PPaarreennttaall IInnvvoollvveemmeenntt

MMiiddddllee SScchhooooll LLiitteerraaccyy NNoovveell UUnniittss The North Dakota State Parent Information Resource Center (NDPIRC) and the North Dakota Department of Public Instruction are pleased to provide schools with a CD of Parental Involvement Middle School Literacy Novel Units. Literacy is fundamental for learning in school and is the foundation for succeeding in life. The Title I and Special Education units are proud to sponsor this project in collaboration with NDPIRC. During the summer of 2010, NDPIRC contracted with three North Dakota educators to create Parental Involvement Middle School Literacy Novel Units for grades 6-8. Each CD is filled with numerous grade level activities and ideas for promoting literacy in the home. We would like to acknowledge and commend the three exemplary educators who helped create this resource for North Dakota school personnel. ♦ Bethany Higdem, Wahpeton ♦ Danette Brown, Minot ♦ Rebecca Pitkin, Dickinson

Every middle school in the state of North Dakota is receiving one CD with Parental Involvement Middle School Literacy Novel Units to share among all staff in the building. The American Recovery and Reinvestment Act (ARRA), signed by President Obama in February 2009, provides a significant amount of additional funds for local school districts. These funds create an unprecedented opportunity for educators to implement innovative strategies in schools that improve education for at-risk students and close the achievement gaps. Schools are encouraged to use their Title I and Special Education ARRA funds to make duplicate copies of the literacy activities on the CD for grades 6-8. If you have any questions regarding this project, please contact either the Department of Public Instruction or NDPIRC.

NNoorrtthh DDaakkoottaa DDeeppaarrttmmeenntt ooff PPuubblliicc IInnssttrruuccttiioonn

TTiittllee II OOffffiiccee//SSppeecciiaall EEdduuccaattiioonn OOffffiiccee

DDrr.. WWaayynnee GG.. SSaannsstteeaadd,, SSttaattee SSuuppeerriinntteennddeenntt

660000 EE.. BBoouulleevvaarrdd AAvvee..,, DDeepptt.. 220011

BBiissmmaarrcckk,, NNDD 5588550055--00444400

888888--660055--11995511

NNoorrtthh DDaakkoottaa SSttaattee PPaarreenntt IInnffoorrmmaattiioonn

RReessoouurrccee CCeenntteerr ((NNDDPPIIRRCC))

11660000 22nndd

AAvvee.. SSWW,, SSuuiittee 2299

MMiinnoott,, NNDD 5588770011--33445599

888888--776633--77227777

8th Grade Supply List

Stargirl

• Pencil or Pen The Giver

• Paper and Pencil • Computer Access • Markers/Crayons • Email Access or Zip Drive The Wave

• Paper and Pencil • Internet Access • Research Materials (books, encyclopedia, etc) The Hunger Games

• Internet Access • Magazines • Markers/Crayon • Glue • Scissors

Woods Runner

• Paper • Pencils • Computer • Camera (optional) • Large Poster Board Paper • Glue • Scissors • Markers/Crayons • Internet • Lemon or Orange Juice • Milk • Sugar or Salt Water (tsp in a cup of water)

• White Vinegar • Cardboard • Notecards • Game board creations: dice, game pieces, etc

The Hunger Games By: Suzanne Collins

Overview (provided by Scholastic.com): In the ruins of a place once known as North America lies the nation of Panem, a shining capital surrounded by twelve outlying districts. The capital is harsh, cruel, and keeps the other districts in line by forcing them to participate in the annual Hunger Games, a fight-to-the death on live TV. A boy and a girl between the ages of twelve and sixteen are selected by lottery to play. The winner brings riches and favor to his or her district. But that is nothing compared to what the capital wins, one more year of fearful compliance with its rules. Sixteen-year-old Katniss Everdeen, who lives alone with her mother and younger sister, regards it as a death sentence when she is forced to represent her impoverished district in the games. But Katniss has been close to dead before – and survival, for her, is second nature. Without really meaning to, she becomes a contender. But if she is to win, she will have to start making choices that weigh survival against humanity and life against love.

Reading level: Young Adult

The Hunger Games

Lesson 1 Chapter 1

Title and Purpose of Activity: During/After Reading: Summarization Parent Engagement Strategy: As the students read, they are prompted to make important summary statement about the chapters. Often students summarize what they have read at the end of the chapter or before they read the next chapter after they haven’t read in awhile. While those are great strategies of great readers, it is important to summarize as they read. This enables them to monitor their own comprehension and reread if need be prior to the end of the book. Together parents and students will read chapter one. During reading, they will monitor their comprehension by filling out the summarization chart. After the chart is complete, they will use it as a guide to developing their own song or rap song to summarize the first chapter. Rationale for Activity: Summarization is an important process in which students restate the essential portions of the text they have read in an efficient manner with as few words as possible. Summarization enables students to process the key concepts and characters in the book and enables them to relate the situations to the world around them. Summarizing can be highly effective for helping students identify main ideas, generalize, and improve their memory of what is read. Standards/Benchmark Targeted: 8.2.3. Use a variety of strategies to construct meaning from text; e.g., vocabulary building

strategies, skimming, paraphrasing, summarizing, brainstorming, and discussing. 8.2.5. Identify theme, protagonist, antagonist, and dialect in literary texts. 8.3.1. Compose informative writing, e.g., research, biographies, autobiographies, news articles,

and interviews. 8.3.5. Use language and format appropriate for intended audience and purpose 8.3.7. Incorporate grade-level appropriate vocabulary in writing 8.3.8. Use organizational patterns; e.g., introduction, body, conclusion or

exposition/body/resolution. 8.4.1. Speak with a purpose using delivery techniques appropriate for different audiences to

inform, demonstrate, entertain, or persuade. 8.4.4. Use volume, eye contact, rate, pronunciation, and articulation effectively in oral presentations. 8.5.3. Construct media messages; e.g., editorials, news articles, commentaries, web sites,

commercials, and advertisements.

Book Title: The Hunger Games Author: Suzanne Collins Materials: Summarization Chart Song/Rap Template Directions for use: Together parents and students will read Chapter 1. During the reading, they will monitor their comprehension by filling out the summarization chart (the chart will have definite summarization points that the students will need to fill). Parents should stop periodically during chapter one and have the students recap specific paragraphs or pages. Students should both explain (orally) the summarization and write their thoughts down on the summarization chart. Parents should ask the students to summarize the individual portions in their own words and could even direct them to higher thinking skills such as asking them to predict what will happen or asking them to conclude information from the evidence and their reasoning (infer). After the chart is complete, they will use it as a guide to developing their own song or rap summarizing the first chapter. A template and example have been created as a guide. Students will present their songs in class the following day.

The Hunger Games Summarization Chart Look at the words on the left as you read. Summarize your thoughts of the key words in the right hand column. Write in complete sentences.

Example: Prim My summary: Prim is the little sister of the narrator, Katniss. She is small, gentle and loves animals.

District 12

The Forest

Katniss

Gale

The Hunger Games Summarization Chart Look at the words on the left as you read. Summarize your thoughts of the key words in the right hand column. Write in complete sentences.

Reaping

Capitol

Hunger Games

Haymitch Abernathy

Primrose

THE HUNGER GAMES SONG/RAP Use ALL the keywords from the chart!

Verse One: contains four lines

________________________________________________

________________________________________________

________________________________________________

________________________________________________

Chorus: this is the part in the song that repeats

________________________________________________

________________________________________________

________________________________________________

________________________________________________

Verse Two: contains four new lines

________________________________________________

________________________________________________

________________________________________________

________________________________________________

Chorus Repeated

________________________________________________

________________________________________________

________________________________________________

________________________________________________

Mrs. Brown’s HUNGER GAMES RAP

My name is Katniss Everdeen

and I have to face the reaping

Tonight I doubt I’ll get much sleeping, sleeping.

It’s the capitol’s nasty play

to keep people, like me, out of the way, the way.

(Oh no, oh no)

Just living in District 12, trying to survive

Hunting in the forest seems to pass the time.

Hanging out with Gail makes my day complete

Shooting wild game so my family can eat

The Hunger Games are near

Their job is pretty clear.

During his turn in the games, Haymitch barely made it

Primrose wouldn’t last, so I guess it’s me to get.

(Oh no, oh no)

Just living in District 12, trying to survive

Hunting in the forest seems to pass the time.

Hanging out with Gail makes my day complete

Shooting wild game so my family can eat

The Hunger Games Lesson 2 Chapter 5

Title and Purpose of Activity: Before/During/After Reading: Predicting Parent Engagement Strategy: The strategy of predicting is critical to actively engaging in the text. It is important that students are conscientious of their predicting skills as they read. In this activity, the parents will act as the ―voice of questioning.‖ They will question the students as they read and predict in order to get students thinking about their predictions. Question prompts are provided to the parents as a general guide. The goal of the prediction is not only to become a stronger reader, but also for the students to engage in discussion about their own metacognition (students knowing their own knowing). Rationale for Activity: Great readers are actively engaged with the book. Great readers make predictions about what they are reading and ask questions in order to make meaning of what they are reading. When readers predict, they are activating their prior knowledge. They are analyzing the book, analyzing what they already know or have personally experienced and are filling in the blanks. “Making predictions while reading keeps the mind actively focused on the author's meaning and provides the reader with motivation and a purpose for reading‖ (Zygouris-Coe & Glass, 2004). Standards/Benchmark Targeted: 8.2.2. Use prior knowledge and experiences to aid text comprehension. 8.2.3. Use a variety of strategies to construct meaning from text; e.g., vocabulary building

strategies, skimming, paraphrasing, summarizing, brainstorming, and discussing. 8.4.3. Speak for different purposes; e.g., group discussions, research presentations, and

demonstrations. 8.4.4. Use volume, eye contact, rate, pronunciation, and articulation effectively in oral

presentations. Book Title: The Hunger Games Author: Suzanne Collins Materials: Prediction Wheel Charts Directions for use: Before reading, students should summarize what they read in chapter 4. The focus question for the predictions on chapter 5 is: Katniss and Peeta are going to the Hunger Games. What will be the dynamic of their relationship in the games? Write the predictions in section A on the Prediction Wheel Chart. Parents should ask students for their rationale. Some possible questions include:

• What in the text so far makes you think this way?

• What from your own experiences makes you think that it will be that way?

• How did you formulate your prediction?

• What do you know about the characters, Katniss and Peeta that helps you predict what they will do next?

• Given their situation, what will possibly happen next?

• Usually in stories or movies like this, what would happen next?

The student should engage in the discussion with their parents. During reading, the students should gather evidence from the book that supports or disputes their predictions. Parents should encourage their student to ask themselves questions such as:

• Does the text support this prediction?

• If evidence to support your prediction is not in the text, should the prediction be revised? Why?

The students can engage with their parents in the discussion. Fill out section B and C on the Prediction Wheel Chart. Finally, fill out section D on the Prediction Wheel Chart. Rather than summarize chapter 5, have the student summarize the prediction process. Have them focus on the process itself by writing about how they formulated their prediction, if and why they chose to revise, etc. Summary, Section D: i.e. I first predicted that Katniss would be glad to work with Peeta. I thought maybe they could team up because that is what I would have done even though there can only be one winner, it would be easier to survive longer if I had a partner. I had to revise my thoughts because at the end of the chapter Katniss said ―two can play at that game.‖ I think that means she is going to play mind games with Peeta. I guess they really aren’t friends if she is doing that.

The Hunger Games’ Prediction Wheel Katniss and Peeta are going to the Hunger Games.

What will be the dynamic of their relationship in the Games?

The Hunger Games Lesson 3

Chapter 15 Title and Purpose of Activity: During/After Reading: Think-Pair-Share Parent Engagement Strategy: The Think-pair-share strategy enables students to not only think independently, but also collaborate with others to develop ideas about the book and then share those ideas with the whole group. With this strategy, the parents and student must read chapter 15 together, answer the questions independently, then come together and discuss their answers. After their discussion, they will formulate an answer that the students will then share with the class the following day. Rationale for Activity: Think-pair-share is a cooperative learning strategy that enables students to work together and learn by discussing information. The strategy provides students with the opportunity to think on their own. It holds them accountable for their own learning. After they have developed their own ideas, they then share it with another person. This allows them to acquire new knowledge and/or perspectives from their cooperative learning partners. Together they learn the meaning of the book, in addition to learning how to work cooperatively with others. Standards/Benchmark Targeted: 8.2.2. Use prior knowledge and experiences to aid text comprehension. 8.2.3. Use a variety of strategies to construct meaning from text; e.g., vocabulary building

strategies, skimming, paraphrasing, summarizing, brainstorming, and discussing. 8.4.3. Speak for different purposes; e.g., group discussions, research presentations and

demonstrations. 8.4.4. Use volume, eye contact, rate, pronunciation, and articulation effectively in oral

presentations. Book Title: The Hunger Games Author: Suzanne Collins Materials: Think-pair-share chart Directions for use: Think – as students and parents read chapter 15 together, they will respond to the ―thinking‖ prompts provided on the Think-pair-share chart. The parents and students will ―think‖ independently. Pair— after independent thinking time is over students should ―pair‖ up with their parents. During the ―pairing time,‖ the student and parents will discuss their personal ideas and thoughts. This time allows both the student and the parents to listen and gain new insights from each other. After the insights are gained, the student and parents should decide what to share (this sharing step will be done the following day in class). This could be the original thought of the student or

the parent, or it could be a new insight that was gained through the discussion. If there are disagreements between the student and the parent, please share the disagreement by backing up the reasons for both ideas. Share—during the ―sharing‖ step of the strategy students will reveal their ideas to the entire class. An example is provided for you:

THE HUNGER GAMES’ THINK-PAIR-SHARE

Question What I Thought (Think)

What My Partner Thought

(Pair)

What We Will Share With The Class

(Share)

Why would Peeta tell Katniss to run? What are his motives?

I think Peeta told Katniss to run because he had a change of heart. He realized it was a bad idea for him to join up with the careers and he is regretting turning his back on Katniss. He wants to make it up to Katniss so he tells her to run.

My mom thought that he was protecting Katniss because he is in love with her. She thought Peeta was acting like a double agent, being friends with the careers and helping his true love survive.

We decided to share our thought that Peeta was a double agent. We think that he kept his double agent status a secret from Katniss to protect her. He thought if he got too close to the careers he might be able to eliminate a few of them and Katniss’s has a better chance of survival. He kept it secret from her, for her own good because if she knew of his plan, she would not have approved.

THE HUNGER GAMES’ THINK-PAIR-SHARE

Question What I Thought (Think)

What My Partner Thought

(Pair)

What We Will Share With The Class

(Share)

Why would Peeta tell Katniss to run? What are his motives?

Katniss is remembering her time with Gail. What did her memories of him tell us about her?

What motivates Katniss to form an alliance? Explain why you think this is a smart play or why not?

What will ―the alliance‖ do to eliminate the careers’ supplies?

The Hunger Games Lesson 4

Part III

Title and Purpose of Activity: Before Reading: Questioning Parent Engagement Strategy: The question strategy is one that is done constantly, often times without students even realizing it. Students are generally curious beings. Think of how many questions they ask their teachers and parents in one day. That curious nature should be carry over into their reading. In this activity, like with the predicting strategy, the parents will act as the ―voice of questioning.‖ Parents will question the students as they read and after they read. This will help the students actively engage in the text, develop their curiosity, encourage original thinking skills, and help them check for understanding. Rationale for Activity: This questioning strategy is intended to help students learn how to generate thought provoking questions. The students will be formulating literal (questions right there in the book), conclusion (questions that need to be pieced together from the book), interpretive (questions that need to be pieced together from the readers’ knowledge and the author’s words), and big picture questions (opened-ended, no right or wrong answer). By formulating the questions, the students are constructing their own learning and make meaning of the text they are reading. Once their questions are created, the classroom discussion will follow to ensure that students are sharing their opinions, ideas, and constructing their own meanings. Standards/Benchmark Targeted: 8.2.2. Use prior knowledge and experiences to aid text comprehension. 8.2.3. Use a variety of strategies to construct meaning from text; e.g., vocabulary building

strategies, skimming, paraphrasing, summarizing, brainstorming, and discussing. 8.3.1. Compose informative writing. 8.4.3. Speak for different purposes; e.g., group discussions, research presentations, and

demonstrations. 8.4.4. Use volume, eye contact, rate, pronunciation, and articulation effectively in oral

presentations. Book Title: The Hunger Games Author: Suzanne Collins Materials: Questioning Chart Directions for use: Together the parents and the student will summarize the readings for parts one and two. After the summarization, the parents and student will begin questioning the readings of parts one and two. They will formulate four categories of questions. For each category, several questions should be created.

Parents are to encourage the student to formulate conclusion (questions that need to be pieced together from the text), interpretive (questions that need to be pieced together from the readers’ knowledge and the author’s words), and big picture questions (opened-ended, no right or wrong answer). It is okay to play devil’s advocate during this process in order to get the student thinking critically and deeply. The goal is to create questions that go beyond the obvious text. The students will share their questioning chart with their peers the following day in class. In addition to sharing, in groups, the students will answer their peers’ questions.

Hunger Games Questioning EXAMPLE

Hunger Game Questions

Questions to Me

Questions I ask myself about the first two parts of the story.

What should I remember most about the first section? Why is Katniss screaming Peeta’s name? What is a reaping? Why did Katniss team up Rue?

Questions to Characters

Questions I wish I could ask the characters in the story.

Katniss: Why didn’t you and Peeta team up right away? Do you hate Peeta? Do you love Gail? Why can’t you forgive your mom? Peeta: Are you really a bad guy now? Do you love Katniss or is it a hoax?

Questions to Teacher

Questions I should ask the teacher about the story.

Why did you choose to read this book? It is confusing to keep track of all the members of the Hunger Games. Will we have to remember them all for the test?

Questions to Author

Questions I wish I could ask the author about the first two parts of the story.

What gave you the idea for this book? Why did you write the book in first person point of view?

Hunger Game Questions

Questions to Me

Questions I ask myself about the first two parts of the story.

Questions to Characters

Questions I wish I could ask the characters in the story.

Questions to Teacher

Questions I should ask the teacher about the story.

Questions to Author

Questions I wish I could ask the author about the first two parts of the story.

The Hunger Games Lesson 5

End of the story Title and Purpose of Activity: During/After Reading: Character Analysis Parent Engagement Strategy: Character analysis is a life-long strategy that helps students judge the character of the people around them. Understanding character of their peers is important, especially in middle school. If students are able to analyze the thoughts, appearances, and emotional reactions, etc, they are able to make good decisions about the people they surround themselves with. By using character analysis during and after reading to understand the characters in the story, they are practicing the life-long skill that will not only be beneficial to their understanding of the story, but also to their everyday lives. Parents will assist their child in the character analysis process, as well as creating yearbook pages to highlight each of the characters being analyzed. Rationale for Activity: ―To get any satisfaction from a story or novel, a reader must understand what motivates characters, how they relate to each other, and how their interactions and motivations drive the plot‖ (Wilhelm, 2004). When students analyze the complications and conflicts the character deals with, they can better comprehend the message of the story (the theme). In addition to understanding the theme, students are able to personally identify with specific character traits the more they analyze them. And when readers are invested in the characters, the story comes to life. Standards/Benchmark Targeted: 8.2.2. Use prior knowledge and experiences to aid text comprehension. 8.2.3. Use a variety of strategies to construct meaning from text; e.g., vocabulary building

strategies, skimming, paraphrasing, summarizing, brainstorming, and discussing. 8.2.5. Identify theme, protagonist, antagonist, and dialect in literary texts. 8.3.12. Incorporate a variety of visual aids in publications. 8.3.13. Use computer technology to present written work. 8.5.3. Construct media messages; e.g., editorials, news articles, commentaries, web sites,

commercials, and advertisements. Book Title: The Hunger Games Author: Suzanne Collins Materials: (If desired) Yearbook Page Templates Internet Access Magazines Markers, crayons Glue Scissors

Directions for use: To help students examine how characters express and portray identity, the assignment with be to create the yearbook pages for the characters in the story. The yearbook pages, made by the parents and the students, could be designed by a yearbook staffer or it could be done as a student who assumes the role of the specific characters. The task is to create a yearbook page for each of the following characters:

• Katniss

• Peeta

• Gail

• Cato

• Haymitch

• Rue

The yearbook pages need to be detailed with photographs/pictures, quotes for the character, and quotes from other characters in the story, etc. Keep in mind the following character traits. Don’t simply think literally; go beyond the obvious and create conclusions based on your readings. Be creative!

• physical appearance

• typical dress

• favorite activities

• ways of interacting with others

• personal quotes

• beliefs and opinions

• emotions and reactions

• favorite places

• typical surroundings

• friends and other relationships

• quotes from significant loved ones

Students will display their yearbook pages at the yearbook showcase during English class. Remember to use the bulleted information above to guide your page creations. The more detail, the better! A basic example is provided for you, along with a blank template.

The Hunger Games Lesson 5

End of the story Title and Purpose of Activity: During/After Reading: Character Analysis Parent Engagement Strategy: Character analysis is a life-long strategy that helps students judge the character of the people around them. Understanding character of their peers is important, especially in middle school. If students are able to analyze the thoughts, appearances, and emotional reactions, etc, they are able to make good decisions about the people they surround themselves with. By using character analysis during and after reading to understand the characters in the story, they are practicing the life-long skill that will not only be beneficial to their understanding of the story, but also to their everyday lives. Parents will assist their child in the character analysis process, as well as creating yearbook pages to highlight each of the characters being analyzed. Rationale for Activity: ―To get any satisfaction from a story or novel, a reader must understand what motivates characters, how they relate to each other, and how their interactions and motivations drive the plot‖ (Wilhelm, 2004). When students analyze the complications and conflicts the character deals with, they can better comprehend the message of the story (the theme). In addition to understanding the theme, students are able to personally identify with specific character traits the more they analyze them. And when readers are invested in the characters, the story comes to life. Standards/Benchmark Targeted: 8.2.2. Use prior knowledge and experiences to aid text comprehension. 8.2.3. Use a variety of strategies to construct meaning from text; e.g., vocabulary building

strategies, skimming, paraphrasing, summarizing, brainstorming, and discussing. 8.2.5. Identify theme, protagonist, antagonist, and dialect in literary texts. 8.3.12. Incorporate a variety of visual aids in publications. 8.3.13. Use computer technology to present written work. 8.5.3. Construct media messages; e.g., editorials, news articles, commentaries, web sites,

commercials, and advertisements. Book Title: The Hunger Games Author: Suzanne Collins Materials: (If desired) Yearbook Page Templates Internet Access Magazines Markers, crayons Glue Scissors

Directions for use: To help students examine how characters express and portray identity, the assignment with be to create the yearbook pages for the characters in the story. The yearbook pages, made by the parents and the students, could be designed by a yearbook staffer or it could be done as a student who assumes the role of the specific characters. The task is to create a yearbook page for each of the following characters:

• Katniss

• Peeta

• Gail

• Cato

• Haymitch

• Rue

The yearbook pages need to be detailed with photographs/pictures, quotes for the character, and quotes from other characters in the story, etc. Keep in mind the following character traits. Don’t simply think literally; go beyond the obvious and create conclusions based on your readings. Be creative!

• physical appearance

• typical dress

• favorite activities

• ways of interacting with others

• personal quotes

• beliefs and opinions

• emotions and reactions

• favorite places

• typical surroundings

• friends and other relationships

• quotes from significant loved ones

Students will display their yearbook pages at the yearbook showcase during English class. Remember to use the bulleted information above to guide your page creations. The more detail, the better! A basic example is provided for you, along with a blank template.