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The Hunger Games Lesson Plans
Transcript of The Hunger Games Lesson Plans
The purpose of this unit is to educate the students on the subject of fictional analysis.
The unit will be taught over a series of four individual lessons.
These lessons will include the following:
1) The students will be given an introduction to the material that focuses on both culture and survival, which are two of the most important themes within The Hunger Games. Through this lesson students can make inferences and connections to this theme as they read the book.
2) The students will create individual dialectical journal that the students will write in as they read the book. In the journal the students will keep a developmental record of two characters in The Hunger Games as they progress through the story. Through this activity the students will recognize both character development and character analysis within a fictional story. 3) The students will be given a lesson in sensory language, both the definition as well as application, so that they will understand how it is used to create themes and tones in fictional literature.
4) The students will learn about moral dilemmas by first writing in their journals about a personal dilemma they have faced in their lives, and then forming into groups that will have to either defend or oppose a moral dilemma within The Hunger Games, using examples from the text to support their reasons. State Standards:
TEKS 5: Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
A) Analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction.
B) Analyze differences in the characters' moral dilemmas in works of fiction TEKS 7: Reading/Comprehension of Literary Text/Sensory Language.
Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the role of irony, sarcasm, and paradox in literary works.
TEKS 8: Reading/Comprehension of Informational Text/Culture and History.
Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts
To introduce the novel with fun and exciting ideas about culture and survival.
To show students how to analyze and draw conclusions in different scenarios.
To express the theme of teaching the students figurative analysis.
Lesson 1 Duration of lesson:
2 Days, the activities will take some time to explain and perfom. Day 1
Explanation of Culture:
-◦Morals and beliefs
◦-Survival within culture
◦-Ask students questions about culture
◦-Mention what we will be doing the next class
period. Day 2
-Review what we talked about the last class period
-Explain that we will be moving into survival
“Choose Your Own Adventure" Activity
-Scenarios presented to students based on the theme of survival
-If they were able to finish have some students share what path they took.
-Collect the work at the end of the class period.
-Will show the activity and summaries on Elmo. Introduction
To teacher the students about character development in a fictional text.
To show students how to formate a dialectical journal
To express the use of dialectical journals help in the creation of thesis statements Lesson 1 Assessment: Formative-the students participation in the cultural discussion, and their participation in the “Choose Your Own Adventure” activity will count as a completion grade. Lesson 2 Duration of lesson:
(From the beginning to the completion of the book) Before students begin reading:
Introduction of character development
Example of character development
-The character development of "Ralph" from
The Lord Of The Flies
Present the students with an example
of a dialectical journal, formate it together
Explain the assignment As Students Progress Through The Book:
The students will choose 2 characters from the book
After every 3 chapters the students will use a minimum of 2 sentences or paragraphs from the text that describe their chosen chracters' developments through the story
After The Students Have Completed The Book:
The students will discuss the development of their characters with the class, using the evidence they found in the text to support their conclusions
The teacher will discuss the importance of understanding character development in fiction with the class
The teacher will discuss the different purposes that dialectical journals serve in education.
Lesson 2 Assessment: Summative-this will be measured by the students ability to follow directions for properly formating the dialectical journals, as well as the student’s thorough examination of the two chosen characters, as documented in their dialectical journals, from the beginning of the story to its conclusion. Introduction
To teach students the definitions of sensory language, theme, and tone as they pertain to a fictional story
To teach students to identify how sensory language is used to create and identify both tone and themes within a fictional story. Lesson 3 Duration:
Pass out the lesson worksheets, go over the vocabulary
Prepare the movie clip from the film The Island Of Dr. Moreau
Explain to students what they need to observe in the movie clip
After it's over, discuss the observations in class.
-Comparisons between the creatures in the
film and the "Muttations" in the book
-The tone set by the creatures in both stories
-The themes represented by the creatures in
Day 1 Cont.
Sensory Language in the novel
-In groups of 2 students will be assigned a character.
-What theme(s) does their character represent?
-What tone(s) does their character set?
Complete sensory language assignment from the previous day
-Discuss the students conclusions in class
Create your own "Muttation" assignment
-Individually students will combine themselves with an animal, creating their own "Muttation"
-Use sensory language to describe their "Muttation" and what theme(s) they could represent
Lesson 3 Assesment: Formative-which will be measured through the student’s completion of the two in-class assignments. The degree of student understanding for sensory language will be evident in how well they connect the text’s character examples to the story tone(s) and theme(s). It will also be evident in their ability to use sensory language as a means to represent a theme of their own choosing. Introduction
Teach students to identify moral dilemmas within a fictional story
Teach students how to analyze the differences in the characters moral dilemmas through defending or opposing the dilemmas' outcome
Lesson 4 Beginning:
Explain the meaning of a moral dilemma
Have the students write in their journals
-Journal Prompt: “Write about a dilemma that arose in your own personal life that conflicted with your personal moral code. How did you handle it? Give details.”
Ask for volunteers to share their journal entry with the class
"Character Dilemma" group activity
-Assign groups of 4
-Have groups select 2 moral dilemmas
-Assign 2 students in the group to oppose the dilemmas' outcome, and 2 students to defend it
Groups present their dilemmas to the class
Pairs present their arguments within the group Lesson 4 Assessment: Summative- This will be measured by how well the students reasons and their support from the text defend or oppose the moral dilemmas assigned to them. The more in-depth their reasons and chosen evidence are, the more it will show that they have learned how to identify the characters’ moral dilemmas, as well as draw the conclusions from the text, (in this case their reasons in support of their positions), and support the conclusions with evidence from the text. Final Unit Assessment:
A 2 part test will be given:
-Part 1, Vocabulary
-Part 2, Short Essay Hello class please don't ask us any questions Shut up Zane