Your  Name:  Michael  Duncan  

Title  of  the  lesson:  Catching  Fire:  Character  Journals  and  Costume  Design  

Grade  Level:  11  

Four  Part  Performance  Objective:  

Given  the  book  Catching  Fire,  paper,  pencils,  rubrics,  and  previously  completed  student-­‐made  costume  designs,  students  will  be  able  to  take  the  perspective  of  a  character  within  the  novel  and  create  a  journal  entry,  by  reading  Catching  Fire,  examining  costumes,  writing  a  one  page  minimum  journal  entry  about  the  experience  of  getting  ready  for  the  Hunger  Games  parade  or  interviews  while  giving  emphasis  to  the  idea  of  “Appearances”  and  how  the  costume  either  portrays  the  district  or  portrays  a  certain  image  attempting  to  be  achieved,  and  using  the  rubric  to  achieve  writing  at  100%  following  content  and  format  and  90%  accuracy  of  grammar  and  punctuation.      

               Part  2:  Standards  and  Background  Information  

Common  Core  State  Standards  for  English  Language  Arts/  Ohio’s  New  Learning  

Standards  

Reading  standards  for  Literature,  Grade  11  

Key  Ideas  and  Details,  Standard  (RL.11-­‐12.1)  -­‐  Cite  strong  and  thorough  textual  evidence  to  support  analysis  of  what  the  text  says  explicitly  as  well  as  inferences  drawn  from  the  text,  including  determining  where  the  text  leaves  matters  uncertain  Key  Ideas  and  Details,  Standard  (RL.  11-­‐12.3)  -­‐  Analyze  the  impact  of  the  author’s  choices  regarding  how  to  develop  and  relate  elements  of  a  story  or  drama  (e.g.,  where  a  story  is  set,  how  the  action  is  ordered,  how  the  characters  are  introduced  and  developed).    Writing  Standards,  Grade  11  Text  Types  and  Purposes,  Standard  (W.11-­‐12.3)  -­‐  Write  narratives  to  develop  real  or  imagined  experiences  or  events  using  effective  technique,  well-­‐chosen  details,  and  well-­‐structured  event  sequences.    Production  and  Distribution  of  Writing,  Standard  (W.11-­‐12.4)  –  Produce  clear  and  coherent  writing  in  which  the  development,  organization,  and  style  are  appropriate  to  task,  purpose  and  audience.    Research  to  Build  and  Present  Knowledge,  Standard  (W.11-­‐12.9)  –  Draw  evidence  from  literary  or  informational  texts  to  support  analysis,  reflection,  and  research.      

Language  Arts  Strands  Reading-­‐  Students  will  be  reading  Catching  Fire  by  Suzanne  Collins.    Writing-­‐  Students  will  write  a  journal  entry  describing  the  costume  they  are  wearing  to  either  the  tribute  parade  or  the  interview  before  the  Hunger  Games.  The  journal  entry  should  describe  the  how  the  costume  makes  them  feel  and  the  effect  that  it  has  on  the  way  people  perceive  the  tribute  or  their  district.    Viewing-­‐  Students  will  look  at  the  costume  they  designed  in  the  anticipatory  set  before  writing  their  journal  entry  describing  the  costume.      Primary  Domains:  All  domains  will  be  addressed  in  this  lesson.    Psychomotor-­‐  Students  will  create  a  costume  based  off  of  a  tribute  from  Catching  Fire  by  sketching  a  design,  or  creating  a  design  board.    Affective-­‐  Students  will  look  at  the  costumes  they  designed  in  order  to  evoke  feelings  or  emotions  about  what  it  would  be  like  to  wear  this  costume  in  front  of  people  and  how  it  would  cause  them  to  be  perceived.    Cognitive-­‐  Students  will  read  scenes  in  Catching  Fire  and  The  Hunger  Games  before  writing  their  journal  entries  to  understand  the  personality  types  of  the  tributes  and  the  importance  of  the  costumes  for  both  the  parade  and  the  interviews.      Skill  Level  (both  basic  and  critical  levels  of  Bloom’s  taxonomy  will  be  addressed)  Remembering:  Students  will  recall  events  that  happened  in  Catching  Fire.    Comprehension:  Students  will  identify  emotional  characteristics  of  the  various  tributes  before  writing  journal  entries.    Creating:  Students  will  design  a  costume  based  off  textual  clues  in  Catching  Fire.    Students  will  compose  journal  entries  from  the  point  of  view  of  a  tribute  in  the  novel.      Multiple  Intelligences  Verbal/Linguistic:  Students  will  be  reading  Catching  Fire  and  composing  journal  entries.      Visual/Spatial:  Students  will  design/draw  costumes  for  the  tribute  parade  or  interviews  based  off  the  novel.        Developmental  Context    Students  must  be  able  to  write  or  type  their  journal  entries.  At  this  point,  students  should  be  reading,  or  have  completed,  Catching  Fire.  Students  must  able  to  able  to  have  basic  drawing  skills.      

 Timing    This  lesson  would  be  done  while  students  are  reading  the  novel,  and  have  a  majority  of  it  completed.  In  order  for  the  students  to  grasp  the  character  personalities  and  the  motives  of  all  parties  in  the  novel  they  should  read  a  large  portion  of  the  novel  so  that  the  journal  entries  are  well-­‐developed.        Resources  &  Materials    

• 25-­‐30  copies  of  Catching  Fire  • 25-­‐30  journal  rubrics  • Colored  pencils  • White  construction  paper  • Notebook  paper  • Pencils  • 5-­‐10  computers  (computer  lab)  • 1  Printer  • 1-­‐5  white  poster  boards  • Glue  sticks  • Markers  

                 Part  3:  Instruction  Procedures      Anticipatory  Set  The  anticipatory  set  for  this  lesson  will  be  an  art  project  to  allow  the  students  to  be  as  artistically  creative  as  possible.  After  reading  Catching  Fire,  students  will  draw/design  a  costume  that  would  be  worn  at  the  tribute  parade,  or  the  interviews  with  Caesar  Flickerman.  This  will  not  be  graded  on  artistic  ability  but  the  students’  comprehension  of  what  an  actual  tribute  costume  may  look  like.  In  order  to  give  students  even  more  creative  freedom  they  can  “storyboard”  their  costume  on  a  poster  board  along  with  fabric  samples  and  actual  garments  if  desired.      Key  Concept  The  key  concept  of  this  lesson  is  for  students  to  be  able  to  take  a  character’s  perspective  and  to  think  about  the  theme  “appearances.”  The  practice  of  journal  writing  will  also  help  students  become  more  comfortable  with  the  genre  of  epistolary  novels.      Instructional  Method  This  is  a  lesson  that  I  would  spread  out  over  the  span  of  two  (2)  days  with  the  possibility  of  a  third  day  for  student  writing.    Student  Preplanning:  (Students  will  have  about  two  (2)  days  of  advanced  notice)  

I  will  tell  the  class  that  we  will  be  doing  a  project  that  relates  to  costume  design.  If  some  of  the  students  want,  they  can  gather  fabric  samples  in  order  to  create  story  board  that  details  their  tribute  costume.    Day  One:  (Discuss  novel  and  assign  costume  project)  

1. Class  will  begin  with  a  discussion  of  Catching  Fire.  Emphasis  of  discussion  will  revolve  around  the  tribute  parade,  interviews,  and  character  emotions.  All  comments  made  by  students  should  be  grounded  in  textual  evidence,  and  students  will  be  asked  for  page  numbers.  (15-­‐20  minutes)    

2. After  the  discussion  of  the  novel  I  will  assign  the  costume  design  project.  At  this  point  students  will  work  independently  to  draw  their  costume  design,  or  create  their  storyboard  if  they  chose  to  do  so.  Extra  credit  will  be  assigned  to  students  who  create  a  thorough  storyboard  since  it  is  above  and  beyond  the  requirements  of  the  original  costume  design  project.  (30-­‐35  minutes)    

3. At  the  end  of  class  I  will  collect  the  costume  designs  and  story  boards.  This  anticipatory  set  will  only  be  given  one  class  period  for  completion.      

Day  Two:  (Novel  recap  and  character  journals)  1. At  the  beginning  of  class  we  will  quickly  discuss  key  points  in  the  novel  

before  working  on  journals.  (5  minutes)    

2. I  will  pass  out  the  rubrics  and  discuss  the  journal  assignment.  Students  will  be  able  to  write  about  any  emotion  or  thought  as  long  as  it  pertains  to  the  tribute  parade  or  interview,  and  how  their  costume  makes  them  feel  and  the  effect  it  has  on  outside  parties.  The  journal  entry  provides  a  relationship  to  the  theme  of  appearances.                              (5  minutes)    

3. Students  will  work  independently  to  complete  their  journal  entries.  If  they  finish  writing  before  the  end  of  class  then  they  will  be  able  to  type  out  their  journal  entry.  Some  students  may  not  finish  during  class  so  an  additional  writing  day  will  be  planned  for.                                                            (40  minutes)    

Day  Three:  (Only  if  needed)  1. Students  who  did  not  complete  the  writing  assignment  will  be  allowed  to  

finish  the  assignment  on  this  day.    (Entire  period)    

2. Students  who  completed  the  writing  assignment  will  use  the  class  period  for  independent  reading.  Students  will  not  be  allowed  to  work  on  assignments  from  other  classes.    

 Modeling  In  order  to  model  this  lesson,  I  will  guide  class  discussions  around  topics  that  should  be  mentioned  in  the  journal  entries.  I  will  also  provide  the  students  with  examples  

of  costume  designs  and  journal  entries  that  they  can  model  their  work  after.  However,  this  lesson  allows  students  to  maintain  a  high  level  of  creativity  with  what  they  choose  to  draw  or  discuss  in  their  journal.      Check  for  Understanding  Throughout  the  lesson,  I  will  scan  the  classroom  for  nonverbal  cues  that  the  students  understand  the  material  being  covered.  Discussing  the  novel  on  the  first  day  will  also  allow  me  to  gage  student  knowledge.  During  the  discussion,  random  names  will  be  called  in  order  to  prevent  the  same  students  from  leading  the  discussion.  During  independent  work  I  will  also  be  able  to  walk  around  the  classroom  and  examine  student  progress.  The  major  way  that  I  will  be  able  to  check  understanding  is  when  students  turn  in  their  completed  assignments  (costume  design  and  journal  entry).    Guided  Practice  I  will  help  students  practice  the  concepts  discussed  in  the  lesson  by  providing  them  with  examples  of  completed  assignments.  I  will  also  be  sure  to  thoroughly  discuss  the  rubrics  to  ensure  that  my  classes  understand  what  is  being  assigned.  The  majority  of  the  lesson  revolves  around  allowing  the  students  to  be  creative  with  their  work.      Independent  Practice  Independent  practice  will  be  achieved  while  students  design  their  tribute  costumes  and  compose  their  journal  entries  from  a  tributes  perspective.  In  order  for  them  to  be  successful  with  their  assignments  they  will  have  to  read  Catching  Fire.        Closure    In  order  to  wrap  up  the  lesson  I  will  have  a  small  discussion  about  both  of  the  projects  completed  in  class.  Discussion  will  be  focused  on  characters  in  Catching  Fire  along  with  textual  examples  that  guided  the  students’  writings.    

• What  characters  were  involved  in  the  interviews/tribute  parade?  • How  did  the  tributes’  costume  reflect  their  district?  • Does  their  costume  portray  the  tribute  in  a  certain  way?  

   

Costume Design Project Fashion  plays  a  BIG  role  in  the  Hunger  Games  competition.  Follow  these  guidelines  to  design  a  costume  for  a  tribute  competing  in  the  75th  Annual  Hunger  Games.      1. Choose  a  tribute  and  an  event  they  are  attending  (Parade  or  Interview)    

2. Based  off  the  event  your  tribute  is  attending,  design  a  costume  that  would  be  fitting  for  the  situation.  Remember:  a. The  tribute  parade  showcases  the  district  your  tribute  is  from.  Your  costume  should  draw  inspiration  from  the  goods/products  that  your  district  is  known  for.    

b. The  interviews  are  a  time  for  tributes  to  work  on  gaining  sponsors.  This  is  a  time  where  their  costume  should  reflect  a  personality  trait  that  the  tribute’s  mentor  wants  them  to  portray.  (For  example,  in  The  Hunger  Games  Katniss’  dress  enchanted  the  audience  with  the  flames)    

3. Your  costume  should  reflect  an  actual  tribute  in  Catching  Fire.  The  costumes  do  not  have  to  be  the  ones  described  in  the  novel,  but  they  must  be  realistic  representations  of  that  character.  (For  example,  we  know  Finnick  plays  up  his  good  looks  so  we’re  obviously  not  going  to  put  him  in  layers  of  bulky  clothes.)  

     One  last  thing…    

“May the odds be ever in your favor.”

Tribute Journal Assignment

For  this  assignment  you  must  create  a  journal  entry  from  the  perspective  of  a  tribute  in  the  novel.  In  order  to  guide  your  writing,  think  about  these  questions  while  writing:  

• What does your costume look like? • How does this costume represent you OR your district OR

both? • Does your costume accurately represent your personality? • What do you think viewers are saying about your costume?

 

This  journal  will  be  graded  on  creativity  and  the  ability  to  accurately  take  the  perspective  of  a  character  within  the  novel.      Your  journal  must  sound  like  it  was  actually  written  by  the  tribute  you  chose.  Peeta  is  not  arrogant  and  cocky  in  the  novel,  so  don’t  make  him  appear  that  way  in  your  journal.    

Tribute  Journal  Rubric  

  10-­‐9   8-­‐6   5-­‐0  Character  development  and  believability  

The  character  in  the  journal  accurately  portrays  a  character  discussed  in  the  novel.  Journal  entry  in  thorough  and  provides  reasoning  drawn  from  the  text.  

The  character  in  the  journal  exists  in  the  novel,  but  not  in  the  way  they  are  represented  in  Catching  Fire.  Few  examples  of  textual  evidence.  

The  character  in  the  journal  is  completely  made  up.  Does  not  follow  the  text.  

Creativity   The  journal  is  extremely  creative  and  provides  vivid  imagery  from  the  tributes  perspective.    

The  journal  is  creative,  but  not  fully  developed.  Does  not  fully  feel  like  a  personal  journal  entry.    

Journal  lacks  creativity.  

Costume  Integration  

Journal  entry  provides  detailed  description  of  the  tribute’s  costume.  Without  a  visual  representation  the  can  still  be  imagined.  The  costume  described  in  the  journal  directly  relates  to  the  costume  students  designed.  

Journal  entry  includes  a  description  of  the  tribute’s  costume  but  does  not  pay  attention  to  its  importance.  Description  of  costume  is  vague  and  only  slightly  imaginable.    

Journal  entry  does  not  provide  a  description  of  the  tribute’s  costume.  Minimal  emphasis  is  placed  on  the  importance  of  the  costume.    

Mr.  Duncan  3rd  Period  English  

Tribute  Journal    

2/9/2013  

Finnick  

Journal,    I  can’t  believe  that  I’m  doing  this  Hunger  Games  thing  again.  I  thought  I  was  done  after  the  first  one.  Oh  well…nothing  I  can  really  do  about  it  now.  Guess  I  just  have  to  look  on  the  bright  side.      I  got  to  see  my  costume  for  the  parade  this  year.  It’s  a  good  thing  that  I’ve  been  working  out  a  lot.  Basically,  I’m  wearing  a  fishing  net.  I  feel  completely  exposed,  yet  totally  confidant.  I  know  that  I  look  good  and  I  really  don’t  have  a  problem  showing  my  body  off  to  Panem.  The  fishing  net  is  black  and  they  plan  to  spray  some  type  of  liquid  on  parts  of  my  body  to  make  it  look  like  I  just  got  out  of  the  water.  Somehow  the  liquid  doesn’t  dry  which  is  kind  of  cool.  I  mean,  it  doesn’t  compare  to  that  girls  fake  flames  from  last  year,  but  it’s  still  pretty  cool  the  things  that  they  do  for  fashion.      I  get  they’re  trying  to  do.  Maggs  did  a  similar  thing  at  my  last  games.  They  want  to  play  off  my  looks.  I  guess  nobody  wants  the  good-­‐looking  guy  to  lose.  I  really  don’t  mind  them  playing  off  my  looks.  I’ll  do  whatever  it  takes  to  not  die.  I  won  in  the  past,  and  I  should  be  able  to  do  it  again.      Well,  it’s  time  to  start  getting  things  ready  for  the  parade  tomorrow.    

Finnick