Genre: Dystopian Science Fiction

The Hunger Games by Suzanne Collins

Genre: Dystopian Science Fiction Age Level: 12 & up Grade Level: 6-8 Language Arts Reading Level: 5.3

Backwards Design Unit Created by Karen M. Mallow Marian University December, 2011 BIAS FREE CONSIDERATIONS

 Activities are varied, e.g. lecture, audio recordings, discussions, projects, graphic organizers, word journals  Small and large group discussions allow for sharing of all ideas  Students play a role in their learning, e.g. selection of vocabulary words, projects  Assessment rubrics are clear

UNIT GOALS

1. Students will be able to cite, explain and discuss the impact of the author’s use of irony and symbolism. Use specific examples from the book and at least one other source. 2. Students will be able to identify traits of a controlling government, describe life under such rule and compare and contrast that to our own government. Use specific examples from the book and at least one other source. 3. Students will recognize who or what influences one’s identity and discuss how that explains one’s behavior. Use specific examples from the book and at least one other source. 4. Students will be given the opportunity to read for enjoyment

ESSENTIAL QUESTIONS FOR ENDURING UNDERSTANDING

a) How does an author’s use of irony and symbolism influence the reading experience? (Goal 1, 4) b) How are the lives of citizens affected by government? (Goal 2) c) What can people do to confront an oppressive government? (Goal 2) d) Can you learn more from a good or from a bad role model? (Goal 3) e) What makes you what you are? (Goal 3) f) Why read for enjoyment? (Goal 4) g) What makes a book enjoyable? (Goal 4)

DISCUSSION FORMATS

 Teacher will informally observe discussion groups and record participation using student notecards. Students are on task if their discussions are on topic.  Discussions can be held via a) Entire class b) Think, pair, share c) Groups of 4-5 d) Mind mapping at various wall locations in room (kinesthetic) DAILY ACTIVITIES

 Teacher will informally document completion of daily activities on student notecards.  Daily activities are listed on the daily planner. (attached)  Study aids and organizers are attached.  Unless indicated otherwise, materials will be collected at the end of the unit for formal assessment.

DAILY VOCABULARY

Students use online (technology) or traditional dictionaries, thesauri, other sources to investigate the words, find definitions and synonyms. Indicate your source(s), i.e. internet site, book or digital dictionary, book or digital thesaurus. Be sure that at least one definition fits the context. Include the page numbers where the words can be found in the novel.

Daily vocabulary (unless indicated otherwise): Students select and record 3 new words from each chapter and their meanings/synonyms in their vocab journals. Students share (oral) their words in small groups (3-4 max). Discuss 6 student selections and any from teacher list not previously mentioned. Add to words wall (visual). TEACHER’S VOCABULARY SELECTIONS

CHAPTER 1 (additional student words are optional this chapter only)

These are existing words. Students should compare & contrast the popular meanings with their unique use in the book. Indicate whether each word’s use in the story is ironic or symbolic and explain reasoning. a) reaping (p. 3) b) district (p. 4 ) c) capitol (p. 6) d) hunger games (p. 6) e) tessera (plural: tesserae) (p. 13) f) tribute (p. 18 )

CHAPTER 2 a) protocol (p. 22) b) listed (p. 25) c) plaited (p. 27)

CHAPTER 3 a) muttations (p. 42) b) jabberjay (p. 42) c) mockingjay (p. 42)

CHAPTER 4 a) inexplicable (p. 51) b) incoherent (p. 56) c) cornucopia (p. 58)

CHAPTER 5 a) sustenance (p. 65) b) prestigious (p. 71) c) unintelligible (p. 72)

CHAPTER 6 a) barbarism (p. 74) b) striking (p. 77) c) distinguished (p. 79)

CHAPTER 7 a) emaciated (p. 86 ) b) amiable (p. 92) c) oblivious (p. 93) CHAPTER 8 a) leniency (p. 104) b) irredeemably (p. 104) c) mediocre (p. 107)

CHAPTER 9 a) ludicrous (p. 114) b) provocative (p. 125) c) unrequited (p . 138)

CHAPTER 10 a) entourages (p. 134) b) perceived (p. 135 ) c) shift (p. 143)

CHAPTER 11 a) grapple (p. 150) b) serrated (p. 151) c) arbitrary (p. 153)

CHAPTER 12 a) lapdogs (p. 161) b) materializes (p. 163) c) bewilderment (p. 171)

CHAPTER 13 a) circuitous (p. 174) b) gingerly (p. 179) c) unscathed (p. 180)

CHAPTER 14 a) reprieve (p. 186) b) distinctive (p. 187) c) honing (p. 190)

CHAPTER 15 a) onslaught (p. 195) b) prestigious (p. 203) c) offensive (p. 207)

CHAPTER 16 a) glint (p. 210) b) obliging (p. 211) c) mulling (p. 216) CHAPTER 17 a) tentatively (p. 223) b) doggedly (p. 223) c) literally (p. 223)

CHAPTER 18 a) utterly (p. 236) b) avenge (p. 242) c) inducement (p. 244)

CHAPTER 19 a) dissipate (p. 247) b) domain (p. 248) c) incapacitated (p. 249)

CHAPTER 20 a) potent (p. 266) b) plummeting (p. 266) c) pang (p. 269)

CHAPTER 21 a) confrontation (p. 279) b) calculation (p. 280) c) irreparable (p. 281)

CHAPTER 22 a) haggard (p. 290) b) simultaneously (p. 293) c) sinister (p. 295)

CHAPTER 23 a) repellent (p. 306) b) noncommittal (p. 308) c) sniveling (p. 308)

CHAPTER 24 a) oblige (p. 323) b) unhinged (p. 324) c) finality (p. 326)

CHAPTER 25 a) attributes (p. 331) b) scaling (p. 331) c) inadvertently (p. 332) CHAPTER 26 a) feral (p. 348) b) prominent (p. 348) c) cadences (p. 350)

CHAPTER 27 a) misguided (p. 360) b) disproportionate (p. 362) c) smacks (p. 363) DISCUSSION QUESTIONS

Questions based on Bloom’s Taxonomy  Knowledge 1. Tell how Katniss came to be the provider for her family. Goal #3 2. List the people important to Katniss’ life in the Seam. Tell something about each one. Goal #3 3. Match the tributes with their special skills/knowledge. Goal #3, 4  Comprehension 4. Explain the history of Panem and how the Hunger Games came to be. Goal #2 5. Describe the Capitol. Goal #2 6. Predict what the sequel will be about. Be specific. Goal #4  Application 7. Draw a map of Panem. Label the districts. Goal #3, 4 8. Pretend you are a tribute participating in the Hunger Games. What are your special skills, how did you get/develop them and how will you use them? Goal #4 9. Dramatize a scene from the book. Goal #4  Analysis 10. Which character do you like or respect the least. Why? Give specific examples from the story. Goal #3, 4 11. Compare and contrast Gale and Peeta. Goal #3, 4 12. Compare and contrast the book version of The Hunger Games with the movie (March, 2012) version. Goal #4  Synthesis 13. Rewrite this portion of the story from Peeta’s point of view: Peeta’s very first interaction with Katniss (Ch. 2, p 26 ff). Goal #3, 4 14. Create your own muttation. Include the parent animals used, the mutt’s special abilities, how it is used by the government, a defense against it or remedy to its damage, a drawing or model (tactile) of the mutt and a name for it. Goal #2 15.You are now a mentor, having survived the Hunger Games. Provide advice for your tributes. Goal #3, 4  Evaluation 16. Explain why the Hunger Games have endured for so long. Goal #2 17. Decide which character in the book has influenced Katniss’ behavior the most. Defend your opinion with specific examples from the book. Goal #3 18. Compare the Katniss of the Seam to the Katniss of the Hunger Games. Goal #3 19. Is Peeta Katniss’ friend, foe or ally? Explain your answer. Goal #3 20. Rate the behavior of three adults in this book. Use examples from the story to support your opinion. Goal #3 ASSESSMENTS & RUBRICS

1. Final project Choose one of this unit’s goals (#1-3). Show how you met this goal and goal #4. Use anything from the unit, i.e. the novel’s themes, vocabulary, unit activities, graphic organizers, discussions, journals, bulletin board, discussion questions, etc. Produce a skit (kinesthetic), essay, comic strip, speech (oral), recording (oral, technology), commercial (oral, kinesthetic), diorama (tactile), brochure, poster or other presentation (technology) to illustrate your understanding. All projects must be approved by the teacher. You may work alone or with others; group work must be ok’d by the teacher.

2 1 0 Goals Two goals are One goal is No goal is clear. clear. clear. Examples Three or more 1 or two No examples are from the book examples are examples are used. are used used. used. Sources Listed. Not listed. Presentation Shows Shows limited No understanding x 3 thorough understanding. is evident. understanding.

2. Within unit  Character summary worksheets (attached) Goal #3, 4

2 1 0 Sheets are Sheets are >80% Sheets have 20-40% Sheets have >40% complete complete of information missing information missing Sheets are Sheets are >80% Sheets are 60-79% Sheets are <60% accurate accurate accurate accurate Quantity x2 15+ 10-14 Less than 10

 Tribute summary worksheets (attached) Goal #1, 2, 3, 4

2 1 0 Government At least 3 examples 1-2 examples and No examples and and effects are effects are effects are discussed. discussed. discussed. Katniss At least 2 influences At least 1 influence No influences support the supports the support the description. description. description.

 Irony/symbolism worksheet (attached) Goal #1, 2, 4

2 1 0 Worksheet is complete Yes No Answers are accurate >8 correct 5-7 correct <5 correct

 Mutt worksheet (attached) Goal # 1, 2, 3, 4

2 1 0 Worksheet is complete Yes No Answers are accurate >20 correct 15-19 correct <15 correct

 Journal Goal #2, 3, 4 You are Mrs. Everdeen, Prim, Gale or Haymitch (choose one)…keep a journal of your reactions/feelings to what you see on TV during the Hunger Games. (parts 2 & 3 of book). Final journal should be typed (technology) and submitted at the end of the unit. Be sure to indicate the date and chapter of each entry.

2 1 0 Chapters represented 14 chapters 12-13 chapters <12 chapters Entries show character’s Relationship Some relationship Little to no connectedness to Katniss between Katniss between Katniss relationship and character is and character. between Katniss clear. and character shown. Entries show Katniss’ Experiences Experiences being Experiences being experiences being reacted to reacted to are reacted to are are clear sometimes clear rarely clear. Journal is typed Yes No

THE HUNGER GAMES DAILY PLANNER

Day Activity ELA Standards Daily Objectives and Comments

1 Backgrou SL 8.1 Students will participate in discussion and construction of bulletin board and word nd wall. discussio n: review Ties to 8th grade social studies stds C.8.1, C.8.2, E.8.1, E.8.2, E.8.3, E.8.14 types of governm ent, reality TV, identity. Start introducin g unit tools: character sheets, word webs, bulletin board (visual), etc. 2 Discuss Write 8.3, 10 Students will participate in discussions and construction of bulletin board and word setting: SL 8.1 wall. review Lang 1, 2, 3 geograph Ties to 8th grade social studies stds A.8.1, A.8.2, A.8.5, A.8.8, y, aftermath of war, survival skills. Finish unit tools. Discuss unit goals & final project. Start Q7 on bulletin board. 3 Assign Read 8.1, 2, 3, 4 Students will find traditional word meanings and perform assigned activities. Ch. 1 SL 8.1 vocab. Lang 8.1, 3, 4, 5 Begin reading/li stening (aural) Ch. 1 in class. Begin character maps. Continue Q7. 4 Discuss Read 8.1, 2, 3, 4, 9 Students will participate in discussions and perform assigned activities. Ch. 1 SL 8.1 vocab & Lang 8.1, 3, 4, 5 irony & symbolism Q2, 3, 4, 11, 16. Begin muttation s sheet. Continue character maps. Continue Q7. 5 Discuss SL 8.1 Students will participate in discussions and perform assigned activities. Ch. 2 & Lang 8.1, 3, 4, 5 3, Q11, government control 19, vocab. Discuss mutt sheet. Continue character maps. Continue Q7. 6 Discuss Write 8.3, 10 Students will participate in discussions and perform assigned activities. Ch. 4 & SL 8.1 5, Q 5, Lang 8.1, 3, 4, 5, 6 11, 19, vocab. Begin tribute webs. Continue character maps. Continue Q7. Assign Q8 as narrative; due one week. 7 Discuss SL 8.1 Students will participate in discussions and perform assigned activities. Ch. 6 & Lang 8.1, 3, 4, 5 7, Q5, 11, 19, vocab. Continue character maps. Continue tribute webs. Continue Q7. 8 Discuss SL 8.1 Students will participate in discussion and perform assigned activities. Ch. 8 & Lang 8.1, 3, 4, 5 9. Q11 & 19, vocab. Begin reading/li stening (aural) Ch. 10 in class. Assign journals. Continue character maps. Continue tribute webs. Continue Q7.

9 Discuss Read 8.10 Students will participate in discussion and perform assigned activities. Ch. 10 & SL 8.1 11. Q11 Lang 8.1, 3, 4, 5 & 19, vocab. Read "Anthem of Doomed Youth" in class. Compare and contrast honoring those killed in war. Continue journals. Continue character maps. Continue tribute webs. Continue Q7. 10 Discuss SL 8.1 Students will participate in discussion and perform assigned activities. Ch 12. & Lang 8.1, 3, 4, 5 13. Q11 & 19, vocab. Continue journals. Continue character maps for Katniss, Peeta & Haymitch . Continue tribute webs. Continue Q7. 11 Discuss Read 8.9 Students will participate in discussion and perform assigned activities. 14 & 15. SL 8.1 Q11 & Lang 8.1, 3, 4, 5 19, vocab. Continue mutt workshee t. Create your own muttation model (tactile). Continue journals. Continue character maps. Continue tribute webs. Continue Q7. Collect Q8.

12 Discuss SL 8.1 Students will participate in discussion and perform assigned activities. Ch 16 & Lang 8.1, 3, 4, 5 17. Q11 & 19, vocab. Continue journals. Continue character maps. Continue tribute webs. Continue Q7. 13 Read Read 8.10 Students will participate in discussion and perform assigned activities. "Hope is SL 8.1 the Thing Lang 8.1, 3, 4, 5 with Feathers" in class. Discuss how it relates to what happene d in Ch. 18. Q11 & 19, vocab. Begin reading/li stening (aural) Ch. 19 in class. Continue journals. Continue character maps. Continue tribute webs. Continue Q7. 14 Discuss Read 8.4 Students will participate in discussion and perform assigned activities. Ch. 19 & SL 8.1 20. Q11 Lang 8.1, 3, 4, 5 & 19, vocab. Continue journals. Continue character maps. Continue tribute webs. Continue Q7. Assign irony & symbolis m workshee t; due next class.

15 Discuss SL 8.1 Students will participate in discussion and perform assigned activities. Ch 21 & Lang 8.1, 3, 4, 5 22. Q11 & 19, vocab. Continue journals. Continue character maps. Continue tribute webs. Continue Q7. Collect irony & symbolis m workshee ts. 16 Discuss Read 8.3, 8.6 Students will participate in discussion and perform assigned activities. Ch 23 & Write 8.3 24. Q11 SL 8.1 & 19, Lang 8.1,2, 3, 4, 5, 6 vocab. Continue journals through Ch 25. Continue character maps. Continue tribute webs. Continue Q7. Assign Q13; due 2 class periods. 17 Discuss SL 8.1 Students will participate in discussion and perform assigned activities. Ch. 25 & Lang 8.1, 3, 4, 5 26. Q11 & 19, vocab. Begin reading/li stening (aural) Ch. 27 in class. Continue mutt workshee t. Continue character maps. Continue tribute webs. Continue Q7. Collect Q13. 18 Discuss Read 8.10 Students will participate in discussion and perform assigned activities. Ch. 27 SL 8.1 and Lang 8.1, 3, 4, 5 entire book. Q10, 15, 17, 18, 20, vocab. Read and discuss "The Road Not Taken." Q6. 20 Begin Read 8.7 Students will participate in discussion and perform assigned activities. watching Write 8.1, 4, 5, 9, 10 movie SL 8.1, 4, 5, 6 version in class (visual). Discuss Q12. Work on final projects. 21 Continue Read 8.7 Students will participate in discussion and perform assigned activities. watching Write 8.1, 4, 5, 9, 10 movie SL 8.1, 4, 5, 6 version in class (visual). Discuss Q12. Work on final projects. 22 Finish Read 8.7 Students will participate in discussion and perform assigned activities. watching Write 8.1, 4, 5, 9, 10 movie SL 8.1, 4, 5, 6 version in class (visual). Discuss Q12. Work on final projects. 23 Complete Write 8.1, 4, 5, 9, 10 Students will perform assigned activities. final SL 8.1, 4, 5, 6 projects. 24 Present SL 8.1, 4, 5, 6 Students will listen/participate in presentations. randomly selected Draw names as time allows. Not all will be presented. final projects.

MUTTATIONS

WHERE IMPORTANCE TO NAME PURPOSE DANGER REMEDY FOUND STORY

Jabberjay

Mockingjay

Tracker jacker

Mutt

My Muttation

MUTTATIONS (completed)

WHERE IMPORTANCE TO NAME PURPOSE DANGER REMEDY FOUND STORY Memorize and Nowhere, mated Jabberjay Used as spies repeat human Lie to them with Led to mockingjays conversations mockingbirds Used as signals in Came about by Katniss’ mascot; used as the districts; only accident; repeat bird none everywhere a signal between Katniss Mockingjay respond to certain and human songs & Rue people Poisonous venom, Everywhere Nearly killed Katniss, Tracker jacker Capitol control hallucinations, track Specific chewed leaf outside of the killed other tributes, how their disturber Capitol Rue & Katniss met

Ruthless, look like Cornucopia at “ Mutt Confuse & kill Kill them first Final” challenge of the fallen tributes end of story games

My Muttation

DISTRICT

NAME SKILL SIGNIFICANCE

CHARACTER

ROLE RELATIONSHIP

TO KATNISS

OTHER INFO

IRONY & SYMBOLISM

Indicate whether each item as used in The Hunger Games is an illustration of irony (I) or symbolism (S). Explain your answer according to the story.

1. Haymitch is a drunk ____ because ______

2. Katniss is also a plant with arrow-shaped leaves ___ because ______

3. A tribute can be way of honoring someone ___ because ______

4. A tribute can be a tax ___ because ______

5. In Greek & Roman times a tessera was a type of ticket ___ because ______

6. Jabberjays ___ because ______

7. The cornucopia in the arena ___ because ______

8. The Career’s provisions are destroyed in an explosion ____ because ______

9. Rue means to feel regret or sorrow ___ because ______

GOVERNMENT & KATNISS

1. Panem has a totalitarian government. Give examples from the story of the Capitol’s actions that illustrate this. Also discuss how citizens of Panem are affected by this type of government. ______

2. Katniss could be described as independent, focused, protective, responsible, resilient, self-sufficient or dangerous. Discuss any one of these descriptions or one of your own. Who and/or what influenced her? ______

Character: ______

POETRY SELECTIONS

1. The poem’s author considers choices and decisions of the past. How is this relevant to our story?

Robert Frost—“The Road Not Taken”

Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveller, long I stood And looked down one as far as I could To where it bent in the undergrowth;

Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same,

And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back.

I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I-- I took the one less traveled by, And that has made all the difference. (www.amandashome.com/road.html)

2. Consider how those lost in war were honored in the poem versus those lost in the Hunger Games. What are the similarities? What are the differences?

Wilfred Owen—“Anthem1 for Doomed Youth”

What passing-bells2 for these who die as cattle? Only the monstrous anger of the guns. Only the stuttering rifles' rapid rattle Can patter out3 their hasty orisons.4 No mockeries5 now for them; no prayers nor bells; Nor any voice of mourning save the choirs, – The shrill, demented6 choirs of wailing shells; And bugles7 calling for them from sad shires.8 What candles9 may be held to speed them all? Not in the hands of boys but in their eyes Shall shine the holy glimmers of goodbyes. The pallor10 of girls' brows shall be their pall; Their flowers the tenderness of patient minds, And each slow dusk11 a drawing-down of blinds.12 A September - October, 1917

Notes for students 1 Anthem - perhaps best known in the expression "The National Anthem;" also, an important religious song (often expressing joy); here, perhaps, a solemn song of celebration 2 passing-bells - a bell tolled after someone's death to announce the death to the world 3 patter out - rapidly speak 4 orisons - prayers, here funeral prayers 5 mockeries - ceremonies which are insults. Here Owen seems to be suggesting that the Christian religion, with its loving God, can have nothing to do with the deaths of so many thousands of men 6 demented - raving mad 7 bugles - a bugle is played at military funerals (sounding the last post) 8 shires - English counties and countryside from which so many of the soldiers came 9 candles - church candles, or the candles lit in the room where a body lies in a coffin 10 pallor - paleness 11 dusk has a symbolic significance here 12 drawing-down of blinds - normally a preparation for night, but also, here, the tradition of drawing the blinds in a room where a dead person lies, as a sign to the world and as a mark of respect. The coming of night is like the drawing down of blinds. Notes from Out in the Dark - Poetry of the First World War in Context edited by David Roberts. Copyright © David Roberts 1998. Free use by individual students for personal use only. (www.warpoetry.co.uk/owen2.html)

3. Which character in the book could this poem be about? Tell why you think so.

Emily Dickinson—“Hope is the Thing with Feathers”

Hope is the thing with feathers That perches in the soul, And sings the tune without the words, And never stops at all, And sweetest in the gale is heard; And sore must be the storm That could abash the little bird That kept so many warm. I've heard it in the chilliest land And on the strangest sea; Yet, never, in extremity, It asked a crumb of me. (www.online-literature.com/dickinson/827/)