each  lesson  and  lead  to  culminating  weekly  assessments.  So  if  lessons  are  altered,  be   certain   to   maintain   focus   on   pre-­‐determined   standards   for   that   week,   in   order   to   prepare   students  for  assessments.     Student  work  should  be  collected  for  the  entire  unit  in  folders  that  are  housed  in  the  classroom   and   brought   out   each   day.   Because   this   is   a   novel   study,   it   is   vital   to   allow   students   the   opportunity  to  collect  all  work  and  refer  constantly  to  notes  and  project  work.  This  will  also   assist  the  Session  B  teacher  in  determining  where  students  are  at  in  the  process.  (See  Session  B   Transition  Notes  below)     There   are   graphic   organizers   that   carry   through   the   entire   eight-­‐week   unit.   For   example,   students  will  be  analyzing  character  development  over  the  course  of  the  novel  and  will  need  to   update  character  graphic  organizers  daily  in  order  to  keep  track  of  new  learnings  about  each   character.   Other   graphic   organizers   that   may   carry   through   include   identifying   key   symbols,   tracking  themes,  personal  vocabulary  journals  and  class  word  walls,  etc…..  

 

Detailed   lessons   span   the   first   six   weeks.   That   leaves   two   weeks   of   summer   session   B   for   teachers   to   do   any   of   the   following   (many   of   which   are   detailed   and   prepared   for   you   in   the   Appendix):   1. Get  caught  up  and  finish  the  novel/lesson  if  you  have  fallen  behind   2. Complete  novel  projects  and  prepare  and  deliver  a  schoolwide  showcase  of  the  Summer   Novel  Projects  in  each  classroom.   3. Pull  in  related  articles  and  resources  related  to  novel  themes  such  as  articles  on  hunger,   survival,    or  reality  TV.   4. Watch  the  movie  version  and  using  the  movie  guide,  hold  a  debate  on  the  virtues  of  the   book  vs.  the  movie.    

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Summer  Session  B  Transition  Notes     The  teacher  in  Session  A  will  begin  the  novel  and  the  selection  of  the  culminating  projects,  and   work   through   the   lessons   up   to   the   end   of   week   four.   This   teacher   will   be   responsible   for   leaving   the   following   information   for   the   new   teacher   in   Session   B:   (forms   are   provided   on   p.130)   1. Detailed  notes  on  where  in  the  novel  they  are  in  each  class  period  and  which  lessons  they   have  completed.   2. All  student  folders  with  novel  work  to  date.   3. Status  on  each  student’s  final  project      

  Achieve  3000  Connections  

  For  sites  that  are  using  the  Achieve  3000  program,  specific  articles  that  align  to  the  themes   have  been  pulled  and  organized  into  the  admin  side  of  the  program.  These  articles  can  be  used   to  support  Reading  for  Information  Common  Core  Standards  and  are  available  for  use  anytime   throughout  the  summer.  

                                                       

13  

     

   

The  Hunger  Games            

Week  One  Lessons:  

Building  Background  &  Introduction  to  Novel   Chapters  1-­‐4   Weekly  Assessment  

 

14  

  Week  1-­Day  1  Ch1.  p.3-­20   Learning  Objective:   Students  will  demonstrate  an  understanding   of  Dystopian  societies.   Language  Objective:   Introduce  and  practice  new  vocabulary   related  to  novel  and  use  to  write  responses  to   complete  essential  questions  based  on  text.   Evidence  of  Learning:   Student  work  product,  completed  map   handout,  oral  discussions  and  observations,   Ch.1  assessment  

SDAIE  Strategies:   Visuals-­map   Character  Notes   Personal  Word  journals   Oral  Discussion     Length  of  Lesson:   1  class  period   Common  Core  Standards:   RL  10.1,  12.1;  10.10,  12.10     SL  10.4,  12.4   W  10.9,  12.9   L  10.4,  10.5,  10.6,  12.4,  12.5,  12.6   Key  Academic  Vocabulary:   Reaping,  tesserae,  Panem,  Capitol    

Materials  Needed:   Novel,  student  folders   Handouts  1-­‐Map  of  Panem   Handout2-­‐Graphic  Org  on  Dystopian  Society   Handout  3-­‐Themes  and  Essential  Questions   Handout  4-­‐  Personal  Word  Journal   Handout  5-­‐Ch.  1  Quiz   Anticipatory  Set:  (Prereading)   1. Distribute  Map  of  Panem  (Handout  1)  -­‐Identify  District  12  and  the  Capitol.  Point  out   that  North  America  has  changed  and  many  places  are  under  water.   2.  Give  Handout  2-­‐review  the  definition  of  a  Dystopian  Society   Direct  Instruction:  (During  Reading)   1.  Read  Ch.  1  p.  3-­‐20,  stopping  every  few  paragraphs  to  check  for  understanding.  As  you  read,   stop  when  the  terms  reaping  and  tesserae  appear  and  have  students  add  these  terms  to  their   Personal  Word  Journals  (Handout  4)     2.  Distribute  Handout  3:  Themes  and  Essential  Questions:  Review  each  theme  and  set  of   questions.  Tell  students  these  are  the  three  ideas  we  will  be  focusing  on  through  the  whole   novel.     Guided  Practice:  (During  Reading)   Revisit  Handout  2  and  complete  any  information  on  Dystopian  Societies  that  was  learned  in     Ch.1.  Do  a  few  examples  together  then  students  can  work  in  pairs.     Closure:  (Post  Reading)   Review  Dystopian  society,  handout  #2:Have  each  student  share  one  feature  of  a  dystopian   society   Independent  Practice/Assessment:   If  time  allows,  have  students  complete  the  CH.  1  Quiz  and  review  as  a  class.   Differentiation  for  ELL,  Students  w/  Disabilities   Visuals,  Show  power  point  on  Dystopian  vs.  Utopian  societies   Graphic  Organizers:  Map  of  North  America,  Allow  students  to  work  in  pairs  and  discuss   answers.    

15  

  Week  1  Handout  1   Ch.  1                      

 

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16  

  Week  1:  Handout  2   Ch.  1  

  Essential  Question:  How  is  Panem  a  dystopian  society?    

Read  each  descriptor  of  a  dystopian  society  and  find  textual  evidence  that  supports  it  in  The   Hunger  Games.  Cite  specific  examples  and  page  numbers.  

  Dystopia  

A  dystopia  is  a  community  or  society,  usually  fictional,  that  is  in  some  important  way   undesirable  or  frightening.     Pressure  to  Conform   Urban  Setting   Isolation  of  Characters                                   Totalitarian  Government   Hero  Questions  Society   Backstory  of  War,  Revolution,     Destruction                                    

17  

  Week  1:  Handout  3   Ch.1  

      The  Hunger  Games   Themes  and  Essential  Questions  

      Theme  1:  Dystopian  Society   Essential  Questions:     How  is  Panem  a  Dystopian  Society?   How  does  any  ruling  class  maintain  power?     What  is  my  role  and  impact  on  society?         Theme  2:  Survival   Essential  Questions:   How  can  using  individual  strengths  and/or  intelligence  help  someone  survive?   What  is  the  importance  of  alliances  to  survival?         Theme  3:  Violence  in  Reality  TV   Essential  Questions:     What  is  real  and  what  is  manipulation  in  reality  TV?     How  can  people  change  perceptions  in  order  to  win?          

 

18  

  Week  1:  Handout  4   Ch.1    

Personal  Word  Journal  

Keep  track  of  key  academic  vocabulary  and  other  words  of  interest  from  the  novel.  

    Word  

Definition  

   

   

   

 

   

 

   

 

   

 

   

 

   

 

   

 

   

 

   

 

   

 

   

 

   

 

 

Example                                                                                 19  

  Word  

Definition  

   

 

   

 

   

 

   

 

   

 

   

 

   

 

   

 

   

 

   

 

   

 

   

 

Example                                                                          

               

 

20  

  Week  1:  Handout  5   Ch.  1  Quiz     Short  Constructed  Response   1.  Describe  District  12.               2.  What  illegal  activity  does  Katniss  participate  in?  Why  does  she  do  this?                   3.Describe  the  relationship  between  Gale  and  Katniss.  Why  do  you  think  the  author  is   discussing  this  relationship  so  much  at  the  beginning?                   4.    What  is  reaping?  Why  do  you  think  the  Capital  calls  it  this?  Why  is  this  ironic?                

 

5.  What  is  a  Dystopian  Society?  Cite  evidence  from  the  text  that  demonstrates  a  feature  of  a   dystopian  society.

 

21  

  Week  1  Day  2  Ch.  2  p.21-­33         Learning  Objective:   Students  will  understand  and  identify  the  use   of  symbolism  within  the  literary  text   Language  Objective:   Introduce  new  vocabulary  terms  and  concepts   related  to  novel  and  use  of  symbolism  and   their  meanings.   Evidence  of  Learning:   Student  work  product,  oral  discussions  and   observations  

 

 

 

 

SDAIE  Strategies:   Character  Notes   Symbolism  Graphic  Organizer   Partner  Work   Oral  Discussion   Length  of  Lesson:   1  class  period   Common  Core  Standards:   RL  10.1,  12.1;  10.3,  12.3;  10.10,  12.10     SL  10.1,  12.1   W  10.9,  12.9   L  10.4,  10.5,  10.6,  12.4,  12.5,  12.6   Key  Academic  Vocabulary:   Lottery/Odds,  Taunting,  Mesmerized,  Tribute   Opportunity,  Sacrifice,  Peacekeepers    

Materials  Needed:   Word  Journals   Handout  6:Character  Notes:Katniss   Handout  7:  Character  Notes  :Peeta   Handout  8:  Minor  Characters  Study  Guide   Handout  9:  Symbolism  Graphic  Organizer   Handout  10:  Chapter  2  Quiz   Anticipatory  Set:  (Prereading)   1. Recap  Ch.  1  from  yesterday.   2. Opening  Discussion:  (Refer  to  poster  theme)  What  is  the  meaning  of  survival?  What   do  you  think  of?  How  can  using  individual  strengths  and  intelligence  help  someone   survive?   Direct  Instruction:  (During  Reading)   1. Read  Ch.2:  As  key  vocabulary  arises,  stop  to  clarify  and  add  to  word  journals.   Guided  Practice:  (During  Reading)   1. Distribute  Character  Notes  on  Peeta  and  Katniss  and  complete  new  information  and   significance  of  that  information  for  each  character.   2. Distribute  Minor  Characters  Study  Guide  and  complete  attributes  and  relevance  to   Katniss   Closure:  (Post  Reading)   Begin  idea  of  symbols  in  the  story.  Distribute  Handout  9  on  Symbols.  Review  recurring   symbols:   Dandelion  (p32)   Fire-­‐burnt  offerings  (p.31)   The  Hob  p.28   3-­‐finger  Salute  p.24   Independent  Practice/Assessment:   Ch.  2  Quiz:  Students  will  work  in  partners  to  answer  5  questions.  Debrief  as  a  class.   Differentiation  for  ELL,  Students  w/  Disabilities:   Visuals,  Show  power  point  Dystopian  vs.  Utopian  societies   Graphic  Organizers:  Map  of  North  America,  character  development,  essential  question  (if   necessary)  assessment  questions      

22  

  Week  1:  Handout  6     Character  Notes:  Katniss  Everdeen     Chapter   New  Information  about  Katniss   1           2           3           4           5           6           7           8           9                        

Significance    

 

 

 

 

 

 

 

 

23  

  Chapter   10  

11         12         13         14         15         16         17         18                              

New  Information  about  Katniss            

Significance    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

24  

    Chapter   19  

20         21         22         23         24         25         26         27          

 

New  Information  about  Katniss            

Significance    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

25  

  Week  1:  Handout  7     Character  Notes:  Peeta  Mallark     Chapter   New  Information  about  Peeta   1           2           3           4           5           6           7           8           9                        

Significance    

 

 

 

 

 

 

 

 

26  

    Chapter   10  

11         12         13         14         15         16         17         18                            

New  Information  about  Peeta            

Significance    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

27  

        Chapter   19  

20         21         22         23         24         25         26         27          

 

New  Information  about  Peeta            

Significance    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

28  

  Week  1:  Handout  8     Minor  Characters  Study  Guide   Character   Attributes     Gale           Prim         Mother         Father         Madge         Avox         Haymitch         Cinna         Effie         Rue         Foxface           Thresh           Cato              

Connections  and  relevance  to  Katniss                        

 

 

29  

      Clove         Glimmer         Marvel            

 

 

 

 

 

 

 

30  

  Week  1:  Handout  9   Symbol   Mockingjay           Bow  and  arrow           Fire             Dandelion             Cornucopia                 Cannons               Moon                  

 

Occurrence    

Symbols  in  The  Hunger  Games   Textual  Evidence      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Significance  

31  

  Week  1:  Handout  10   Ch.  2  Quiz     Short  Constructed  Response.   You  may  use  the  book  or  your  notes.     1.    How  does  Katniss  save  her  sister  from  the  reaping?                   2.    Describe  Peeta.  What  kind  of  person  is  Peeta  so  far?  What  evidence  from  the  book   illustrates  these  traits?                       3.    What  evidence  in  this  chapter  might  suggest  Peeta  is  an  abused  child?    

 

32  

  Week  1  Day  3:  Ch.3  p.34-­47   Learning  Objective:   Students  will  identify  additional  attributes  of   a  Dystopian  Society  and  how  it  controls  the   population.   Language  Objective:   Students  will  write  examples  of  how  irony   and  imagery  illustrate  examples  of  the   elements  of  a  dystopian  society.   Evidence  of  Learning:   Students  work  product,  completed  handouts,   assessment  questions  and  observations.  

SDAIE  Strategies:   Oral  debrief  on  characters   Sentence  starters     Length  of  Lesson:   1  class  period   Common  Core  Standards:   RL  10.1,  12.1;  10.2,12.2;  10.3,  12.3;  10.10,   12.6,  12.10     SL  10.1,  12.1   W  10.9,  12.9   L  10.4,  10.5,  10.6,  12.4,  12.5,  12.6   Key  Academic  Vocabulary:   Irony,  justice,  Peacekeepers,  Apothecary,   Mercifully   Imagery:  Camera-­‐  Insect  like  

Materials  Needed:   Character  Notes  Graphic  Organizers   (Handouts  6,7,8)   Handout  on  Dystopian  Societies  (Handout  2)   Handout  11:  Imagery  &  Irony       Anticipatory  Set:  (Prereading)   1. Recap  Ch.  2:  what  were  the  major  events?     2. Quick  run-­‐down  on  all  of  the  characters-­‐what  do  we  know  about  each  one  so  far?   (Refer  to  character  notes  graphic  org)   Direct  Instruction:  (During  Reading)   Read  Ch.3  –p.  34-­47  Set  the  purpose  for  reading:  As  you  read  look  for  examples  of  elements  of   dystopian  societies.  Pay  attention  to  the  author’s  use  of  imagery  and  irony  to  describe  these.   (refer  to  definitions  on  Handout  11)   Stop  after  the  first  sentence  to  discuss:  Why  does  Katniss  say  they  are  “taken  into  custody?”   Guided  Practice:  (During  Reading)   After  reading,  students  will  return  to  the  graphic  organizer  on  Dystopian  Societies:  fill  in  new   information  about  each  element.  Provide  sentence  starters  if  needed.  Work  as  a  class  or  have   students  work  in  pairs.   Review  together,  checking  that  all  students  have  the  information.   Closure:  (Post  Reading)   Refer  to  Handout  6.  Review  the  first  example  on  Peacekeepers.  Do  the  second  one  together  and     Allow  students  to  do  the  last  two  on  their  own.  Debrief  as  a  class.   Independent  Practice/Assessment:   Chapter  3  Quiz:     Differentiation  for  ELL,  Students  w/  Disabilities   Visuals,  Show  power  point  Dystopian  vs.  Utopian  societies   Graphic  Organizers:  Map  of  North  America,  character  development,  essential  question  (if   necessary)  assessment  questions     *if  available-­‐  show  clips  of  Katniss  being  taken  into  custody  or  features  of  Panem  as  a  Dystopia   from  the  movie.      

33  

  Week  1:  Handout  11    Ch.3       Irony=  the  use  of  word  to  convey  the  opposite  of  their  literal  meaning.     Ex:  It’s  ironic  that  a  large  dog  is  named  Tiny.     Imagery=  descriptive  writing  that  creates  a  vivid  mental  picture.         How  does  it  relate  to   Word  or  Phrase            Irony  or  imagery?  Why?   elements  of  a  dystopian   society?           Irony-­‐they  are  essentially   It  is  part  of  the  control  the   Peacekeepers  p.34   military  police,  who  are  used   government  uses  to  keep  the     to  control  and  suppress   people  in  line.     people.             “The  station  is  swarming   with  insect-­‐like  cameras   trained  directly  on  my  face.”   p.40               “We  have  to  stand  for  a  few   minutes  in  the  doorway  of   the  train  while  the  cameras   gobble  up  our  images,  then   we  are  allowed  inside  and   the  doors  close  mercifully   behind  us.”  p.41           “The  peacekeepers  march  us   through  the  front  door  of  the   justice  building……p.34   ….conducted  to  a  room  and   left  alone-­‐it’s  the  richest   place  I’ve  ever  been  in,  with   deep  rich  carpets  and  …”   p34          

34  

    Week  1:  Handout  12   Ch.  3  quiz     Directions:  Fill  out  answers  to  questions  completely  with  a  partner  using  the  text  (page   numbers  are  helpful)     1.   What  instructions  does  Katniss  leave  for  her  mother?                   2.   What  act  of  kindness  does  Peeta’s  dad  show  to  Katniss?  How  do  you  think  this  man   might  have  influenced  his  son?                       3.   Why  do  you  think  the  Capital  changes  the  location  of  the  games?                                        

35  

  Week  1  Day  4:  Ch.4  p.48-­60   Learning  Objective:   Students  will  identify  events  that  illustrate   Katniss’  survival  skills.     Language  Objective:   Students  will  orally  share  the  major  events  of   Ch1-­‐4,  as  well  as  Katniss’  survival  skills.       Evidence  of  Learning:   Ch.  4  Assessment  

SDAIE  Strategies:   Character  Notes   Use  of  notes  on  assessment       Length  of  Lesson:   1  class  period   Common  Core  Standards:   RL  10.1,  12.1;  10.2,  12.2;  10.3,12.3;  10.10,   12.6,  12.10     SL  10.4,  12.4   W  10.9,  12.9   L  10.4,  10.5,  10.6,  12.4,  12.5,  12.6   Key  Academic  Vocabulary:   Opulence,  deteriorate,  obscenities,   indulgences,  Cornucopia    

Materials  Needed:   Novel,  paper  and  pencil,  previous  days   handouts,     Handout  13:  Ch.4  Assessment   Anticipatory  Set:  (Prereading)   1. Recap  yesterday’s  reading-­‐what  were  the  key  events?  Share  orally.   2. Refer  to  Theme  of  Survival  (refer  to  poster  on  the  wall)   3. Purpose  for  Reading:  As  we  read  ch.  4  we  will  look  for  Katniss’s  survival  skills         Direct  Instruction:  (During  Reading)   Read.  Ch.  4     Guided  Practice:  (During  Reading)   Add  to  the  character  notes  on  Katniss:  focusing  on  the  many  survival  skills  she  possesses-­‐   hunter-­‐gatherer  (p.50),  trader  (p.52),  stoic-­‐shut  off  emotions  (p.53),  weaponry  (p.57)   Also  add  her  self-­‐sacrificing  nature  for  her  family.       Closure:  (Post  Reading)   Refer  to  all  handouts  and  update  character  notes,  symbols  graphic  organizer,  map  of  Panem.     Independent  Practice/Assessment:   Ch.  4  Assessment:  Handout  13   Finish  any  incomplete  work  or  chapter  quizzes.  Debrief  answers  as  a  class.     Differentiation  for  ELL,  Students  w/  Disabilities   Visuals,  Graphic  Organizers:  Map  of  Panem,  character  notes,  essential  questions,  assessment   questions            

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  Week  1:  Handout  13   Ch.  4  Quiz     Directions:  Fill  out  answers  to  questions  completely  using  the  text  (page  numbers  are   helpful)     1.   Do  you  think  Haymitch  will  be  helpful  as  a  mentor?  Why  or  Why  not?               2.   What  does  Katniss  mean  when  she  says;  ”A  kind  Peeta  Mellark  is  far  more  dangerous  to   me  than  an  unkind  one.”                 3.   What  happens  to  convince  Haymitch  that  Peeta  and  Katniss  might  be  fighters?                         4.     “May  the  odds  be  ever  in  your  favor.”  How  does  Katniss’s  survival  skill  work  in  her   favor  against  a  society’s  quest  for  entertainment?      

 

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  Week  Two  Lessons:   Chapters  5-­‐9   Weekly  Assessment  

 

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  Week  2:  Day  5  Ch.5  p.  61-­72         Learning  Objective:   Students  will  be  able  to  understand  the   preparation  of  the  Tributes  as  they  receive   makeovers  and  relate  it  to  the  themes  of   Dystopian  Society  and  Survival.   Language  Objective:   Students  will  read  aloud  in  pairs,   summarizing  as  they  go.     Evidence  of  Learning:   Completed  graphic  organizer  (Handout  1)      

 

 

 

 

SDAIE  Strategies:   Pair-­Share   Partner  reading   Audio  of  novel     Length  of  Lesson:   I  class  period   Common  Core  Standards:   RL  10.1,12.1,  10.2,12.2   SL  10.1.,12.1   W  10.9  10.10,  12.9,  12.10   L    10.4,  12.4,  10.6,12.6     Key  Academic  Vocabulary:   grandeur,  complementary,  tangible,   flamboyant,    

Materials  Needed:   Handout  1:  Makeover  for  Survival?       Anticipatory  Set:       Opening  discussion:  If  you  had  three  days  to  prepare  for  the  Games,  what  would  you   do?   Purpose  for  Reading:  Watch  for  ways  that  Katniss  is  prepared  for  The  Games.     Direct  Instruction:  (During  Reading)     Read  Ch  5  p.  61-­‐72.  Use  partner  reading  or  Audio  to  follow  along,  pausing  to  summarize  every   few  paragraphs.     Guided  Practice:   Refer  to  Handout  1:  Makeover  for  Survival?  Model  Step  1  together,  filling  in  needed   information.   Do  the  next  step  together,  then  allow  students  to  work  in  pairs  to  complete  the  boxes.     Direct  students  to  the  two  remaining  questions:  discuss  as  a  class  and  complete  answers.     Closure/Independent  Practice:  (Post  Reading)   Add  to  Character  Notes:  Katniss,  Minor  Characters,  Map  of  Panem,  personal  word   journals/word  walls     Differentiation  for  ELL  students  and/or  students  with  disabilities   Teacher  can  work  with  a  small  group  on  the  organizer.          

39  

  Week  2:  Handout  1   Ch.  5  

Makeover  for  Survival?     Identify  the  steps  in  the  physical  makeover  that  Katniss  goes  through  in  the  Remake  Center.   What  do  they  do  to  her  to  get  her  “ready”  for  the  games?     Steps   Evidence  from  Text   Relation  to  theme  of  Dystopian   (quote  and  page  #)   Society  or  Survival?  Why?   Hair  removal     Dystopian:They  believe  in  a  certain   style  of  perfection.                                                         Read  each  quote  and  tell  how  it  relates  to  the  theme  of  survival  and/or  Reality  TV:     1. “Cinna  has  given  me  a  great  advantage.  No  one  will  forget  me.  Not  my  look,  not  my   name.    Katniss.  The  girl  who  was  on  fire.”  (p.70)                 2. “A  warning  bell  goes  off  in  my  head.  Don’t  be  so  stupid.  Peeta  is  planning  how  to  kill   you,  I  remind  myself.  He  is  luring  you  in  to  make  you  easy  prey.  The  more  likeable  he  is,   the  more  deadly  he  is.  But  because  two  can  play  at  this  game,  I  stand  on  tiptoe  and  kiss   his  cheek….”  (p.72)    

 

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    Week  2:  Day  6:  Ch.  6  p.73-­85   Learning  Objective:   Students  will  be  able  to  compare  and  contrast   life  in  the  Capitol  to  life  in  the  Districts.   Students  will  identify  an  Avox  and  their   purpose  a  Dystopian  Society.   Language  Objective:   Students  will  work  in  pairs  to  describe  life  in   both  places.   Evidence  of  Learning:   Completed  Venn  Diagram  and  short   constructed  response  items.      

SDAIE  Strategies:   Partner  work     Venn  Diagram     Length  of  Lesson:   1  class  period   Common  Core  Standards:   RL  10.1,12.1,  10.10,  12.10   W  10.1,12.1   SL  10.1,12.1;  10.3,12.3  10.4,  12.4   L    10.1,  12.1,  10.2,12.2;  10.6,12.6     Key  Academic  Vocabulary:   Complimentary,  tangible,  barbarism,   adversaries  

Materials  Needed:   Handout  2:  Venn  Diagram       Anticipatory  Set:       Recap  Ch.  5:  orally  share  major  events  from  yesterday   Set  a  Purpose  for  Reading:  Find  examples  of  how  life  in  the  Capitol  compares  to  life  in  the   Districts.   Direct  Instruction:  (During  Reading)     Read  Chapter  6  aloud,  pausing  to  check  for  understanding  and  summarize/clarify  events.     Guided  Practice:   In  pairs,  cite  examples  of  life  in  both  the  Capitol  and  the  Districts  on  Handout  2.   Then  discuss  the  three  questions  regarding  the  Avox  and  write  responses.     Closure/Independent  Practice:  (Post  Reading)     Debate  Question  3:  Should  Katniss  have  intervened?  Divide  the  class  in  two  and  have  each   side  give  rationale.     Differentiation  for  ELL  students  and/or  students  with  disabilities     Provide  examples  for  the  Venn  Diagram.  Provide  sentence  starters  for  each  constructed   response.        

 

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  Week  2:  Handout  2   Day  6   Ch.  6  p.  73-­‐85     Venn  Diagram:  Compare  and  contrast  life  in  the  Capitol  to  life  in  the  Districts.           Life  in  the  Capitol  

 

 

                               Life  in  the  Districts  

         

1. What  is  an  Avox?  (p.77)  

             

2. How  does  an  Avox  fit  into  Dystopian  Society?  What  is  their  purpose?  

3. Should  Katniss  have  intervened  when  the  girl  was  taken  by  the  hovercraft?   Why  or  Why  not?              

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  Week  2:  Day  7-­  Ch.  7  p.86-­102   Learning  Objective:   Students  will  determine  ways  in  which   Katniss  has  rebelled  as  a  tribute  and  if  this  has   helped  her  or  hurt  her  with  the  Gamemakers.   Language  Objective:   Students  will  orally  share  quickwrite   responses     Evidence  of  Learning:   Student  will  write  an  argument  regarding  the   question  of  whether  Katniss’  rebellion  has   helped  her  or  hurt  her  as  a  tribute.  

SDAIE  Strategies:   Oral  Debrief   Sentence  Starters     Length  of  Lesson:   1  class  period   Common  Core  Standards:   RL  10.1,12.1,  10.3,12.3   W  10.1,  12.1   SL  10.1,  12.1   L  10.1,  12.1;  10.2.12.2     Key  Academic  Vocabulary:   Deluged,  amiable,  exertion  

Materials  Needed:   Handout  3:  Quickwrite  &  Ch.8  Questions       Anticipatory  Set:       Recap  Ch.  6  from  yesterday:  What  were  the  major  events?   Quickwrite-­‐Handout  3:  How  do  teenagers  typically  rebel  against  authority?  Give  examples.   Debrief  responses  whole  group.     Ask:  What  skills  might  be  necessary  for  Katniss&  Peeta  to  learn  in  the  arena?   Purpose  for  Reading:  Look  for  ways  in  which  Katniss  rebels  in  the  Training  Center.   Direct  Instruction:  (During  Reading)     Read  Ch.  7   Write  an  argument  for  the  question:  Has  her  rebellion  helped  her  or  hurt  her  as  a  Tribute?   Take  a  position  and  justify  your  response  with  evidence  from  the  text.     Guided  Practice:   Provide  a  sentence  starter  for  each  position  if  students  need  help  getting  started.     Closure/Independent  Practice:  (Post  Reading)   Complete  new  learnings  about  Peeta,  katniss,  minor  characters  on  character  study.  Add  to   personal  word  journals  and  word  wall.     Differentiation  for  ELL  students  and/or  students  with  disabilities   Work  with  a  small  group  on  the  same  position.  Write  it  together.      

 

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  Week  2:Handout  3   Day  7,  Ch.7     Quickwrite:   How  do  teenagers  typically  rebel  against  authority?  Give  examples.                       Chapter  8   How  has  Katniss  rebelled  since  arriving  at  the  training  center?                           Has  her  rebellion  helped  her  or  hurt  her  as  a  Tribute?  Take  a  position  and  justify  your   response  with  evidence  from  the  text.  

 

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  Week  2:  Day  8:  Ch.  8  p.103-­113,  Ch  9.  p-­114-­138           Learning  Objective:   SDAIE  Strategies:   Students  will  learn  new  information  about   Graphic  organizers  on  each  character   Katniss,  Peeta  and  the  minor  characters.   oral  debriefs   Students  will  understand  how  people  try  to     alter  perceptions  of  themselves  in  order  to   Length  of  Lesson:   win.   I  class  period   Language  Objective:   Oral  debrief  of  character  learnings.     Evidence  of  Learning:   Common  Core  Standards:   Students  will  cite  textual  evidence  relating  to   RL  10.1,12.1;  10.2,  12.2;  10.3,  12.3   theme  3  and  justify  responses.   W  10.9,  12.9;  10.10,  12.10     SL  10.1,  12.1;       L    10.1,  12.1;  10.2,  12.2;  10.6,  12.6     Materials  Needed:   Key  Academic  Vocabulary:   Character  Notes-­‐Katniss,Peeta,  Minor   Reprieve,  reproach,  unrequited   Characters   Handout  4:Perceptions     Anticipatory  Set:       Recap  yesterday’s  reading  of  Ch.  7:  What  were  the  major  events?   Purpose  for  reading:  As  we  read  CH.  8  &  9-­‐  pay  attention  to  new  character  information  on   Katniss,  Peeta  and  the  minor  characters.     Direct  Instruction:  (During  Reading)     Read  Ch.  8-­  Stop  in  places  where  we  see  evidence  of  character  development   Go  back  to  the  character  notes  on  Katniss,  Peeta  and  the  minor  characters:  complete  new   learnings     Begin  Reading  Ch.  9  P.  114-­‐122:  look  for  ways  in  which  Katniss  is  encouraged  to  alter  the   perceptions  of  herself  in  order  to  win.     Guided  Practice:   If  time  permits-­‐begin  handout  4-­‐completing  how  each  quote  represents  the  essential  question   of  theme  3.     Closure/Independent  Practice:  (Post  Reading)   Debrief  learnings  about  each  character,  ensuring  that  all  students  have  updated  Character   Notes.     Differentiation  for  ELL  students  and/or  students  with  disabilities   Teacher  can  work  with  a  small  group  .        

45  

  Week  2:  Handout  4:  Perceptions   Day  8,  Ch.9     Respond  to  quotes  in  Chapter  Nine  that  demonstrate  Theme  3:  Violence  in  Reality  TV-­‐Essential   Question  1,  as  it  relates  to  the  idea  of  how  people  try  to  change  perceptions  about  themselves   in  order  to  win:     Evidence  from  the  Text   How  this  represents  Theme  3   “Just  remember,  Katniss,  you  want     the  audience  to  like  you…”     Effie  is  trying  to  make  Katniss  act  differently   “They’re  betting  on  how  long  I’ll   so  that  she  appears  likeable.  Effie  is  so  used  to   live!”  I  burst  out.  “They’re  not  my   being  fake  and  playing  the  game  that  the   friends!”   Capitol  forces  people  to  play  in  order  to   “Well  try  and  pretend!”  snaps  Effie.   survive,  that  she  doesn’t  even  think  twice   Then  she  composes  herself  and   about  it.  Pretending  is  second  nature  to  her   beams  at  me.”See,  like  this....”   now.     (p.115)   “  “I’m  trying  to  figure  out  what  to  do     with  you,”  he  says.  “How  we’re  going   to  present  you.  Are  you  going  to  be   charming?  Aloof?  Fierce….The   impression  you  make  tomorrow  will   decide  what  I  can  get  you  in  terms  of   sponsors,”  says  Haymitch.  (p.116)                          

 

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  Week  2  Day  9:  Ch-­5-­9  Assessment,  Catch-­up  and  Projects     Learning  Objective:   SDAIE  Strategies:   Students  will  synthesize  information  from  the   Students  will  use  graphic  organizers  and  notes   book  so  far.  Students  will  select  a  project.   on  the  assessment   Language  Objective:     Students  will  demonstrate  understanding  of   Length  of  Lesson:   the  themes  and  characters  through  written   1  class  period   assessment.     Evidence  of  Learning:   Common  Core  Standards:   Assessment  on  Ch  5-­‐9   W  10.2,  12.2   Project  Contract   SL  10.4,  12.4     L  10.1,12.1,  10.2,  12,2,  10.6,  12.6,       Materials  Needed:   Key  Academic  Vocabulary:   Handout  5:  Assessment     Handout  6:  Project  Contract   Project  Options  &  Rubric  (Appendix)     Anticipatory  Set:       1. Finish  reading  Ch.  9:  p.  123-­‐130   Direct  Instruction:  (During  Reading)     1. Review  Ch.  1-­‐9:  Discuss:  What  do  we  know  so  far  about  Panem,  Katniss,  Peeta  and  the   minor  characters   2. Have  students  organize  all  notes  for  use  in  the  assessment.     Guided  Practice:     1.  Distribute  the  assessment  for  chapters  5-­‐9.  Students  may  use  any  and  all  notes  or  the  book.       Closure/Independent  Practice:  (Post  Reading)   When  all  students  have  completed  the  assessment-­‐  refer  to  handout  6:  Project  Contract   Review  project  options  (from  Curriculum  Guide,  p.  7-­‐8)  and  project  scoring  rubric  (p.  133)   Each  student  decides  on  a  project  and  completes  the  contract.         Differentiation  for  ELL  students  and/or  students  with  disabilities   Teachers  can  assist  students  in  selecting  projects.      

 

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  Week  2  Assessment:  Handout  5   Chapters  5-­‐9       Extended  Constructed  Response   1. How  is  Panem  a  Dystopian  Society  so  far?  Describe  how  it  looks,  how  it’s  citizens  act,   what  they  value  and  how  they  control  the  districts.                                     2. What  survival  skills  does  Katniss  have?  Describe  her  specific  skill  set  in  both   intelligence  and  physical  abilities.      

 

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  Week  2:  Handout  6     The  Hunger  Games  Project  Contract:     Name  

Project  Due:    

Group  #     Are  you  working  alone  or  with  a  partner?  (Name  your  partner  if  applicable)       Describe  your  project:                       What  elements  are  required?   What  visuals  will  you  present  to  the     class  or  at  the  showcase?                   How  will  you  make  your  project   Which  theme  and  essential  question   interesting  to  others?   will  your  project  relate  to?                        

 

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Week  Three  Lessons:   Chapters  10-­‐14   Weekly  Assessment  

 

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  Week  3:  Day  10-­  Ch.  10  p.  133-­147     Learning  Objective:   Students  will  be  able  to  recognize  the   continuing  character  development  between   Katniss  and  Peeta.   Language  Objective:   Students  will  share  ideas  with  the  class.     Evidence  of  Learning:   Students  will  cite  evidence  on  graphic   organizers.  

SDAIE  Strategies:   Graphic  organizer   Partner  work   Class  debrief     Length  of  Lesson:   1  class  period   Common  Core  Standards:   RL  10.1,12.1;  10.3,  10.4,  12.4   W  10.9,  12.9;10.  10,  12.10   SL  10.1,12.1,  10.4,  12.4;  10.6,  12.6   L  10.2,  12.2     Key  Academic  Vocabulary:   Catacombs,  Stockyard     Lunatic  ,  characterization    

Materials  Needed:   HG  book,  folders,     Handout  1:  Quickwrite   symbol  chart,  character  notes  for  Katniss  and   Peeta,  word  journal   Anticipatory  Set:  (Prereading)   Quickwrite-­  Handout  1:  Name  3  things  you  know  about  dystopian  societies  and  3  questions   you  still  have.       Debrief:  Students  then  share  out  one  idea  or  question.   Set  Purpose  for  Reading:  watch  for  how  Katniss  and  Peeta’s  relationship  develops   Direct  Instruction:  (During  Reading)   Read  Ch.  10.   (Optional  activity)  Conduct  a  reader’s  theater  with  the  conversation  Katniss  and  Peeta  have  on   the  rooftop  on  pages  141-­‐142.     Guided  Practice:  (During  Reading)   Refer  back  to  Handout  1  –students  will  work  in  pairs  to  address  the  set  of  short  constructed   response  questions.     Closure:  (Post  Reading)   Students  will  add  new  information  to  character  notes  for  Peeta  and  Katniss     Independent  Practice/Assessment:   Students  will  write  an  extended  constructed  response:     In  a  dystopian  society  there  is  pressure  to  conform.    Peeta  doesn’t  want  the  Capitol  to  change   him  into  a  monster  during  the  games.    Is  this  a  form  of  rebellion?    Do  people  have  to  turn  into  a   monster  when  they  change?       If  time,  students  can  work  on  projects.     Differentiation  for  ELL,  Students  w/  Disabilities   Scaffold  writing  (ei:  sentence  starters),  check  for  understanding      

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  Week  3:  Handout  1   Ch.  10     Quickwrite:   3  Things  I  know  about   a  Dystopian  Society  

             

3  Questions  I  have  about     a  Dystopian  Society  

     

Short  Constructed  Response   What  is  the  purpose  of  the  tracker?    How  does  it  tie  into  the  theme  of  a  Dystopian  Society?             Page  144  refers  the  Launch  Room  as  a  stockyard,  which  is  where  animals  go  before  they  are   slaughtered.    How  is  this  reference  appropriate  at  this  point  in  the  book?           Extended  Constructed  Response   In  a  dystopian  society  there  is  pressure  to  conform.    Peeta  doesn’t  want  the  Capitol  to  change   him  into  a  monster  during  the  games.    Is  this  a  form  of  rebellion?    Do  people  have  to  turn  into  a   monster  when  they  change?    Cite  textual  evidence  to  justify  your  responses.                              

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  Week  3:  Day  11-­  Ch.  11  p.  148-­160     Learning  Objective:   Students  will  determine  how  key  events  relate   to  the  themes  in  the  story.   Students  will  note  how  the  author  shows  the   passage  of  time.   Students  will  state  their  opinions  of  the   importance  of  alliances  for  survival.   Language  Objective:   Students  will  orally  present  key  events  and   theme  connections.     Evidence  of  Learning:   Completion  of  Frayer  Model  worksheet   Cite  evidence  on  graphic  organizers    

SDAIE  Strategies:   Frayer  Model   Oral  Debrief     Length  of  Lesson:   1  class  period  

Common  Core  Standards:   RL  10.1,  12.1;  10.2,  12.2,  10.5,  12.5   W    10.9,  12.9;  10.10,  12.10   SL  10.1,  12.1   L  10.1,  12.1;  10.2,  12.2,  10.4,12.4     Key  Academic  Vocabulary:   Cornucopia     Alliance     Ludicrous      

Materials  Needed:   Handout  2:  Event/Theme  Connections   Handout  3:  Frayer  Model  worksheet,     Handout  4:  Time  Manipulation   folders,  HG  book,     Anticipatory  Set:  (Prereading)   Briefly  review  last  chapter.     Review  vocabulary  cornucopia  and  alliance,  add  to  word  wall  or  word  journal   Frayer  Model  Worksheet:  Students  will  fill  out  the  Frayer  Model  worksheet  for  the  word   ‘ludicrous’.     Direct  Instruction:  (During  Reading)   Purpose  for  reading:  Look  for  events  that  connect  to  the  themes.  Model  how  to  identify  key   events  on  Handout  2  and  connect  them  to  theme.     Guided  Practice:  (During  Reading)     Students  will  work  in  partners  to  add  more  key  events  to  Handout  2.       Closure:  (Post  Reading)   If  time  permits,  students  can  work  on  Handout  4:  Time  Manipulation.  This  can  be  done  whole   class  or  in  groups.     Independent  Practice/Assessment:Using  the  Map  of  Panem,  students  can  keep  track  of  the   eliminated  tributes  –who  is  left?     Differentiation  for  ELL,  Students  w/  Disabilities   Scaffold  writing  (eg:  sentence  starters),  check  for  understanding.  

 

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  Week  3:  Handout  2   Ch.  11     Identify  events  from  the  novel  that  connect  to  any  of  the  themes.  Note  the  page  number,   synthesize  or  summarize  the  event  and  explain  how  it  connects  to  a  theme.     Page  Number   Event   Connection  to  Theme   152   Day    1  is  one  of   Violence  in  Reality  TV:  There  will  be  many   the  heaviest   deaths  on  the  first  day,  which  would  be  good   betting  days  of   for  viewers  and  ratings.  After  the  first  day  and   the  games.     the  group  is  thinned  down,  the  betting  odds     will  get    closer  together.   155-­‐156   Katniss  describes     picking  a  good   tree,  climbing  it,   and  securing   herself.       156   The  author     describes  the  end   of  the  first  day   with  the  anthem   and  the  death   recap                                                              

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  Week  3  Handout  3:  Frayer  Model   Ch.  11     Definition

Facts

Word/Concept

ludicrous  

  Examples  

  Non55   examples

  Week  3  Handout  4   Ch.  11     How  does  the  author  indicate  how  time  is  passing  by?   Is  the  passing  of  time  realistic  or  is  it  a  manipulation  of  time  by  the  Gamemakers?             Passage  of  Time   Quote  and  page  number   Realistic  or  Manipulation?     (How  do  you  know?)                                           What  does  the  following  quote  tell  us  about  Katniss?       “Maybe  it’s  better,  if  he’s  gone  already.    He  had  no  confidence  he  could  win.    And  I  will  not  end   up  with  the  unpleasant  task  of  killing  him.    Maybe  it’s  better  if  he’s  out  of  this  for  good.”               Quick  Write:    How  do  alliances  aid  in  survival?  Do  you  believe  Peeta  is  really  in  love  with   Katniss  or  is  it  a  strategy?        

 

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  Week  3:  Day  12-­  Ch.  12  p.  161-­171     Learning  Objective:   Students  will  analyze  Katniss  as  a  tribute   versus  the  Careers.  Students  will  identify   foreshadowing  in  the  story.     Language  Objective:   Students  will  debrief  ideas  whole  class  and   work  in  partners.   Evidence  of  Learning:   Cite  evidence  on  graphic  organizers   List  Katniss’  survival  evidence   Materials  Needed:   Minor  character  chart,  Katniss  and  Peeta   character  notes,  HG  Book,  folders   Handout  5:Katniss  as  a  Tribute  

SDAIE  Strategies:   Graphic  organizers   Partner  debriefs     Length  of  Lesson:   1  class  period     Common  Core  Standards:   RL  10.2,  12.2;  10.3,12.3;  10.5,  12.5;  12.4   W  10.1,  12.1;  10.2,12.2;  10.6,  12.6   SL  10.1,  12.1   L  10.1,  12.1;  10.2,12.2;  10.6,  12.6   Key  Academic  Vocabulary:   Ludicrous   Alliance   Lapdog     Foreshadowing    

Anticipatory  Set:  (Prereading)   Recap  yesterday’s  reading  of  Ch.  11:  What  were  the  major  events?   Purpose  for  reading:    How  does  Katniss  stack  up  against  the  Career  Tributes?   Direct  Instruction:  (During  Reading)   Read  Ch.  12   Refer  to  Handout  5.  Discuss  Question  1-­‐Why  is  Peeta  with  the  Careers?  Is  this  a  real  alliance?   Guided  Practice:  (During  Reading)   Partner  Work:  Answer  the  rest  of  the  questions  on  Handout  5.   Give  student  the  definition  of  foreshadowing:  An  advance  sign  or  warning  of  what  is  to  come  in   the  future.     Refer  students  to  the  last  sentence  on  page  171.  Ask  students  to  find  additional  passages   earlier  in  the  chapter  that  could  foreshadow  this  event.   (page  164  where  Katniss  wished  for  fire,  and  then  returns  to  the  camp  of  the  dead  tribute.)     Closure:  (Post  Reading)   Add  new  information  to  major  and  minor  characters  chart,  complete  personal  word   journals,word  walls,     Independent  Practice/Assessment:   Work  on  projects.     Differentiation  for  ELL,  Students  w/  Disabilities   Scaffold  writing  (i.e.:  sentence  starters),  check  for  understanding              

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  Week  3:  Handout  5  :  Katniss  as  a  Tribute   Ch.  12       Why  is  Peeta  traveling  with  the  Careers?  Is  it  a  real  alliance  or  a  manipulation  on  his  part?           How  does  Katniss  stack  up  as  a  tribute  in  relation  to  the  Careers?  In  what  ways  is  she  better   than  they  are?                   List  the  skills  Katniss  uses  for  survival.  Describe  how  each  skill  benefits  her.     Skills  Katniss  uses  for  survival   How  they  are  a  benefit  to  her                                           How  might  the  reference  to  the  berries  be  a  foreshadow  to  events  yet  to  happen?      

 

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  Week  3:  Day  13-­  Ch.  13  p.  172-­184     Learning  Objective:   SDAIE  Strategies:   Students  will  find  examples  of  manipulation  in   Note-­template   the  text.   Partner  work   Students  will  note  any  additional  references   Oral  Class  Debrief   to  the  symbols  from  the  handout  on  day  2       Length  of  Lesson:   Language  Objective:   1  class  period   Students  will  share  ideas  to  the  class  by   connecting  the  text  to  the  theme.       Evidence  of  Learning:   Common  Core  Standards:   Cite  evidence  on  graphic  organizers   RL  10.1,12.1;  10.4,  12.4     W  10.9  12.9,  10.10,  12.10   SL  10.1,  12.1   L  10.1,  12.1;  10.2,  12.2;  10.6,  12.6     Materials  Needed:   Key  Academic  Vocabulary:   Minor  character  chart,  Katniss  and  Peeta   motivation   character  notes,  symbols  handout,     manipulation  note  guide,  HG  Book,  folders,   chart  paper     Anticipatory  Set:  (Prereading)   Whole  class:  review  key  events  in  chapter  12  and  record  on  chart  paper.       Direct  Instruction:  (During  Reading)   Read  Ch.  13   Purpose  for  Reading:  As  students  read,  have  them  look  for  examples  of  manipulation  and  also   for  any  references  to  the  symbols  on  the  day  2  handout.     Guided  Practice:  (During  Reading)   Have  students  work  in  partners  or  small  groups  to  complete  the  note  guide  on  examples  of   manipulation  in  Ch.  13.     Closure:  (Post  Reading)   Debrief  the  note  guide  examples  of  manipulation  as  a  whole  group.   Independent  Practice/Assessment:   Have  students  add  to  the  character  notes  and  symbols  handout  to  add  any  additional   information     Differentiation  for  ELL,  Students  w/  Disabilities   Scaffold  writing  (eg:  sentence  starters),  check  for  understanding      

 

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  Week  3:  Handout  6   Ch.  13     In  Chapter  13,  there  are  many  examples  of  manipulation  from  the  Tributes  and  the  Capitol.     Find  examples  in  the  text  and  complete  the  chart.  The  first  one  is  done  for  you.     Example  in  Text   Who  is  manipulating  whom,  and  for   what  reason?   This  was  no  tribute’s  campfire  gone  out   The  Gamemakers  are  manipulating   of  control,  no  accidental  occurrence.   Katniss  and  the  other  tributes.  The   The  flames  that  bear  down  on  me  have   purpose  for  this  manipulation  is  to  get  the   an  unnatural  height,  a  uniformity  that   tributes  out  of  hiding  and  to  make  the   marks  them  as  human-­‐made,  machine-­‐ Games  more  exciting  for  the  viewers.   made,  Gamemaker-­‐made.                                                                              

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  Week  3:  Day  14-­  Ch.  14  p.  185-­194     Learning  Objective:   SDAIE  Strategies:   Students  will  determine  how  a  trackerjacker   Think-­Pair-­Share   is  an  advanced  form  of  weaponry.     Students  will  complete  assessment  on  Ch.  10-­‐ Length  of  Lesson:   14   1  class  period   Language  Objective:   Students  will  share  ideas  in  partners.       Evidence  of  Learning:   Common  Core  Standards:   Class  discussion  and  completed  graphic   RL  12.4  10.3,  12.3;   W    10.4,  12.4;  10.9,  12.9;  10.10,  12.10   organizers,  Chapter  10-­‐14  Assessment.   SL  10.1,  12.1;  10.2,  12.2;  10.6,  12.6   L    10.1,  12.1,  10.2,  12.2;  10.6,  12.6   Materials  Needed:   Key  Academic  Vocabulary:   Minor  character  chart,  Katniss  and  Peeta   Muttations   character  notes,  HG  Book,  folders,     Tracker  jacker   Handout  7:  Assessment     Anticipatory  Set:  (Prereading)   Recap  Ch.  13-­‐what  were  the  big  events?   Purpose  for  Reading:    How  is  the  trackerjacker  an  advanced  form  of  weaponry?   Direct  Instruction:  (During  Reading)   Read  Ch.  14   Think-­‐pair-­‐share:  Discuss  how  the  trackerjacker  is  used  a  weapon-­‐  How  does  the  trackerjacker   fit  into  the  theme  of  a  dystopian  society?     Debrief  as  a  class.     Guided  Practice:  (During  Reading)   Add  new  information  on  Katniss  and  Peeta  character  notes,  add  to  minor  characters  chart.   Students  can  note  eliminated  tributes  on  map  of  Panem.  Add  to  personal  word  journals     Closure:  (Post  Reading)   Prepare  all  notes  for  use  on  the  assessment.     Independent  Practice/Assessment:   Student  Assessment  on  Ch.  10-­‐14:  have  students  complete  the  assessment.  They  may  use  their   notes  and  the  book,  if  needed.   Students  can  work  on  projects  when  finished.   Differentiation  for  ELL,  Students  w/  Disabilities   Scaffold  writing  (ei:  sentence  starters),  check  for  understanding                

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  Week  3:  Handout  7   Ch.  10-­‐14  Assessment     Selected  Response     1. Haymitch  believes  the  key  to  survival  in  the  arena  is  to  find  what  first?   a. the  bow  and  arrow   b. water   c. fire   d. food     2. Peeta’s  strategy  for  getting  sponsors  is  to   a. make  himself  a  lovesick  boy   b. ally  himself  with  the  tributes   c. hide  until  it’s  over   d. beg  for  help     3. Which  of  the  following  did  Katniss  not  get  in  her  backpack  of  supplies?   a. water  jug   b. iodine  pills   c. bow  and  arrow   d. sleeping  bag     4. The  gamemakers  send  the  fire  balls  to   a. force  the  tributes  together   b. entertain  themselves   c. remind  the  tributes  they  can  kill  them   d. all  of  the  above     5.  Katniss  escapes  the  Careers  by   a. getting  in  a  hovercraft   b. setting  the  trackerjacker  nest  on  them   c. shooting  them  with  arrows   d. hiding  in  the  mud           Constructed  Response     1.  Describe  Katniss’  skills  as  a  Tribute  so  far.  What  does  she  know  how  to  do  and  how  has  it   helped  her?              

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      2.  Is  Peeta  Katniss’s  enemy  or  ally?  Why?  Give  at  least  3  specific  examples.  Justify  your   responses  with  evidence  from  the  text.                                     3.  Choose  one  theme  (Dystopian  Society,  Survival  or  Violence  in  Reality  TV)  and  describe  how   it  is  playing  out  in  the  story  so  far.  Give  specific  evidence  from  the  text.

 

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Week  Four  Lessons:    

Chapters  15-­‐19   Weekly  Assessment  

 

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  Week  4:  Day  15-­Ch.  15  p  195-­207       Learning  Objective:  Students  will  review   how  alliances  relate  to  the  theme  of  survival.   Language  Objective:   Students  will  think-­‐pair-­‐share  what  alliances   are.   Evidence  of  Learning:   Handout  1    

 

 

 

 

SDAIE  Strategies:   Think-­Pair-­Share   Partner  work     Length  of  Lesson:   1  class  period   Common  Core  Standards:   RL  10.1,  12.1,  10.2,12.2;  10.3,  12.3;  12.6   W    10.9,  12.9;  10.10,  12.10   SL  10.1,  12.1   L  10.  1,  12.1,  10.2,  12.2,  10.4,  12.4;  10.6,  12.6   Key  Academic  Vocabulary:   censorship  

Materials  Needed:  Novel,  folders,   Handout1:  Survival  Skills  &  Alliances     Anticipatory  Set:  (Prereading)  Think-­Pair-­Share;  Teacher  asks  students  what  an  alliance  is   and  where  in  the  book  have  they  talked  about  previous  alliances  (for  review).     Direct  Instruction:  (During  Reading)   Read  Ch.  15.       Students  will  find  evidence  of  the  alliance  that  Katniss  and  Rue  are  making.       Refer  to  Handout  1:  work  in  pairs  to  find  skills  that  each  possess.  Tell  how  it  benefits  the  other.   Guided  Practice:  (During  Reading)   Work  through  the  remaining  questions  on  Handout  1.       Closure:  (Post  Reading)   Debrief  answers.     Independent  Practice/Assessment:     Students  add  to  major  and  minor  character  notes  handout,  update  personal  word  journals  and   continue  work  on  projects.     Differentiation  for  ELL,  Students  w/  Disabilities:       Teacher  can  work  with  a  small  group  and  provide  sentence  starters.      

 

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  Week  4:  Handout  1   Ch.  15     List  the  skills  and  benefits  that  Rue  and  Katniss  bring  to  each  other  as  allies.     Rue               Katniss   Skills   How  it  helps  Katniss   Skills   How  it  helps  Rue                                                       Is  it  always  better  to  have  an  ally?  Why  or  why  not?               What  is  District  Eleven’s  industry?           How  is  it  controlled  by  the  Capitol?           Why  is  this  ironic?         Do  you  think  the  Capitol  is  censoring  Rue  and  Katniss’s  conversation?  Why  or  why  not?  Use   evidence  form  the  book  to  justify  your  response.            

 

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                Week  4:  Day  16-­  Ch16.  p  208-­219         Learning  Objective:  Students  will   understand  the  advantages  of  going  on  the   offense  in  game  play.     Language  Objective:     Students  will  work  with  a  partner  to  find   examples  in  the  text  and  share  with  the  class.   Evidence  of  Learning:   Completed  graphic  organizer  &  questions     Materials  Needed:  HG  book,  folders.  

SDAIE  Strategies:   Graphic  organizer,  note  taking   Pairs-­partner  work     Length  of  Lesson:     2  days   Common  Core  Standards:   RL  10.1,  12.1;  10.3,  12.3   W  10.9,  12.9;  10.10,  12.10   SL  10.1,  12.1   L  10.6,  12.6   Key  Academic  Vocabulary:   Offensive      

Anticipatory  Set:  (Prereading)   Recap  Ch.  15-­‐major  events   Discussion:  Introduce  the  word  ”offense”:  What  does  it  mean?  How  does  it  work  in  sports?   Direct  Instruction:  (During  Reading)   Read  Ch.  16  p  208-­‐217.       Refer  to  Handout  2:  Offensive  Plans-­‐  Review  the  model  of  both  examples  of  offensive  and   defensive  strategies.   Guided  Practice:  (During  Reading)   In  pairs-­‐  complete  the  rest  of  the  chart.  Debrief  responses  when  all  have  finished.  Since   answers  may  vary,  have  the  class  confirm  that  the  examples  fit  either  offensive  or  defensive   moves.       Closure:  (Post  Reading)   Students  will  discuss  how  the  careers  will  be  at  a  disadvantage.  How  do  things  change  when   you  get  put  on  the  defense?       Independent  Practice/Assessment:   Refer  to  character  notes-­‐add  more  on  Rue  and  Katniss.  Add  to  personal  word  journals  and   word  walls.  Continue  work  on  projects.     Differentiation  for  ELL,  Students  w/  Disabilities   Small  group  learning,  wait  time,  scaffolding.    

 

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  Week  4:  Handout  2   Ch.  16     During  the  games  Katniss  was  often  on  the  defensive  from  the  other  tributes.     She  and  Rue  have  now  decided  to  become  more  offensive  in  their  strategy.     Complete  the  chart  showing  what  events  in  chapter  16  illustrate  an  offensive  strategy.  Go  back   into  other  chapters  to  find  events  to  illustrate  a  defensive  strategy.     Defensive  Strategy  (cite  page  #)   Offensive  Strategy  (cite  page  #)   p.  155:  Katniss  finds  a  sturdy  tree  to   p.  288  Katniss  begins  to  think  of  a  plan  to   climb  in  order  to  spend  the  night  out  of   destroy  the  Careers  food  supply  rather   sight  of  the  others   than  to  continue  to  hide  and  run  away.                                         How  will  the  Careers  be  at  a  disadvantage?                       How  do  things  change  when  you  are  put  on  the  defensive?  

 

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  Week  4:  Day  17  Ch.  17  p.  222-­232,  &  Ch.  18  p.233-­244     Learning  Objective:   SDAIE  Strategies:   Highlight  significant  events  and  connect  to   Sharing  of  responses   themes.   Scaffolded  note  template       Language  Objective:   Length  of  Lesson:   Think-­‐Write-­‐Pair-­‐Share   1  class  period   Share  responses  orally  in  class.     Evidence  of  Learning:   Common  Core  Standards:   Completed  graphic  organizer:  Handout  3   RL  10.1,12.1;  10.2,12.2;     W    10.9,  12.9;  10.10,  12.10   SL  10.1,  12.1   L  10.1,  12.1;  10.2,12.2;  10.6,  12.6     Materials  Needed:   Key  Academic  Vocabulary:   Novel,  folders,     subsequent,  subtly,  vulnerable   Handout  3:  Quote-­‐Theme  Connections   lethargy,  inflict     Anticipatory  Set:       Think-­write-­pair-­share:  (on  notebook  paper,  no  handout)  How  do  you  stay  true  to  your  own   self-­‐  to  your  beliefs,  identity,  values,  in  an  oppressive  society?       Direct  Instruction:  (During  Reading)     Read  Ch.  17  and  18-­‐  stopping  every  so  often  to  check  for  understanding  and  have  students   summarize  events.     Refer  to  Handout  3:  Work  through  one  quote  together,       Guided  Practice:   Allow  partners  to  work  on  subsequent  quotes,  negotiating  meaning  and  theme  connections     Closure/Independent  Practice:  (Post  Reading)   Review  as  a  class,  having  each  pair  respond.  Revisit  note  templates  on  characters,  adding     information  learned  about  each  one     Differentiation  for  ELL  students  and/or  students  with  disabilities   Teacher  can  add  additional  clues  to  the  handout-­‐filling  in  partial  boxes.                  

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  Week  4:  Handout  3   Ch.  17-­‐18       Quote   “The  betting  must  be  getting   really  hot  in  the  Capitol.   They’ll  be  doing  special   features  on  each  of  us  now.   Probably  interviewing  our   friends  and  families.”  p.226     “It  crosses  my  mind  to  reveal   myself  and  enlist  her   (Foxface)  as  a  second  ally   against  that  pack.  But  I  rule   it  out.  There’s  something   about  that  sly  grin  that   makes  me  sure  that   befriending  Foxface  would   ultimately  get  me  a  knife  in   the  back.”  p.227   “I  want  to  do  something   right  here,  right  now,  to   shame  them,  to  make  them   accountable,  to  show  the   Capitol  that  whatever  they   do  or  force  us  to  do,  there  is   a  part  of  every  tribute  they   can’t  own.  That  Rue  was   more  than  a  piece  in  their   Games.  And  so  am  I.”  p.  236-­‐ 237   “This  bread  came  from   District  11…what  must  it   have  cost  the  people  of   District  11  who  can’t  even   feed  themselves?....for   whatever  reason,  this  is  a   first.  A  district  gift  to  a   tribute  who  is  not  your   own.”  p.  239              

Theme  Connection  

Significance  

 

 

 

 

 

 

 

 

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  Week  4:  Day  18  Ch.  19  p.247-­261   Learning  Objective:   Students  will  cite  textual  evidence  to  support   whether  the  relationship  between  Katniss  and   Peeta  is  real  or  made  for  TV.     Language  Objective:   Students  will  orally  share  responses  to  the   quickwrite  and  justify  arguments       Evidence  of  Learning:   Completion  of  Handout  4   Oral  debate  

SDAIE  Strategies:   Think-­Write-­Pair-­Share   Oral  Arguments       Length  of  Lesson:   1  class  period   Common  Core  Standards:   RL  10.1,12.1;  10.3,12.3   W    10.9,  12.9;  10.10,  12.10   SL  10.1,12.1;  10.3,12.3;10.4,12.4;  10.6,  12.6   L  10.1,  12.1;  10.2,12.2;  10.6,  12.6   Key  Academic  Vocabulary:   loathe,  evade  

Materials  Needed:   Handout  4:  Quickwrite/Argument     Anticipatory  Set:         Quickwrite:    Why  does  Katniss  scream  Peeta’s  name  at  the  end  of  Ch.  18?       Debrief  responses,  first  in  pairs,  then  whole  group.     Purpose  for  reading:  As  you  read,  look  for  evidence  that  Peeta  and  Katniss’  relationship  is   either  real  or  for  the  cameras.   Direct  Instruction:  (During  Reading)       Read  Ch.  19,  pausing  to  check  for  understanding  and  summarize  events     Refer  to  Handout  4:  Fill  in  the  first  two  boxes  as  a  class,  finding  evidence  for  each  argument     Guided  Practice:   Students  then  work  in  groups  to  complete  the  chart.     Closure/Independent  Practice:  (Post  Reading)   Divide  the  class  in  half,  have  each  side  present  a  claim  and  justify  their  responses.   Debrief  and  complete  any  new  character  or  symbol  learnings  on  graphic  organizers.     Differentiation  for  ELL  students  and/or  students  with  disabilities   Work  as  a  whole  group  to  complete  the  organizer.        

 

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  Week  4:Handout  4   Ch.  19     Quickwrite:   Why  does  Katniss  scream  Peeta’s  name  at  the  end  of  chapter  18?                           Find  evidence  in  the  text  to  support  each  of  the  following  claims  regarding  the  relationship   between  Katniss  and  Peeta.     The  relationship  is  real   The  relationship  is  for  the  cameras                                                       Choose  a  side  and  be  prepared  to  present  and  justify  your  claim.  

 

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  Week  4:  Day  19  Catch-­up,  Assessments,  Project     Learning  Objective:   SDAIE  Strategies:   Students  will  demonstrate  understanding  of   Pair-­Share   Katniss’  character  development  and  the     themes  of  manipulation  and  survival  in  the   Length  of  Lesson:   novel  to  date.   1  class  period     Language  Objective:   Students  will  share  responses  with  a  partner.     Evidence  of  Learning:   Common  Core  Standards:   Ch.  15-­‐19  Assessment   RL  10.1,  12.1,  10.2,12.2;       W  10.9,  12.9;  10.10,  12.10     SL  10.1,  12.1   L  10.1,  12.1;10.2,12.2;  10.6,  12.6     Materials  Needed:   Key  Academic  Vocabulary:   Handout  5:  Assessment   n/a       Anticipatory  Set:       Allow  time  for  catch-­‐up  of  notes  and  unfinished  work.   Students  can  prepare  for  the  assessment  and  use  their  notes.     Direct  Instruction:  (During  Reading)       Distribute  assessment.  Review  tasks  and  allow  as  much  time  as  needed  for  completion.     Guided  Practice:   Students  can  work  on  projects  when  finished  with  the  assessments.     Closure/Independent  Practice:  (Post  Reading)   Debrief  Assessment  responses.  Allow  time  for  students  to  share  answers  with  a  partner  first.     Differentiation  for  ELL  students  and/or  students  with  disabilities     Teachers  can  allow  students  to  discuss  the  prompts  and  responses  prior  to  writing  them.                      

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  Week  4:  Handout  5:     Ch  15-­19  Assessment       Extended  Constructed  Response   How  has  Katniss’s  character  developed  up  to  this  point  in  the  novel?  What  have  you  learned   about  her?  In  what  ways  is  she  both  a  survivor  and  a  nurturer?                             Not  many  tributes  are  left  in  the  Games.  How  has  the  Capitol  influenced  the  Games?  List  some   specific  examples  that  illustrate  their  influence.                           Given  the  rules  and  nature  of  the  Games,  how  do  alliances  both  benefit  and  burden  the   Tributes?  

 

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        Week  Five  Lessons:   Chapters  20-­‐24   Weekly  Assessment  

 

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  Week  5:  Day  20  Ch.  20  p.  262-­277   Learning  Objective:   Students  will  demonstrate  understanding  of   how  manipulation  is  used  in  Ch.20  to  advance   the  plot.     Language  Objective:   Students  will  pair-­‐share  responses  to   quickwrites  and  participate  in  class   discussion  on  manipulation.     Evidence  of  Learning:  HG  book,  folders,   Handout  1:  completed  table  on  character   manipulations    

SDAIE  Strategies:   Write-­pair-­share     Length  of  Lesson:   1  class  period  

Common  Core  Standards:   RL  10.1,  12.1;  10.2,12.2     W  10.9,12.9;  10.10,  12.10   SL  10.1,  12.1   L  10.1,  12.1;  10.2,12.2;  10.6,  12.6   Key  Academic  Vocabulary:   Manipulation,  tethered,  potent,  ratcheting,   wheedles,  incoherence  

Materials  Needed:   Hunger  Games  books  &  student  folders,   Handout  1   Anticipatory  Set:  (Prereading)   1.  Review  the  plot  to  date-­‐Where  are  we  in  the  story?  Take  student  responses.     2.  Quickwrite:  Is  lying  always  wrong?  Is  it  ever  okay  to  lie  to  someone?    Have  students  write   for  5  min.  and  share  responses  on  Handout  1.     3.  Set  the  purpose  for  reading:  as  we  read  Ch.  20,  look  for  ways  in  which  either  Katniss,  Peeta   or  the  Capitol  uses  the  TV  cameras  to  manipulate  a  situation.  What  do  they  do  and  what  do   they    hope  to  gain?     Direct  Instruction:  (During  Reading)   Read  Ch.20  pages  262-­‐277,  pausing  to  check  for  understanding  as  you  read.  Complete  the  first   two  boxes  of  Handout  1,  on  the  manipulations  used  by  the  characters.       Guided  Practice:  (During  Reading)   Students  may  work  in  groups  or  partners  on  the  rest  of  the  table  on  the  handout  if  they   demonstrate  proficiency  in  locating  examples  on  how  characters  use  manipulation  to  their   advantage.     Closure:  (Post  Reading)   Debrief  responses  on  Handout  1.   Complete  previous  graphic  organizers  on  what  we  have  learned  in  this  chapter  about  Katniss   and  Peeta.   Independent  Practice/Assessment:   Students  could  work  independently  to  locate  examples  of  manipulations  used  by  characters.   Differentiation  for  ELL,  Students  w/  Disabilities   Play  the  audiotape  of  the  reading.  Work  in  partners  or  groups  to  locate  examples  from  text.      

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  Week  5:  Handout  1   Ch.  20     Prereading  Quickwrite:  Is  lying  always  wrong?  Is  it  ever  okay  to  lie  to  someone?  Explain  your   response.                       Theme  3:  Violence  in  Reality  TV   Essential  Questions:     What  is  real  and  what  is  manipulation  in  reality  TV?     How  can  people  change  perceptions  in  order  to  win?     Directions:  Look  for  ways  in  which  either  Katniss,  Peeta  or  the  Capitol  uses  the  TV  cameras  to   manipulate  a  situation.  What  happens  and  what  do  they  hope  to  gain?     Which  character?   How  they  use  the  TV   What  they  hope  to  gain:   cameras  to  manipulate:                                                                        

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    Week  5:  Day  21-­Chapter  21&22  p.  278-­302   Learning  Objective:   Students  will  examine  the  significance  of   quotes  related  to  theme  of  survival.   Students  will  create  inferences  regarding  the   relationship  between  Peeta  and  Katniss  and   cite  textual  evidence  to  support  their  claims.     Language  Objective:   Students  will  share  ideas  on  survival  in  the   book  with  a  partner  and  whole  group.   Students  will  justify  inferences  in  writing.   Students  will  participate  in  a  debate.     Evidence  of  Learning:   Completion  of  handouts  2  and  3     Materials  needed:  HG  book,  folders,     handouts  2  &  3  

        SDAIE  Strategies:   Pair-­share  summaries   Oral  debate     Length  of  Lesson:   1  class  period  

 

Common  Core  Standards:   RL  10.1,12.1;  10.2,  11.2;  10.3,12.3   W  10.9,  12.9;  10.10,  12.10   SL  10.1,12.1;  10.3,12.3;  10.4,  12.4  10.6,12.6   L    10.1,  12.1;  10.2,12.2;  10.6,12.6   Key  Academic  Vocabulary:   Arduous,  asset,  infusion,  emanating,  ominous,   tirades,  exorbitant  

Anticipatory  Set:  (Prereading)   1.  Recap  theme  2:  Survival.  Ask  students  what  this  means  in  terms  of  the  book  so  far.   Direct  Instruction:  (During  Reading)   2.  Read  Ch.  21  pgs.  278-­‐289,  pausing  to  check  for  understanding  every  few  paragraphs.   Students  can  turn  to  a  partner  and  summarize  events,  then  share  whole  group.     Guided  Practice:  (During  Reading)   1.After  reading  Ch.21,  refer  to  Handout  2.  Review  the  theme  and  essential  questions  at  the   top  of  the  page.  Read  the  first  quote  and  discuss  the  significance  as  a  class.  Complete  together.   Allow  students  to  work  through  the  next  two  either  in  partners  or  groups.  Debrief  answers.     2.  Set  the  purpose  for  reading  Ch.  22  p.  290-­‐302  -­‐read  to  determine  the  question  on  Handout   3:  Is  the  relationship  between  Peeta  and  Katniss  real?       3.  After  reading  the  chapter,  do  the  close  reading.  Choose  a  side  and  work  through  one   example  as  a  class.   Post  Reading:  Allow  students  an  opportunity  to  complete  the  close  reading  exercise   independently,  choosing  evidence  to  back  up  their  inference  and  explaining  how  it  supports   their  conclusion   Independent  Practice/Assessment:   Hold  a  debate  in  class,  allowing  students  to  share  their  conclusions  and  evidence.     Differentiation  for  ELL,  Students  w/  Disabilities   Students  can  work  in  pairs  to  complete  the  close  reading  exercise.      

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  Week  5:  Handout  2   Ch.  21  p.  278-­‐289     Theme  2:  Survival   Essential  Questions:   How  can  using  individual  strengths  and/or  intelligence  help  someone  survive?   What  is  the  importance  of  alliances  to  survival?       Directions:  Explain  the  significance  of  each  quote  as  it  relates  to  survival.     Quote   Significance       “Conflicting  emotions  cross  Thresh’s   face.  He  lowers  the  rock  and  points  at   me,  almost  accusingly.  ‘Just  this  one   time,  I  let  you  go.  For  the  little  girl.  You   and  me,  we’re  even  then.  No  more  owed.   You  understand?’”  p.  288         “I  nod  because  I  do  understand.  About   owing.  About  hating  it.  I  understand  that   if  Thresh  wins,  he’ll  have  to  go  back  and   face  a  district  that  has  already  broken   the  rules  to  thank  me,  and  he  is  breaking   the  rules  to  thank  me,  too.”  p.288         “The  last  thing  I  remember  is  an     exquisitely  beautiful  silver  and  green     moth  landing  on  the  curve  of  my  wrist.”   p.289         *Go  back  to  the  minor  characters  graphic  organizer.  Complete  any  new  information  that  you   have  learned  about  Clove,  Thresh  and  Foxface  in  this  chapter.    

 

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  Week  5:  Handout  3   Ch.  22  p.  290-­‐302     Theme  3:  Violence  in  Reality  TV   Essential  Questions:     What  is  real  and  what  is  manipulation  in  reality  TV?     How  can  people  change  perceptions  in  order  to  win?     Close  Reading  Directions:  Is  the  relationship  between  Peeta  and  Katniss  real  or  made  up  for   the  TV  cameras?  Find  evidence  in  the  text  to  support  your  answer.     My  position:  I  think  the  relationship  between  Peeta  and  Katniss  is….         Evidence  from  the  text   Why  it  supports  my  position                                                                  

 

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  Week  5  Day  22-­  Ch.  23  p.  303-­319     Learning  Objective:   Students  will  answer  questions  from  the   text,  citing  evidence  and  relating  answers  to   the  appropriate  themes.     Language  Objective:   Students  will  write  answers  and  share  orally   in  partners     Evidence  of  Learning:   Students  will  demonstrate  understanding  by   completing  the  questions  on  Handout  4     Materials  Needed:  HG  Books,  folders,   Handout  4  

          SDAIE  Strategies:   Partner  work,  oral  sharing  of  responses     Length  of  Lesson:     1  class  period  

Common  Core  Standards:   RL:10.1,  12.1  ,  10.2,  12.2,  10.3,12.3   W  10.9,  12.9;  10.10,12.10   SL  10.1,  12.1   L  10.1,  12.1;  10.2,12.2;  10.6,12.6   Key  Academic  Vocabulary:   Nightlock,  savoring,  peevishly,  surreal,   emaciated    

Anticipatory  Set:  (Prereading)   1.  Remind  students  of  the  three  themes  in  the  novel:  Dsytopian  Societies,  Survivalism,   Violence  in  Reality  TV   2.  Set  the  Purpose:  Students  will  be  answering  5  questions  and  relating  the  answers  to  the   appropriate  theme.  Review  the  questions  that  they  will  be  seeking  to  answer.   Direct  Instruction:  (During  Reading)   1. Read  Chapter  23.  Allow  students  to  choose  the  mode  of  reading-­‐whole  group,  in   partners  or  independently.   2. Complete  question  1  as  a  group.  Model  the  process,  taking  responses  from   students.     Guided  Practice:  (During  Reading)   1.  Allow  students  time  to  work  in  partners  to  complete  questions  2-­‐5.  Students  may  differ   on  related  themes  as  more  than  one  theme  may  apply.     Closure:  (Post  Reading)   1.  Debrief  the  responses  to  questions  2-­‐5  whole  group.   Independent  Practice/Assessment:   Return  to  the  graphic  organizers  for  minor  characters-­‐complete  information  learned  about   Haymitch.     Complete  any  new  character  traits  on  Katniss  and  Peeta  on  the  graphic  organizers.     Differentiation  for  ELL,  Students  w/  Disabilities   Allow  students  to  listen  to  audio  of  this  chapter.  Work  in  a  small  group  with  students  who   need  assistance  with  questions  2-­‐5.        

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  Week  5:  Handout  4   Ch.  23  p.  303-­‐319     Themes:  Dystopian  Society,  Survival,  Violence  in  Reality  TV     Directions:  Read  and  answer  each  question.  Cite  evidence  from  the  text  to  support  your   answers  and  indicate  which  theme  it  relates  to.     Question   Answer   Evidence   Theme           How  do  Peeta  and   Katniss  think   Haymitch  won  the   games  in  his  year?               Why  does  Katniss  call   Thresh’s  death   “murder?”                 Why  doesn’t  Katniss   want  to  marry  or  have   children?                   Why  is  Peeta  a  terrible   hunter?                   Who  killed  Foxface?   How?                

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  Week  5:  Day  23-­Ch  24  p.320-­330         Learning  Objective:   Students  will  comprehend  key  events  in  the   chapter.     Language  Objective:   Students  will  read  orally  in  partners  and   negotiate  answers  to  questions.     Evidence  of  Learning:   Students  will  answer  comprehension   questions  on  Handout  5     Materials  Needed:  Book,  folders,  handout  5  

 

 

 

 

SDAIE  Strategies:   Partner  reading   Oral  Debrief     Length  of  Lesson:   1  class  period   Common  Core  Standards:   RL  10.1,12.1;  10.10,  12.10   W10.9,  12.9;  10.10,12.10   SL  10.1,12.1   L    10.1,  12.1;  10.2,12.2;  10.6,12.6   Key  Academic  Vocabulary:   Sustained,  oblige,  mesmerized,  dissonant,   wielding  

Anticipatory  Set:  (Prereading)     Set  the  purpose  for  reading:  review  the  questions  that  students  will  be  answering  as  they   read.     Partner  Reading:  Allow  students  to  pair  up.  They  will  read  Ch.  24  to  one  another,  taking  turns   as  they  go.  (using  low  voices)  Students  need  to  negotiate  the  answers  to  each  question  and   write  responses  on  their  sheet.  Tell  them  they  will  have  to  justify  responses  with  textual   evidence.     Direct  Instruction:  (During  Reading)   Model  a  few  paragraphs  using  a  student  as  a  partner,  if  necessary.     Guided  Practice:  (During  Reading)     Debrief:  Once  students  have  completed  the  reading  and  questions,  debrief  answers  whole   group  and  determine  if  all  students  were  on  target.  Students  should  be  able  to  justify  answers   with  evidence  from  the  text.     Closure:  (Post  Reading)   Return  to  Character  Notes  and  complete  any  new  learnings  about  Katniss  and  Peeta,  as  well  as   any  other  minor  characters.  Add  to  personal  Word  Journals  and  Word  Walls.       Independent  Practice/Assessment:   If  time  allows,  return  to  any  other  graphic  organizers,  add  to  word  wall  or  work  on  on-­‐going   projects.   Differentiation  for  ELL,  Students  w/  Disabilities   Teachers  can  pull  a  small  group  together  and  work  through  the  reading  and  questions   together,  gradually  releasing  responsibility  as  appropriate.    

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      Week  5:  Handout  5   Ch.  24  p.  320-­‐330     Directions:As  you  read  Chapter  24,  answer  the  following  questions.  Write  the  page  number   where  you  can  justify  your  response.           1.  Why  does  Katniss  kiss  Peeta’s  forehead  as  he  drops  off  to  sleep?  (page_____)             2.  Why  does  Katniss  believe  that  the  end  of  the  Games  is  near?  (page  _____)                 3..  How  does  the  Capitol  force  the  remaining  players  together?    (page______)                 4.  Why  doesn’t  Cato  attack  Katniss  and  Peeta?  (page  ______  )          

 

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  Week  5:  Day  24-­  Catch  Up,  Assessment  &  Project  Work             Learning  Objective:   SDAIE  Strategies:   Students  will  demonstrate  understanding  of   Oral  review  of  test  items   concepts  in  Ch.  20-­‐24       Length  of  Lesson:   Language  Objective:   1  class  period   Students  will  share  responses  to  test  items   orally.     Evidence  of  Learning:   Common  Core  Standards:   Weekly  Assessment   RL  10.2,12.2;  10.10,  12.10;       W  10.1,12.1,  10.4,12.4,  10.10,  12.10,10.9a  12.9   SL  10.1,12.1   L    10.1,  12.1;  10.2,12.2;  10.6,12.6   Materials  Needed:  HG  Books,  folders,  notes   Key  Academic  Vocabulary:       Anticipatory  Set:  (Prereading)     Prepare  for  Exam:  Allow  students  time  to  gather  notes  and  handouts  from  Ch.  20-­‐24       Direct  Instruction:  (During  Reading)     Assessment:  Distribute  the  Week  5  Assessment.  Allow  as  much  time  as  students  need  to  work   through  the  questions.  They  may  use  any  notes  taken  throughout  the  week.       Guided  Practice:  (During  Reading)   n/a   Closure:  (Post  Reading)     If  time  permits,  review  the  assessment,  discussing  answers  to  each  item.       Independent  Practice/Assessment:     When  they  have  finished,  students  can  work  on  ongoing  projects  related  to  the  novel.  All   graphic  organizers  and  word  walls  can  be  updated.       Differentiation  for  ELL,  Students  w/  Disabilities   Students  can  work  in  small  groups  to  complete  the  assessment.            

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  Week  5  Assessment   Chapters  20-­‐24     Demonstrate  general  understanding  of  the  story.  Select  the  correct  response  to  each  question:     1. Peeta’s  blood  poisoning  is  cured  by   a. broth   b. chewed  up  mint  leaves   c. medicine  from  Haymitch       2. Katniss  thinks  the  audience  wants  to  see   a. she  and  Peeta  in  a  fight   b. she  and  Peeta  in  love   c. she  and  Peeta  dead     3. Thresh  does  not  kill  Katniss  because   a. she  is  beautiful   b. she  tried  to  protect  Rue   c. she  loves  Peeta     4. Katniss  knows  that  if  she  is  to  get  more  sponsor  gifts  she  must   a. win  at  all  cost   b. leave  Peeta  for  Thresh   c. play  up  the  romance  with  Peeta     5. Foxface  is  killed  by   a. Thresh   b. Peeta   c. Clove     Short  Constructed  Response   Write  a  brief  answer  to  each  question.     6. What  is  the  happy  memory  that  Katniss  shares  with  Peeta  in  the  cave?         7. Why  must  Katniss  put  Peeta  to  sleep  to  go  to  the  Cornucopia?         8. Why  is  Peeta  a  terrible  hunter?              

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    Extended  Constructed  Response   Write  a  paragraph  explaining  why  Haymitch  is  a  good  mentor.  How  does  he  help  Peeta  and   Katniss  in  chapters  20-­‐24?                                       Write  one  important  event  that  exemplifies  each  theme  in  the  novel,  from  Ch.  20-­‐24.  Cite  the   page  number  that  the  event  occurs  on  and  tell  how  it  relates  to  the  theme.       Theme   Event  &  Page  #   How  it  relates  to  the   theme         Theme  1:  Dystopian   Society             Theme  2:  Survival                     Theme  3:  Violence  in   reality  TV              

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        Week  Six  Lessons:   Chapters  25-­‐27   Weekly  Assessment  

 

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  Week  6:  Day  25-­‐Ch.  25  p.  331-­‐345         Learning  Objective:   Students  will  determine  how  the  muttations   are  used  in  the  chapter.  Students  will  explore   theme  connections  to  events  in  the  story.   Language  Objective:   Students  will  work  with  a  partner  to  describe   features  of  muttations.   Evidence  of  Learning:   Completed  Handout  1  &  class  discussion     Materials  Needed:  HG  Book,  folders,     Handout  1  

 

 

 

 

SDAIE  Strategies:   Partner  work    Oral  review  of  descriptions     Length  of  Lesson:   1  class  period   Common  Core  Standards:   RL  10.1,12.1;  10.2,12.2           W  10.9,  12.9;  10.10,12.10   SL  10.1,12.1   L  10.1,  12.1;  10.2,12.2;  10.4,12.4;  10.6,12.6   Key  Academic  Vocabulary:   muttations    

Anticipatory  Set:  (Prereading)   Review  what  muttations  are.  Discuss  how  the  Capitol  has  used  them  in  previous  chapters.   Cite  examples  from  the  book.     Direct  Instruction:  (During  Reading)     Read  Ch.  25.  In  partners  have  students  negotiate  the  features  of  muttations  on  Handout  1.   Debrief  as  a  class.  Ask  students:  Why  are  mutations  more  terrifying  than  just  dogs  or  humans?     Guided  Practice:  (During  Reading)   Students  then  complete  the  4  questions  on  Handout  1,  either  alone  or  in  pairs.         Closure:  (Post  Reading)   Debrief  responses  whole  group.   Independent  Practice/Assessment:     Return  to  previous  graphic  organizers  on  all  characters  and  fill  in  new  information  and  key   learnings.     Add  new  vocabulary  to  Word  Wall.     Differentiation  for  ELL,  Students  w/  Disabilities     Allow  students  to  work  in  a  group  or  with  the  teacher.              

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    Week  6:  Handout  1   Ch.  25  p.  331-­‐345     Describe  the  features  of  muttations:     Physical  Appearance   Behavior   Human  Qualities                                       Answer  each  question  and  relate  it  to  the  appropriate  theme:     Question   Answer   Theme  Connection         Why  does  the  Capitol  send     in  the  muttations?               Why  does  the  Capitol   allow  Cato  to  suffer  all   night?             How  does  the  Capitol  try   to  change  the  outcome  of   the  Games?                

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  Week  6:  Day  26-­Ch.  26  p346-­359       Learning  Objective:   Students  will  determine  how  key  events  relate   to  the  themes  in  the  story.   Students  will  draw  conclusions  and  cite   textual  evidence  to  support  claims.   Students  will  recognize  the  continued  tension   and  drama  as  the  story  concludes.     Language  Objective:   Students  will  share  responses  in  partners  and   whole  group.   Evidence  of  Learning:   Handout  2-­‐students  will  complete  the  missing   theme  and  evidence  information    

        SDAIE  Strategies:   Graphic  organizers     Partner  work     Length  of  Lesson:   1  class  period  

Common  Core  Standards:   RL  10.1,  12.1;  10.2,12.2;  10.5,  12.5   W    10.1,12.1;  10.9,12.9,  10.10,12.10   SL  10.1,  12.1;  10.3,12.3;  10.6,  12.6   L  10.1,  12.1;  10.2,12.2;  10.6,12.6   Materials  Needed:  HG  book,  folders,  handout   Key  Academic  Vocabulary:   2   Garish,  arbitrary,  benign     Anticipatory  Set:  (Prereading)   Opening  Quickwrite:  Handout  2:  Which  theme  is  most  important  in  this  novel?  (Dystopian   Societies,  Survival  or  Violence  in  reality  TV)     Debrief  in  partners  and  whole  group.     Direct  Instruction:  (During  Reading)     Read  Ch.  26.   Handout  2:  Complete  the  chart  indicating  theme  connections  and  explanations.  Work  through   the  first  two  as  a  class  .     Guided  Practice:  (During  Reading)   Allow  students  to  work  in  pairs  to  complete  the  chart.   Debrief  and  discuss  the  idea  of  how  the  events  continue  tension  and  drama  in  this  chapter,   when  typically  at  the  end  of  a  novel,things  settle  down  and  resolve  neatly.     Closure:  (Post  Reading)   Have  students  discuss  the  last  question:  Will  Katniss  ever  be  safe  in  Panem?  Chart  ideas.     Independent  Practice/Assessment:   Students  will  write  a  paragraph  making  a  claim  as  to  whether  Katniss  can  be  safe  in  Panem  and   citing  evidence  to  support  their  opinion.     Differentiation  for  ELL,  Students  w/  Disabilities   Teacher  can  work  with  a  small  group  and  scaffold  the  writing  process.        

91  

  Week  6:  Handout  2   Ch.  26  p.  346-­‐359     Quickwrite:  Which  theme  is  most  important  in  this  novel?  (Dystopian  Societies,  Survival  or   Violence  in  Reality  TV)  Why?                           After  reading  Ch.  26,  Fill  in  the  missing  information:     Quote   Theme  Connections   Explanation   “I  startle  when  I  catch    Survival-­‐she  has  made  it   Katniss  barely  recognizes   someone  staring  at  me  from   through  alive   herself.  She  has  been   only  a  few  inches  away  and     reduced  to  almost  an   then  realize  it’s  my  own  face     animalistic  state  by  her   reflecting  back  in  the  glass.   Dystopian  society:  they   ordeal.   Wild  eyes,  hollow  cheeks,  my   have  made  her  into  this   hair  in  a  tangled  mat.  Rabid.   which  she  barely   feral.  mad.”  p348   recognizes         “There’s  usually  a  lag  of  a   few  days  between  the  end  of   the  competition  and  the   presentation  of  the  victor  so   that  they  can  put  the   starving,  wounded,  mess  of  a   person  back  together.”  p.350  

  “…they’re  rattling  on  about     the  Games,  it’s  all  about   where  they  were  or  what   they  were  doing  or  how  they   felt  when  a  specific  event   occurred….everything  is   about  them,  not  the  dying   boys  and  girls  in  the  arena.”   p.354  

 

 

92  

                                 Quote   “I  look,  very  simply,  like  a   girl.  A  young  one.  Fourteen   at  most.  Innocent.   harmless…..This  is  a  very   calculated  look.  Nothing   Cinna  designs  is  arbitrary.”   p.  355  

         Theme  Connections              

                         Explanation    

 

  Dystopian  Society:  the   Capitol  likes  to  be  in   control        

  Katniss  is  in  danger   because  she  tried  to  exert   her  own  will  and  made  the   Capitol  look  bad.  Now   they  have  to  try  and  save   face  in  front  of  the   country.  

      Will  Katniss  ever  really  be  safe  in  Panem?  Why  or  why  not?  Cite  specific  textual  evidence   to  support  your  argument.      

 

93  

  Week  6:  Day  27  Ch.  27  p.  360-­374     Learning  Objective:   Students  will  determine  who  the  winner  of   the  Hunger  games  really  is  and  why  the   ending  is  ambiguous.     Language  Objective:   Students  will  share  their  ideas  in  groups  or   pairs.   Evidence  of  Learning:   Students  will  choose  a  winner  and  justify   responses  on  the  handout.    

          SDAIE  Strategies:   Students  will  work  in  pairs  using  a  graphic   organizer   Whole  Class  Debate     Length  of  Lesson:   1  class  period   Common  Core  Standards:   RL  10.1,12.1;  10.2,12.2;10.5,  12.5   W  10.1,12.1,  10.4,12.4,  10.9,12.9;10.10,12.10       SL  10.1,12.1  10.3,12.3;  10.4,12.4;  10.6,  12.6   L    10.1,12.1,10.2,12.2;  10.4,12.4;  10.6,12.6   Key  Academic  Vocabulary:   ambiguous  

Materials  Needed:  HG  book,  folders,   Handout  3   Anticipatory  Set:  (Prereading)   Opening  Discussion:  What  does  it  mean  to  win?  What  does  it  mean  in  society?  What  rewards   do  you  get?  How  does  it  typically  feel?     Direct  Instruction:  (During  Reading)   Read  Ch.  27.     Refer  to  handout  3.  Divide  the  class  in  half.  Each  half  takes  a  side  and  writes  reasons  why   their  side  is  the  winner.       Present  arguments,  having  students  take  notes  on  the  side  they  did  not  represent.     Allow  students  time  then  to  choose  a  winner  and  write  a  paragraph  on  who  they  believe   won  and  why.     Guided  Practice:  (During  Reading)   Discuss  question  2.  Have  students  answer  why  they  believe  Peeta  and  Katniss  can  or  cannot   have  a  future  together.  Share  responses  and  ideas  with  a  partner,  then  whole  group.     Closure:  (Post  Reading)   Refer  to  the  final  question.    Chart  ideas  on  why  the  author  chose  not  to  have  the  ending  be   neatly  tied  up  in  a  happily-­‐ever-­‐after-­‐ending.  How  does  this  fit  in  with  the  other  events  and   themes  in  the  story?  Mention  how  in  dystopian  societies,  there  is  always  an  element  of  survival   and  repression,  thereby  inhibiting  the  ability  for  its  people  to  have  typical  happy  endings.     Independent  Practice/Assessment:   Return  to  all  character  graphic  organizers,  symbol  graphic  organizer,  word  walls,  etc…and   complete  any  new  information.   Differentiation  for  ELL,  Students  w/  Disabilities   n/a        

94  

  Week  6:  Handout  3   Ch.  27  p.  368-­‐374       1.Who  is  the  real  winner  of  the  Hunger  Games?  Is  it  the  tributes  from  District  12  or  The   Capitol?  Cite  evidence  to  support  each  claim  and  then  write  a  paragraph,  making  a  decision  as   to  who  won  and  why.     Katniss  and  Peeta   The  Capitol                             The  real  winner  of  the  Hunger  Games  is………                           2.  Is  it  possible  for  Peeta  and  Katniss  to  have  a  future  together?  Why  or  why  not?                 3.  Why  do  you  think  the  author  chose  to  have  the  ending  different  from  a  typical  “happily  ever   after”  ending?  How  does  it  relate  to  the  events  and  themes  in  the  rest  of  the  story?        

 

95  

  Week  6:  Day  28  and  29-­Novel  Wrap  Up:  How  character  development  advances  the  theme             Learning  Objective:   SDAIE  Strategies:   Students  will  determine  3  character  traits  of  a   Pair-­Share   major  character  and  show  how  these  traits   Guided  Essay  writing   advance  a  theme  in  the  novel   Work  in  pairs  to  write  essay  if  needed   Language  Objective:     Students  will  participate  in  a  Pair-­‐Share  about   Length  of  Lesson:   the  traits  they  chose.   2  class  period3   Evidence  of  Learning:   Common  Core  Standards:   Students  will  produce  a  5-­‐paragraph  essay   W  10.1,  12.1;  10.9,  12.9;  10.10,12.10   demonstrating  how  3  character  traits  advance   SL  10.1,12.1   L    10.1,  12.1;  10.2,12.2;  10.6,12.6   one  of  the  major  themes  in  the  novel.     Materials  Needed:  HG  Books,  folders,  notes   Key  Academic  Vocabulary:   Handout  4:  Essay  Prep   Character  trait   Handout  5:  Model     Anticipatory  Set:  (Prereading)   Have  students  review  their  notes  on  Peeta,  Katniss  and  Haymitch.       Direct  Instruction:  (During  Reading)   Model  how  to  do  the  identification  of  a  character  trait  and  evidence  in  the  first  set  of  boxes  on   Handout  5.       Guided  Practice:  (During  Reading)   Now  do  together  as  a  class,  identifying  additional  traits  and  finding  evidence  in  the  text.   Closure:  (Post  Reading)   Write  an  essay  together,  modeling  how  to  put  the  information  into  paragraph  format,  using  the   same  criteria  students  will  be  required  to  use  on  their  independent  essay.     Independent  Practice/Assessment:   Have  students  decide  which  of  the  three  characters  that  they  would  like  to  write  about  on   Handout  4.   Tell  them  to  choose  three  important  character  traits  on  this  person  and  write  those  in  the  first   box.  They  will  finish  the  handout  and  then  write  the  essay  using  the  class  essay  as  a   model/guide.   Differentiation  for  ELL,  Students  w/  Disabilities   Teacher  can  work  with  a  small  group  if  needed.   Students  can  also  work  with  a  partner.          

 

96  

  Week  6:  Handout  4   Novel  Wrap  Up  on  Character  Development     You  will  be  writing  a  5-­‐paragraph  essay  about  one  character  and  how  that  character’s  traits   advance  one  of  the  major  themes  in  the  novel.     Choose  one  of  the  following  characters  and  one  of  the  major  themes:   ____      Katniss             ___Dystopian  Society           _____    Peeta               ___Survival   _____    Haymitch             ___Reality  TV     In  the  boxes  below,  write  3  specific  character  traits  about  your  chosen  person  that  relate  to   one  of  the  three  main  themes  (Dystopian  Society,  Survival,  Violence  in  Reality  TV).  Then,  locate   specific  evidence  in  the  book  that  illustrates  that  trait.  Finally,  explain  how  this  helps  to   develop  the  theme  in  the  book.     Character  Trait     Evidence  from  the  Text   How  this  develops  the  theme                                                             Now,  take  each  character  trait  and  turn  it  into  paragraph  format  with  a  topic  sentence  and   supporting  details.  Be  sure  to  cite  your  evidence  correctly,  using  quotes  and  page  numbers  in   your  reference.  Once  you  have  written  the  three  paragraphs,  add  an  introduction  and   conclusion  to  complete  your  essay.    

 

97  

  Week  6:  Handout  4  MODEL   Novel  Wrap  Up  on  Character  Development     Character:  Effie  Trinket   Theme:    Dystopian  Society     Character  Trait     Evidence  from  the  Text                                                  

 

How  this  develops  the  theme    

 

 

98  

     

      Weeks  Seven  &  Eight:   Overview     Final  Assessment   Project  Completions   Showcases/Exhibitions   Additional  Readings  

 

99  

 

Weeks  Seven  &  Eight     Overview     The  last  two  weeks  of  the  novel  study  are  not  planned  in  detail  to  allow  for  flexibility  in   completing  unfinished  work,  including  finishing  the  reading  of  the  novel,  completing  notes  and   graphic  organizers,  and  working  on  final  projects.  A  Final  Assessment  has  been  provided  to   allow  for  demonstration  of  understanding  of  the  core  themes  and  essential  questions.       Projects     The  assumption  is  that  students  will  be  presenting  some  sort  of  schoolwide  exhibition,  where   projects  will  be  presented  and  displayed  for  both  guests  and  the  school  community  to   experience  and  enjoy.  Time  will  need  to  be  set  aside  for  the  preparation  of  these  showcases,   including  allowing  students  time  to  practice  presentations  and  time  for  assigning  class   ambassadors  to  welcome  guests  and  serve  as  guides  in  the  classroom.  Students  may  need  to   write  scripts  for  themselves  in  order  to  know  how  to  handle  this  new  role.     Sites  will  want  to  organize  these  showcase  days  to  meet  the  needs  of  their  setting.  Classrooms   may  want  to  visit  one  another  to  listen  to  presentations  and  share  projects.  Schedules  for  both   classroom  visitations  and  the  handling  of  school  visitors  will  need  to  be  prearranged.       Additional  Readings     Additional  readings  are  included  to  support  the  themes  in  the  novel.    Three  informational   articles  include:  Hunger  in  America,  Why  America  Loves  Reality  TV  and  Everyday  Survival.   These  are  optional  readings  that  can  be  used  to  bolster  student  interest  in  the  themes  as  well   as  expose  students  to  non-­‐fictional  texts.    

 

100  

  Name____________________________________    

The  Hunger  Games   Final  Assessment     Selected  Response:  Character  Development   Write  the  name  of  the  character  that  fits  each  description.     Haymitch     Katniss     Peeta     Foxface   Rue         Cinna     Effie       Thresh     ______________________   Can  jump  tree  to  tree,  becomes  attached  to  Katniss   ______________________   Stylist,  “normal”,  caring,  creating  an  image  for  Katniss   ______________________   Alcoholic,  depressed,  former  winner,  mentor   ______________________   Dependable,  caring,  playing  to  the  camera,  loves  Katniss   _____________________     Hunter,  survivalist,  strong,  rebellious,  risk-­‐taker   _____________________     Frivolous,  oddly  dressed,  concerned  with  pleasing  the  Capitol   ______________________   Sly,  smart,  fierce  competitor,  untrustworthy   _____________________     Strong  tribute,  let  Katniss  go  when  he  could’ve  killed  her       Short  Constructed  Response:  Symbols   Write  a  brief  description  of  what  each  symbol  represents  in  the  novel:     Mockingjay:       Fire:       Dandelion:         Cornucopia:                

101  

 

Extended  Constructed  Response:  Theme  Connections       1. Why  does  the  Capitol  have  the  tradition  of  the  Hunger  Games?  What  is  the   purpose  and  how  does  it  advance  their  cause?                                 2. What  was  Katniss’  role  in  society?  What  is  the  role  of  any  individual  in  an   oppressive  society?  Should  citizens  just  submit  to  authoritarian  rule  or  is  it   important  for  them  to  rise  up?  Do  the  risks  outweigh  the  benefits?                      

 

102  

 

3. The  tributes  all  had  many  different  skills  for  survival.  What  is  the  most   important  skill  for  survival?  Why?                                 4. How  does  the  televised  version  of  the  Hunger  Games  in  the  Capitol  compare   and  contrast  to  reality  TV  that  we  currently  have?  How  realistic  is  the  premise   of  the  Hunger  Games  in  our  world?  Could  something  like  this  ever  happen  in   our  society?  Why  or  why  not?                                                

103  

           

      Additional  Readings   Hunger  in  America   Why  America  Loves  Reality  TV   Everyday  Survival  

 

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  Hunger  in  America:  2013  United  States  Hunger  and  Poverty  Facts     World  Hunger  Education  Service   Hunger  in  the  United  States     Three  years  after  the  onset  of  the  financial  and  economic  crisis,  hunger  remains  high  in  the  United   States.  The  financial  and  economic  crisis  that  erupted  in  2008  caused  a  dramatic  increase  in  hunger  in   the  United  States.  This  high  level  of  hunger  continues  in  2010,  according  to  the  latest  government   report  (with  the  most  recent  statistics)  released  in  September  2011  (Coleman-­‐Jensen  2011).   • In  2010,  17.2  million  households,  14.5  percent  of  households  (approximately  one  in   seven),  were  food  insecure,  the  highest  number  ever  recorded  in  the  United  States  1  (Coleman-­‐ Jensen  2011,  p.  v.)     • In  2010,  about  one-­‐third  of  food-­‐insecure  households  (6.7  million  households,  or  5.4  percent  of   all  U.S.  households)  had  very  low  food  security  (compared  with  4.7  million  households  (4.1   percent)  in  2007.  In  households  with  very  low  food  security,  the  food  intake  of  some  household   members  was  reduced,  and  their  normal  eating  patterns  were  disrupted  because  of  the   household’s  food  insecurity  (Coleman-­‐Jensen  2011,  p.  v.,  Nord    2009,  p.  iii.)  .       • In  2010,  children  were  food  insecure  at  times  during  the  year  in  9.8  percent  of  households  with   children  (3.9  million  households.)  In  one  percent  of  households  with  children,one  or  more  of   the  children  experienced  the  most  severe  food-­‐insecure  condition  measured  by  USDA,  very  low   food  security,  in  which  meals  were  irregular  and  food  intake  was  below  levels  considered   adequate  by  caregivers  (Coleman-­‐Jensen  2011,  p.  vi).   • The  median  [a  type  of  average]  food-­‐secure  household  spent  27  percent  more  on  food  than  the   median  food-­‐insecure  household  of  the  same  size  and  household  composition  (Coleman-­‐Jensen   2011,  p.  vi)..   • Background:  The  United  States  changed  the  name  of  its  definitions  in  2006  that  eliminated   references  to  hunger,  keeping  various  categories  of  food  insecurity.    This  did  not  represent  a   change  in  what  was  measured.    Very  low  food  insecurity  (described  as  food  insecurity  with   hunger  prior  to  2006)  means  that,  at  times  during  the  year,  the  food  intake  of  household   members  was  reduced  and  their  normal  eating  patterns  were  disrupted  because  the  household   lacked  money  and  other  resources  for  food.  This  means  that  people  were  hungry  (  in  the  sense   of  "the  uneasy  or  painful  sensation  caused  by  want  of  food"  [Oxford  English  Dictionary  1971]   for  days  each  year  (Nord  2009  p.  iii-­‐iv.).     Poverty  in  the  United  States   The  official  poverty  measure  is  published  by  the  United  States  Census  Bureau  and  shows  that:   • In  2010,  46.9  million  people  were  in  poverty,  up  from  37.3  million  in  2007  -­‐-­‐  the  fourth   consecutive  annual  increase  in  the  number  of  people  in  poverty  .    This  is  the  largest  number  in   the  52  years  for  which  poverty  rates  have  been  published  (DeNavas-­‐Walt  2011,  p.  14).   • The  2010  poverty  rate  was  15.1  percent,  up  from  12.5  percent  in  1997.    This  is  the  highest   poverty  rate  since  1993,  but  7.3  percentage  points  lower  than  the  poverty  rate  in  1959,  the  first   year  for  poverty  estimates.    (DeNavas-­‐Walt  2011,  p.  14).   • The  2010  poverty  rate  for  Hispanics  was  26.6  percent,  for  Blacks  27.4  percent.       • In  2010,  the  poverty  rate  increased  for  children  under  age  18  from  20.7  percent  to  22.0  percent.   (DeNavas-­‐Walt  2010  p.  14).   • 20.5  million  Americans  live  in  extreme  poverty.  This  means  their  family’s  cash  income  is  less   than  half  of  the  poverty  line,  or  about  $10,000  a  year  for  a  family  of  four  (DeNavas-­‐Walt  2011,  p.   19).   • 49.9  million  people  or  16.3  percent  of  the  American  people,  do  not  have  medical  insurance   (DeNavas-­‐Walt  2011,  p.  23).   In  2011  the  Census  Bureau  published  a  supplemental  poverty  measure  for  the  first  time  (US  Census   Bureau  2011b).    This  new  measure  addresses  seven  concerns  that  have  been  raised  about  the  official  

 

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  poverty  measure,  including  the  fact  that  the  offical  poverty  measure  does  not  reflect  the  effects  of  key   government  policies  that  alter  the  disposable  income  of  families  and  thus  their  poverty  status,  such  as   the  SNAP/food  stamp  program.    (For  a  good  brief  discussion  of  these  issues  see  2011b,  p.1-­‐3.)    Taking   these  adjustments  into  account,  the  supplemental  poverty  measure  showed  a  3  million  increase  in  the   number  of  poor  people  in  2010,  compared  to  the  official  poverty  rate.      Who  is  poor  shows  some   striking  changes.  The  percentage  of  children  in  poverty  is  27.7  percent  of  the  total  population  in   poverty  with  the  supplemental  measure  and  36.1  with  the  official  measure;    while  people  over  65  are   12.7  percent  of  the  total  population  in  poverty  in  the  supplemental  measure  and  7.6  percent  in  the   official  measure  (2011b,  p.3-­‐8).    The  supplemental  poverty  measure  does  measure  poverty  more   accurately,  and  it  is  gratifiying  to  see  that  programs  to  reduce  poverty  and  hunger  among  children  have   had  an  impact.         Causes  of  Hunger  and  Poverty     (Hunger  is  principally  caused  by  poverty  so  this  section  will  focus  on  causes  of  poverty.)   There  are,  we  believe,  three  main  causes  of  poverty  in  the  United  States:  poverty  in  the  world;  the   operation  of  the  political  and  economic  system  in  the  United  States  which  has  tended  to  keep  people   from  poor  families  poor,  and  actual  physical  mental  and  behavioral  issues  among  some  people  who  are   poor.     Poverty  in  the  world    There  are  a  lot  of  poor  people  in  the  world.  An  estimated  2  billion  people  are  poor,   and  the  same  amount  hungry  (World  Hunger  Facts)    They  are  much,  much,  poorer  than  people  in  the   United  States.    As  can  be  imagined,  people  do  not  want  to  be  hungry  and  desperately  poor.    In  the  world   economic  system  there  are  two  main  ways  in  which  relatively  poor  people  have  their  income  increased:   through  trade,  and  through  immigration.    Trade,  we  believe,  is  the  most  important.     • Trade.  It  is  important  to  understand  some  basic  economics.  We  in  the  United  States  live  in  a  rich   country,  that  has  a    large  amount  of  capital-­‐-­‐machinery,  etc.-­‐-­‐to  produce  things  relative  to  the   amount  of  labor-­‐-­‐people  that  want  to  work.  Poor  countries  have  a  lot  of  labor,  but  relatively   little  capital.    There  is  a  basic  idea  of  economics-­‐-­‐the  factor  price  equalization  theorem-­‐-­‐that   states  that  wages  in  rich  countries  will  tend  to  go  down  and  increase  in  poor  countries  through   trade  (Wikipedia  2010b).  Thus  China,  with  low  wages,  puts  pressure  on  wages  in  the  United   States,  as  production  is  shifted  to  China  from  the  United  States.  This  movement  of  production   from  richer  to  poorer  countries  is  initiated  by  corporations,  not  individuals,  but  it  does    shift   jobs  and  income  to  poorer  countries  and  people,  and  has  been  doing  so  for  the  last  30  years  or   so.  Lower  income  people  in  the  United  States  are  particularly  vulnerable  to  such  shifts.   • Immigration.    A  clear  strategy  for  poor  people  is  to  go  where  there  are  higher  paying  jobs  (often   opposed  to  the  alternative  of  no  jobs  at  all).  Thus  immigration  has  been  a  major  response  to   poverty  by  people  in  poor  countries.       The  operation  of  the  US  economic  system    The  operation  of  the  US  economic  and  political  system  has  led   to  certain  people/groups  being  relatively  disenfranchised.     The  normal  operation  of  the  economic  system  will  create  a  significant  amount  of  poverty.     • First,  in  a  free  enterprise  economy,  there  is  competition  for  jobs,  with  jobs  going  to  the  most   qualified.  On  the  other  hand,  there  is  almost  always  a  significant  amount  of  unemployment,    so   that  not  everyone  will  get  a  job,  with  the  major  unemployment  falling  on  the  least  qualified.    It   might  be  tempting  to  identify  them  as  'unemployable'  but  what  is  in  fact  happening  is  that  the   private  enterprise  system  is  not  generating  enough  jobs  to  employ  everyone.     • Secondly,  the  top  echelon  of  business  has  the  power  to  allocate  the  profits  of  the  enterprise,  and   certainly  they  have  allocated  these  profits  to  themselves  in  recent  years.      

 

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  The  operation  of  the  US  political  system,  The  US  political  system,  which  should  address  the  major   problems  of  its  citizens,  is  to  a  great  extent  not  focused  on  fundamental  concerns  of  poor  people,  but  on   other  concerns.       • Military  and  security  expenditure  represent  half  of  US  federal  government  discretionary   expenditures,  much  larger  that  expenditures  to  assist  poor  people,  and  this  budgeting    is   assisted  by  a  strong  web  of  political  and  financial  connections  which  has  been  termed  the   "military-­‐industrial  complex."     • Corporations  and  the  rich,  through  their  ability  to  lobby  Congress  and  the  Administration   effectively  by  such  means  as  spending  large  amounts  of  money  on  lobbying  efforts  and  on   political  campaigns  of  elected  officials  have  succeeded  in  establishing  their  priorities,  including   tax  breaks  and  subsidies..       • The  Democratic  party,  which  used  to  be  a  party  of  the  'working  class'  has  now  set  its  sights  on   the  'middle  class'  as  the  target  base  of  voters  it  must  appeal  to.       The  culture  of  inequality   • People  are  typically  segregated  by  income  and  often  race.   • Jobs  are  low  paid  and  scarce.    This  can  lead  to  crime  as  a  way  of  obtaining  income,  and  also  to   unemployed  men  not  willing  to  marry,  which  can  play  a  significant  role  in  developing  a  cultural   model  of    single  parent  families.   • The  lack  of  income,  as  described  in  the  poverty  section  above  create  problems,  including  poor   housing,  lack  of  food,  health  problems  and  inability  to  address  needs  of  one's  children.   • As  a  result  of  their  situation,  people  living  in  poverty  can  themselves  have  patterns  of  behavior,   such  as  alcoholism  or  a  'life  of  crime'  that  are  destructive  to  them.     Programs  to  Address  Hunger  and  Poverty   Hunger     Fifty-­‐five  percent  of    food-­‐insecure  households  participated  in  one  or  more  of  the  three  largest  Federal   food  and  nutrition  assistance  programs  (  USDA  2008,  p.  iv.)  The  programs  are  the  Supplemental   Nutrition  Assistance  Program  (SNAP),  the  new  name  for  the  food  stamp  program  (Wikipedia  2010),  the   Special  Supplemental  Nutrition  Program  for  Women,  Infants  and  Children  (WIC)  (Wikipedia  2010),  and   the  National  School  Lunch  Program  (Wikipedia  2010).     SNAP/Food  stamps    The  Food  Stamp  Program,  the  nation’s  most  important  anti-­‐hunger  program,  helps   roughly  40  million  low-­‐income  Americans  to  afford  a  nutritionally  adequate  diet.  More  than  75  percent   of  all  food  stamp  participants  are  in  families  with  children;  nearly  one-­‐third  of  participants  are  elderly   people  or  people  with  disabilities.    Unlike  most  means-­‐tested  benefit  programs,  which  are  restricted  to   particular  categories  of  low-­‐income  individuals,  the  Food  Stamp  Program  is  broadly  available  to  almost   all  households  with  low  incomes.  Under  federal  rules,  to  qualify  for  food  stamps,  a  household  must   meet  three  criteria  (some  states  have  raised  these  limits):   • Its  total  monthly  income  generally  must  be  at  or  below  130  percent  of  the  poverty  line,  or   roughly  $1,980  (about  $23,800  a  year)  for  a  three-­‐person  family  in  fiscal  year  2010.   • Its  net  income,  or  income  after  deductions  are  applied  for  items  such  as  high  housing  costs  and   child  care,  must  be  less  than  or  equal  to  the  poverty  line.   • Its  assets  must  fall  below  certain  limits:  households  without  an  elderly  member  must  have   assets  of  $2,000  or  less,  and  households  with  an  elderly  or  disabled  member  must  have  assets  of   $3,000  or  less.  (Taken  from  CBPP    Food  Stamps.  Also  see  Wikipedia  SNAP  and  USDA  SNAP.)           WIC  (Special  Supplemental  Nutrition  Program  for  Women,  Infants  and  Children)   WIC  provides  nutritious  foods,  nutrition  education,  and  referrals  to  health  and  other  social  services  to   low-­‐income  pregnant,  postpartum  and  breastfeeding  women,  and  infants  and  children  up  to  age  5  who   are  at  nutrition  risk.  WIC  participants  receive  checks  or  vouchers  to  purchase  nutritious  foods  each   month,  including  infant  cereal,  iron-­‐fortified  adult  cereal,  vitamin  C-­‐rich  fruit  or  vegetable  juice,  eggs,  

 

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  milk,  cheese,  peanut  butter,  dried  and  canned  beans/peas,  and  canned  fish.  Other  options  such  as  fruits   and  vegetables,  baby  foods,  and  whole  wheat  bread  were  recently  added.  Participants  family  income   must  fall  at  or  below  185  percent  of  the  U.S.  Poverty  Income  Guidelines  (in  2010,  $40,793  for  a  family  of   four).  Eligibility  is  also  granted  to  participants  in  other  benefit  programs,  such  as  the  Supplemental   Nutrition  Assistance  Program,  Medicaid,  or  Temporary  Assistance  for  Needy  Families.  Children  are  the   largest  category  of  WIC  participants.  Of  the  8.7  million  people  who  received  WIC  benefits  each  month  in   FY  2008,  approximately  4.3  million  were  children,  2.2  million  were  infants,  and  2.2  million  were   women.  The  cost  of  the  program  is  $7.252  billion  for  WIC  in  FY2010.  WIC  is  not  an  entitlement   program:  Congress  does  not  set  aside  funds  to  allow  every  eligible  individual  to  participate  in  the   program.  Instead,  WIC  is  a  Federal  grant  program  for  which  Congress  authorizes  a  specific  amount  of   funding  each  year  for  program  operations.       National  School  Lunch  Program  The  National  School  Lunch  Program  is  a  federally  assisted  meal   program  that  provides  nutritionally  balanced,  low-­‐cost  or  free  lunches  to  children  from  low  income   families,  reaching  30.5  million  children  in  2008.    Children  from  families  with  incomes  at  or  below  130   percent  of  the  poverty  level  are  eligible  for  free  meals.  Those  with  incomes  between  130  percent  and   185  percent  of  the  poverty  level  are  eligible  for  reduced-­‐price  meals,  for  which  students  can  be  charged   no  more  than  40  cents.  (For  the  period  July  1,  2009,  through  June  30,  2010,  130  percent  of  the  poverty   level  is  $28,665  for  a  family  of  four;  185  percent  is  $40,793.)  Children  from  families  with  incomes  over   185  percent  of  poverty  pay  a  full  price,  though  their  meals  are  still  subsidized  to  some  extent  by  the   program.  Program  cost  was  $9.3  billion  in  2008.  (USDA  School  Lunch  Program)     Poverty   Perhaps  the  three  principal  programs  that  provide  income  and  other  assistance  for  poor  people  are  the   minimum  wage,  the  Earned  Income  Tax  Credit  (EITC),  and  the  Temporary  Assistance  to  Needy  Families   (TANF)  program.  Other  important    programs,  not  discussed  here,  include  Medicaid  and    the  State   Children's  Health  Insurance  Program  (SCHIP)  and,  for  older  people,  Social  Security  and  Medicare.         Minimum  wage  The  United  States  enacts  a  minimum  wage  (as  do  some  individual  states)  that  tries  to   establish  a  floor  for  what  can  be  paid  as  a  wage  by  firms.  The  current  minimum  wage  is  $7.25  per  hour.     In  2008,  the  official  U.S.  poverty  level  for  a  family  of  4  was  $21,834  (  Census  Bureau  "Poverty   Thresholds").    With  a  40  hour  week,  a  family  of  4  with  one  minimum  wage  earner  would  earn  $15,080,   only  69  percent  of  the  poverty  level.  The  minimum  wage  level  is  not  indexed  to  inflation,  which  means   that  the  real  benefits  will  be  eroded  by  inflation.     The  Earned  Income  Tax  Credit  (EITC).    The  Earned  Income  Tax  Credit  is  the  mechanism  through  which,   by  filing  a  tax  return,  low  income  people  and  families  can  receive  an  income  supplement.     The  EITC  is  designed  to  encourage  and  reward  work.  In  2009,  the  EITC  lifted  an  estimated  6.6  million   people  out  of  poverty,  including  3.3  million  children.  The  poverty  rate  among  children  would  have  been   nearly  one-­‐third  higher  without  the  EITC.  The  EITC  lifts  more  children  out  of  poverty  than  any  other   single  program  or  category  of  programs.    One  way  the  EITC  reduces  poverty  is  by  supplementing  the   earnings  of  minimum-­‐wage  workers.  At  the  minimum  wage’s  current  level,  such  a  family  can  move  out   of  poverty  only  if  it  receives  the  EITC  as  well  as  food  stamps  (CBPP  EITC.)   Temporary  Assistance  to  Needy  Families  (TANF)    In  1996,  TANF  replaced  the  Aid  to  Families  with   Dependent  Children  program,  which  had  been  in  existence  since  1935.  The  TANF  program  provides   block  grants  to  states  to  provide  assistance  to  needy  families.    States  have  discretion  on  how  to  use  the   funds.  The  number  of  TANF  recipients  fell  substantially  in  the  first  five  years  of  the  program,  in  part   due  to  a  significant  increase  in  the  number  of  single  parents  who  work,  but  also  due  to  other  factors,   such  as  an  inability  of  families  to  meet  the  regulations.    Studies  of  families  that  stop  receiving  TANF   assistance  show  that  60  percent  of  former  recipients  are  employed—typically  at  poverty-­‐level  salaries   between  $6  and  $8.50  an  hour—while  40  percent  are  not  employed.  Lack  of  available  child  care  can  

 

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  well  keep  single  mothers  from  working  as  required,  for  example.    Other  factors  that  undermine  TANF’s   contribution  to  people’s  security  include  a  five-­‐year  time  limitation  on  benefits;    permitting  benefits  to   legal  immigrants  only  5  years  after  establishing  legal  immigration,  and  a  declining  level  of  real  funding   for  the  program  (Coven  2005).  (see  CBPP  TANF  and  Wikipedia  TANF.)     Footnotes     1.    To  get  population  figures  from  family  size  figures,  multiply  family  size  numbers  by  2.58,  the  average   family  size.       Bibliography   Coleman-­‐Jensen,  Alisha,  Mark  Nord,  Margaret  Andrews,  and  Steven  Carlson.  "Household  Food  Security   in  the  United  States  in  2010."  ERR-­‐125,  U.S.  Dept.  of  Agriculture,  Econ.  Res.  Serv.  September  2011.   http://www.ers.usda.gov/Publications/err125/       Center  on  Budget  and  Policy  Priorities  (CBPP).  2011.  "Policy  Basics:  Introduction  to  the  Earned  Income   Tax  Credit."  http://www.cbpp.org/cms/index.cfm?fa=view&id=2505/a>     Center  on  Budget  and  Policy  Priorities  (CBPP).  2011  "Policy  Basics:  Introduction  to  the  Food  Stamp   Program."  http://www.cbpp.org/cms/index.cfm?fa=view&id=2226   Center  on  Budget  and  Policy  Priorities  (CBPP).  2011.  "Policy  Basics:  Introduction  to    TANF."     http://www.cbpp.org/cms/?fa=view&id=936     DeNavas-­‐Walt,  Carmen,  Bernadette  D.  Proctor,  and  Jessica  C.  Smith.  2011.  U.S.  Census  Bureau,  Current   Population  Reports,  P60-­‐239.  "  Income,  Poverty,  and  Health  Insurance  Coverage  in  the  United  States:   2010."    U.S.  Government  Printing  Office,  Washington,  DC,  2011   http://www.census.gov/prod/2011pubs/p60-­‐239.pdf     Holt,  Eric.  2006.  “The  Earned  Income  Tax  Credit  at  Age  30:  What  We    Know.”  The  Brookings  Institution.   (2006).  http://www3.brookings.edu/metro/pubs/20060209_Holt.pdf     Nord,  Mark,  Margaret  Andrews,  Steven  Carlson.  2009.  "  Household  Food  Security  in  the  United  States,   2008."  United  States  Department  of  Agriculture.    Economic  Research  Service.  ERR-­‐49.   http://www.ers.usda.gov/Publications/ERR83/ERR83.pdf     United  States  Bureau  of  the  Census.  2011a.  "Poverty  Thresholds."   http://www.census.gov/hhes/www/poverty/data/threshld/index.html     United  States  Bureau  of  the  Census.  2011b    "The  Research  Supplemental  Poverty  Measure:  2010   http://www.census.gov/prod/2011pubs/p60-­‐241.pdf     United  States  Department  of  Agriculture,  Food  and  Nutrition  Service.  2011.  "Characteristics  of   Supplemental  Nutrition  Assistance  Program  Households:  Fiscal  Year  2008-­‐-­‐Summary."   http://www.fns.usda.gov/ora/menu/Published/snap/SNAPPartHH.htm     United  States  Department  of  Agriculture,  Food  and  Nutrition  Service.  2011.  "National  School  Lunch   Program."    http://www.fns.usda.gov/cnd/lunch/AboutLunch/NSLPFactSheet.pdf/a>     United  States  Department  of  Agriculture,  Food  and  Nutrition  Service.  2011.  "WIC:  The  Special   Supplemental  Nutrition  Program  for  Women,  Infants  and  Children"   http://www.fns.usda.gov/wic/WIC-­‐Fact-­‐Sheet.pdf/a>       Wikipedia.  2011.  "Earned  Income  Tax  Credit."  http://en.wikipedia.org/wiki/Earned_income_tax_credit     Wikipedia.  2011.  "Factor  price  equalization."  http://en.wikipedia.org/wiki/Factor_price_equalization     Wikipedia  2011.  "Minimum  wage."  http://en.wikipedia.org/wiki/Minimum_wage     Wikipedia.  2011.  "National  School  Lunch  Act."     http://en.wikipedia.org/wiki/National_School_Lunch_Act     Wikipedia.  2011.    "The  Personal  Responsibility  and  Work  Opportunity  Reconciliation  Act."   hhttp://en.wikipedia.org/wiki/Personal_Responsibility_and_Work_Opportunity_Reconciliation_Act   Wikipedia.  2011.  "Supplemental  Nutrition  Assistance  Program."   http://en.wikipedia.org/wiki/Supplemental_Nutrition_Assistance_Program/a>    .    

 

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  Why  America  Loves  Reality  TV   by  Steven  Reiss,  Ph.D.  and  James  Wilz     EVEN  IF  YOU  DON'T  WATCH  reality  television,  it's  becoming  increasingly  hard  to  avoid.  The   salacious  Temptation  Island  was  featured  on  the  cover  of  People  magazine.  Big  Brother  aired   five  days  a  week  and  could  be  viewed  on  the  Web  24  hours  a  day.  And  the  Survivor  finale   dominated  the  front  page  of  the  New  York  Post  after  gaining  ratings  that  rivaled  those  of  the   Super  Bowl.     Is  the  popularity  of  shows  such  as  Survivor,  Big  Brother  and  Temptation  Island  a  sign  that  the   country  has  degenerated  into  a  nation  of  voyeurs?  Americans  seem  hooked  on  so-­‐called  reality   television-­‐-­‐programs  in  which  ordinary  people  compete  in  weeks-­‐long  contests  while  being   filmed  24  hours  a  day.  Some  commentators  contend  the  shows  peddle  blatant  voyeurism,  with   shameless  exhibitionists  as  contestants.  Others  believe  that  the  show's  secret  to  ratings   success  may  be  as  simple  and  harmless  as  the  desire  to  seem  part  of  the  in  crowd.     Rather  than  just  debate  the  point,  we  wanted  to  get  some  answers.  So  we  conducted  a  detailed   survey  of  239  people,  asking  them  about  not  only  their  television  viewing  habits  but  also  their   values  and  desires  through  the  Reiss  Profile,  a  standardized  test  of  16  basic  desires  and  values.   We  found  that  the  self-­‐appointed  experts  were  often  wrong  about  why  people  watch  reality   TV.     Two  of  the  most  commonly  repeated  "truths"  about  reality  TV  viewers  are  that  they  watch  in   order  to  talk  with  friends  and  coworkers  about  the  show,  and  that  they  are  not  as  smart  as   other  viewers.  But  our  survey  results  show  that  both  of  these  ideas  are  incorrect.  Although   some  people  may  watch  because  it  helps  them  participate  in  the  next  day's  office  chat,  fans  and   nonfans  score  almost  equally  when  tested  on  their  sociability.  And  people  who  say  they  enjoy   intellectual  activities  are  no  less  likely  to  watch  reality  TV  than  are  those  who  say  they  dislike   intellectual  activities.     Another  common  misconception  about  Temptation  Island,  a  reality  program  in  which  couples   were  enticed  to  cheat  on  their  partners,  is  that  the  audience  was  watching  to  see  scenes  of   illicit  sex.  Some  critics  were  surprised  that  the  show  remained  popular  when  it  turned  out  to   be  much  tamer  than  advertised.  In  fact,  our  survey  suggests  that  one  of  the  main  differences   between  fans  of  the  show  and  everyone  else  is  not  an  interest  in  sex  but  a  lack  of  interest  in   personal  honor-­‐-­‐they  value  expedience,  not  morality.  What  made  Temptation  Island  popular   was  not  the  possibility  of  watching  adultery,  but  the  ethical  slips  that  lead  to  adultery.     One  aspect  that  all  of  the  reality  TV  shows  had  in  common  was  their  competitive  nature:   contestants  were  vying  with  one  another  for  a  cash  prize  and  were  engaged  in  building   alliances  and  betraying  allies.  The  first  Survivor  series  climaxed  with  one  contestant,  Susan   Hawk,  launching  into  a  vengeful  tirade  against  a  one-­‐time  friend  and  ally  before  casting  the   vote  that  deprived  her  of  the  million-­‐dollar  prize.  It  makes  sense,  then,  that  fans  of  both   Survivor  and  Temptation  Island  tend  to  be  competitive-­‐-­‐and  that  they  are  more  likely  to  place   a  very  high  value  on  revenge  than  are  other  people.  The  Survivor  formula  of  challenges  and   voting  would  seem  to  embody  both  of  these  desired  qualities:  the  spirit  of  competition  paired   with  the  opportunity  for  payback.    

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    But  the  attitude  that  best  separated  the  regular  viewers  of  reality  television  from  everyone  else   is  the  desire  for  status.  Fans  of  the  shows  are  much  more  likely  to  agree  with  statements  such   as,  "Prestige  is  important  to  me"  and  "I  am  impressed  with  designer  clothes"  than  are  other   people.  We  have  studied  similar  phenomena  before  and  found  that  the  desire  for  status  is  just   a  means  to  get  attention.  And  more  attention  increases  one's  sense  of  importance:  We  think  we   are  important  if  others  pay  attention  to  us  and  unimportant  if  ignored.     Reality  TV  allows  Americans  to  fantasize  about  gaining  status  through  automatic  fame.   Ordinary  people  can  watch  the  shows,  see  people  like  themselves  and  imagine  that  they  too   could  become  celebrities  by  being  on  television.  It  does  not  matter  as  much  that  the   contestants  often  are  shown  in  an  unfavorable  light;  the  fact  that  millions  of  Americans  are   paying  attention  means  that  the  contestants  are  important.  And,  in  fact,  some  of  the   contestants  have  capitalized  on  their  short-­‐term  celebrity:  Colleen  Haskell,  from  the  first   Survivor  series,  has  a  major  role  in  the  movie  The  Animal,  and  Richard  Hatch,  the  scheming   contestant  who  won  the  game,  has  been  hired  to  host  his  own  game  show.  If  these  former   nobodies  can  become  stars,  then  who  couldn't?     The  message  of  reality  television  is  that  ordinary  people  can  become  so  important  that  millions   will  watch  them.  And  the  secret  thrill  of  many  of  those  viewers  is  the  thought  that  perhaps  next   time,  the  new  celebrities  might  be  them.       Steven  Reiss,  Ph.D.,  is  a  professor  at  Ohio  State  University  (OSU).  James  Wiltz  is  a  Ph.D.   candidate  at  OSU.  

 

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  Everyday  Survival   by  Laurence  Gonzales     Most  survival  guides  fail  to  consider  some  very  useful  tools:  an  individual’s  character,  wits,  and   worldview.  The  tips  assembled  here  will  change  the  way  you  approach  each  and  every  day—and   help  you  survive  a  particularly  bad  one.       Long  ago  I  believed  that  survival  meant  having  a  pack  full  of  equipment  that  would  allow  me  to   make  fire  and  build  shelter  and  trap  varmints  to  eat  in  the  wilderness.  But  then  I  kept  coming   across  cases  in  which  someone  had  survived  without  any  equipment  or  had  perished  while  in   possession  of  all  the  right  tools.  Obviously  something  else  was  at  work  here.  After  more  than   three  decades  of  analyzing  who  lives,  who  dies,  and  why,  I  realized  that  character,  emotion,   personality,  styles  of  thinking,  and  ways  of  viewing  the  world  had  more  to  do  with  how  well   people  cope  with  adversity  than  any  type  of  equipment  or  training.  Although  I  still  believe  that   equipment  and  training  are  good  to  have,  most  survival  writing  leaves  out  the  essential  human   element  in  the  equation.  That’s  why  I’ve  concentrated  my  efforts  on  learning  about  the  hearts   and  minds  of  survivors.  You  can  start  developing  these  tools  of  survival  now.  It  takes  time  and   deliberate  practice  to  change.  But  new  research  shows  that  if  we  adjust  our  everyday  routines   even  slightly,  we  do  indeed  change.  The  chemical  makeup  of  the  brain  even  shifts.  To  make   these  lessons  useful,  you  have  to  engage  in  learning  long  before  you  need  it—it’s  too  late  when   you’re  in  the  middle  of  a  crisis.  Presented  here  are  14  concepts  that  have  proved  helpful  to   survivors  in  extreme  situations,  as  well  as  to  people  trying  to  meet  the  challenges  of  daily  life.       1. Do the Next Right Thing "Debriefings of survivors show repeatedly that they possess the capacity to break down the event they are faced with into small, manageable tasks," writes John Leach, a psychology professor at Lancaster University who has conducted some of the only research on the mental, emotional, and psychological elements of survival. "Each step, each chunk must be as simple as possible.... Simple directed action is the key to regaining normal psychological functioning." This approach can sometimes seem counterintuitive. And yet almost any organized action can help you recover the ability to think clearly and aid in your survival. For example, Pvt. Giles McCoy was aboard the U.S.S. Indianapolis when it was torpedoed and sank at the end of World War II, tossing some 900 men into the black of night and the shark-infested Pacific. McCoy, a young Marine, was sucked under the boat and nearly drowned. He surfaced into a two-inch-thick slick of fuel oil, which soaked his life vest and kept him from swimming—although he could see a life raft, he couldn’t reach it. So he tore off his vest and swam underwater, surfacing now and then, gasping, swallowing oil, and vomiting. After getting hoisted onto the raft, he saw a group of miserable young sailors covered in oil and retching. One was "so badly burned that the skin was stripped from his arms," Doug Stanton writes in his gripping account of the event, In Harm’s Way. McCoy’s response to this horrific situation was telling. "He resolved to take action: He would clean his pistol." Irrelevant as that task may sound, it was exactly the right thing to do: organized, directed action. He made each one of the sailors hold a piece of the pistol as he disassembled it. This began the process of letting him think clearly. Forcing your brain to think sequentially—in times of crisis and in day-to-day life—can quiet dangerous emotions.

 

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  2. Control Your Destiny Julian Rotter, a professor of psychology at the University of Connecticut, developed the concept of what he calls "locus of control." Some people, he says, view themselves as essentially in control of the good and bad things they experience—i.e., they have an internal locus of control. Others believe that things are done to them by outside forces or happen by chance: an external locus. These worldviews are not absolutes. Most people combine the two. But research shows that those with a strong internal locus are better off. In general, they’re less likely to find everyday activities distressing. They don’t often complain, whine, or blame. And they take compliments and criticism in stride. The importance of this mentality is evidenced by tornado statistics. In the past two decades Illinois has had about 50 percent more twisters than Alabama but far fewer fatalities. The discrepancy can be explained, in part, by a study in the journal Science, which found that Alabama residents believed their fate was controlled by God, not by them. The people of Illinois, meanwhile, were more inclined to have confidence in their own abilities and to take action. This doesn’t mean we should be overconfident. Rather, we should balance confidence with reasonable doubt, selfesteem with self-criticism. And we should do this each day. As Al Siebert put it in his book The Survivor Personality, "Your habitual way of reacting to everyday events influences your chances of being a survivor in a crisis."   3. Deny Denial It is in our nature to believe that the weather will improve, that we’ll find our way again, or that night won’t fall on schedule. Denial, which psychologists call the "incredulity response," is almost universal, even among individuals with excellent training. David Klinger, a retired Los Angeles police officer, describes in his book Into the Kill Zone that while moonlighting as a bank guard he saw "three masked figures with assault rifles run through the foyer of the bank." His first thought was that the local SWAT team was practicing. His second was that they were dressed up for Halloween. Klinger later said, "[I thought] maybe they were trick-or-treaters. It was just disbelief." (He did recover from denial to shoot the criminals.) One of the most common acts of denial is ignoring a fire alarm. When my daughters were little, I taught them that the sound of a fire alarm means that we must go outside. Standing in front of a hotel at about two o’clock one cold Manhattan morning, I explained to them that it was nicer to be on the street wishing we were inside rather than inside wishing we were on the street. Denial plays a large role in many wilderness accidents. Take getting lost. A hiker in denial will continue walking even after losing the trail, assuming he’ll regain it eventually. He’ll press on—and become increasingly lost—even as doubt slowly creeps in. Learn to recognize your tendency to see things not as they are but how you wish them to be and you’ll be better able to avoid such crises.   4. Use a Mantra In a long and trying survival situation, most people need a mantra. Ask: What will keep me focused on getting home alive? Then learn your mantra before you need it. For Steve Callahan, adrift in a raft for 76 days, his mantra was simply the word "survival." Over and over during the ordeal, he’d say things like "Concentrate on now, on survival." Yossi Ghinsberg, a hiker who was lost in the Bolivian jungle for three weeks, repeatedly used the mantra "Man of action" to motivate himself. Often, a mantra hints at some deeper meaning. Ghinsberg, for example, explained it this way: "A man of action does whatever he must, isn’t afraid, and doesn’t worry." My personal mantra is "Trust the process." Once I’ve gone through the steps of creating a strategy, I continue telling myself to trust that the process will get me where I’m going.    

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  5. Think Positive Viktor Frankl in his book Man’s Search for Meaning recounts the story of Jerry Long, who was 17 years old when he broke his neck in a diving accident. Long was completely paralyzed and had to use a stick held between his teeth to type. Long wrote, "I view my life as being abundant with meaning and purpose. The attitude that I adopted on that fateful day has become my personal credo for life: I broke my neck, it didn’t break me." Carol Dweck, a professor of psychology at Stanford University, would agree with this sentiment. Dweck studies individual learning habits, specifically how people grapple with difficult problems. According to her research, individuals with a "growth mindset"—those who are not discouraged in the face of a challenge, who think positively, and who are not afraid to make or admit mistakes—are able to learn and adjust faster and more easily overcome obstacles.   6. Understand Linked Systems In complex systems, small changes can have large, unpredictable effects. I wrote an article for Adventure (September 2002) about an accident on Mount Hood in which a four-man team fell from just below the summit while roped together. On the way down, they caught a two-man team and dragged them down too. Three hundred feet below, the falling mass of people and rope caught another three-man team. Everyone wound up in a vast crevasse. Then, during the ensuing rescue attempt by the military, an Air Force Reserve Pave Hawk helicopter crashed and rolled down the mountain. Because of the complex and coupled nature of the system in which all these people and all this equipment were operating, what had begun as a slip of one man’s foot wound up killing three people, severely injuring others, and costing taxpayers millions in the rescue effort. Accidents are bound to happen. But they don’t have to happen to you if you recognize your role in a system. Driving bumper to bumper at highway speeds, waiting for someone to tap his brakes and start a chain reaction accident is one example. Having a retirement account heavily invested in the stock market is another. A small move by a few investors can send everyone stampeding for the door. Being aware of such systems and analyzing the forces involved can often reveal that we’re doing something much riskier than it seems.   7. Don’t Celebrate the Summit Climbers learn this the hard way: Don’t congratulate yourself too much after reaching a goal. The worst part of the expedition may still be ahead. Statistically speaking, most mountaineering accidents happen on the descent. Celebrating at the halfway point encourages you to let down your guard when you’re already tired and stressed.   8. Get Out of Your Comfort Zone Every new challenge you face actually causes your brain to rewire itself and to become more adaptable. A study at University College London showed that the city’s cab drivers possessed unusually large hippocampi, the part of the brain that makes mental maps of our surroundings. The fact that London has very strict requirements for cab drivers forced them to create good mental maps, which caused their hippocampi to grow. For most of us, a normal routine at work, home, and play will provide plenty of opportunities for simple mind-expanding exercises. For example, if you’re right-handed, use your left hand. Learning to write with your nondominant hand can be extremely challenging and builds a part of your brain that you don’t use much. Learn a new mental skill, such as chess or counting cards for blackjack. Learn a musical instrument or a foreign language. A recent study suggests that Chinese uses entirely different parts of the brain than Western languages. Take tasks that require no thought and re-invent them so that you have to think. This bears repeating: Survival is not about equipment and training alone. It’s about what’s in your mind  

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  and your emotional system. Living in a low-risk environment dulls our abilities. We must make a conscious effort to learn new things, to force ourselves out of our comfort zones.   9. Risk and Reward The more you sacrifice to reach a goal—and the more you invest in it—the harder it becomes to change direction, even in the face of overwhelming evidence that you should alter your course. Recently I decided to clean the leaves out of the gutters on my house. I put up a big aluminum extension ladder that is a real pain to move. I was up there, 20 feet in the air, reaching to clean as far as I could without moving the ladder. And I looked down and thought, Is this worth a broken neck? Or should I just go down and move the ladder? I performed a similar mental exercise in the Canadian Rockies this spring. I had traveled there to give a talk to a group of safety experts and decided to do some exploring. But I had no gear with me. As I crept farther and farther up a twisty mountain road in a rental truck, it began to snow pretty hard. And I thought, I’ve seen some pretty good scenery already. What if this vehicle of unknown origin breaks down or gets stuck? Do I want to try walking out in my cotton clothes and city shoes in a blizzard just to see one more vista? I decided that it would be most embarrassing to become a statistic in one of my own stories. I call this thought exercise the "risk-reward loop." When facing a hazard, always ask: What is the reward I’m seeking? What is the most I’m willing to pay for it?   10. Trust Your Instincts Be careful who you go into the backcountry with. Some people just have it stamped on their foreheads: "I am going to die in a wilderness accident." But to recognize this stamp, you must pay attention to some very subtle signals. Researchers such as Elaine Hatfield at the University of Hawaii and Paul Ekman at the National Institutes of Health have studied nonverbal communication since the 1960s and concluded that it conveys essential information, which we ignore at our peril. It can be anything from a gesture to a slight change in facial expression. Most people will respond to such signals by feeling either comfortable or ill at ease with someone for no known reason. In a culture like ours, which puts more emphasis on logic and reason, nonverbal signs are easy to dismiss. Pay attention. They mean something.   11. Know Plan B When undertaking anything risky, always have a clear bailout plan. In November 2004 I wrote about the hazards of Mount Washington for this magazine, recounting the death of two ice climbers who had evidently not planned beyond reaching the summit. When a storm blew in during the middle of their climb, they could have made an easy rappel to the bottom. Instead, following the only plan they had, they continued toward the top, where they died of exposure. Similar failures occur in all areas of life. When the IBM PC was released in 1981, Digital Equipment Corporation (DEC) continued to follow its outdated plan, building minicomputers that cost hundreds of thousands of dollars. As a result, DEC, the second largest maker of computers in the world, went out of business. When formulating a bailout plan, it’s important to establish parameters by which to make the decision. For example, if you aren’t on the summit by three o’clock, you must turn back. Or if you have lost $100 million, you must end the project. Whatever the criterion, make sure it’s specific. Then, when you’re brain’s not working well because of stress or exhaustion, you’ll still make the right decision.   12. Help Others In a survival situation, tending to others transforms you from a victim into a rescuer and improves your chances. Psychology professor John Leach writes in his book Survival Psychology that in disasters, natural and otherwise, doctors and nurses have a better survival rate because they have a  

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  job to do and a responsibility to others. This same phenomenon was documented in the Nazi death camps, where people who helped those around them stood a far better chance of surviving. Practice being selfless in daily life and it will become second nature when disaster strikes.   13. Be Cool Acting cool is not the same as being cool. As the head of training for the Navy SEALs once said, "The Rambo types are the first to go." Siebert wrote in his book The Survivor Personality that "combat survivors . . . have a relaxed awareness." People who are destined to be good at survival will get upset when something bad happens, but they will quickly regain emotional balance and immediately begin figuring out what the new reality looks like, what the new rules are, and what they can do about it. In the past few decades, technologies like magnetic resonance imaging (MRI) have allowed researchers such as Bruce McEwen at Rockefeller University to demonstrate that stress changes the shape and chemistry of the brain, resulting in trouble remembering, difficulty completing tasks, and altered behavior. In effect, losing your cool makes you stupid. Examine the way you handle yourself under pressure: Do you blow up when you’re stuck in traffic or when someone cuts you off? Are you able to accept failure philosophically and move on with resolve to do better next time? If you’re rejected—in love, in business, in sports—do you stew over it? Practice being calm in the face of small emergencies and you’ll be more prepared to deal with large ones.   14. Surrender, but Don’t Give Up The concept of surrender is at the heart of the survival journey. While that may sound paradoxical, it starts to make sense when you realize your limitations. If you are terrified, for example, you are more vulnerable in a hazardous situation. Ahmed Abdullah is an Iraqi journalist. When the war began, he found that he was horrified by the violence and in constant fear of dying. After years of combat experience, he explained the concept of survival by surrender: "Don’t be afraid of anything," he said during a recent radio broadcast. "If you are afraid, then you have to lock yourself inside your house. But if you want to keep on living, then you must forget about your fears and deal with death as something that is a must, something that’s going to happen anyway. Even if you don’t die this way, you can die normally, naturally.... Whatever [you] do, [you’re] not going to change this." Once you surrender and let go of the outcome, it frees you to act much more sensibly. It actually puts you in a better position to survive, to retain that core inside of you that will never give up. A good survivor says: "I may die. I’ll probably die. But I’m going to keep going anyway."

 

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     Appendix   • • • • • • • •

  Standards  Matrix   Chapter  Summaries   Modes  of  Reading   On-­‐going  Instructional  Strategies/Activities   Transition  to  Session  B-­‐Forms   Project  Rubric   The  Hunger  Games  Movie  Guide   LACOE  Instructional  Video  Request  Form      

   

       

 

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  The  Hunger  Games     Standards  Matrix:  Grades  9-­10  

      Common  Core  Standards  that  carry  through  the  whole  unit:     RL  9/10.2:  Determine  a  theme  or  central  idea  and  analyze  in  detail  its  development  over  the   course  of  the  text,  including  how  it  emerges  and  is  shaped  and  refined  by  specific  details;   provide  an  objective  summary  of  the  text.     RL  11/12.2:  Determine  two  or  more  themes  or  central  ideas  of  a  text  and  analyze  their   development  over  the  course  of  the  text,  including  how  they  interact  and  build  on  one  another   to  produce  a  complex  account;  provide  an  objective  summary  of  the  text.     RL  9/10.3:  Analyze  how  complex  characters  (e.g.,  those  with  multiple  or  conflicting   motivations)  develop  over  the  course  of  a  text,  interact  with  other  characters,  and  advance  the   plot  or  develop  the  theme.     *The  following  standards  will  not  be  addressed  and  reasons  are  noted:     Because  this  is  a  fictional  novel  study,  the  standards  for  Reading  for  Information  Text  will  not   be  addressed  in  the  core  lessons.  However,  as  teachers  integrate  Achieve  3000  articles  and  the   three  supplemental  readings  included  in  this  unit,  some  of  these  standards  will  be  addressed.     9/10.  6:  This  standard  requires  a  work  of  literature  from  outside  the  United  States.  This  novel   is  not  considered  world  literature.     9/10.  8:  This  standard  does  not  apply  to  literature.     9/10.9:  The  author  does  not  transform  or  draw  upon  source  material.      

 

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Grade  9-­10  Standards  Matrix  

  Gr.  9-­10   Week  1  

Week  2    

Week  3  

Week  4    

Week  5  

Week  6    

Week  7  

Week  8  

 

Day   1   2   3   4   5   6   7   8   9   10   11   12   13   14   15   16   17   18   19   20   21   22   23   24   25   26   27   28   29                      

Reading  for   Literature   1,  10   1,  3,  10   1,  2,  3,  10   1,  2,  3,  10   1,  2   1,  10   1,  3   1,2,3   n/a   1,3,  4   1,2,  5,     2,  3,  4,5   1,  4   3,4   1,2,3     1,  3   1,  2   1,  3   1,2   1,2   1,2,3   1,2,  3   1,10   2,10   1,2   1,  2,  5   1,2,5   n/a   n/a                      

Reading   Informational                                                              

Writing   9   9     9   9,10   1   1   9,  10   2   9,10   9,10   1,2,6   9,10   4,9,10   9,10   9,10   9,10   9,10   9,10   9,10   9,10   9,10   9,10   1,4,9,10   9,10   1,9,10   1,  4,  9,10   1,9,10   1,9,10    

Speaking  &   Listening   4   1   1   4   1   1,3,4   1   1   4   1,4,6   1,     1   1   1,2,6   1   1   1   1,3,  4,  6   1   1   1,3,  4,6   1   1   1   1   1,3,6   1,3,4,6   1   1    

  Final  Assessment,  Projects  and   Exhibitions    

     

     

     

Language   4,  5,  6   4,  5,  6   4,  5,  6   4,5,  6   4,6   1,2,6   1,2   1,2,  6   1,2,6   2   1,  2,  4   1,2,6   1,2,6   1,2,6   1,2,4,6   6   1,  2,  6   1,2,6   1,2,6   1,2,6   1,2,6   1,2,6   1,2,6   1,2,6   1,2,4,6   1,2,6   1,  2,4,6   1,2,6   1,2,6                      

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Grade  11-­12  Standards  Matrix  

  Gr.  11-­ 12   Week  1  

Week  2    

Week  3  

Week  4    

Week  5  

Week  6    

Week  7  

Week  8  

Day   1   2   3   4   5   6   7   8   9   10   11   12   13   14   15   16   17   18   19   20   21   22   23   24   25   26   27   28   29                      

Reading  for   Literature   1,  10   1,  3,  10   1,  2,  3,  6,10   1,  2,  3,  10   1,  2   1,  10   1,  3   1,2,3   n/a   1,3,  4   1,2,  5,     2,  3,  4,5   1,  4   3,4   1,2,3,6   1,  3   1,  2   1,  3   1,2   1,2   1,2,3   1,2,  3   1,10   2,10   1,2   1,  2,  5   1,2,5   n/a   n/a                      

Reading   Informational                                                              

Writing   9   9     9   9,10   1   1   9,  10   2   9,10   9,10   1,2,6   9,10   4,9,10   9,10   9,10   9,10   9,10   9,10   9,10   9,10   9,10   9,10   1,4,9,10   9,10   1,9,10   1,  4,  9,10   1,9,10   1,9,10    

Speaking  &   Listening   4   1   1   4   1   1,3,4   1   1   4   1,4,6   1,     1   1   1,2,6   1   1   1   1,3,  4,  6   1   1   1,3,  4,6   1   1   1   1   1,3,6   1,3,4,6   1   1    

  Final  Assessment,  Projects  and   Exhibitions    

     

     

     

Language   4,  5,  6   4,  5,  6   4,  5,  6   4,5,  6   4,6   1,2,6   1,2   1,2,  6   1,2,6   2   1,  2,  4   1,2,6   1,2,6   1,2,6   1,2,4,6   6   1,  2,  6   1,2,6   1,2,6   1,2,6   1,2,6   1,2,6   1,2,6   1,2,6   1,2,4,6   1,2,6   1,  2,4,6   1,2,6   1,2,6                      

 

   

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  Chapter  Summaries     Part  I:  The  Tributes     Chapter  1   Katniss   Everdeen   is   a   sixteen-­‐year-­‐old   girl   who   lives   in   District   12   in   the   country   Panem.   Today,   like   every  day,  Katniss  will  sneak  into  the  meadow  with  her  friend,  Gale.  The  two  of  them  hunt  for  food  for   their   families   and   to   trade   at   the   black   market   they   call   the   Hob.   Hunger,   starvation,   and   poverty   are   common   in   the   poor   coalmining   district;   by   hunting   illegally,   Katniss   is   able   to   keep   her   mother   and   sister   alive.   They   also   stop   by   the   Mayor’s   house   to   sell   strawberries.   Today   they   see   Madge,   the   Mayor’s   daughter,   who   opens   the   door.   She   is   preparing   for   the   reaping.   She   and   Katniss   are   in   the   same  grade  at  school.     It  is  the  day  of  the  reaping.  The  district  will  choose  one  boy  and  one  girl  between  the  ages  of  twelve  and   eighteen   to   participate   in   the   Hunger   Games:   a   fight   to   the   death   among   the   tributes   from   all   twelve   districts.   The   Games   commemorate   the   government’s   repression   of   an   attempted   overthrow.   All   the   people   are   required   to   meet   in   the   town   square   for   the   reaping   –   a   drawing.   Each   child’s   name   is   entered  into  the  drawing  each  year,  and  if  the  family  is  starving,  the  child’s  name  can  be  entered  twice   or  more  in  return  for  extra  food  rations.  This  is  the  first  year  Prim,  Katniss’  little  sister,  is  in  the  reaping.   Katniss  has  made  sure  to  protect  Prim,  and  her  name  has  only  been  entered  once.  The  “festivities”  begin   with   the   reading   of   the   history   of   the   Games.   The   only   living   winner   of   the   Games   from   District   12   is   Haymitch   Abernathy   who   arrives   at   the   reaping   drunk.   Effie   Trinket,   the   escort   from   the   Capitol   for   District  12,  is  going  to  draw  the  names.  The  first  slip  is  pulled  from  the  bowl  –  Prim’s  name  is  called.     Chapter  2:  Katniss  immediately  volunteers  to  take  Prim’s  place  in  the  Games.  The  reaction  of  the  crowd   is   silence   and,   as   a   sign   of   thanks   and   goodbye,   they   make   a   gesture   by   placing   their   three   fingers   to   their   lips   and   then   holding   them   out   to   Katniss.   Katniss,   knowing   the   reaping   will   be   televised,   is   concerned   that   she   looks   strong   and   doesn’t   cry.   The   boy   tribute   is   selected   –   Peeta   Mellark.   Katniss   knows  him  from  school  and  as  the  son  of  the  baker.  After  Katniss’  father  died,  the  family  was  starving.   Katniss   happened   to   wander   to   the   back   of   the   bakery   to   look   for   food   in   the   trash;   Peeta   gave   her   two   loaves   of   bread   that   he   had   burned.   The   bread   saved   Katniss’   family   from   starvation.   Katniss   feels   conflicted   because   she   feels   a   debt   of   gratitude   toward   Peeta,   but   in   the   Games,   she   may   have   to   kill   him.     Chapter  3:  Katniss  is  taken  to  the  Justice  Building  to  say  goodbye  to  her  family  before  being  taken  to   the   Capitol.   She   says   goodbye   to   her   mother   and   Prim.   Peeta’s   father   visits   next.   He   gives   Katniss   cookies   and   promises   to   look   after   Prim   and   make   sure   she’s   eating.   Madge   comes   by   and   gives   Katniss   a   pin   she’d   been   wearing.   It’s   a   bird   in   a   circle.   Madge   makes   Katniss   promise   to   wear   it   into   the   arena.   Gale   visits   and   the   two   of   them   discuss   strategies   for   the   Games.   He,   too,   promises   to   look   after   her   family.  Katniss  and  Peeta  will  be  traveling  to  the  Capitol  on  a  high-­‐speed  train.  Katniss  recalls  that  the   Capitol   is   located   in   what   was   once   called   the   Rockies,   and   District   12   is   in   what   was   once   called   Appalachia.  The  tribute  train  is  plush  and  as  Katniss  explores  it  she  remembers  the  pin  Madge  gave  her.   It  is  a  likeness  of  a  mockingjay.  The  bird  is  a  cross  between  the  genetically  engineered  jabberjay  and  the   mockingbird.  The  jabberjay  is  what  they  call  a  muttation.  The  jabberjay  was  used  during  the  rebellion   to  spy  on  the  rebels  and  report  back  to  the  Capitol,  but  when  the  rebels  realized  what  the  birds  did,  they   gave   the   birds   false   information.   The   jabberjays   were   left   in   the   wild   to   die,   but   they   bred   with   the   mockingbird   to   create   a   bird   that   can   imitate   human   melodies   and   bird   whistles.   Effie,   Katniss,   and   Peeta  meet  in  the  dining  car  for  dinner.  Haymitch  is  napping.  The  food  is  sumptuous  and  plentiful.  They   then   go   to   watch   the   reapings   in   the   other   districts   on   TV.   As   they   watch   the   replay   of   District   12,   Haymitch   is   featured   –   drunk.   Effie   informs   Peeta   and   Katniss   that   as   a   former   winner   of   the   Games,   he  

 

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  is   responsible   for   them   and   can   get   them   special   gifts   and   help   in   the   arena.   But   as   a   drunk,   he   is   useless.  A  drunken  Haymitch  then  enters  the  room,  vomits,  and  passes  out.     Chapter  4:  Katniss  and  Peeta  help  Haymitch  back  to  his  room.  Peeta  offers  to  clean  him  up  and  get  him   to   bed.   Katniss   returns   to   her   room   and   suspects   that   Peeta’s   kindness   is   a   ploy   to   gain   the   upper   hand.   A   flashback   tells   how,   after   Peeta’s   kindness,   Katniss   managed   to   hunt   and   forage   enough   food   to   ensure   her   family’s   survival.   The   next   morning   at   breakfast,   Katniss   and   Peeta   stand   up   to   Haymitch   and  confront  him  about  his  drinking.  Peeta  smashes  his  glass  and  Haymitch  punches  him;  Katniss  slams   her  knife  on  the  table  between  Haymitch’s  hand  and  his  bottle  of  alcohol.  Encouraged  that  they  might   show   spunk,   Haymitch   promises   to   help   them   if   they   don’t   interfere   with   his   drinking   and   they   do   exactly  what  he  says.  As  the  train  pulls  into  the  Capitol,  Peeta  waves  at  the  crowd.  Katniss  suspects  he  is   planning  to  win  a  sponsor  through  his  outgoing  personality.     Chapter   5:   It   is   the   day   of   the   opening   ceremonies.   Katniss   is   being   prepared   to   meet   her   stylist   who   is   in  charge  of  how  she  looks  for  the  opening  ceremonies  and  the  Games.  Cinna,  her  stylist,  lacks  the  odd   affectations   of   the   others   at   the   Capitol.   He   and   Portia,   Peeta’s   stylist,   have   planned   Katniss   and   Peeta’s   costumes  for  the  opening  ceremonies.  Katniss  is  afraid  it  will  be  something  horrible  like  past  costumes,   but  they  are  dressed  in  a  costume  that  is  “on  fire.”  Peeta  and  Katniss  hold  hands  as  they  ride  in  a  chariot   through   the   streets;   their   costumes   are   spectacular   and   the   crowd   and   television   cameras   love   them.   They  return  from  the  parade  and  Cinna  and  Portia  put  out  the  fire.  Peeta  compliments  Katniss  on  how   good  she  looks  in  flames.  Katniss,  suspicious  that  Peeta  is  saying  this  to  weaken  her  defenses,  decides   she  can  play  this  game  as  well  and  kisses  him  on  the  bruise  Haymitch  had  given  him  on  the  train.       Chapter  6:  They  are  in  the  training  center.  Katniss  experiences  the  luxury  of  her   apartment  –  such  a  contrast  to  her  life  in  District  12.  Katniss,  Peeta,  Haymitch,  Effie,   Cinna,  and  Portia  meet  for  dinner.  During  dinner,  Katniss  thinks  she  recognizes  one  of  the  servers.  The   girl  is  an  Avox  –  someone  who’s  committed  a  crime  and  whose  tongue  has  been  cut  out.  In  an  awkward   moment   when   the   adults   assure   Katniss   she   doesn’t   know   the   girl,   Peeta   comes   to   the   rescue   by   telling   Katniss  she  looks  like  a  girl  they  both  know  from  District  12.  It  wouldn’t  be  right  for  Katniss  to  know  a   criminal.   They   watch   a   televised   replay   of   the   parade.   Haymitch   comments   that   Peeta   and   Katniss   holding  hands  is  a  touch  of  rebellion.  Katniss  and  Peeta  are  sent  to  bed  so  the  adults  can  talk  about  their   strategies.  Peeta  and  Katniss  leave  and  Peeta  asks  Katniss  about  the  Avox.  They  go  up  to  the  roof  to  talk   where  their  voices  can’t  be  heard.  Katniss  tells  Peeta  that  she  had  once  seen  the  girl  in  the  woods.  She   and   a   boy   were   obviously   running   away   when   suddenly   a   hovercraft   came   and   captured   them.   The   boy   was   killed   and   the   girl   disappeared   into   the   hovercraft.   Katniss   didn’t   know   where   they   were   going.   Beyond  District  12  is  wilderness  and  the  smoldering  remains  of  District  13.  Katniss  returns  to  her  room   where   she   sees   the   Avox   girl   again   cleaning   her   room.   Katniss   feels   guilty   she   didn’t   try   to   help   her   when  she  had  the  chance.       Chapter   7:   Training   begins.   At   the   end   of   the   training,   each   of   the   tributes   will   be   given   a   numerical   rating   by   the   Gamemakers.   Haymitch   asks   Peeta   and   Katniss   if   they   want   to   be   trained   together   or   separately.  They  decide  to  train  together.  As  they  begin  the  training,  Haymitch  tells  them  they  need  to   be   together   every   time   they’re   in   public   so   they   appear   to   be   friends.   During   the   training,   Peeta   and   Katniss  work  on  new  skills  –  making  snares,  fires  –  anything  they  hope  will  help  them  in  the  arena.   On  the  second  day  of  training,  they  notice  they  are  being  followed  by  Rue,  the  tribute   from  District  11  who  reminds  Katniss  of  Prim.  On  the  last  day  of  training,  the  tributes  will  go  in  front  of   the  Gamemakers.  District  12  goes  last;  that  means  Katniss  will  be  the  last  to  go.  When  it  is  finally  her   turn,   she   realizes   that   the   Gamemakers   are   bored   and   have   had   too   much   to   drink.   They   are   not   paying   attention   to   her,   in   spite   of   the   fact   that   she’s   making   an   impressive   show   with   the   bow   and   arrow.  

 

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  Finally,  in  frustration  that  the  Gamemakers  are  more  interested  in  the  roasted  pig  than  her,   she  shoots   an  arrow  that  pierces  the  apple  in  the  pig’s  mouth.  With  that,  Katniss  leaves.     Chapter   8:   Afraid   that   her   rash   actions   will   cause   her   family   to   be   punished   or   to   be   imprisoned,   Katniss   locks   herself   in   her   room   and   cries.   Finally,   she   comes   out   for   dinner   and   confesses   what   happened,  to  Haymitch,  Effie,  Peeta,  Cinna,  and  Portia.  When  the  ratings  come  out,  Katniss  has  scored   eleven  points  out  of  a  possible  twelve.  This  could  increase  her  chances  of  getting  sponsorship.  The  next   morning,  Katniss  goes  down  to  breakfast  to  learn  that  Peeta  has  asked  to  be  coached  separately.     Chapter   9:   While   Katniss   is   upset   by   Peeta’s   decision,   she   decides   it’s   better   that   way.   Effie   and   Haymitch  work  with  her  to  prepare  for  the  televised  interview.  Effie  helps  with  her  presentation,  and   Haymitch  tries  to  coach  her  for  the  interview.  Haymitch  accuses  her  of  being  sullen,  and  Katniss  can’t   figure   out   what   her   persona   should   be   for   the   interview.   That   night,   Katniss   breaks   down.   She   has   a   dish-­‐breaking  temper  tantrum  in  her  room.  When  the  Avox  comes  in  to  ready  her  room  for  bed,  it  is  the   same   redheaded   girl   Katniss   saw   in   the   woods.   Katniss   apologizes   and   the   girl   obviously   forgives   Katniss   for   her   actions.   The   next   day,   Cinna   coaches   Katniss   on   her   interview.   He   encourages   her   to   pretend  she’s  talking  to  him  during  the  interview.  The  interview  is  frightening  for  Katniss,  but  Caesar   Flickerman  interviews  the  tributes  and  does  his  best  to  make  them  feel  at  ease.  Cinna’s  idea  works  for   Katniss   and   she   does   a   good   job   on   the   interview.   When   it   is   Peeta’a   turn   for   the   interview,   Caesar   asks   him  if  he  has  a  girlfriend.  He  confesses  that  he  has  a  crush  on  Katniss.     Part  II  “The  Games”     Chapter  10:  Katniss  is  furious  about  Peeta’s  story  of  unrequited  love  for  her.  Later,  she  confronts  him   and   tells   him   she   thinks   it   makes   her   look   weak.   Haymitch   tells   her   it’s   her   only   hope   for   him   to   get   her   sponsors.  Katniss  recognizes  that  this  is  true.   That  night,  unable  to  sleep,  Katniss  goes  up  to  the  roof.  She  finds  Peeta  there.  He   talks  about  how  he  wants  to  maintain  his  identity  in  spite  of  the  brutality  of  the  Games.  They  end  their   conversation  with  harsh  words  to  each  other.  The  next  morning,  Katniss  goes  to  the  arena  with  Cinna   who  helps  her  prepare.  She   wears   the   mockingjay   pin   and   has   a   tracker   inserted   under   the   skin   of   her   arm.   At   the   close   of   the   chapter,  as  Katniss  is  going  into  the  arena  she  hears  the  announcer’s  voice  proclaim  that  the  seventy-­‐ fourth  Hunger  Games  have  begun.         Chapter   11:   In   the   arena,   Katniss   has   exactly   one   minute   to   survey   her   surroundings.   She   sees   the   Cornucopia  that  is  full  of  supplies  and  for  a  moment  she  decides  to  disregard  Haymitch’s  advice  to  run   away.   She   thinks   she’ll   run   in   and   get   weapons,   but   she’s   distracted   by   Peeta,   and   when   the   starting   gong   goes   off,   she’s   lost   time.   She   runs   to   the   woods,   but   not   before   she   witnesses   a   tribute’s   death   and   is  chased  by  a  knife-­‐wielding  girl.  Katniss  has  managed  to  pick  up  a  backpack  and  piece  of  plastic  on  her   way.   As   she   runs   through   the   woods,   she   is   in   search   of   water.   As   the   night   falls,   she   sees   on   the   sky   those   tributes   that   died   that   day:   eleven   had   lost   their   lives   that   day.   That   night   she   sleeps   in   a   tree.   During  the  night,  she  witnesses  another  tribute  building  a  fire  nearby.  The  tribute  is  soon  discovered  by   a   pack   of   tributes   who   have   formed   an   alliance.   Katniss   listens   from   her   hiding   place   as   the   pack   of   tributes  argue  about  whether  or  not  the  girl  is  dead.  Katniss  recognizes  one  of  the  voices  as  Peeta’s.     Chapter   12:   Katniss   cannot   believe   that   Peeta   has   aligned   himself   with   Career   Tributes.   As   she   continues  her  search  for  water,  she  contemplates  Peeta’s  strategy.  She  is  also  aware  that  she  is  being   televised.  She  travels  through  the  woods  desperately  searching  for  water.  She  is  becoming  weaker  and   weaker.   She   comes   to   a   cluster   of   berry   bushes,   but   the   berries   aren’t   familiar   to   her.   Rather   than  

 

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  risking   being   poisoned,   Katniss   leaves   the   berries   and   continues   her   search   for   water.   She   is   hoping   Haymitch  will  send  her  water.  When  he  doesn’t,  she  figures  she  must  be  close  it,  but  she  collapses  into   the  mud  unable  to  go  any  further.  She  realizes  there  must  be  water  nearby  and  finds  a  pond.  She  spends   the  rest  of  the  day  drinking  water  and  eating  –  which  makes  her  feel  better  and  better.  She  beds  down   for  the  night,  but  is  awaked  a  few  hours  later  by  a  stampede  and  the  smell  of  smoke.  A  fire  is  heading   her  way.     Chapter  13:  Katniss  races  ahead  of  the  fire  –  a  fire  deliberately  set  by  the  Gamemakers   to  force  the  tributes  to  fight.  Then  fireballs  come  crashing  toward  her,  making  it  impossible  for  her  to   rest.   One   hits   her   calf,   and   she’s   burned.   She   finds   a   pool   of   water   and   soaks   her   burned   calf   and   hands.   As  she  rests,  she  hears  the  pack  of  Careers  and  Peeta  coming  through  the  forest.  Katniss  finds  a  tree  and   climbs  it.  Unable  to  follow  her  up  the  tree,  they  leave  her  until  morning.  As  darkness  falls,  Katniss  sees   another   tribute   in   the   next   tree.   It’s   Rue.   She   points   to   something   in   Katniss’s   tree   that   is   above   her   head.     Chapter   14:   Rue   has   pointed   to   a   nest   of   tracker   jacker   wasps   that   are   muttations   of   wasps   with   a   poisonous  sting  and  tracking  ability.  Katniss  begins  to  cut  through  the  branch  during  the  anthem  so  the   Careers  won’t  hear  her.  The  wasps  are  still  groggy   from   the   smoke   of   the   fire,   but   they   are   beginning   to   rouse  in  the  nest.  She  leaves  the  rest  of  the  cutting  for  dawn  and  inches  back  down  the  tree  to  find  she’s   received   a   gift   from   a   sponsor:   ointment   for   her   burns.   It   heals   her   burns   nearly   instantly.   The   next   morning,  Katniss  is  able  to  cut  the  rest  of  the  branch,  sending  the  nest  down  on  the  Careers.  Two  are   killed   by   the   stingers   and   the   rest run   away.   Katniss   gets   down   from   the   tree,   but   not   without   being   stung  three  times  herself.  She  realizes  she  should  go  back  and  retrieve  the  bow  and  arrow  from  one  of   the   dead   Careers.   When   she   returns   to   the   body,   she   begins   hallucinating.   Peeta   arrives   at   the   tree.   Rather  than  kill  her,  he  saves  her  from  Cato  by  telling  her  to  run  away.     Chapter  15:  Katniss  awakens  from  the  tracker  jacker  induced  hallucinations.  She  begins  to  travel   upstream  and  hunts  with  the  bow  and  arrow.  She  encounters  Rue  and  forms  an  alliance  with  her.  She   learns  from  Rue  that  Peeta  is  no  longer  with  the  Career  Tributes  and  is  on  his  own.  The  Careers  are  at   the  lake  with  all  the  provisions  and  tools.  Katniss  formulates  an  idea  that  will  put  her  on  the  offensive.     Chapter  16:  Katniss  sneaks  down  to  the  Career  camp  to  figure  out  how  to  destroy  their   food  source.  Rue  has  set  a  fire  in  the  forest  to  draw  the  tributes  away  from  the  camp.   As  Katniss  watches  the  camp,  she  sees  the  fox-­‐faced  girl  sneak  carefully  into  the  camp   to  steal  supplies.  Katniss  realizes  the  supplies  are  booby  trapped  with  explosives.   Using  her  arrows,  she  shoots  down  a  bag  of  apples  that  triggers  an  explosion  of  the   supply  pile.     Chapter  17:  The  explosion  knocks  Katniss  over  and  deafens  her.  Unable  to  run  away  from  the  camp,   Katniss  crawls  into  the  underbrush  and  hides.  She  sees  the  Careers  come  back  to  the  camp  to  survey   the  damage.  Cato  is  furious  –  all  of  their  supplies  are  destroyed.  Katniss  can  see  this  from  her  hiding   place,  but  cannot  hear.  She  spends  the  night  in  the  underbrush  while  the  Careers  go  on  a  night  hunt  in   the  forest.  As  day  breaks,  Katniss  returns  to  the  forest  to  meet  up  with  Rue.  The  hearing  in  her  right  ear   has  returned,  but  she  still  cannot  hear  with  her  left  ear.  She  goes  to  the  rendezvous  place  to  find  Rue,   but  she  isn’t  there.  Katniss  begins  searching  for  her  when  she  hears  Rue  calling  to  her.  Rue  has  been   trapped  in  a  net  and  the  boy  from  District  1  has  speared  her.     Chapter  18:  Katniss  shoots  the  boy  from  District  1  and  pulls  Rue  from  the  net.  It  is  too   late,  though.  As  Rue  is  dying,  she  asks  Katniss  to  sing  to  her.  Katniss  sings  a  lullaby  while  Rue  dies  and   then,  in  an  act  of  defiance,  Katniss  decorates  Rue’s  body  with  wild  flowers  before  the  hovercraft  takes  it   away.  She  is  distraught  and  despondent  over  Rue’s  death.  She  receives  a  silver  parachute  gift  of  bread  

 

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  from  District  11  –  the  district  Rue  was  from.  The  following  day,  Katniss  is  still  despondent.  She  travels   around  the  forest  aimlessly,  thinking  about  her  family,  Rue,  and  the  boy  she  killed.  That  evening  after   the  anthem,  there  is  a  trumpet  blast.  This  means  a  communication  from  outside  the  arena.  The   announcement  is  that  the  rules  of  the  Games  have  been  changed:  two  tributes,  if  they  come  from  the   same  district,  can  now  win  the  Games.     Part  III:  The  Victor     Chapter  19:  Katniss  begins  looking  for  Peeta.  She  knows  he’s  injured,  and  she  begins   searching  for  him  along  the  river.  She  finds  him  completely  camouflaged  in  the  mud  of  the  stream.  He  is   seriously  injured,  and  Katniss  gets  him  cleaned  up  and  tries  to  treat  his  wounds.  Peeta,  in  spite  of  his   fever,  pain,  and  injuries,  reminds  Katniss  that  they  are  supposed  to  be  in  love  and  she  should  kiss  him.   Katniss  manages  to  find  a  rock  enclosure  that  offers  minimal  hiding  for  them.  She  finally  kisses  Peeta   and  is  rewarded  with  a  silver  parachute  of  hot  broth.  She  realizes  that  in  order  for  them  to  receive   anything  better,  she  must  play  the  game  of  being  in  love  with  Peeta.     Chapter  20:  There  are  six  tributes  left.  Katniss  and  Peeta,  Cato  and  Clove  (both  from   District  2),  Thresh,  and  Foxface.  Katniss  and  Peeta  spend  time  in  the  cave,  with  Katniss   continuing  to  care  for  Peeta.  When  she  checks  his  wound,  she  notices  red  streaks  which  indicate  blood   poisoning.  Peeta  asks  Katniss  to  tell  him  a  story  of  the  happiest  day  of  her  life.  She  tells  him  the  story  of   the  day  she  got  a  goat  for  Prim.  Later  that  night  after  the  anthem  plays,  the  trumpets  blare  again  with   the  announcement  that  there  will  be  a  feast.  At  the  feast  will  be  a  backpack  for  each  district  that  will   include  something  they  critically  need.  Katniss  knows  their  backpack  will  include  medicine  for  Peeta,   but  Peeta  doesn’t  want  her  to  go.  He  threatens  to  follow  her.  When  Katniss  goes  out  to  the  stream,  she   receives  a  silver  parachute  that  contains  a  sleeping  syrup.  She  mixes  it  with  berries  and  feeds  it  to   Peeta.  Before  he  falls  asleep,  he  realizes  what  she  has  done.     Chapter  21:  Katniss  arrives  at  the  Cornucopia  before  dawn.  When  dawn  breaks,  a   table  comes  up  through  the  ground  with  four  backpacks  on  it.  The  one  for  District  12  is  so  small,  it   would  fit  on  Katniss’s  wrist.  Foxface  is  the  first  to  get  her  backpack,  then  Katniss  runs  to  the  table  to  get   her  backpack  when  she’s  struck  in  the  forehead  by  a  knife.  Clove  tackles  her  and  pins  her  to  the  ground.   She  promises  to  give  the  audience  a  good  show  as  she  plans  how  she’s  going  to  kill  Katniss,  and  she   taunts  Katniss  about  killing  Rue.  Suddenly,  Clove  is  yanked  away  by  Thresh  who  kills  her,  and  after  she   explains  what  she  did  for  Rue  when  she  died,  he  declares  that  he  will  let  Katniss  go.  Thresh  warns  that   they  are  now  even.  As  Katniss  runs  back  to  the  woods,  she  sees  that  Thresh  has  taken  both  his  backpack   and  the  one  for  District  2.  He’s  run  in  the  opposite  direction.  Katniss  returns  to  the  cave,  wounded,  but   opens  the  tiny  backpack  to  find  a  syringe  of  medicine  that  she  gives  to  Peeta.     Chapter  22:  Katniss  and  Peeta  are  in  the  cave.  Peeta  has  made  a  remarkable  recovery  due  to  the   medicine.  Now  it  is  Peeta  who’s  caring  for  Katniss’s  wounded  forehead.  The  two  of  them  spend  the  day   resting  and  talking.  They  are  hungry  and  the  rain  continues  to  make  it  impossible  for  Katniss  to  go   hunting.  Katniss  knows  that  in  order  to  get  food  from  Haymitch  they  must  play  up  their  romance  for  the   audience.  The  next  day,  it  continues  to  rain.  With  no  chance  of  hunting,  they  are  counting  on  Haymitch   for  food.  Peeta  seems  earnest  as  he  confesses  his  feelings  for  Katniss  –  that  he  has  loved  her  since  the   first  day  of  school  and  heard  her  sing.  She  reciprocates  his  feelings  enough  to  earn  them  a  silver   parachute  full  of  food  –  including  her  favorite  lamb  stew.     Chapter  23:  The  two  rejoice  over  the  much-­‐needed  food.  They  eat  a  small  portion  so  they  don’t  get   sick,  and  return  to  talking.  They  talk  about  what  will  happen  if  they  win  the  Games.  They  will  live  in  a   luxury  home  and  be  neighbors  with  Haymitch.  Neither  of  them  thinks  Haymitch  is  very  fond  of  them,   but  Katniss  believes  that  Haymitch  sends  the  silver  parachutes  as  messages  of  how  to  act  or  what  to  do.  

 

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  That  night  as  the  anthem  plays,  Peeta  sees  that  Thresh  has  died.  Katniss  is  upset,  but  tries  not  to  show   it.  The  rain  stops  and  the  next  day  they  leave  the  cave  to  hunt.  Peeta  is  loud  as  they  walk  through  the   woods  and  eventually  suggests  that  he  stay  and  gather  roots  while  Katniss  hunts.  They  agree  to  use  a   whistle  to  signal  back  and  forth  to  each  other  that  everything  is  okay.  When  Katniss  doesn’t  hear   Peeta’s  whistle  in  awhile,  she  rushes  back  to  find  he’s  gathering  berries  in  the  woods.  Katniss  also   notices  some  of  their  food  is  missing  and  that  Peeta  has  gathered  a  poisonous  berry  called  nightlock.   The  cannon  goes  off  and  the  hovercraft  comes  in  to  gather  the  body  of  Foxface  who  stole  their  food  and   ate  the  poisonous  berries.     Chapter  24:  Katniss  puts  the  poisonous  berries  in  a  leather  pouch  as  a  weapon  they  may  be  able  to  use   against  Cato.  They  eat  their  food  and  return  to  the  cave  for  the  night.  The  next  morning,  they  discover   the  stream  has  been  drained  and  the  only  water  is  at  the  lake.  The  Gamemakers  want  them  to  return  to   the  lake  for  the  final  battle.  When  Katniss  and  Peeta  arrive  at  the  lake,  there  is  no  sign  of  Cato.  Katniss   teaches  the  mockingjays  Rue’s  song,  but  suddenly  Cato  bursts  through  the  trees  toward  them.  Katniss   shoots  an  arrow,  but  it  falls  away.  He  is  wearing  body  armor,  but  instead  of  attacking  them,  Cato  runs   right  past  Katniss  and  Peeta.  Katniss  sees  what  he  is  running  from  –  muttations.     Chapter  25:  The  three  of  them  run  to  the  Cornucopia  and  climb  up  on  it.  The  muttations  look  like  giant   wolves,  but  Katniss  recognizes  something  about  them  –  they  resemble  the  dead  tributes.  Katniss   manages  to  keep  them  at  bay  with  her  bow  and  arrow,  but  Peeta  is  caught,  and  his  leg  is  badly  wounded   before  Katniss  pulls  him  to  safety.  Cato  grabs  Peeta  who  is  forced  to  stand  with  him  at  the  edge  of  the   Cornucopia.  Peeta  gives  Katniss  a  sign  to  shoot  Cato’s  hand,  which  she  does.  He  releases  Peeta  and  falls   into  the  pack  of  mutts.  Since  this  seems  to  be  the  last  battle  of  the  Games,  Katniss  and  Peeta  know  that   Cato’s  death  will  be  long  and  agonizing.  Through  the  cold,  long  night  they  listen  to  Cato  suffer.  As  dawn   arrives,  Katniss  ends  Cato’s  life  with  her  last  arrow.  They  climb  off  the  Cornucopia  and  head  for  the  lake   as  the  hovercraft  arrives.  They  wait  for  the  announcement  that  they’re  the  winners,  but  instead  there  is   an  announcement  that  there  can  only  be  one  winner.  After  arguing  about  who  should  or  shouldn’t  die,   Peeta’s  reasons  are  his  love  for  Katniss,  and  Katniss  knows  she  would  never  be  able  to  stop  thinking   about  the  arena.  They  decide  they’ll  eat  the  poison  berries  on  the  count  of  three.  Just  as  they  are  about   to  eat  the  berries,  Claudius  Templesmith  stops  them  and  they  are  both  declared  winners  of  the  Games.     Chapter  26:  The  hovercraft  appears  and  takes  them  away  from  the  arena.  Peeta  has  lost  a  lot  of  blood   and  falls  unconscious  into  the  hovercraft.  A  team  of  doctors  quickly  begins  to  work  on  him.  Katniss   panics  and  tries  to  get  to  him,  but  a  glass  door  separates  them.  Katniss  is  then  drugged  and  awakens   later  in  a  hospital  bed.  She  alternates  between  consciousness  and  sleep  for  several  days  before  she  is   well  enough  to  get  out  of  bed.  All  her  scars  have  been  removed,  and  she  is  ready  to  be  presented  to  the   public  as  the  victor.  She  wants  to  see  Peeta,  but  the  Gamemakers  want  their  reunion  to  occur  on  live  TV.   Cinna  dresses  Katniss  in  a  dress  that  makes  her  look  like  a  young  girl.  Katniss  suspects  that  there  is  a   reason  for  that.  As  she  waits  to  be  presented  to  the  audience,  Haymitch  tells  her  that  the  Capitol  is   angry  with  Katniss  and  Peeta  for  showing  them  up  in  the  arena.  He  tells  her  the  only  excuse  she  and   Peeta  can  have  for  their  actions  is  that  they  are  madly  in  love.  Katniss  struggles  with  her   feelings  toward  Peeta  and  wonders  about  his  feelings  toward  her.  Were  they  real  or  were  they  just  due   to  the  circumstances  they  were  forced  into?  As  Katniss  prepares  to  enter  the  ceremony,  she  realizes   that  the  most  dangerous  part  of  the  Hunger  Games  is  about  to  begin.       Chapter  27:  On  the  stage,  Katniss  sees  Peeta  again  and  runs  to  him.  After  an  enthusiastic  crowd  greets   them,  they  watch  the  highlights  of  the  Hunger  Games.  President  Snow  crowns  them,  but  his  eyes  show   his  anger  at  Katniss.  After  the  victory  banquet,  Katniss  tries  to  get  time  alone  with  Peeta,  but  she  is   locked  in  her  bedroom.  The  next  day,  Caesar  Flickerman  interviews  them.  Katniss  learns  that  Peeta’s   leg  was  amputated  and  replaced  by  an  artificial  leg.  Katniss  and  Peeta  again  profess  their  love  though  

 

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  Katniss  does  so  with  the  belief  that  it  is  all  an  act.  They  get  on  the  train  to  return  to  District  12.  On  the   way,  Katniss  washes  off  her   makeup,  rebraids  her  hair,  and  changes  her  clothes.  She  is  struggling  to  understand  who  she  is  now  that   the  Games  are  over.  When  the  train  stops  for  fuel,  she  and  Peeta  walk  along  the  tracks  together.   Haymitch  tells  them  to  keep  up  the  act  until  the  cameras  are  gone.  Peeta  is  confused.  Katniss  had   thought  all  along  that  Haymitch  had  been  giving  Peeta  the  same  advice  he’d  given  to  her  –  to  pretend   they  love  each  other.  Katniss  tells  Peeta  that  she’s  not  sure  how  she  feels.  Peeta  retreats  to  the  train   clearly  upset  and  hurt.  The  next  day  they  arrive  at  District  12.  Peeta  holds  her  hand  as  they  prepare  for   the  cameras  waiting  for  them,  but  this  time  he  is  doing  it  only  for  the  camera.        

 

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Modes  of  Reading        

Read  Aloud:  The  teacher  or  another  proficient  reader  reads  aloud.  Students  listen  but  do  not   have  the  text  in  front  of  them.       Choral  Reading:  Sometimes  referred  to  as  unison  reading.  The  whole  class  reads  the  same   text  aloud.  Usually  the  teacher  sets  the  pace.         Shared  Reading:  The  teacher  or  another  proficient  reader  reads  aloud.  Students  follow  along   in  with  the  text  in  front  of  them.       Guided  Reading:  The  teacher  interacts  with  small  groups  of  students  as  they  read  books  that   present  a  challenge.  The  teacher  introduces  reading  strategies,  tailoring  the  instruction  to  the   needs  of  the  students.  When  the  students  read,  the  teacher  provides  praise  and  encouragement   as  well  as  support  when  needed.         Echo  Reading:  When  a  skilled  reader  reads  a  portion  of  text  (sometimes  just  a  sentence)  while   the  less-­‐skilled  reader  "tracks."  The  less-­‐skilled  reader  then  imitates  or  "echoes"  the  skilled   reader.         Cloze  Reading:  The  teacher  or  another  proficient  reader  reads  aloud,  pausing  to  omit  words.   The  students  track  the  teacher  and  fill  in  the  words  when  the  teacher  pauses.       Partner  Reading:  Students  pair  up  and  take  turns  reading  sections  to  one  another  in  a  low   voice.  Students  stop  every  paragraph  or  two  and  discuss  the  text.       Independent  Reading:  Students  read  silently  to  themselves,  at  their  proficient  level.  

 

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On-­going  Instructional  Strategies/Activities     Introduction     Teachers  may  want  to  add  strategies  and  activities  that  are  not  already  included   in  the  detailed  lesson  plans.  The  following  are  examples  of  things  you  may   consider  using:     Themes  and  Essential  Question  Posters:  This  is  actually  a  critical  element  of   instruction.  They  should  be  prominently  displayed  in  the  room  for  the  entire   course  of  study.     Word  Journals  and  Word  Walls:  Track  on-­‐going  vocabulary  and  academic   language  that  is  pertinent  to  either  theme  or  concept  in  the  novel  and  would  be   high-­‐frequency  words-­‐to-­‐know.  Students  can  keep  lists  and  synonyms,  pictures,   examples  in  personal  word  journals.  Teachers  then  add  chosen  words  to  a  class   word  wall  on  charts  or  butcher  paper  to  be  viewed  throughout  the  unit.     Concept  Board  or  Discussion  Board:  This  is  a  visual  display  of  themes  and   concepts  on  either  a  bulletin  board  or  chart  paper  with  pictures,  words  and   phrases,  questions  that  arise,  answers  that  follow,  related  readings,  articles,  and   any  other  pertinent  resources.     On-­Going  Debates:  Students  can  debate  themes  and  topics  every  few  chapters   as  new  information  arises.  Topics  may  include:     • Is  the  relationship  between  Katniss  and  Peeta  real  or  only  for  the  cameras?   • Who  is  the  real  hero  of  The  Hunger  Games?   • How  is  manipulation  used  by  both  the  Capitola  and  the  main  characters?   • Are  alliances  worth  it?  Do  they  help  or  hinder  survival?      

 

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  Session  B   Transition Forms  

 

                                                 

 

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  Session  A  Teacher:  Four-­Week  Status  Update     Block/Period   Last  page  read                                                     Notes:                                                  

Last  lesson  completed                

         

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Student  Project  Update     Block/Period                                                                                                

 

Student  Name                                                                            

Project  Name                                                                            

Progress                                                                            

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Project  Rubric            

 

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  The  Hunger  Games  Movie  Guide       Opening  Scene  through  the  Tribute  Training     How  is  the  opening  scene  different  from  the  book?  Why  do  you  think  the  director  chose  to   begin  that  way?             Describe  the  setting  of  District  12.  How  is  it  the  same  or  different  as  you  had  imagined  while   reading?               Why  might  the  director  have  decided  to  change  how  Katniss  gets  the  mockingjay  pin?  What   does  it  accomplish?           How  did  the  movie  introduce  the  backstory  of  Panem?             Which  character  looks  most  differently  on  screen  than  how  you  imagined?  Why?                 President  Snow  tells  the  Gamemaster  that  the  only  reason  they  have  the  Hunger  Games  is  to   give  people  hope-­‐  but  “contained  hope.”  What  does  he  mean?              

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  The  Games   In  the  book,  you  don’t  get  to  see  behind  the  scenes  of  the  gamemakers.  What  scenes  in  the   movie  show  how  they  manipulate  the  games?                     How  does  the  director  use  the  bee  stings  to  tell  us  more  about  Katniss?             How  does  the  ending  fight  scene  with  the  muttations  differ  from  the  book?  Why  do  you  think   the  director  chose  to  do  it  that  way?           Name  elements  in  the  movie  (costumes,  set  design,  specific  scenes,  music,  etc…)  that  enhance   each  theme  in  the  book:     Dystopian  Society   Survival   Violence  in  Reality  TV                                                

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  The  Victors     The  end  is  handled  quickly.  Why  might  the  director  have  wanted  to  speed  through  this  part  of   the  book?             What  is  the  tone  of  the  end  of  the  movie?  How  is  that  tone  achieved?               Which  theme  was  delivered  the  strongest  through  the  movie  version:  Dystopian  Society,   Survival  or  Violence  in  Reality  TV?    How  was  that  achieved?  Cite  specific  examples.                           Overall,  what  was  your  impression  of  the  movie?                        

 

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  Instructional  Video/DVD  Use  Request  Form     It  is  the  policy  of  the  LACOE  Board  of  Education  that  the  use  of  videos/DVD’s  in  the  classroom   must  directly  relate  to  verifiable  student  learning  objectives  that  are  drawn  from  a  Board-­‐ Adopted  Course  of  Study.  All  videos  for  classroom  use  must  have  5  days  prior  approval  by  the   school  principal  or  school  designee.  Per  LACOE  office  policy,  all  videos  must  be  rated  PG-­‐13  or   lower.     Name  of  Teacher:___________________________________      Date:  _______________________________     Requested  Video  Title:  ______________________________________________________________________     Showing  Date:  ______________________________________      Subject  Area:  ________________________     Instructional  Topic:  _________________________________________________________________________       Common  Core  Standards  Addressed:   ________Grade  9/10       ______Grade  11/12   _________________________________________________________________________________________________     _________________________________________________________________________________________________       Relevance  of  Video  to  Common  Core  Standards:   _________________________________________________________________________________________________     _________________________________________________________________________________________________   _________________________________________________________________________________________________       _________________________________________________________________________________________________       Approximate  minutes  of  video  to  be  shown:  ___________________________________________       Instructional  strategy  for  incorporating  video  content  into  lesson:   _________________________________________________________________________________________________       _________________________________________________________________________________________________     _________________________________________________________________________________________________       _________________________________________________________________________________________________     Method  of  assessing  student  learning  from  video:   _________________________________________________________________________________________________       _________________________________________________________________________________________________     _________________________________________________________________________________________________     _________________________________________________________________________________________________     Signed:  ____________________________________________   Date:  _________________________________                                            (Teacher)   Approved:  ________________________________________   Date:  _________________________________            

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Hunger Games Curr. Guide - LACOE.edu

      Los  Angeles  County  Office  of  Education   Division  of  Student  Programs   Summer  Novel  Study     Curriculum  Guide     The  Hung...

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