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Real World Hunger Games

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Roger Dutcher

on 12 November 2012

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Transcript of Real World Hunger Games

Strategy Lesson 2:
Real World Hunger Games The Global Economy in Literature Harvey and Goudvis: “Questioning is the strategy that keeps readers engaged. When readers ask questions, they clarify understanding and forge ahead to make meaning” (p. 11). Reading Strategy: Questioning The strategy will overlap with other strategies, such as making connections and inferring. This strategy will include two different questioning techniques (Alvermann, Gillis and Phelps, 2013), Question-the-Author (QtA) and Question-Answer Relationships (QAR). The QARs will cover all four levels, as noted in the homework assignment. Classroom Features Grade/Subject: Grade 10 English Class Time/Period: 1:15-2:05 (4th Period)
Unit: The Economy in Literature (Hunger Games)
Lesson: Global Economy in Literary non-Fiction Time Allotted: 50 minutes
Class composition: 28 Students (12 girls, 16 boys) Common Core State Standards 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Maryland State Standards for English 9-12 Standard 1: The student will comprehend and interpret a variety of print, non-print and electronic texts, and other media. •Objective 1.1.1: The student will prepare for reading, viewing, and/or listening to a text.
•Objective 1.1.2: The student will monitor understanding while reading, viewing, and/or listening to a text.
•Objective 1.1.3: The student will confirm understanding after reading, viewing, and/or listening to a text. Cognitive Objectives •The student will be able to define and apply key terms as presented in the lesson (e.g. austerity, individualism, isolationism)
•The student will be able to analyze informational text through critical thinking by questioning the author’s viewpoint and authority.
•The student will be able to recall the setting and themes of the novel The Hunger Games and discuss it in the context of this lesson.
•The student will be able to explain how people can “think globally and act locally”
•The student will be able to demonstrate understanding of the globally economy by responding to question-answer relationships.
•The student will be able to connect literary themes to his/her own life and real world circumstances. Affective Objectives •The student will actively participate in discussions, sharing experiences and respecting the opinions of others. •The student will empathize with his/her classmates of different backgrounds, economic status and ability. Materials Teacher computer with Internet access, projector, writing journals and pencils/pens, Definitions handout for discussion words, copies of CNN Student News transcript, index cards (Exit Slips). Optional: Student laptop computers. Proactive Behavior Management I will designate group members prior to class for completing the Anticipation Guide and informational text group work. I will continually monitor the group work, remind them as necessary about the “no blurting” rule during class discussion, and also remind them of the RICE process (Tomlinson, 1999) for conducting individual or small group work. Bell Work (5 min.) Project the Bell Work onto the whiteboard for the students to do as they enter the classroom:
“Read the following poem by John Donne and answer the following questions in your writing journal. What do you think the poem means? Do you agree with it? Why or why not? How does it affect you personally and emotionally?” No man is an island
Entire of itself.
Each is a piece of the continent,
A part of the main.
If a clod be washed away by the sea,
Europe is the less.
As well as if a promontory were.
As well as if a manor of thine own
Or of thine friend's were.
Each man's death diminishes me,
For I am involved in mankind.
Therefore, send not to know
For whom the bell tolls.
It tolls for thee. Motivator/Bridge (15 min.) 1. After the students have had a few minutes to respond to the prompt, discuss the bell work (quick write), giving the context of the poem, as well as the meaning of the tolling bell. The students will share their insights on the poem.
2. Explore theme of common bonds and tie it into themes of Hunger Games. Separate students into pre-designated groups to work on Anticipation Guide.
3. After group discussions, students will return to seats and class will discuss their responses to the Anticipation Guide. Explain that this lesson will focus on the global economy, in light of the question: What obligations do Americans have to the rest of the world as global citizens, if any? What obligations do we as individuals have to other Americans? Using literature as a backdrop, we will be discussing the effect isolationism and individualism (definitions will be provided) has on the United States and the rest of the world, and we will discuss the affect of the global economy on individual lives. At the end of the lesson, the students will complete Exit Slips to assess understanding address further questions, and they will have a follow-on assignment to reinforce some of the ideas discussed in this lesson. Developmental Activities (20 min.) Guided Instruction (5 min.):
Students will watch a brief CNN Student News segment. Have copies of the transcript available to help with reading comprehension and vocabulary and, as a class, discuss the following Daily Discussion Questions. “According to the program, how might recent elections in Europe have an impact on the global economy? How do you think countries around the world are linked economically? Explain.” (Discussion questions are from the CNN Student News site: http://edition.cnn.com/2012/05/07/studentnews/sn-discussion-tue/index.html). Shared Reading (15 min.) After a brief discussion on the news segment, tell the students they will be reading an informational text that links The Hunger Games to real world situations. The shared reading involves online text. Students who have their own laptop computers with them can read from them. Those who don’t can read from the text projected on the whiteboard. Explain the QtA strategy (Alvermann, Gillis and Phelps, p. 217). As a class, do shared reading of the following article: “Five economic lessons of The Hunger Games” (http://www.forbes.com/sites/erikkain/2012/03/27/five-economic-lessons-of-the-hunger-games/). Read the section 2 (“Globalism only works if you ditch the extraction model”) and ask the students: What do you think the author is saying here? Read the next section (“Economic inequality is bad for business”) and ask: What does the author mean by “Governments tend to learn this the hard way”? Summary/Closure (5 min) Take the last few minutes of class to tie in all the concepts discussed during the lesson (global economy, responsibility, isolation, inequality) and answer questions. Explain the homework assignment to them, and then they will receive index cards (Exit Slips) with the following questions: What is the most interesting or important thing you learned in today’s lesson? What terms/concepts do you find most difficult to understand? Assessments The assessments for this lesson plan will be formative and based largely on observation and student self-assessment. Students will complete the Anticipation Guide and answer the informational text discussion questions in class. They will also complete the Exit Slip to identify areas of impact and gaps in understanding and to help me identify areas that need clarification or elaboration. In addition, they will complete the homework assignment questions based on web research. Review/Reinforcement/Homework View the following websites and answer the questions for next class. 1. What is the political stance of each presidential candidate on the global economy and the role of the United States, specifically regarding Europe and China? (RT) (http://globalpublicsquare.blogs.cnn.com/2012/10/21/what-the-candidates-need-to-talk-about-4-key-issues/. You only need to read section 4 of the article – “The Global Economy”) 2.Choose one of the two following websites and answer the questions related to it.A.The Hunger Project: What does the organization say about self-reliance? What can we do as individuals to help fight world hunger? (RT, PIT) http://www.thp.org/learn_more/issues/world_hunger?gclid=CNOb8JSBsrMCFQzhQgod8V0ADA
B. Industrial Farms vs. Sustainable Farms: Watch the 6-minute video and read the accompanying text. What is your response to it? Is what the organization suggests a practical solution to hunger? Why or why not? (PIT, A&Y) http://www.fastcoexist.com/1680799/is-the-solution-to-world-hunger-more-food 3. Go to the following website and answer the questions. Summarize the author’s views on intervention. Do you agree with him? Why or why not? (PIT, A&Y)
http://www.americanthinker.com/2012/02/the_myth_and_danger_of_non-interventionism.html 4.Return to the Forbes website, read the remainder of the article and answer the following questions. (http://www.forbes.com/sites/erikkain/2012/03/27/five-economic-lessons-of-the-hunger-games/). What does the author say must happen for globalization to work? (RT)What is the drawback of having a “free market”? (PIT)How could the government of Panem in The Hunger Games have kept power while still helping the people of their state? (A&Y)
In what way have you personally experienced technology being used for good or evil? (OYO) Adaptations * Lower and higher performers will be grouped together
* Definitions will be given before, during and after the lesson
* Special considerations will be given for the student with Down syndrome according to Down Syndrome Education International (DSE, 2012).
* Modifications can be made for the student with the physical disability References Alvermann, D., Gillis, V. & Phelps, S. (2013). Content area reading and literacy: Succeeding in today’s diverse classrooms. Upper Saddle River, NJ: Pearson.

Broun, L. T. (2004). Teaching students with autistic spectrum disorders to read: A visual approach. Retrieved from: http://www.tep.ucsd.edu/about/Courses/EDS382/General_Handouts/Autism--Teaching%20Reading.pdf

Council of Chief State Officers & National Governors Association (2010). Common Core State Standards. Retrieved from: http://tychousa5.umuc.edu/EDRS610/1209/9040/class.nsf/Menu?OpenFrameSet&Login

Down Syndrome Education International (2012). Down Syndrome Education Online: Retrieved from: http://www.down-syndrome.org/information/education/curriculum/?page=2

Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement (2nd ed.). Retrieved from: http://tychousa9.umuc.edu/EDRS610/1209/9040/class.nsf/Menu?OpenFrameSet&Login

Maryland State Standards: http://www.mdk12.org/share/hsvsc/source/VSC_english_hs.pdf

Miller, P. (2012). WebTycho conference Questions Cafe. Retrieved from: http://tychong.umuc.edu/tycho/EDRS/610/1209/9040/conference/launchconferencing.tycho

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Association for Supervision and Curriculum Development. Modified Homework Assignment
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