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The Hunger Gamesby Suzanne Collins

Genre: Dystopian Science FictionAge Level: 12 & up

Grade Level: 6-8 Language ArtsReading Level: 5.3

Backwards Design UnitCreated by Karen M. Mallow

Marian UniversityDecember, 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 viaa) Entire classb) Think, pair, sharec) Groups of 4-5d) 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 2a) protocol (p. 22)b) listed (p. 25)c) plaited (p. 27)

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

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

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

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

CHAPTER 7a) emaciated (p. 86 )b) amiable (p. 92)c) oblivious (p. 93)

CHAPTER 8a) leniency (p. 104)b) irredeemably (p. 104)c) mediocre (p. 107)

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

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

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

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

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

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

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

CHAPTER 16a) glint (p. 210)b) obliging (p. 211)c) mulling (p. 216)

CHAPTER 17a) tentatively (p. 223)b) doggedly (p. 223)c) literally (p. 223)

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

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

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

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

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

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

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

CHAPTER 25a) attributes (p. 331)b) scaling (p. 331)c) inadvertently (p. 332)

CHAPTER 26a) feral (p. 348)b) prominent (p. 348)c) cadences (p. 350)

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

DISCUSSION QUESTIONS

Questions based on Bloom’s Taxonomy Knowledge1. Tell how Katniss came to be the provider for her family. Goal #32. List the people important to Katniss’ life in the Seam. Tell something about

each one. Goal #33. 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

#25. Describe the Capitol. Goal #26. Predict what the sequel will be about. Be specific. Goal #4 Application 7. Draw a map of Panem. Label the districts. Goal #3, 48. 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, 411. 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, 414. 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

Evaluation16. Explain why the Hunger Games have endured for so long. Goal #217. Decide which character in the book has influenced Katniss’ behavior the

most. Defend your opinion with specific examples from the book. Goal #318. Compare the Katniss of the Seam to the Katniss of the Hunger Games.

Goal #319. Is Peeta Katniss’ friend, foe or ally? Explain your answer. Goal #320. Rate the behavior of three adults in this book. Use examples from the story

to support your opinion. Goal #3

ASSESSMENTS & RUBRICS

1. Final projectChoose 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. Within unit Character summary worksheets (attached) Goal #3, 4

2 1 0Sheets are complete

Sheets are >80% complete

Sheets have 20-40% of information missing

Sheets have >40% information missing

Sheets are accurate

Sheets are >80% accurate

Sheets are 60-79% accurate

Sheets are <60% accurate

Quantity x2 15+ 10-14 Less than 10

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

2 1 0Sheets are complete

Sheets are >80% complete

Sheets have 20-40% of information missing

Sheets have >40% information missing

Sheets are accurate

Sheets are >80% accurate

Sheets are 60-79% accurate

Sheets are <60% accurate

Quantity x2 10+ 7-9 Less than 7

2 1 0Goals Two goals are

clear.One goal is clear.

No goal is clear.

Examples from the book are used

Three or more examples are used.

1 or two examples are used.

No examples are used.

Sources Listed. Not listed.Presentationx 3

Shows thorough understanding.

Shows limited understanding.

No understanding is evident.

Government/Katniss questions (attached) Goal #2, 3

2 1 0Government At least 3 examples

and effects are discussed.

1-2 examples and effects are discussed.

No examples and effects are discussed.

Katniss At least 2 influences support the description.

At least 1 influence supports the description.

No influences support the description.

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

2 1 0Worksheet is complete Yes NoAnswers are accurate >8 correct 5-7 correct <5 correct

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

2 1 0Worksheet is complete Yes NoAnswers are accurate >20 correct 15-19 correct <15 correct

Journal Goal #2, 3, 4You 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 0Chapters represented 14 chapters 12-13 chapters <12 chaptersEntries show character’s connectedness to Katniss

Relationship between Katniss and character is clear.

Some relationship between Katniss and character.

Little to no relationship between Katniss and character shown.

Entries show Katniss’ experiences

Experiences being reacted to are clear

Experiences being reacted to are sometimes clear

Experiences being reacted to are rarely clear.

Journal is typed Yes No

THE HUNGER GAMES DAILY PLANNER

Day Reading Activity ELA Standards Daily Objectives and Comments1 n/a Background

discussion: review types of government, reality TV, identity. Start introducing unit tools: character sheets, word webs, bulletin board (visual), etc.

SL 8.1 Students will participate in discussion and construction of bulletin board and word wall.

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

2 n/a Discuss setting: review geography, aftermath of war, survival skills. Finish unit tools. Discuss unit goals & final project. Start Q7 on bulletin board.

Write 8.3, 10SL 8.1

Lang 1, 2, 3

Students will participate in discussions and construction of bulletin board and word wall.

Ties to 8th grade social studies stds A.8.1, A.8.2, A.8.5, A.8.8,

3 Ch. 1 Assign Ch. 1 vocab. Begin reading/listening (aural) Ch. 1 in class. Begin character maps. Continue Q7.

Read 8.1, 2, 3, 4 SL 8.1

Lang 8.1, 3, 4, 5

Students will find traditional word meanings and perform assigned activities.

4 Ch. 2 & 3 Discuss Ch. 1 vocab & Q2, 3, 4, 11, 16. Begin muttations sheet. Continue character maps. Continue Q7.

Read 8.1, 2, 3, 4, 9SL 8.1

Lang 8.1, 3, 4, 5

Students will participate in discussions and perform assigned activities.

irony & symbolism

5 Ch. 4 & 5 Discuss Ch. 2 & 3, Q11, 19, vocab.

SL 8.1 Lang 8.1, 3, 4, 5


Discuss mutt sheet. Continue character maps. Continue Q7.

government control

6 Ch. 6 & 7 Discuss Ch. 4 & 5, Q 5, 11, 19, vocab. Begin tribute webs. Continue character maps. Continue Q7. Assign Q8 as narrative; due one week.

Write 8.3, 10SL 8.1

Lang 8.1, 3, 4, 5, 6


7 Ch. 8 & 9 Discuss Ch. 6 & 7, Q5, 11, 19, vocab. Continue character maps. Continue tribute webs. Continue Q7.

SL 8.1 Lang 8.1, 3, 4, 5


8 Ch. 10 & 11 Discuss Ch. 8 & 9. Q11 & 19, vocab. Begin reading/listening (aural) Ch. 10 in class. Assign journals. Continue character maps. Continue tribute webs. Continue Q7.

SL 8.1 Lang 8.1, 3, 4, 5

Students will participate in discussion and perform assigned activities.

9 Ch. 12 & 13 Discuss Ch. 10 & 11. Q11 & 19, vocab. Read "Anthem of Doomed Youth" in

Read 8.10 SL 8.1

Lang 8.1, 3, 4, 5


class. Compare and contrast honoring those killed in war. Continue journals. Continue character maps. Continue tribute webs. Continue Q7.

10 Ch. 14 & 15 Discuss Ch 12. & 13. Q11 & 19, vocab. Continue journals. Continue character maps for Katniss, Peeta & Haymitch. Continue tribute webs. Continue Q7.

SL 8.1 Lang 8.1, 3, 4, 5


11 Ch. 16 & 17 Discuss 14 & 15. Q11 & 19, vocab. Continue mutt worksheet. Create your own muttation model (tactile). Continue journals. Continue character maps. Continue tribute webs. Continue Q7. Collect Q8.

Read 8.9SL 8.1

Lang 8.1, 3, 4, 5


12 Ch. 18 Discuss Ch 16 & 17. Q11 & 19, vocab. Continue journals. Continue character maps. Continue tribute

SL 8.1 Lang 8.1, 3, 4, 5


webs. Continue Q7.13 Ch. 19 & 20 Read "Hope is the

Thing with Feathers" in class. Discuss how it relates to what happened in Ch. 18. Q11 & 19, vocab. Begin reading/listening (aural) Ch. 19 in class. Continue journals. Continue character maps. Continue tribute webs. Continue Q7.

Read 8.10SL 8.1

Lang 8.1, 3, 4, 5


14 Ch. 21 & 22 Discuss Ch. 19 & 20. Q11 & 19, vocab. Continue journals. Continue character maps. Continue tribute webs. Continue Q7. Assign irony & symbolism worksheet; due next class.

Read 8.4SL 8.1

Lang 8.1, 3, 4, 5


15 Ch. 23 & 24 Discuss Ch 21 & 22. Q11 & 19, vocab. Continue journals. Continue character maps. Continue tribute webs. Continue Q7. Collect irony &

SL 8.1 Lang 8.1, 3, 4, 5


symbolism worksheets.

16 Ch. 25 & 26 Discuss Ch 23 & 24. Q11 & 19, vocab. Continue journals through Ch 25. Continue character maps. Continue tribute webs. Continue Q7. Assign Q13; due 2 class periods.

Read 8.3, 8.6Write 8.3

SL 8.1 Lang 8.1,2, 3, 4, 5, 6


17 Ch. 27 Discuss Ch. 25 & 26. Q11 & 19, vocab. Begin reading/listening (aural) Ch. 27 in class. Continue mutt worksheet. Continue character maps. Continue tribute webs. Continue Q7. Collect Q13.

SL 8.1Lang 8.1, 3, 4, 5


18 n/a Discuss Ch. 27 and entire book. Q10, 15, 17, 18, 20, vocab. Read and discuss "The Road Not Taken." Q6.

Read 8.10SL 8.1

Lang 8.1, 3, 4, 5


20 n/a Begin watching movie version in class (visual). Discuss Q12. Work on final projects.

Read 8.7Write 8.1, 4, 5, 9, 10

SL 8.1, 4, 5, 6


21 n/a Continue watching movie version in class (visual). Discuss Q12. Work on final projects.

Read 8.7Write 8.1, 4, 5, 9, 10

SL 8.1, 4, 5, 6


22 n/a Finish watching movie version in class (visual). Discuss Q12. Work on final projects.

Read 8.7Write 8.1, 4, 5, 9, 10

SL 8.1, 4, 5, 6


23 n/a Complete final projects.

Write 8.1, 4, 5, 9, 10SL 8.1, 4, 5, 6

Students will perform assigned activities.

24 n/a Present randomly selected final projects.

SL 8.1, 4, 5, 6 Students will listen/participate in presentations.

Draw names as time allows. Not all will be presented.

MUTTATIONS

NAME PURPOSE DANGER REMEDY WHERE FOUND IMPORTANCE TO STORY

Jabberjay

Mockingjay

Tracker jacker

Mutt

My Muttation

MUTTATIONS

(completed)

NAME PURPOSE DANGER REMEDY WHERE FOUND IMPORTANCE TO STORY

Jabberjay Used as spiesMemorize and repeat human conversations

Lie to them Nowhere, mated with mockingbirds Led to mockingjays

MockingjayCame about by

accident; repeat bird and human songs

Used as signals in the districts; only respond to certain

people

none everywhereKatniss’ mascot; used as a signal between Katniss

& Rue

Tracker jacker Capitol controlPoisonous venom,

hallucinations, track their disturber

Specific chewed leaf

Everywhere outside of the Capitol

Nearly killed Katniss, killed other tributes, how

Rue & Katniss met

Mutt Confuse & kill Ruthless, look like fallen tributes Kill them first Cornucopia at end of

story“Final” challenge of the

games

My Muttation

DISTRICT

NAME SKILL SIGNIFICANCE

CHARACTER

ROLE RELATIONSHIP TO KATNISS

OTHER INFO

TRIBUTE WEB

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: _____________________

Ideas: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Hopes/vision: ________________________________________________________________________________________________________________________________________________________________________________________________

POETRY SELECTIONS

Strengths: ______________________________________________________________________________________________________________________________________________________________________

Words: _____________________________________________________________________________________________________________________________________________________

Actions___________________________________________________________________________________________________________________________________________________________________________________________________________________Feelings: ____________

____________________________________________________________________________________________________

Movement: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Weaknesses: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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 bothAnd be one traveller, long I stoodAnd 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”

http://www.amandashome.com/road.html

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

ASeptember - 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

http://www.warpoetry.co.uk/owen2.html

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 stormThat could abash the little birdThat kept so many warm.

I've heard it in the chilliest landAnd on the strangest sea;Yet, never, in extremity,It asked a crumb of me.

(www.online-literature.com/dickinson/827/)

http://www.online-literature.com/dickinson/827/

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