Hunger Games Curr. Guide
Uploaded by
MERVE TÜRKHunger Games Curr. Guide
Uploaded by
MERVE TÜRKLos
Angeles County Office of Education
Division of Student Programs
Summer Novel Study
Curriculum Guide
The Hunger Games
A Young Reader Medal Award Book
CDE Recommended Literature Selection for Grades 9-‐12:
http://www3.cde.ca.gov/reclitlist/displaytitle.aspx?pid=39634
Acknowledgements
Many
thanks
to
the
Summer
Novel
Planning
Committee
for
their
assistance
with
this
project:
Leslie
Zoroya
Donna
Van
Allen
Diana
Quirk
Norma
Van
Metre
Jackie
Brendlinger
Patricia
Scepan
Lola
Skelton
Debora
Gray
Talaya
Coleman
Dr.
Irene
Murray
“May
the
odds
be
ever
in
your
favor…..”
2
Los
Angeles
County
Office
of
Education
Division
of
Student
Programs
Summer
Novel
Study
Curriculum
Guide
Table
of
Contents
Novel
Overview……………………………………………………………………………
4
Themes
and
Essential
Questions…………………………………………….........
6
Project
Ideas………………………………………………………………………………..
7
Weekly
Overview…………………………………………………………………………
9
Calendar
of
Instructional
Days……………………………………………………..
10
Weekly
Lesson
Plan
Introduction………………………………………………....
12
Week
One
Lessons……………………………………………………….......................
14
Week
Two
Lessons………………………………………………………………………
38
Week
Three
Lessons…………………………………………………………………….
50
Week
Four
Lessons………………………………………………………………………
64
Week
Five
Lessons……………………………………………………………………….
75
Week
Six
Lessons
………………………………………………………………………..
88
Weeks
Seven
&
Eight……………………………………………………………………
99
Appendix
Common
Core
Standards
Matrix……………………………………………………
119
Chapter
Summaries……………………………………………………………………..
121
Modes
of
Reading…………………………………………………………………………
128
On-‐Going
Instructional
Strategies/Activities…………………………………
129
Transition
to
Session
B
Forms………………………………………………………
130
Project
Rubric……………………………………………………………………………...
133
The
Hunger
Games
Movie
Guide……………………………………………………
134
LACOE
Instructional
Video
Request
Form
……………………………………
137
3
The
Hunger
Games
Novel
Overview
Part
1:
The
Tributes
In
the
first
third
of
the
book,
we
are
introduced
to
our
protagonist,
Katniss
Everdeen.
Though
she's
only
a
teenager,
she's
a
tough
hunter
who
puts
food
on
her
family's
table.
Her
father
is
dead
and
she
lives
with
her
mother
and
sister
Prim
in
District
12
in
the
country
of
Panem.
She
hunts
with
a
guy
named
Gale
who
is
cute
and
might
even
have
a
thing
for
her,
but
who
knows?
Katniss
is
not
very
in
touch
with
her
mushy
side.
Every
year
the
Capitol
of
Panem
hosts
an
event
called
the
Hunger
Games
where
two
"tributes"
–
a
boy
and
a
girl
–
are
drafted
from
each
of
the
twelve
districts
to
be
brought
to
an
arena
and
fight
to
the
death.
(BTW,
back
in
the
day
the
word
"tribute"
referred
to
a
payment
to
a
ruler.)
Only
one
person
can
win.
This
is
to
remind
the
country
not
to
rebel
–
and
for
entertainment,
of
course.
This
year,
unfortunately,
Katniss’
little
sister
is
selected
for
the
Hunger
Games,
so
Katniss
volunteers
to
take
her
place.
Also
selected
is
Peeta
Mellark,
the
baker's
son,
who
maybe
has
a
teensy
tiny
crush
on
Katniss.
Maybe.
After
the
reaping
(that's
the
tribute
selection
process),
Katniss
and
Peeta
are
whisked
away
to
the
Capitol
to
prepare
for
the
Games
(and
primped
for
live
TV).
We
meet
their
support
team,
which
is
primarily
comprised
of
Haymitch
(a
former
Hunger
Games
winner
and
also
a
drunk),
Effie
(their
wrangler),
and
Cinna
and
Portia
(their
stylists).
During
the
opening
ceremonies,
Cinna
and
Portia
dress
Katniss
and
Peeta
in
flames
and
they
draw
much
attention
to
themselves.
During
training,
Katniss
reveals
her
archery
skills
to
the
Gamemakers
and
scores
an
amazing
11
out
of
12.
Peeta
gets
a
lower
score
and
asks
to
be
coached
separately.
Peeta
also
announces
in
an
interview
that
he
has
a
mega
crush
on
Katniss.
Is
this
all
just
a
strategy
to
gain
audience
support
and
sponsors?
Katniss
thinks
so,
but
it
works
well
for
her
too,
so
she
plays
along.
Part
2:
The
Games
At
last:
Let
the
Games
begin!
All
24
of
the
tributes
are
transported
to
the
arena
to
fight
it
out.
Katniss
is
on
her
own
at
first,
but
then
she
discovers
that
Peeta
has
teamed
up
with
the
Career
Tributes
–
the
strong
kids
from
the
rich
districts
in
Panem
who
actually
want
to
go
to
the
Hunger
Games.
They
eventually
corner
her
in
a
tree,
but
she
drops
a
tracker
jacker
nest
on
them
(that's
like
a
genetically
mutated
killer
wasp)
and
scores
a
bow
and
arrow
in
the
process.
After
this,
Katniss
teams
up
with
Rue,
a
tiny
girl
from
District
11
who
reminds
her
of
her
sister
Prim.
The
two
are
able
to
take
out
the
Career
Tributes'
food
supply,
which
totally
infuriates
their
leader,
Cato.
Also,
Peeta
doesn't
appear
to
be
teamed
up
with
them
anymore.
Where
is
he?
Wounded?
Unfortunately,
Rue
is
killed
around
this
time
by
one
of
the
Career
Tributes.
Katniss
honors
her
body
by
covering
it
in
flowers.
4
After
Rue's
death,
the
announcer,
wanting
to
bring
back
the
romance
story
between
Peeta
and
Katniss,
changes
the
rules
of
the
game:
two
people
from
a
single
district
can
now
win.
Before
she
can
stop
herself,
Katniss
calls
out
Peeta's
name.
Part
3:
The
Victor
Katniss
goes
hunting
for
Peeta
and
eventually
finds
him.
He
is
wounded
and
camouflaged
in
the
muddy
bank
of
a
stream.
She
nurses
him
back
to
health
and
realizes
that
by
playing
up
the
romance
angle,
they
can
get
gifts
from
sponsors.
Eventually,
Katniss
and
Peeta
must
face
off
with
Cato,
the
only
other
surviving
tribute,
but
before
that
they
are
all
pursued
by
wild
dogs
which
are
actually
genetically
mutated
killing
machines.
Finally,
Katniss
shoots
Cato
and
he
falls
into
the
pack.
They've
won,
right?
Wrong.
An
announcer
comes
back
on
and
says
the
rules
have
changed
back:
only
one
winner
allowed.
Katniss
and
Peeta
can't
kill
each
other,
so
they
make
a
show
of
taking
poisonous
berries
in
an
act
of
double
suicide.
Fortunately,
the
announcer
comes
back
on
before
they
can
kill
themselves,
and
says
that
they
win.
Woo-‐hoo!
They
defeated
the
Hunger
Games!
Or
wait…did
they?
Katniss
and
Peeta
keep
up
the
star-‐crossed
lovers
routine
for
the
post-‐games
reunion
and
interview,
knowing
that
this
is
the
only
way
to
keep
from
being
punished
by
the
Capitol
for
the
rebellious
trick
with
the
poisonous
berries.
Eventually
Katniss
figures
out
that
Peeta
really
is
in
love
with
her
–
he
wasn't
acting
at
all
–
and
he
figures
out
that
she
wasn't
ever
in
love
with
him.
Oops.
As
the
train
pulls
into
District
12,
they
put
on
a
happy
face
for
the
camera,
take
each
other's
hands
and
step
onto
the
platform.
5
The
Hunger
Games
Themes
and
Essential
Questions
Theme
1:
Dystopian
Society
Essential
Questions:
How
is
Panem
a
Dystopian
Society?
How
does
any
ruling
class
maintain
power?
What
is
my
role
and
impact
on
society?
Theme
2:
Survival
Essential
Questions:
How
can
using
individual
strengths
and/or
intelligence
help
someone
survive?
What
is
the
importance
of
alliances
to
survival?
Theme
3:
Violence
in
Reality
TV
Essential
Questions:
What
is
real
and
what
is
manipulation
in
reality
TV?
How
can
people
change
perceptions
in
order
to
win?
6
Project
Ideas
These
are
merely
suggestions.
Teachers
and
students
may
design
other
project
ideas.
Projects
can
be
done
individually,
in
pairs,
or
in
groups.
Project
work
should
begin
during
the
reading
of
the
novel
and
continue
through
to
the
presentation
date.
Create
your
own
dystopian
society.
Include
a
name
of
country,
map,
post-‐apocalyptic
back-‐
story,
ruling
class
description
(how
do
they
maintain
power?)
and
features
of
everyday
life.
Tribute
Poster
&
Paper:
Create
your
own
identity
as
a
tribute
in
the
Hunger
Games.
Draw
yourself
with
a
specified
outfit,
special
skills
and
characteristics
that
will
help
you
survive
the
games.
Write
a
paper
describing
your
identity
and
how
your
skills
will
enable
you
to
be
successful
in
the
Games.
Game
-‐
Create
a
game
based
on
the
novel.
It
can
be
a
board
game,
trivia
game
(like
Jeopardy,
using
PowerPoint/Keynote),or
video
game.
You
must
include
accurate
details
from
the
novel.
Rules
and
directions
must
be
included.
Brochure
-‐
Construct
a
tourist
brochure
for
one
of
the
following
locations
in
the
novel
(or
choose
your
own
location).
Your
objective
is
to
encourage
people
to
visit
this
place.
Be
as
accurate
as
possible
(though
you
may
add
details
that
may
not
have
been
disclosed
in
the
novel,
as
long
as
it
doesn’t
take
away
from
the
facts
in
the
story).
Make
sure
to
include:
• illustrations
that
accurately
depict
what
this
location
looks
like
• description
of
what
the
location
is
like
• reasons
why
people
should
choose
your
location
as
a
travel
destination
(you
can
be
sarcastic
or
do
this
as
a
parody,
if
you’d
like)
• locations
(or
choose
one
of
your
own):
District
12
The
Capitol
The
Arena
Scrapbook-
Create
a
scrapbook
that
represents
ten
major
events
in
your
book.
Use
a
page
or
more
to
depict
each
event,
and
also
use
one
quote/passage
from
the
book
to
depict
each
event
(for
a
total
of
ten
pages
and
ten
quotes).
On
each
page,
the
visual
material
should
highlight
the
plot,
characters,
setting,
theme,
and
significance
of
the
event.
You
should
be
prepared
to
present
a
clear
explanation
for
why
you
chose
each
image
and
which
theme
it
relates
to.
Survival
Guide
-‐
Pretend
you
are
Atala,
the
head
trainer
of
the
Games.
Create
a
survival
guide
for
the
tributes.
Using
accurate
information
from
the
novel,
you
must
include:
-‐A
list
of
supplies
(10
minimum)
and
the
benefits
of
each
one
-‐A
list
of
the
best
strategies
to
survive
the
Games
-‐Pictures
or
other
visual
aides
This
can
be
done
in
the
form
of
a
slideshow
presentation
or
a
brochure.
7
Song
or
Poem
-‐
Write
an
original
song
or
poem
inspired
by
The
Hunger
Games.
You
should
reference
themes,
events,
characters,
or
symbols.
Include
an
analysis
of
your
work
and
how
it
demonstrates
the
themes
in
the
novel.
Drama-‐Create
a
parody
of
the
story
&
write
a
script,
act
it
out(live)
or
videotape
the
performance
and
show
to
the
class.
Mock
Trial-‐
Write
a
mock
trial
in
which
the
Gamemakers
go
on
trial
for
what
they
have
done.
Act
out
the
trial.
Must
include
attorneys
for
both
prosecution
and
defense,
as
well
as
witnesses,
arguments
and
evidence
from
the
novel.
Propaganda
Study-‐
research
what
propaganda
is
and
how
it
is
used
in
society
to
further
a
cause
or
movement.
Prepare
a
report
and
create
propaganda
posters
for
the
Hunger
Games.
Research
Project-‐pertinent
topics/themes
in
the
novel
and
prepare
a
powerpoint
presentation.
Topics
could
include
world
hunger,
class
systems,
totalitarian
regimes,
etc…
Relate
what
you
have
learned
about
this
topic
to
what
you
learned
in
the
novel.
Facebook
Page:
Create
a
Facebook
profile
for
one
of
the
characters
in
the
novel.
Include
background
information,
interests,
posts,
and
reactions
to
posts
by
other
characters.
8
The
Hunger
Games
Weekly
Lesson
Overview
Calendar
of
Instructional
Days
Introduction
Week
One:
Building
Background
&
Intro
to
Novel
Chapters
1-‐4
Weekly
Assessment
Week
Two:
Chapters
5-‐9
Weekly
Assessment
Week
Three:
Chapters
10-‐14
Weekly
Assessment
Week
Four:
Chapters
15-‐19
Weekly
Assessment
Week
Five:
Chapters
20-‐24
Weekly
Assessment
Week
Six:
Chapters
25-‐27
Weekly
Assessment
Week
Seven:
Catch-‐up
and
review
Movie
Screenings
Project
work
Week
Eight:
Showcases
Final
Assessment
9
The Hunger Games Summer Novel Study
Days of Instruction
◄ June ~ July 2013 ~ August ►
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5 6
Week 1: Day 1 Day 2 Day 3 Holiday Day 4
Ch. 1-4
7 8 9 10 11 12 13
Week
2:
Day 5 Day 6 Day 7 Day 8 Day 9
Ch. 5-9
14 15 16 17 18 19 20
Week
3: Day 10 Day 11 Day 12 Day 13 Day 14
Ch. 10-14
21 22 23 24 25 26 27
Week
4: Day 15 Day 16 Day 17 Day 18 Day 19
Ch. 15-19
28 29 30 31 Notes:
Week
5: Day 20 Day 21 Day 22
Ch. 20-24
10
The Hunger Games Summer Novel Study
Days of Instruction
◄ July ~ August 2013 ~ September ►
Sun Mon Tue Wed Thu Fri Sat
1 2 3
Day 23 Day 24
4 5 6 7 8 9 10
Week
6:
Day 25 Day 26 Day 27 Day 28 Day 29
Ch. 25-27
11 12 13 14 15 16 17
Week
7:
Day 30 Day 31 Day 32 Day 33 Day 34
Assessment &
Projects
18 19 20 21 22 23 24
Week
8:
Day 35 Day 36 Day 37 Day 38 Day 39
Showcases
& Movie
25 26 27 28 29 30 31
Day 40 Official Start of
Semester 1:
2013-14 School Year
11
The Hunger Games
Weekly Lesson Overview
Introduction
*A note about mature content in this book:
It is recognized that there are images and content that may be disturbing to some readers in
this novel. Lessons were carefully designed with DSP teacher input and with full recognition of
the population served by DSP. It is precisely because of this particular group of students that
this novel was chosen. The themes are not only thought provoking, but also extremely relevant
to issues faced by incarcerated youth. This is an opportunity to safely and intelligently lead
discussions around issues students face every day.
The lessons connected to the reading of the novel were designed to span an approximate six-‐
week period of time. This is to allow flexible time for reading, completing assignments and to
allow students to focus on on-‐going projects connected to the themes in the novel.
Lesson plans are organized by week. They are numbered and indicate pages to be read and
accompanying handouts for instruction. These lessons are guides. Feel free to add or expand as
necessary to meet the needs of your students. However, common core standards have been
aligned to each lesson and lead to culminating weekly assessments. So if lessons are altered, be
certain to maintain focus on pre-‐determined standards for that week, in order to prepare
students for assessments.
Student work should be collected for the entire unit in folders that are housed in the classroom
and brought out each day. Because this is a novel study, it is vital to allow students the
opportunity to collect all work and refer constantly to notes and project work. This will also
assist the Session B teacher in determining where students are at in the process. (See Session B
Transition Notes below)
There are graphic organizers that carry through the entire eight-‐week unit. For example,
students will be analyzing character development over the course of the novel and will need to
update character graphic organizers daily in order to keep track of new learnings about each
character. Other graphic organizers that may carry through include identifying key symbols,
tracking themes, personal vocabulary journals and class word walls, etc…..
Detailed lessons span the first six weeks. That leaves two weeks of summer session B for
teachers to do any of the following (many of which are detailed and prepared for you in the
Appendix):
1. Get caught up and finish the novel/lesson if you have fallen behind
2. Complete novel projects and prepare and deliver a schoolwide showcase of the Summer
Novel Projects in each classroom.
3. Pull in related articles and resources related to novel themes such as articles on hunger,
survival, or reality TV.
4. Watch the movie version and using the movie guide, hold a debate on the virtues of the
book vs. the movie.
12
Summer Session B Transition Notes
The teacher in Session A will begin the novel and the selection of the culminating projects, and
work through the lessons up to the end of week four. This teacher will be responsible for
leaving the following information for the new teacher in Session B: (forms are provided on
p.130)
1. Detailed notes on where in the novel they are in each class period and which lessons they
have completed.
2. All student folders with novel work to date.
3. Status on each student’s final project
Achieve 3000 Connections
For sites that are using the Achieve 3000 program, specific articles that align to the themes
have been pulled and organized into the admin side of the program. These articles can be used
to support Reading for Information Common Core Standards and are available for use anytime
throughout the summer.
13
The
Hunger
Games
Week
One
Lessons:
Building
Background
&
Introduction
to
Novel
Chapters
1-‐4
Weekly
Assessment
14
Week 1-Day 1 Ch1. p.3-20
Learning Objective: SDAIE Strategies:
Students will demonstrate an understanding Visuals-map
of Dystopian societies. Character Notes
Language Objective: Personal Word journals
Introduce and practice new vocabulary Oral Discussion
related to novel and use to write responses to
complete essential questions based on text. Length of Lesson:
1 class period
Evidence of Learning: Common Core Standards:
Student work product, completed map RL 10.1, 12.1; 10.10, 12.10
handout, oral discussions and observations, SL 10.4, 12.4
Ch.1 assessment W 10.9, 12.9
L 10.4, 10.5, 10.6, 12.4, 12.5, 12.6
Materials Needed: Key Academic Vocabulary:
Novel, student folders Reaping, tesserae, Panem, Capitol
Handouts 1-‐Map of Panem
Handout2-‐Graphic Org on Dystopian Society
Handout 3-‐Themes and Essential Questions
Handout 4-‐ Personal Word Journal
Handout 5-‐Ch. 1 Quiz
Anticipatory Set: (Prereading)
1. Distribute Map of Panem (Handout 1) -‐Identify District 12 and the Capitol. Point out
that North America has changed and many places are under water.
2. Give Handout 2-‐review the definition of a Dystopian Society
Direct Instruction: (During Reading)
1. Read Ch. 1 p. 3-‐20, stopping every few paragraphs to check for understanding. As you read,
stop when the terms reaping and tesserae appear and have students add these terms to their
Personal Word Journals (Handout 4)
2. Distribute Handout 3: Themes and Essential Questions: Review each theme and set of
questions. Tell students these are the three ideas we will be focusing on through the whole
novel.
Guided Practice: (During Reading)
Revisit Handout 2 and complete any information on Dystopian Societies that was learned in
Ch.1. Do a few examples together then students can work in pairs.
Closure: (Post Reading)
Review Dystopian society, handout #2:Have each student share one feature of a dystopian
society
Independent Practice/Assessment:
If time allows, have students complete the CH. 1 Quiz and review as a class.
Differentiation for ELL, Students w/ Disabilities
Visuals, Show power point on Dystopian vs. Utopian societies
Graphic Organizers: Map of North America, Allow students to work in pairs and discuss
answers.
15
Week 1 Handout 1 !""#$%$$&'()*"+$%$,(-./0*$%$$
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16
Week 1: Handout 2
Ch. 1
Essential Question: How is Panem a dystopian society?
Read each descriptor of a dystopian society and find textual evidence that supports it in The
Hunger Games. Cite specific examples and page numbers.
Dystopia
A dystopia is a community or society, usually fictional, that is in some important way
undesirable or frightening.
Pressure to Conform Urban Setting Isolation of Characters
Totalitarian Government Hero Questions Society Backstory of War, Revolution,
Destruction
17
Week 1: Handout 3
Ch.1
The Hunger Games
Themes and Essential Questions
Theme 1: Dystopian Society
Essential Questions:
How is Panem a Dystopian Society?
How does any ruling class maintain power?
What is my role and impact on society?
Theme 2: Survival
Essential Questions:
How can using individual strengths and/or intelligence help someone survive?
What is the importance of alliances to survival?
Theme 3: Violence in Reality TV
Essential Questions:
What is real and what is manipulation in reality TV?
How can people change perceptions in order to win?
18
Week 1: Handout 4
Ch.1
Personal Word Journal
Keep track of key academic vocabulary and other words of interest from the novel.
Word Definition Example
19
Word Definition Example
20
Week 1: Handout 5
Ch. 1 Quiz
Short Constructed Response
1. Describe District 12.
2. What illegal activity does Katniss participate in? Why does she do this?
3.Describe the relationship between Gale and Katniss. Why do you think the author is
discussing this relationship so much at the beginning?
4. What is reaping? Why do you think the Capital calls it this? Why is this ironic?
5. What is a Dystopian Society? Cite evidence from the text that demonstrates a feature of a
dystopian society.
21
Week 1 Day 2 Ch. 2 p.21-33
Learning Objective: SDAIE Strategies:
Students will understand and identify the use Character Notes
of symbolism within the literary text Symbolism Graphic Organizer
Language Objective: Partner Work
Introduce new vocabulary terms and concepts Oral Discussion
related to novel and use of symbolism and Length of Lesson:
their meanings. 1 class period
Evidence of Learning: Common Core Standards:
Student work product, oral discussions and RL 10.1, 12.1; 10.3, 12.3; 10.10, 12.10
observations SL 10.1, 12.1
W 10.9, 12.9
L 10.4, 10.5, 10.6, 12.4, 12.5, 12.6
Materials Needed: Key Academic Vocabulary:
Word Journals Lottery/Odds, Taunting, Mesmerized, Tribute
Handout 6:Character Notes:Katniss Opportunity, Sacrifice, Peacekeepers
Handout 7: Character Notes :Peeta
Handout 8: Minor Characters Study Guide
Handout 9: Symbolism Graphic Organizer
Handout 10: Chapter 2 Quiz
Anticipatory Set: (Prereading)
1. Recap Ch. 1 from yesterday.
2. Opening Discussion: (Refer to poster theme) What is the meaning of survival? What
do you think of? How can using individual strengths and intelligence help someone
survive?
Direct Instruction: (During Reading)
1. Read Ch.2: As key vocabulary arises, stop to clarify and add to word journals.
Guided Practice: (During Reading)
1. Distribute Character Notes on Peeta and Katniss and complete new information and
significance of that information for each character.
2. Distribute Minor Characters Study Guide and complete attributes and relevance to
Katniss
Closure: (Post Reading)
Begin idea of symbols in the story. Distribute Handout 9 on Symbols. Review recurring
symbols:
Dandelion (p32)
Fire-‐burnt offerings (p.31)
The Hob p.28
3-‐finger Salute p.24
Independent Practice/Assessment:
Ch. 2 Quiz: Students will work in partners to answer 5 questions. Debrief as a class.
Differentiation for ELL, Students w/ Disabilities:
Visuals, Show power point Dystopian vs. Utopian societies
Graphic Organizers: Map of North America, character development, essential question (if
necessary) assessment questions
22
Week 1: Handout 6
Character Notes: Katniss Everdeen
Chapter New Information about Katniss Significance
1
2
3
4
5
6
7
8
9
23
Chapter New Information about Katniss Significance
10
11
12
13
14
15
16
17
18
24
Chapter
New
Information
about
Katniss
Significance
19
20
21
22
23
24
25
26
27
25
Week 1: Handout 7
Character Notes: Peeta Mallark
Chapter New Information about Peeta Significance
1
2
3
4
5
6
7
8
9
26
Chapter
New
Information
about
Peeta
Significance
10
11
12
13
14
15
16
17
18
27
Chapter
New
Information
about
Peeta
Significance
19
20
21
22
23
24
25
26
27
28
Week 1: Handout 8
Minor Characters Study Guide
Character Attributes Connections and relevance to Katniss
Gale
Prim
Mother
Father
Madge
Avox
Haymitch
Cinna
Effie
Rue
Foxface
Thresh
Cato
29
Clove
Glimmer
Marvel
30
Week 1: Handout 9
Symbols in The Hunger Games
Symbol Occurrence Textual Evidence Significance
Mockingjay
Bow and arrow
Fire
Dandelion
Cornucopia
Cannons
Moon
31
Week 1: Handout 10
Ch. 2 Quiz
Short Constructed Response.
You may use the book or your notes.
1. How does Katniss save her sister from the reaping?
2. Describe Peeta. What kind of person is Peeta so far? What evidence from the book
illustrates these traits?
3. What evidence in this chapter might suggest Peeta is an abused child?
32
Week 1 Day 3: Ch.3 p.34-47
Learning Objective: SDAIE Strategies:
Students will identify additional attributes of Oral debrief on characters
a Dystopian Society and how it controls the Sentence starters
population.
Language Objective: Length of Lesson:
Students will write examples of how irony 1 class period
and imagery illustrate examples of the
elements of a dystopian society.
Evidence of Learning: Common Core Standards:
Students work product, completed handouts, RL 10.1, 12.1; 10.2,12.2; 10.3, 12.3; 10.10,
assessment questions and observations. 12.6, 12.10
SL 10.1, 12.1
W 10.9, 12.9
L 10.4, 10.5, 10.6, 12.4, 12.5, 12.6
Materials Needed: Key Academic Vocabulary:
Character Notes Graphic Organizers Irony, justice, Peacekeepers, Apothecary,
(Handouts 6,7,8) Mercifully
Handout on Dystopian Societies (Handout 2) Imagery: Camera-‐ Insect like
Handout 11: Imagery & Irony
Anticipatory Set: (Prereading)
1. Recap Ch. 2: what were the major events?
2. Quick run-‐down on all of the characters-‐what do we know about each one so far?
(Refer to character notes graphic org)
Direct Instruction: (During Reading)
Read Ch.3 –p. 34-47 Set the purpose for reading: As you read look for examples of elements of
dystopian societies. Pay attention to the author’s use of imagery and irony to describe these.
(refer to definitions on Handout 11)
Stop after the first sentence to discuss: Why does Katniss say they are “taken into custody?”
Guided Practice: (During Reading)
After reading, students will return to the graphic organizer on Dystopian Societies: fill in new
information about each element. Provide sentence starters if needed. Work as a class or have
students work in pairs.
Review together, checking that all students have the information.
Closure: (Post Reading)
Refer to Handout 6. Review the first example on Peacekeepers. Do the second one together and
Allow students to do the last two on their own. Debrief as a class.
Independent Practice/Assessment:
Chapter 3 Quiz:
Differentiation for ELL, Students w/ Disabilities
Visuals, Show power point Dystopian vs. Utopian societies
Graphic Organizers: Map of North America, character development, essential question (if
necessary) assessment questions
*if available-‐ show clips of Katniss being taken into custody or features of Panem as a Dystopia
from the movie.
33
Week 1: Handout 11
Ch.3
Irony= the use of word to convey the opposite of their literal meaning.
Ex: It’s ironic that a large dog is named Tiny.
Imagery= descriptive writing that creates a vivid mental picture.
How does it relate to
Word or Phrase Irony or imagery? Why? elements of a dystopian
society?
Irony-‐they are essentially It is part of the control the
Peacekeepers p.34 military police, who are used government uses to keep the
to control and suppress people in line.
people.
“The station is swarming
with insect-‐like cameras
trained directly on my face.”
p.40
“We have to stand for a few
minutes in the doorway of
the train while the cameras
gobble up our images, then
we are allowed inside and
the doors close mercifully
behind us.” p.41
“The peacekeepers march us
through the front door of the
justice building……p.34
….conducted to a room and
left alone-‐it’s the richest
place I’ve ever been in, with
deep rich carpets and …”
p34
34
Week
1:
Handout
12
Ch.
3
quiz
Directions:
Fill
out
answers
to
questions
completely
with
a
partner
using
the
text
(page
numbers
are
helpful)
1.
What
instructions
does
Katniss
leave
for
her
mother?
2.
What
act
of
kindness
does
Peeta’s
dad
show
to
Katniss?
How
do
you
think
this
man
might
have
influenced
his
son?
3.
Why
do
you
think
the
Capital
changes
the
location
of
the
games?
35
Week 1 Day 4: Ch.4 p.48-60
Learning Objective: SDAIE Strategies:
Students will identify events that illustrate Character Notes
Katniss’ survival skills. Use of notes on assessment
Language Objective:
Students will orally share the major events of Length of Lesson:
Ch1-‐4, as well as Katniss’ survival skills. 1 class period
Evidence of Learning: Common Core Standards:
Ch. 4 Assessment RL 10.1, 12.1; 10.2, 12.2; 10.3,12.3; 10.10,
12.6, 12.10
SL 10.4, 12.4
W 10.9, 12.9
L 10.4, 10.5, 10.6, 12.4, 12.5, 12.6
Materials Needed: Key Academic Vocabulary:
Novel, paper and pencil, previous days Opulence, deteriorate, obscenities,
handouts, indulgences, Cornucopia
Handout 13: Ch.4 Assessment
Anticipatory Set: (Prereading)
1. Recap yesterday’s reading-‐what were the key events? Share orally.
2. Refer to Theme of Survival (refer to poster on the wall)
3. Purpose for Reading: As we read ch. 4 we will look for Katniss’s survival skills
Direct Instruction: (During Reading)
Read. Ch. 4
Guided Practice: (During Reading)
Add to the character notes on Katniss: focusing on the many survival skills she possesses-‐
hunter-‐gatherer (p.50), trader (p.52), stoic-‐shut off emotions (p.53), weaponry (p.57)
Also add her self-‐sacrificing nature for her family.
Closure: (Post Reading)
Refer to all handouts and update character notes, symbols graphic organizer, map of Panem.
Independent Practice/Assessment:
Ch. 4 Assessment: Handout 13
Finish any incomplete work or chapter quizzes. Debrief answers as a class.
Differentiation for ELL, Students w/ Disabilities
Visuals, Graphic Organizers: Map of Panem, character notes, essential questions, assessment
questions
36
Week 1: Handout 13
Ch. 4 Quiz
Directions: Fill out answers to questions completely using the text (page numbers are
helpful)
1. Do you think Haymitch will be helpful as a mentor? Why or Why not?
2. What does Katniss mean when she says; ”A kind Peeta Mellark is far more dangerous to
me than an unkind one.”
3. What happens to convince Haymitch that Peeta and Katniss might be fighters?
4. “May the odds be ever in your favor.” How does Katniss’s survival skill work in her
favor against a society’s quest for entertainment?
37
Week
Two
Lessons:
Chapters
5-‐9
Weekly
Assessment
38
Week 2: Day 5 Ch.5 p. 61-72
Learning Objective: SDAIE Strategies:
Students will be able to understand the Pair-Share
preparation of the Tributes as they receive Partner reading
makeovers and relate it to the themes of Audio of novel
Dystopian Society and Survival.
Language Objective: Length of Lesson:
Students will read aloud in pairs, I class period
summarizing as they go.
Evidence of Learning: Common Core Standards:
Completed graphic organizer (Handout 1) RL 10.1,12.1, 10.2,12.2
SL 10.1.,12.1
W 10.9 10.10, 12.9, 12.10
L 10.4, 12.4, 10.6,12.6
Materials Needed: Key Academic Vocabulary:
Handout 1: Makeover for Survival? grandeur, complementary, tangible,
flamboyant,
Anticipatory Set:
Opening discussion: If you had three days to prepare for the Games, what would you
do?
Purpose for Reading: Watch for ways that Katniss is prepared for The Games.
Direct Instruction: (During Reading)
Read Ch 5 p. 61-‐72. Use partner reading or Audio to follow along, pausing to summarize every
few paragraphs.
Guided Practice:
Refer to Handout 1: Makeover for Survival? Model Step 1 together, filling in needed
information.
Do the next step together, then allow students to work in pairs to complete the boxes.
Direct students to the two remaining questions: discuss as a class and complete answers.
Closure/Independent Practice: (Post Reading)
Add to Character Notes: Katniss, Minor Characters, Map of Panem, personal word
journals/word walls
Differentiation for ELL students and/or students with disabilities
Teacher can work with a small group on the organizer.
39
Week 2: Handout 1
Ch. 5
Makeover for Survival?
Identify the steps in the physical makeover that Katniss goes through in the Remake Center.
What do they do to her to get her “ready” for the games?
Steps Evidence from Text Relation to theme of Dystopian
(quote and page #) Society or Survival? Why?
Hair removal Dystopian:They believe in a certain
style of perfection.
Read each quote and tell how it relates to the theme of survival and/or Reality TV:
1. “Cinna has given me a great advantage. No one will forget me. Not my look, not my
name. Katniss. The girl who was on fire.” (p.70)
2. “A warning bell goes off in my head. Don’t be so stupid. Peeta is planning how to kill
you, I remind myself. He is luring you in to make you easy prey. The more likeable he is,
the more deadly he is. But because two can play at this game, I stand on tiptoe and kiss
his cheek….” (p.72)
40
Week
2:
Day
6:
Ch.
6
p.73-85
Learning
Objective:
SDAIE
Strategies:
Students
will
be
able
to
compare
and
contrast
Partner
work
life
in
the
Capitol
to
life
in
the
Districts.
Venn
Diagram
Students
will
identify
an
Avox
and
their
purpose
a
Dystopian
Society.
Length
of
Lesson:
Language
Objective:
1
class
period
Students
will
work
in
pairs
to
describe
life
in
both
places.
Evidence
of
Learning:
Common
Core
Standards:
Completed
Venn
Diagram
and
short
RL
10.1,12.1,
10.10,
12.10
constructed
response
items.
W
10.1,12.1
SL
10.1,12.1;
10.3,12.3
10.4,
12.4
L
10.1,
12.1,
10.2,12.2;
10.6,12.6
Materials
Needed:
Key
Academic
Vocabulary:
Handout
2:
Venn
Diagram
Complimentary,
tangible,
barbarism,
adversaries
Anticipatory
Set:
Recap
Ch.
5:
orally
share
major
events
from
yesterday
Set
a
Purpose
for
Reading:
Find
examples
of
how
life
in
the
Capitol
compares
to
life
in
the
Districts.
Direct
Instruction:
(During
Reading)
Read
Chapter
6
aloud,
pausing
to
check
for
understanding
and
summarize/clarify
events.
Guided
Practice:
In
pairs,
cite
examples
of
life
in
both
the
Capitol
and
the
Districts
on
Handout
2.
Then
discuss
the
three
questions
regarding
the
Avox
and
write
responses.
Closure/Independent
Practice:
(Post
Reading)
Debate
Question
3:
Should
Katniss
have
intervened?
Divide
the
class
in
two
and
have
each
side
give
rationale.
Differentiation
for
ELL
students
and/or
students
with
disabilities
Provide
examples
for
the
Venn
Diagram.
Provide
sentence
starters
for
each
constructed
response.
41
Week 2: Handout 2
Day 6
Ch. 6 p. 73-‐85
Venn Diagram: Compare and contrast life in the Capitol to life in the Districts.
Life in the Capitol Life in the Districts
1. What
is
an
Avox?
(p.77)
2. How
does
an
Avox
fit
into
Dystopian
Society?
What
is
their
purpose?
3. Should
Katniss
have
intervened
when
the
girl
was
taken
by
the
hovercraft?
Why
or
Why
not?
42
Week 2: Day 7- Ch. 7 p.86-102
Learning Objective: SDAIE Strategies:
Students will determine ways in which Oral Debrief
Katniss has rebelled as a tribute and if this has Sentence Starters
helped her or hurt her with the Gamemakers.
Language Objective: Length of Lesson:
Students will orally share quickwrite 1 class period
responses
Evidence of Learning: Common Core Standards:
Student will write an argument regarding the RL 10.1,12.1, 10.3,12.3
question of whether Katniss’ rebellion has W 10.1, 12.1
helped her or hurt her as a tribute. SL 10.1, 12.1
L 10.1, 12.1; 10.2.12.2
Materials Needed: Key Academic Vocabulary:
Handout 3: Quickwrite & Ch.8 Questions Deluged, amiable, exertion
Anticipatory Set:
Recap Ch. 6 from yesterday: What were the major events?
Quickwrite-‐Handout 3: How do teenagers typically rebel against authority? Give examples.
Debrief responses whole group.
Ask: What skills might be necessary for Katniss& Peeta to learn in the arena?
Purpose for Reading: Look for ways in which Katniss rebels in the Training Center.
Direct Instruction: (During Reading)
Read Ch. 7
Write an argument for the question: Has her rebellion helped her or hurt her as a Tribute?
Take a position and justify your response with evidence from the text.
Guided Practice:
Provide a sentence starter for each position if students need help getting started.
Closure/Independent Practice: (Post Reading)
Complete new learnings about Peeta, katniss, minor characters on character study. Add to
personal word journals and word wall.
Differentiation for ELL students and/or students with disabilities
Work with a small group on the same position. Write it together.
43
Week
2:Handout
3
Day
7,
Ch.7
Quickwrite:
How
do
teenagers
typically
rebel
against
authority?
Give
examples.
Chapter
8
How
has
Katniss
rebelled
since
arriving
at
the
training
center?
Has
her
rebellion
helped
her
or
hurt
her
as
a
Tribute?
Take
a
position
and
justify
your
response
with
evidence
from
the
text.
44
Week 2: Day 8: Ch. 8 p.103-113, Ch 9. p-114-138
Learning Objective: SDAIE Strategies:
Students will learn new information about Graphic organizers on each character
Katniss, Peeta and the minor characters. oral debriefs
Students will understand how people try to
alter perceptions of themselves in order to Length of Lesson:
win. I class period
Language Objective:
Oral debrief of character learnings.
Evidence of Learning: Common Core Standards:
Students will cite textual evidence relating to RL 10.1,12.1; 10.2, 12.2; 10.3, 12.3
theme 3 and justify responses. W 10.9, 12.9; 10.10, 12.10
SL 10.1, 12.1;
L 10.1, 12.1; 10.2, 12.2; 10.6, 12.6
Materials Needed: Key Academic Vocabulary:
Character Notes-‐Katniss,Peeta, Minor Reprieve, reproach, unrequited
Characters
Handout 4:Perceptions
Anticipatory Set:
Recap yesterday’s reading of Ch. 7: What were the major events?
Purpose for reading: As we read CH. 8 & 9-‐ pay attention to new character information on
Katniss, Peeta and the minor characters.
Direct Instruction: (During Reading)
Read Ch. 8- Stop in places where we see evidence of character development
Go back to the character notes on Katniss, Peeta and the minor characters: complete new
learnings
Begin Reading Ch. 9 P. 114-‐122: look for ways in which Katniss is encouraged to alter the
perceptions of herself in order to win.
Guided Practice:
If time permits-‐begin handout 4-‐completing how each quote represents the essential question
of theme 3.
Closure/Independent Practice: (Post Reading)
Debrief learnings about each character, ensuring that all students have updated Character
Notes.
Differentiation for ELL students and/or students with disabilities
Teacher can work with a small group .
45
Week 2: Handout 4: Perceptions
Day 8, Ch.9
Respond to quotes in Chapter Nine that demonstrate Theme 3: Violence in Reality TV-‐Essential
Question 1, as it relates to the idea of how people try to change perceptions about themselves
in order to win:
Evidence from the Text How this represents Theme 3
“Just remember, Katniss, you want
the audience to like you…” Effie is trying to make Katniss act differently
“They’re betting on how long I’ll so that she appears likeable. Effie is so used to
live!” I burst out. “They’re not my being fake and playing the game that the
friends!” Capitol forces people to play in order to
“Well try and pretend!” snaps Effie. survive, that she doesn’t even think twice
Then she composes herself and about it. Pretending is second nature to her
beams at me.”See, like this....” now.
(p.115)
“ “I’m trying to figure out what to do
with you,” he says. “How we’re going
to present you. Are you going to be
charming? Aloof? Fierce….The
impression you make tomorrow will
decide what I can get you in terms of
sponsors,” says Haymitch. (p.116)
46
Week 2 Day 9: Ch-5-9 Assessment, Catch-up and Projects
Learning Objective: SDAIE Strategies:
Students will synthesize information from the Students will use graphic organizers and notes
book so far. Students will select a project. on the assessment
Language Objective:
Students will demonstrate understanding of Length of Lesson:
the themes and characters through written 1 class period
assessment.
Evidence of Learning: Common Core Standards:
Assessment on Ch 5-‐9 W 10.2, 12.2
Project Contract SL 10.4, 12.4
L 10.1,12.1, 10.2, 12,2, 10.6, 12.6,
Materials Needed: Key Academic Vocabulary:
Handout 5: Assessment
Handout 6: Project Contract
Project Options & Rubric (Appendix)
Anticipatory Set:
1. Finish reading Ch. 9: p. 123-‐130
Direct Instruction: (During Reading)
1. Review Ch. 1-‐9: Discuss: What do we know so far about Panem, Katniss, Peeta and the
minor characters
2. Have students organize all notes for use in the assessment.
Guided Practice:
1. Distribute the assessment for chapters 5-‐9. Students may use any and all notes or the book.
Closure/Independent Practice: (Post Reading)
When all students have completed the assessment-‐ refer to handout 6: Project Contract
Review project options (from Curriculum Guide, p. 7-‐8) and project scoring rubric (p. 133)
Each student decides on a project and completes the contract.
Differentiation for ELL students and/or students with disabilities
Teachers can assist students in selecting projects.
47
Week 2 Assessment: Handout 5
Chapters 5-‐9
Extended Constructed Response
1. How is Panem a Dystopian Society so far? Describe how it looks, how it’s citizens act,
what they value and how they control the districts.
2. What survival skills does Katniss have? Describe her specific skill set in both
intelligence and physical abilities.
48
Week 2: Handout 6
The Hunger Games Project Contract:
Name Project Due:
Group #
Are you working alone or with a partner? (Name your partner if applicable)
Describe your project:
What elements are required? What visuals will you present to the
class or at the showcase?
How will you make your project Which theme and essential question
interesting to others? will your project relate to?
49
Week
Three
Lessons:
Chapters
10-‐14
Weekly
Assessment
50
Week 3: Day 10- Ch. 10 p. 133-147
Learning Objective: SDAIE Strategies:
Students will be able to recognize the Graphic organizer
continuing character development between Partner work
Katniss and Peeta. Class debrief
Language Objective:
Students will share ideas with the class. Length of Lesson:
1 class period
Evidence of Learning: Common Core Standards:
Students will cite evidence on graphic RL 10.1,12.1; 10.3, 10.4, 12.4
organizers. W 10.9, 12.9;10. 10, 12.10
SL 10.1,12.1, 10.4, 12.4; 10.6, 12.6
L 10.2, 12.2
Materials Needed: Key Academic Vocabulary:
HG book, folders, Catacombs, Stockyard
Handout 1: Quickwrite Lunatic , characterization
symbol chart, character notes for Katniss and
Peeta, word journal
Anticipatory Set: (Prereading)
Quickwrite- Handout 1: Name 3 things you know about dystopian societies and 3 questions
you still have.
Debrief: Students then share out one idea or question.
Set Purpose for Reading: watch for how Katniss and Peeta’s relationship develops
Direct Instruction: (During Reading)
Read Ch. 10.
(Optional activity) Conduct a reader’s theater with the conversation Katniss and Peeta have on
the rooftop on pages 141-‐142.
Guided Practice: (During Reading)
Refer back to Handout 1 –students will work in pairs to address the set of short constructed
response questions.
Closure: (Post Reading)
Students will add new information to character notes for Peeta and Katniss
Independent Practice/Assessment:
Students will write an extended constructed response:
In a dystopian society there is pressure to conform. Peeta doesn’t want the Capitol to change
him into a monster during the games. Is this a form of rebellion? Do people have to turn into a
monster when they change?
If time, students can work on projects.
Differentiation for ELL, Students w/ Disabilities
Scaffold writing (ei: sentence starters), check for understanding
51
Week 3: Handout 1
Ch. 10
Quickwrite:
3 Things I know about 3 Questions I have about
a Dystopian Society a Dystopian Society
Short Constructed Response
What is the purpose of the tracker? How does it tie into the theme of a Dystopian Society?
Page 144 refers the Launch Room as a stockyard, which is where animals go before they are
slaughtered. How is this reference appropriate at this point in the book?
Extended Constructed Response
In a dystopian society there is pressure to conform. Peeta doesn’t want the Capitol to change
him into a monster during the games. Is this a form of rebellion? Do people have to turn into a
monster when they change? Cite textual evidence to justify your responses.
52
Week 3: Day 11- Ch. 11 p. 148-160
Learning Objective: SDAIE Strategies:
Students will determine how key events relate Frayer Model
to the themes in the story. Oral Debrief
Students will note how the author shows the
passage of time. Length of Lesson:
Students will state their opinions of the 1 class period
importance of alliances for survival.
Language Objective:
Students will orally present key events and
theme connections.
Evidence of Learning: Common Core Standards:
Completion of Frayer Model worksheet RL 10.1, 12.1; 10.2, 12.2, 10.5, 12.5
Cite evidence on graphic organizers W 10.9, 12.9; 10.10, 12.10
SL 10.1, 12.1
L 10.1, 12.1; 10.2, 12.2, 10.4,12.4
Materials Needed: Key Academic Vocabulary:
Handout 2: Event/Theme Connections Cornucopia
Handout 3: Frayer Model worksheet, Alliance
Handout 4: Time Manipulation Ludicrous
folders, HG book,
Anticipatory Set: (Prereading)
Briefly review last chapter.
Review vocabulary cornucopia and alliance, add to word wall or word journal
Frayer Model Worksheet: Students will fill out the Frayer Model worksheet for the word
‘ludicrous’.
Direct Instruction: (During Reading)
Purpose for reading: Look for events that connect to the themes. Model how to identify key
events on Handout 2 and connect them to theme.
Guided Practice: (During Reading)
Students will work in partners to add more key events to Handout 2.
Closure: (Post Reading)
If time permits, students can work on Handout 4: Time Manipulation. This can be done whole
class or in groups.
Independent Practice/Assessment:Using the Map of Panem, students can keep track of the
eliminated tributes –who is left?
Differentiation for ELL, Students w/ Disabilities
Scaffold writing (eg: sentence starters), check for understanding.
53
Week 3: Handout 2
Ch. 11
Identify events from the novel that connect to any of the themes. Note the page number,
synthesize or summarize the event and explain how it connects to a theme.
Page Number Event Connection to Theme
152 Day 1 is one of Violence in Reality TV: There will be many
the heaviest deaths on the first day, which would be good
betting days of for viewers and ratings. After the first day and
the games. the group is thinned down, the betting odds
will get closer together.
155-‐156 Katniss describes
picking a good
tree, climbing it,
and securing
herself.
156 The author
describes the end
of the first day
with the anthem
and the death
recap
54
Week 3 Handout 3: Frayer Model
Ch. 11
Definition Facts
Word/Concept
ludicrous
Examples Non-
55
examples
Week
3
Handout
4
Ch.
11
How
does
the
author
indicate
how
time
is
passing
by?
Is
the
passing
of
time
realistic
or
is
it
a
manipulation
of
time
by
the
Gamemakers?
Passage
of
Time
Quote
and
page
number
Realistic
or
Manipulation?
(How
do
you
know?)
What
does
the
following
quote
tell
us
about
Katniss?
“Maybe
it’s
better,
if
he’s
gone
already.
He
had
no
confidence
he
could
win.
And
I
will
not
end
up
with
the
unpleasant
task
of
killing
him.
Maybe
it’s
better
if
he’s
out
of
this
for
good.”
Quick
Write:
How
do
alliances
aid
in
survival?
Do
you
believe
Peeta
is
really
in
love
with
Katniss
or
is
it
a
strategy?
56
Week 3: Day 12- Ch. 12 p. 161-171
Learning Objective: SDAIE Strategies:
Students will analyze Katniss as a tribute Graphic organizers
versus the Careers. Students will identify Partner debriefs
foreshadowing in the story.
Length of Lesson:
Language Objective: 1 class period
Students will debrief ideas whole class and
work in partners.
Evidence of Learning: Common Core Standards:
Cite evidence on graphic organizers RL 10.2, 12.2; 10.3,12.3; 10.5, 12.5; 12.4
List Katniss’ survival evidence W 10.1, 12.1; 10.2,12.2; 10.6, 12.6
SL 10.1, 12.1
L 10.1, 12.1; 10.2,12.2; 10.6, 12.6
Materials Needed: Key Academic Vocabulary:
Minor character chart, Katniss and Peeta Ludicrous
character notes, HG Book, folders Alliance
Handout 5:Katniss as a Tribute Lapdog
Foreshadowing
Anticipatory Set: (Prereading)
Recap yesterday’s reading of Ch. 11: What were the major events?
Purpose for reading: How does Katniss stack up against the Career Tributes?
Direct Instruction: (During Reading)
Read Ch. 12
Refer to Handout 5. Discuss Question 1-‐Why is Peeta with the Careers? Is this a real alliance?
Guided Practice: (During Reading)
Partner Work: Answer the rest of the questions on Handout 5.
Give student the definition of foreshadowing: An advance sign or warning of what is to come in
the future.
Refer students to the last sentence on page 171. Ask students to find additional passages
earlier in the chapter that could foreshadow this event.
(page 164 where Katniss wished for fire, and then returns to the camp of the dead tribute.)
Closure: (Post Reading)
Add new information to major and minor characters chart, complete personal word
journals,word walls,
Independent Practice/Assessment:
Work on projects.
Differentiation for ELL, Students w/ Disabilities
Scaffold writing (i.e.: sentence starters), check for understanding
57
Week 3: Handout 5 : Katniss as a Tribute
Ch. 12
Why is Peeta traveling with the Careers? Is it a real alliance or a manipulation on his part?
How does Katniss stack up as a tribute in relation to the Careers? In what ways is she better
than they are?
List the skills Katniss uses for survival. Describe how each skill benefits her.
Skills Katniss uses for survival How they are a benefit to her
How might the reference to the berries be a foreshadow to events yet to happen?
58
Week 3: Day 13- Ch. 13 p. 172-184
Learning Objective: SDAIE Strategies:
Students will find examples of manipulation in Note-template
the text. Partner work
Students will note any additional references Oral Class Debrief
to the symbols from the handout on day 2
Length of Lesson:
Language Objective: 1 class period
Students will share ideas to the class by
connecting the text to the theme.
Evidence of Learning: Common Core Standards:
Cite evidence on graphic organizers RL 10.1,12.1; 10.4, 12.4
W 10.9 12.9, 10.10, 12.10
SL 10.1, 12.1
L 10.1, 12.1; 10.2, 12.2; 10.6, 12.6
Materials Needed: Key Academic Vocabulary:
Minor character chart, Katniss and Peeta motivation
character notes, symbols handout,
manipulation note guide, HG Book, folders,
chart paper
Anticipatory Set: (Prereading)
Whole class: review key events in chapter 12 and record on chart paper.
Direct Instruction: (During Reading)
Read Ch. 13
Purpose for Reading: As students read, have them look for examples of manipulation and also
for any references to the symbols on the day 2 handout.
Guided Practice: (During Reading)
Have students work in partners or small groups to complete the note guide on examples of
manipulation in Ch. 13.
Closure: (Post Reading)
Debrief the note guide examples of manipulation as a whole group.
Independent Practice/Assessment:
Have students add to the character notes and symbols handout to add any additional
information
Differentiation for ELL, Students w/ Disabilities
Scaffold writing (eg: sentence starters), check for understanding
59
Week 3: Handout 6
Ch. 13
In Chapter 13, there are many examples of manipulation from the Tributes and the Capitol.
Find examples in the text and complete the chart. The first one is done for you.
Example in Text Who is manipulating whom, and for
what reason?
This was no tribute’s campfire gone out The Gamemakers are manipulating
of control, no accidental occurrence. Katniss and the other tributes. The
The flames that bear down on me have purpose for this manipulation is to get the
an unnatural height, a uniformity that tributes out of hiding and to make the
marks them as human-‐made, machine-‐ Games more exciting for the viewers.
made, Gamemaker-‐made.
60
Week 3: Day 14- Ch. 14 p. 185-194
Learning Objective: SDAIE Strategies:
Students will determine how a trackerjacker Think-Pair-Share
is an advanced form of weaponry.
Students will complete assessment on Ch. 10-‐ Length of Lesson:
14 1 class period
Language Objective:
Students will share ideas in partners.
Evidence of Learning: Common Core Standards:
Class discussion and completed graphic RL 12.4 10.3, 12.3;
organizers, Chapter 10-‐14 Assessment. W 10.4, 12.4; 10.9, 12.9; 10.10, 12.10
SL 10.1, 12.1; 10.2, 12.2; 10.6, 12.6
L 10.1, 12.1, 10.2, 12.2; 10.6, 12.6
Materials Needed: Key Academic Vocabulary:
Minor character chart, Katniss and Peeta Muttations
character notes, HG Book, folders, Tracker jacker
Handout 7: Assessment
Anticipatory Set: (Prereading)
Recap Ch. 13-‐what were the big events?
Purpose for Reading: How is the trackerjacker an advanced form of weaponry?
Direct Instruction: (During Reading)
Read Ch. 14
Think-‐pair-‐share: Discuss how the trackerjacker is used a weapon-‐ How does the trackerjacker
fit into the theme of a dystopian society?
Debrief as a class.
Guided Practice: (During Reading)
Add new information on Katniss and Peeta character notes, add to minor characters chart.
Students can note eliminated tributes on map of Panem. Add to personal word journals
Closure: (Post Reading)
Prepare all notes for use on the assessment.
Independent Practice/Assessment:
Student Assessment on Ch. 10-‐14: have students complete the assessment. They may use their
notes and the book, if needed.
Students can work on projects when finished.
Differentiation for ELL, Students w/ Disabilities
Scaffold writing (ei: sentence starters), check for understanding
61
Week 3: Handout 7
Ch. 10-‐14 Assessment
Selected Response
1. Haymitch believes the key to survival in the arena is to find what first?
a. the bow and arrow
b. water
c. fire
d. food
2. Peeta’s strategy for getting sponsors is to
a. make himself a lovesick boy
b. ally himself with the tributes
c. hide until it’s over
d. beg for help
3. Which of the following did Katniss not get in her backpack of supplies?
a. water jug
b. iodine pills
c. bow and arrow
d. sleeping bag
4. The gamemakers send the fire balls to
a. force the tributes together
b. entertain themselves
c. remind the tributes they can kill them
d. all of the above
5. Katniss escapes the Careers by
a. getting in a hovercraft
b. setting the trackerjacker nest on them
c. shooting them with arrows
d. hiding in the mud
Constructed Response
1. Describe Katniss’ skills as a Tribute so far. What does she know how to do and how has it
helped her?
62
2.
Is
Peeta
Katniss’s
enemy
or
ally?
Why?
Give
at
least
3
specific
examples.
Justify
your
responses
with
evidence
from
the
text.
3.
Choose
one
theme
(Dystopian
Society,
Survival
or
Violence
in
Reality
TV)
and
describe
how
it
is
playing
out
in
the
story
so
far.
Give
specific
evidence
from
the
text.
63
Week
Four
Lessons:
Chapters
15-‐19
Weekly
Assessment
64
Week 4: Day 15-Ch. 15 p 195-207
Learning Objective: Students will review SDAIE Strategies:
how alliances relate to the theme of survival. Think-Pair-Share
Language Objective: Partner work
Students will think-‐pair-‐share what alliances
are. Length of Lesson:
1 class period
Evidence of Learning: Common Core Standards:
Handout 1 RL 10.1, 12.1, 10.2,12.2; 10.3, 12.3; 12.6
W 10.9, 12.9; 10.10, 12.10
SL 10.1, 12.1
L 10. 1, 12.1, 10.2, 12.2, 10.4, 12.4; 10.6, 12.6
Materials Needed: Novel, folders, Key Academic Vocabulary:
Handout1: Survival Skills & Alliances censorship
Anticipatory Set: (Prereading) Think-Pair-Share; Teacher asks students what an alliance is
and where in the book have they talked about previous alliances (for review).
Direct Instruction: (During Reading)
Read Ch. 15.
Students will find evidence of the alliance that Katniss and Rue are making.
Refer to Handout 1: work in pairs to find skills that each possess. Tell how it benefits the other.
Guided Practice: (During Reading)
Work through the remaining questions on Handout 1.
Closure: (Post Reading)
Debrief answers.
Independent Practice/Assessment:
Students add to major and minor character notes handout, update personal word journals and
continue work on projects.
Differentiation for ELL, Students w/ Disabilities:
Teacher can work with a small group and provide sentence starters.
65
Week 4: Handout 1
Ch. 15
List the skills and benefits that Rue and Katniss bring to each other as allies.
Rue Katniss
Skills How it helps Katniss Skills How it helps Rue
Is it always better to have an ally? Why or why not?
What is District Eleven’s industry?
How is it controlled by the Capitol?
Why is this ironic?
Do you think the Capitol is censoring Rue and Katniss’s conversation? Why or why not? Use
evidence form the book to justify your response.
66
Week
4:
Day
16-
Ch16.
p
208-219
Learning
Objective:
Students
will
SDAIE
Strategies:
understand
the
advantages
of
going
on
the
Graphic
organizer,
note
taking
offense
in
game
play.
Pairs-partner
work
Language
Objective:
Length
of
Lesson:
Students
will
work
with
a
partner
to
find
2
days
examples
in
the
text
and
share
with
the
class.
Evidence
of
Learning:
Common
Core
Standards:
Completed
graphic
organizer
&
questions
RL
10.1,
12.1;
10.3,
12.3
W
10.9,
12.9;
10.10,
12.10
SL
10.1,
12.1
L
10.6,
12.6
Materials
Needed:
HG
book,
folders.
Key
Academic
Vocabulary:
Offensive
Anticipatory
Set:
(Prereading)
Recap
Ch.
15-‐major
events
Discussion:
Introduce
the
word
”offense”:
What
does
it
mean?
How
does
it
work
in
sports?
Direct
Instruction:
(During
Reading)
Read
Ch.
16
p
208-‐217.
Refer
to
Handout
2:
Offensive
Plans-‐
Review
the
model
of
both
examples
of
offensive
and
defensive
strategies.
Guided
Practice:
(During
Reading)
In
pairs-‐
complete
the
rest
of
the
chart.
Debrief
responses
when
all
have
finished.
Since
answers
may
vary,
have
the
class
confirm
that
the
examples
fit
either
offensive
or
defensive
moves.
Closure:
(Post
Reading)
Students
will
discuss
how
the
careers
will
be
at
a
disadvantage.
How
do
things
change
when
you
get
put
on
the
defense?
Independent
Practice/Assessment:
Refer
to
character
notes-‐add
more
on
Rue
and
Katniss.
Add
to
personal
word
journals
and
word
walls.
Continue
work
on
projects.
Differentiation
for
ELL,
Students
w/
Disabilities
Small
group
learning,
wait
time,
scaffolding.
67
Week 4: Handout 2
Ch. 16
During the games Katniss was often on the defensive from the other tributes.
She and Rue have now decided to become more offensive in their strategy.
Complete the chart showing what events in chapter 16 illustrate an offensive strategy. Go back
into other chapters to find events to illustrate a defensive strategy.
Defensive Strategy (cite page #) Offensive Strategy (cite page #)
p. 155: Katniss finds a sturdy tree to p. 288 Katniss begins to think of a plan to
climb in order to spend the night out of destroy the Careers food supply rather
sight of the others than to continue to hide and run away.
How will the Careers be at a disadvantage?
How do things change when you are put on the defensive?
68
Week
4:
Day
17
Ch.
17
p.
222-232,
&
Ch.
18
p.233-244
Learning
Objective:
SDAIE
Strategies:
Highlight
significant
events
and
connect
to
Sharing
of
responses
themes.
Scaffolded
note
template
Language
Objective:
Length
of
Lesson:
Think-‐Write-‐Pair-‐Share
1
class
period
Share
responses
orally
in
class.
Evidence
of
Learning:
Common
Core
Standards:
Completed
graphic
organizer:
Handout
3
RL
10.1,12.1;
10.2,12.2;
W
10.9,
12.9;
10.10,
12.10
SL
10.1,
12.1
L
10.1,
12.1;
10.2,12.2;
10.6,
12.6
Materials
Needed:
Key
Academic
Vocabulary:
Novel,
folders,
subsequent,
subtly,
vulnerable
Handout
3:
Quote-‐Theme
Connections
lethargy,
inflict
Anticipatory
Set:
Think-write-pair-share:
(on
notebook
paper,
no
handout)
How
do
you
stay
true
to
your
own
self-‐
to
your
beliefs,
identity,
values,
in
an
oppressive
society?
Direct
Instruction:
(During
Reading)
Read
Ch.
17
and
18-‐
stopping
every
so
often
to
check
for
understanding
and
have
students
summarize
events.
Refer
to
Handout
3:
Work
through
one
quote
together,
Guided
Practice:
Allow
partners
to
work
on
subsequent
quotes,
negotiating
meaning
and
theme
connections
Closure/Independent
Practice:
(Post
Reading)
Review
as
a
class,
having
each
pair
respond.
Revisit
note
templates
on
characters,
adding
information
learned
about
each
one
Differentiation
for
ELL
students
and/or
students
with
disabilities
Teacher
can
add
additional
clues
to
the
handout-‐filling
in
partial
boxes.
69
Week 4: Handout 3
Ch. 17-‐18
Quote Theme Connection Significance
“The betting must be getting
really hot in the Capitol.
They’ll be doing special
features on each of us now.
Probably interviewing our
friends and families.” p.226
“It crosses my mind to reveal
myself and enlist her
(Foxface) as a second ally
against that pack. But I rule
it out. There’s something
about that sly grin that
makes me sure that
befriending Foxface would
ultimately get me a knife in
the back.” p.227
“I want to do something
right here, right now, to
shame them, to make them
accountable, to show the
Capitol that whatever they
do or force us to do, there is
a part of every tribute they
can’t own. That Rue was
more than a piece in their
Games. And so am I.” p. 236-‐
237
“This bread came from
District 11…what must it
have cost the people of
District 11 who can’t even
feed themselves?....for
whatever reason, this is a
first. A district gift to a
tribute who is not your
own.” p. 239
70
Week 4: Day 18 Ch. 19 p.247-261
Learning Objective: SDAIE Strategies:
Students will cite textual evidence to support Think-Write-Pair-Share
whether the relationship between Katniss and Oral Arguments
Peeta is real or made for TV.
Language Objective: Length of Lesson:
Students will orally share responses to the 1 class period
quickwrite and justify arguments
Evidence of Learning: Common Core Standards:
Completion of Handout 4 RL 10.1,12.1; 10.3,12.3
Oral debate W 10.9, 12.9; 10.10, 12.10
SL 10.1,12.1; 10.3,12.3;10.4,12.4; 10.6, 12.6
L 10.1, 12.1; 10.2,12.2; 10.6, 12.6
Materials Needed: Key Academic Vocabulary:
Handout 4: Quickwrite/Argument loathe, evade
Anticipatory Set:
Quickwrite: Why does Katniss scream Peeta’s name at the end of Ch. 18?
Debrief responses, first in pairs, then whole group.
Purpose for reading: As you read, look for evidence that Peeta and Katniss’ relationship is
either real or for the cameras.
Direct Instruction: (During Reading)
Read Ch. 19, pausing to check for understanding and summarize events
Refer to Handout 4: Fill in the first two boxes as a class, finding evidence for each argument
Guided Practice:
Students then work in groups to complete the chart.
Closure/Independent Practice: (Post Reading)
Divide the class in half, have each side present a claim and justify their responses.
Debrief and complete any new character or symbol learnings on graphic organizers.
Differentiation for ELL students and/or students with disabilities
Work as a whole group to complete the organizer.
71
Week
4:Handout
4
Ch.
19
Quickwrite:
Why
does
Katniss
scream
Peeta’s
name
at
the
end
of
chapter
18?
Find
evidence
in
the
text
to
support
each
of
the
following
claims
regarding
the
relationship
between
Katniss
and
Peeta.
The
relationship
is
real
The
relationship
is
for
the
cameras
Choose
a
side
and
be
prepared
to
present
and
justify
your
claim.
72
Week 4: Day 19 Catch-up, Assessments, Project
Learning Objective: SDAIE Strategies:
Students will demonstrate understanding of Pair-Share
Katniss’ character development and the
themes of manipulation and survival in the Length of Lesson:
novel to date. 1 class period
Language Objective:
Students will share responses with a partner.
Evidence of Learning: Common Core Standards:
Ch. 15-‐19 Assessment RL 10.1, 12.1, 10.2,12.2;
W 10.9, 12.9; 10.10, 12.10
SL 10.1, 12.1
L 10.1, 12.1;10.2,12.2; 10.6, 12.6
Materials Needed: Key Academic Vocabulary:
Handout 5: Assessment n/a
Anticipatory Set:
Allow time for catch-‐up of notes and unfinished work.
Students can prepare for the assessment and use their notes.
Direct Instruction: (During Reading)
Distribute assessment. Review tasks and allow as much time as needed for completion.
Guided Practice:
Students can work on projects when finished with the assessments.
Closure/Independent Practice: (Post Reading)
Debrief Assessment responses. Allow time for students to share answers with a partner first.
Differentiation for ELL students and/or students with disabilities
Teachers can allow students to discuss the prompts and responses prior to writing them.
73
Week 4: Handout 5:
Ch 15-19 Assessment
Extended Constructed Response
How has Katniss’s character developed up to this point in the novel? What have you learned
about her? In what ways is she both a survivor and a nurturer?
Not many tributes are left in the Games. How has the Capitol influenced the Games? List some
specific examples that illustrate their influence.
Given the rules and nature of the Games, how do alliances both benefit and burden the
Tributes?
74
Week
Five
Lessons:
Chapters
20-‐24
Weekly
Assessment
75
Week 5: Day 20 Ch. 20 p. 262-277
Learning Objective: SDAIE Strategies:
Students will demonstrate understanding of Write-pair-share
how manipulation is used in Ch.20 to advance
the plot. Length of Lesson:
1 class period
Language Objective:
Students will pair-‐share responses to
quickwrites and participate in class
discussion on manipulation.
Evidence of Learning: HG book, folders, Common Core Standards:
Handout 1: completed table on character RL 10.1, 12.1; 10.2,12.2
manipulations W 10.9,12.9; 10.10, 12.10
SL 10.1, 12.1
L 10.1, 12.1; 10.2,12.2; 10.6, 12.6
Materials Needed: Key Academic Vocabulary:
Hunger Games books & student folders, Manipulation, tethered, potent, ratcheting,
Handout 1 wheedles, incoherence
Anticipatory Set: (Prereading)
1. Review the plot to date-‐Where are we in the story? Take student responses.
2. Quickwrite: Is lying always wrong? Is it ever okay to lie to someone? Have students write
for 5 min. and share responses on Handout 1.
3. Set the purpose for reading: as we read Ch. 20, look for ways in which either Katniss, Peeta
or the Capitol uses the TV cameras to manipulate a situation. What do they do and what do
they hope to gain?
Direct Instruction: (During Reading)
Read Ch.20 pages 262-‐277, pausing to check for understanding as you read. Complete the first
two boxes of Handout 1, on the manipulations used by the characters.
Guided Practice: (During Reading)
Students may work in groups or partners on the rest of the table on the handout if they
demonstrate proficiency in locating examples on how characters use manipulation to their
advantage.
Closure: (Post Reading)
Debrief responses on Handout 1.
Complete previous graphic organizers on what we have learned in this chapter about Katniss
and Peeta.
Independent Practice/Assessment:
Students could work independently to locate examples of manipulations used by characters.
Differentiation for ELL, Students w/ Disabilities
Play the audiotape of the reading. Work in partners or groups to locate examples from text.
76
Week 5: Handout 1
Ch. 20
Prereading Quickwrite: Is lying always wrong? Is it ever okay to lie to someone? Explain your
response.
Theme 3: Violence in Reality TV
Essential Questions:
What is real and what is manipulation in reality TV?
How can people change perceptions in order to win?
Directions: Look for ways in which either Katniss, Peeta or the Capitol uses the TV cameras to
manipulate a situation. What happens and what do they hope to gain?
Which character? How they use the TV What they hope to gain:
cameras to manipulate:
77
Week
5:
Day
21-Chapter
21&22
p.
278-302
Learning
Objective:
SDAIE
Strategies:
Students
will
examine
the
significance
of
Pair-share
summaries
quotes
related
to
theme
of
survival.
Oral
debate
Students
will
create
inferences
regarding
the
relationship
between
Peeta
and
Katniss
and
Length
of
Lesson:
cite
textual
evidence
to
support
their
claims.
1
class
period
Language
Objective:
Students
will
share
ideas
on
survival
in
the
book
with
a
partner
and
whole
group.
Students
will
justify
inferences
in
writing.
Students
will
participate
in
a
debate.
Evidence
of
Learning:
Common
Core
Standards:
Completion
of
handouts
2
and
3
RL
10.1,12.1;
10.2,
11.2;
10.3,12.3
W
10.9,
12.9;
10.10,
12.10
SL
10.1,12.1;
10.3,12.3;
10.4,
12.4
10.6,12.6
L
10.1,
12.1;
10.2,12.2;
10.6,12.6
Materials
needed:
HG
book,
folders,
Key
Academic
Vocabulary:
handouts
2
&
3
Arduous,
asset,
infusion,
emanating,
ominous,
tirades,
exorbitant
Anticipatory
Set:
(Prereading)
1.
Recap
theme
2:
Survival.
Ask
students
what
this
means
in
terms
of
the
book
so
far.
Direct
Instruction:
(During
Reading)
2.
Read
Ch.
21
pgs.
278-‐289,
pausing
to
check
for
understanding
every
few
paragraphs.
Students
can
turn
to
a
partner
and
summarize
events,
then
share
whole
group.
Guided
Practice:
(During
Reading)
1.After
reading
Ch.21,
refer
to
Handout
2.
Review
the
theme
and
essential
questions
at
the
top
of
the
page.
Read
the
first
quote
and
discuss
the
significance
as
a
class.
Complete
together.
Allow
students
to
work
through
the
next
two
either
in
partners
or
groups.
Debrief
answers.
2.
Set
the
purpose
for
reading
Ch.
22
p.
290-‐302
-‐read
to
determine
the
question
on
Handout
3:
Is
the
relationship
between
Peeta
and
Katniss
real?
3.
After
reading
the
chapter,
do
the
close
reading.
Choose
a
side
and
work
through
one
example
as
a
class.
Post
Reading:
Allow
students
an
opportunity
to
complete
the
close
reading
exercise
independently,
choosing
evidence
to
back
up
their
inference
and
explaining
how
it
supports
their
conclusion
Independent
Practice/Assessment:
Hold
a
debate
in
class,
allowing
students
to
share
their
conclusions
and
evidence.
Differentiation
for
ELL,
Students
w/
Disabilities
Students
can
work
in
pairs
to
complete
the
close
reading
exercise.
78
Week 5: Handout 2
Ch. 21 p. 278-‐289
Theme 2: Survival
Essential Questions:
How can using individual strengths and/or intelligence help someone survive?
What is the importance of alliances to survival?
Directions: Explain the significance of each quote as it relates to survival.
Quote Significance
“Conflicting emotions cross Thresh’s
face. He lowers the rock and points at
me, almost accusingly. ‘Just this one
time, I let you go. For the little girl. You
and me, we’re even then. No more owed.
You understand?’” p. 288
“I nod because I do understand. About
owing. About hating it. I understand that
if Thresh wins, he’ll have to go back and
face a district that has already broken
the rules to thank me, and he is breaking
the rules to thank me, too.” p.288
“The last thing I remember is an
exquisitely beautiful silver and green
moth landing on the curve of my wrist.”
p.289
*Go back to the minor characters graphic organizer. Complete any new information that you
have learned about Clove, Thresh and Foxface in this chapter.
79
Week 5: Handout 3
Ch. 22 p. 290-‐302
Theme 3: Violence in Reality TV
Essential Questions:
What is real and what is manipulation in reality TV?
How can people change perceptions in order to win?
Close Reading Directions: Is the relationship between Peeta and Katniss real or made up for
the TV cameras? Find evidence in the text to support your answer.
My position: I think the relationship between Peeta and Katniss is….
Evidence from the text Why it supports my position
80
Week 5 Day 22- Ch. 23 p. 303-319
Learning Objective: SDAIE Strategies:
Students will answer questions from the Partner work, oral sharing of responses
text, citing evidence and relating answers to
the appropriate themes. Length of Lesson:
Language Objective: 1 class period
Students will write answers and share orally
in partners
Evidence of Learning: Common Core Standards:
Students will demonstrate understanding by RL:10.1, 12.1 , 10.2, 12.2, 10.3,12.3
completing the questions on Handout 4 W 10.9, 12.9; 10.10,12.10
SL 10.1, 12.1
L 10.1, 12.1; 10.2,12.2; 10.6,12.6
Materials Needed: HG Books, folders, Key Academic Vocabulary:
Handout 4 Nightlock, savoring, peevishly, surreal,
emaciated
Anticipatory Set: (Prereading)
1. Remind students of the three themes in the novel: Dsytopian Societies, Survivalism,
Violence in Reality TV
2. Set the Purpose: Students will be answering 5 questions and relating the answers to the
appropriate theme. Review the questions that they will be seeking to answer.
Direct Instruction: (During Reading)
1. Read Chapter 23. Allow students to choose the mode of reading-‐whole group, in
partners or independently.
2. Complete question 1 as a group. Model the process, taking responses from
students.
Guided Practice: (During Reading)
1. Allow students time to work in partners to complete questions 2-‐5. Students may differ
on related themes as more than one theme may apply.
Closure: (Post Reading)
1. Debrief the responses to questions 2-‐5 whole group.
Independent Practice/Assessment:
Return to the graphic organizers for minor characters-‐complete information learned about
Haymitch.
Complete any new character traits on Katniss and Peeta on the graphic organizers.
Differentiation for ELL, Students w/ Disabilities
Allow students to listen to audio of this chapter. Work in a small group with students who
need assistance with questions 2-‐5.
81
Week 5: Handout 4
Ch. 23 p. 303-‐319
Themes: Dystopian Society, Survival, Violence in Reality TV
Directions: Read and answer each question. Cite evidence from the text to support your
answers and indicate which theme it relates to.
Question Answer Evidence Theme
How do Peeta and
Katniss think
Haymitch won the
games in his year?
Why does Katniss call
Thresh’s death
“murder?”
Why doesn’t Katniss
want to marry or have
children?
Why is Peeta a terrible
hunter?
Who killed Foxface?
How?
82
Week 5: Day 23-Ch 24 p.320-330
Learning Objective: SDAIE Strategies:
Students will comprehend key events in the Partner reading
chapter. Oral Debrief
Language Objective: Length of Lesson:
Students will read orally in partners and 1 class period
negotiate answers to questions.
Evidence of Learning: Common Core Standards:
Students will answer comprehension RL 10.1,12.1; 10.10, 12.10
questions on Handout 5 W10.9, 12.9; 10.10,12.10
SL 10.1,12.1
L 10.1, 12.1; 10.2,12.2; 10.6,12.6
Materials Needed: Book, folders, handout 5 Key Academic Vocabulary:
Sustained, oblige, mesmerized, dissonant,
wielding
Anticipatory Set: (Prereading)
Set the purpose for reading: review the questions that students will be answering as they
read.
Partner Reading: Allow students to pair up. They will read Ch. 24 to one another, taking turns
as they go. (using low voices) Students need to negotiate the answers to each question and
write responses on their sheet. Tell them they will have to justify responses with textual
evidence.
Direct Instruction: (During Reading)
Model a few paragraphs using a student as a partner, if necessary.
Guided Practice: (During Reading)
Debrief: Once students have completed the reading and questions, debrief answers whole
group and determine if all students were on target. Students should be able to justify answers
with evidence from the text.
Closure: (Post Reading)
Return to Character Notes and complete any new learnings about Katniss and Peeta, as well as
any other minor characters. Add to personal Word Journals and Word Walls.
Independent Practice/Assessment:
If time allows, return to any other graphic organizers, add to word wall or work on on-‐going
projects.
Differentiation for ELL, Students w/ Disabilities
Teachers can pull a small group together and work through the reading and questions
together, gradually releasing responsibility as appropriate.
83
Week
5:
Handout
5
Ch.
24
p.
320-‐330
Directions:As
you
read
Chapter
24,
answer
the
following
questions.
Write
the
page
number
where
you
can
justify
your
response.
1.
Why
does
Katniss
kiss
Peeta’s
forehead
as
he
drops
off
to
sleep?
(page_____)
2.
Why
does
Katniss
believe
that
the
end
of
the
Games
is
near?
(page
_____)
3..
How
does
the
Capitol
force
the
remaining
players
together?
(page______)
4.
Why
doesn’t
Cato
attack
Katniss
and
Peeta?
(page
______
)
84
Week
5:
Day
24-
Catch
Up,
Assessment
&
Project
Work
Learning
Objective:
SDAIE
Strategies:
Students
will
demonstrate
understanding
of
Oral
review
of
test
items
concepts
in
Ch.
20-‐24
Length
of
Lesson:
Language
Objective:
1
class
period
Students
will
share
responses
to
test
items
orally.
Evidence
of
Learning:
Common
Core
Standards:
Weekly
Assessment
RL
10.2,12.2;
10.10,
12.10;
W
10.1,12.1,
10.4,12.4,
10.10,
12.10,10.9a
12.9
SL
10.1,12.1
L
10.1,
12.1;
10.2,12.2;
10.6,12.6
Materials
Needed:
HG
Books,
folders,
notes
Key
Academic
Vocabulary:
Anticipatory
Set:
(Prereading)
Prepare
for
Exam:
Allow
students
time
to
gather
notes
and
handouts
from
Ch.
20-‐24
Direct
Instruction:
(During
Reading)
Assessment:
Distribute
the
Week
5
Assessment.
Allow
as
much
time
as
students
need
to
work
through
the
questions.
They
may
use
any
notes
taken
throughout
the
week.
Guided
Practice:
(During
Reading)
n/a
Closure:
(Post
Reading)
If
time
permits,
review
the
assessment,
discussing
answers
to
each
item.
Independent
Practice/Assessment:
When
they
have
finished,
students
can
work
on
ongoing
projects
related
to
the
novel.
All
graphic
organizers
and
word
walls
can
be
updated.
Differentiation
for
ELL,
Students
w/
Disabilities
Students
can
work
in
small
groups
to
complete
the
assessment.
85
Week
5
Assessment
Chapters
20-‐24
Demonstrate
general
understanding
of
the
story.
Select
the
correct
response
to
each
question:
1. Peeta’s
blood
poisoning
is
cured
by
a. broth
b. chewed
up
mint
leaves
c. medicine
from
Haymitch
2. Katniss
thinks
the
audience
wants
to
see
a. she
and
Peeta
in
a
fight
b. she
and
Peeta
in
love
c. she
and
Peeta
dead
3. Thresh
does
not
kill
Katniss
because
a. she
is
beautiful
b. she
tried
to
protect
Rue
c. she
loves
Peeta
4. Katniss
knows
that
if
she
is
to
get
more
sponsor
gifts
she
must
a. win
at
all
cost
b. leave
Peeta
for
Thresh
c. play
up
the
romance
with
Peeta
5. Foxface
is
killed
by
a. Thresh
b. Peeta
c. Clove
Short
Constructed
Response
Write
a
brief
answer
to
each
question.
6. What
is
the
happy
memory
that
Katniss
shares
with
Peeta
in
the
cave?
7. Why
must
Katniss
put
Peeta
to
sleep
to
go
to
the
Cornucopia?
8. Why
is
Peeta
a
terrible
hunter?
86
Extended
Constructed
Response
Write
a
paragraph
explaining
why
Haymitch
is
a
good
mentor.
How
does
he
help
Peeta
and
Katniss
in
chapters
20-‐24?
Write
one
important
event
that
exemplifies
each
theme
in
the
novel,
from
Ch.
20-‐24.
Cite
the
page
number
that
the
event
occurs
on
and
tell
how
it
relates
to
the
theme.
Theme
Event
&
Page
#
How
it
relates
to
the
theme
Theme
1:
Dystopian
Society
Theme
2:
Survival
Theme
3:
Violence
in
reality
TV
87
Week
Six
Lessons:
Chapters
25-‐27
Weekly
Assessment
88
Week 6: Day 25-‐Ch. 25 p. 331-‐345
Learning Objective: SDAIE Strategies:
Students will determine how the muttations Partner work
are used in the chapter. Students will explore Oral review of descriptions
theme connections to events in the story.
Language Objective: Length of Lesson:
Students will work with a partner to describe 1 class period
features of muttations.
Evidence of Learning: Common Core Standards:
Completed Handout 1 & class discussion RL 10.1,12.1; 10.2,12.2
W 10.9, 12.9; 10.10,12.10
SL 10.1,12.1
L 10.1, 12.1; 10.2,12.2; 10.4,12.4; 10.6,12.6
Materials Needed: HG Book, folders, Key Academic Vocabulary:
Handout 1 muttations
Anticipatory Set: (Prereading)
Review what muttations are. Discuss how the Capitol has used them in previous chapters.
Cite examples from the book.
Direct Instruction: (During Reading)
Read Ch. 25. In partners have students negotiate the features of muttations on Handout 1.
Debrief as a class. Ask students: Why are mutations more terrifying than just dogs or humans?
Guided Practice: (During Reading)
Students then complete the 4 questions on Handout 1, either alone or in pairs.
Closure: (Post Reading)
Debrief responses whole group.
Independent Practice/Assessment:
Return to previous graphic organizers on all characters and fill in new information and key
learnings.
Add new vocabulary to Word Wall.
Differentiation for ELL, Students w/ Disabilities
Allow students to work in a group or with the teacher.
89
Week
6:
Handout
1
Ch.
25
p.
331-‐345
Describe
the
features
of
muttations:
Physical
Appearance
Behavior
Human
Qualities
Answer
each
question
and
relate
it
to
the
appropriate
theme:
Question
Answer
Theme
Connection
Why
does
the
Capitol
send
in
the
muttations?
Why
does
the
Capitol
allow
Cato
to
suffer
all
night?
How
does
the
Capitol
try
to
change
the
outcome
of
the
Games?
90
Week 6: Day 26-Ch. 26 p346-359
Learning Objective: SDAIE Strategies:
Students will determine how key events relate Graphic organizers
to the themes in the story. Partner work
Students will draw conclusions and cite
textual evidence to support claims. Length of Lesson:
Students will recognize the continued tension 1 class period
and drama as the story concludes.
Language Objective:
Students will share responses in partners and
whole group.
Evidence of Learning: Common Core Standards:
Handout 2-‐students will complete the missing RL 10.1, 12.1; 10.2,12.2; 10.5, 12.5
theme and evidence information W 10.1,12.1; 10.9,12.9, 10.10,12.10
SL 10.1, 12.1; 10.3,12.3; 10.6, 12.6
L 10.1, 12.1; 10.2,12.2; 10.6,12.6
Materials Needed: HG book, folders, handout Key Academic Vocabulary:
2 Garish, arbitrary, benign
Anticipatory Set: (Prereading)
Opening Quickwrite: Handout 2: Which theme is most important in this novel? (Dystopian
Societies, Survival or Violence in reality TV)
Debrief in partners and whole group.
Direct Instruction: (During Reading)
Read Ch. 26.
Handout 2: Complete the chart indicating theme connections and explanations. Work through
the first two as a class .
Guided Practice: (During Reading)
Allow students to work in pairs to complete the chart.
Debrief and discuss the idea of how the events continue tension and drama in this chapter,
when typically at the end of a novel,things settle down and resolve neatly.
Closure: (Post Reading)
Have students discuss the last question: Will Katniss ever be safe in Panem? Chart ideas.
Independent Practice/Assessment:
Students will write a paragraph making a claim as to whether Katniss can be safe in Panem and
citing evidence to support their opinion.
Differentiation for ELL, Students w/ Disabilities
Teacher can work with a small group and scaffold the writing process.
91
Week 6: Handout 2
Ch. 26 p. 346-‐359
Quickwrite: Which theme is most important in this novel? (Dystopian Societies, Survival or
Violence in Reality TV) Why?
After reading Ch. 26, Fill in the missing information:
Quote Theme Connections Explanation
“I startle when I catch Survival-‐she has made it Katniss barely recognizes
someone staring at me from through alive herself. She has been
only a few inches away and reduced to almost an
then realize it’s my own face animalistic state by her
reflecting back in the glass.
Dystopian society: they ordeal.
Wild eyes, hollow cheeks, my
hair in a tangled mat. Rabid.
have made her into this
feral. mad.” p348 which she barely
recognizes
“There’s usually a lag of a
few days between the end of
the competition and the
presentation of the victor so
that they can put the
starving, wounded, mess of a
person back together.” p.350
“…they’re rattling on about
the Games, it’s all about
where they were or what
they were doing or how they
felt when a specific event
occurred….everything is
about them, not the dying
boys and girls in the arena.”
p.354
92
Quote
Theme
Connections
Explanation
“I
look,
very
simply,
like
a
girl.
A
young
one.
Fourteen
at
most.
Innocent.
harmless…..This
is
a
very
calculated
look.
Nothing
Cinna
designs
is
arbitrary.”
p.
355
Dystopian
Society:
the
Katniss
is
in
danger
Capitol
likes
to
be
in
because
she
tried
to
exert
control
her
own
will
and
made
the
Capitol
look
bad.
Now
they
have
to
try
and
save
face
in
front
of
the
country.
Will
Katniss
ever
really
be
safe
in
Panem?
Why
or
why
not?
Cite
specific
textual
evidence
to
support
your
argument.
93
Week 6: Day 27 Ch. 27 p. 360-374
Learning Objective: SDAIE Strategies:
Students will determine who the winner of Students will work in pairs using a graphic
the Hunger games really is and why the organizer
ending is ambiguous. Whole Class Debate
Language Objective: Length of Lesson:
Students will share their ideas in groups or 1 class period
pairs.
Evidence of Learning: Common Core Standards:
Students will choose a winner and justify RL 10.1,12.1; 10.2,12.2;10.5, 12.5
responses on the handout. W 10.1,12.1, 10.4,12.4, 10.9,12.9;10.10,12.10
SL 10.1,12.1 10.3,12.3; 10.4,12.4; 10.6, 12.6
L 10.1,12.1,10.2,12.2; 10.4,12.4; 10.6,12.6
Materials Needed: HG book, folders, Key Academic Vocabulary:
Handout 3 ambiguous
Anticipatory Set: (Prereading)
Opening Discussion: What does it mean to win? What does it mean in society? What rewards
do you get? How does it typically feel?
Direct Instruction: (During Reading)
Read Ch. 27.
Refer to handout 3. Divide the class in half. Each half takes a side and writes reasons why
their side is the winner.
Present arguments, having students take notes on the side they did not represent.
Allow students time then to choose a winner and write a paragraph on who they believe
won and why.
Guided Practice: (During Reading)
Discuss question 2. Have students answer why they believe Peeta and Katniss can or cannot
have a future together. Share responses and ideas with a partner, then whole group.
Closure: (Post Reading)
Refer to the final question. Chart ideas on why the author chose not to have the ending be
neatly tied up in a happily-‐ever-‐after-‐ending. How does this fit in with the other events and
themes in the story? Mention how in dystopian societies, there is always an element of survival
and repression, thereby inhibiting the ability for its people to have typical happy endings.
Independent Practice/Assessment:
Return to all character graphic organizers, symbol graphic organizer, word walls, etc…and
complete any new information.
Differentiation for ELL, Students w/ Disabilities
n/a
94
Week 6: Handout 3
Ch. 27 p. 368-‐374
1.Who is the real winner of the Hunger Games? Is it the tributes from District 12 or The
Capitol? Cite evidence to support each claim and then write a paragraph, making a decision as
to who won and why.
Katniss and Peeta The Capitol
The real winner of the Hunger Games is………
2. Is it possible for Peeta and Katniss to have a future together? Why or why not?
3. Why do you think the author chose to have the ending different from a typical “happily ever
after” ending? How does it relate to the events and themes in the rest of the story?
95
Week
6:
Day
28
and
29-Novel
Wrap
Up:
How
character
development
advances
the
theme
Learning
Objective:
SDAIE
Strategies:
Students
will
determine
3
character
traits
of
a
Pair-Share
major
character
and
show
how
these
traits
Guided
Essay
writing
advance
a
theme
in
the
novel
Work
in
pairs
to
write
essay
if
needed
Language
Objective:
Students
will
participate
in
a
Pair-‐Share
about
Length
of
Lesson:
the
traits
they
chose.
2
class
period3
Evidence
of
Learning:
Common
Core
Standards:
Students
will
produce
a
5-‐paragraph
essay
W
10.1,
12.1;
10.9,
12.9;
10.10,12.10
demonstrating
how
3
character
traits
advance
SL
10.1,12.1
one
of
the
major
themes
in
the
novel.
L
10.1,
12.1;
10.2,12.2;
10.6,12.6
Materials
Needed:
HG
Books,
folders,
notes
Key
Academic
Vocabulary:
Handout
4:
Essay
Prep
Character
trait
Handout
5:
Model
Anticipatory
Set:
(Prereading)
Have
students
review
their
notes
on
Peeta,
Katniss
and
Haymitch.
Direct
Instruction:
(During
Reading)
Model
how
to
do
the
identification
of
a
character
trait
and
evidence
in
the
first
set
of
boxes
on
Handout
5.
Guided
Practice:
(During
Reading)
Now
do
together
as
a
class,
identifying
additional
traits
and
finding
evidence
in
the
text.
Closure:
(Post
Reading)
Write
an
essay
together,
modeling
how
to
put
the
information
into
paragraph
format,
using
the
same
criteria
students
will
be
required
to
use
on
their
independent
essay.
Independent
Practice/Assessment:
Have
students
decide
which
of
the
three
characters
that
they
would
like
to
write
about
on
Handout
4.
Tell
them
to
choose
three
important
character
traits
on
this
person
and
write
those
in
the
first
box.
They
will
finish
the
handout
and
then
write
the
essay
using
the
class
essay
as
a
model/guide.
Differentiation
for
ELL,
Students
w/
Disabilities
Teacher
can
work
with
a
small
group
if
needed.
Students
can
also
work
with
a
partner.
96
Week 6: Handout 4
Novel Wrap Up on Character Development
You will be writing a 5-‐paragraph essay about one character and how that character’s traits
advance one of the major themes in the novel.
Choose one of the following characters and one of the major themes:
____ Katniss ___Dystopian Society
_____ Peeta ___Survival
_____ Haymitch ___Reality TV
In the boxes below, write 3 specific character traits about your chosen person that relate to
one of the three main themes (Dystopian Society, Survival, Violence in Reality TV). Then, locate
specific evidence in the book that illustrates that trait. Finally, explain how this helps to
develop the theme in the book.
Character Trait Evidence from the Text How this develops the theme
Now, take each character trait and turn it into paragraph format with a topic sentence and
supporting details. Be sure to cite your evidence correctly, using quotes and page numbers in
your reference. Once you have written the three paragraphs, add an introduction and
conclusion to complete your essay.
97
Week 6: Handout 4 MODEL
Novel Wrap Up on Character Development
Character: Effie Trinket
Theme: Dystopian Society
Character Trait Evidence from the Text How this develops the theme
98
Weeks
Seven
&
Eight:
Overview
Final
Assessment
Project
Completions
Showcases/Exhibitions
Additional
Readings
99
Weeks Seven & Eight
Overview
The last two weeks of the novel study are not planned in detail to allow for flexibility in
completing unfinished work, including finishing the reading of the novel, completing notes and
graphic organizers, and working on final projects. A Final Assessment has been provided to
allow for demonstration of understanding of the core themes and essential questions.
Projects
The assumption is that students will be presenting some sort of schoolwide exhibition, where
projects will be presented and displayed for both guests and the school community to
experience and enjoy. Time will need to be set aside for the preparation of these showcases,
including allowing students time to practice presentations and time for assigning class
ambassadors to welcome guests and serve as guides in the classroom. Students may need to
write scripts for themselves in order to know how to handle this new role.
Sites will want to organize these showcase days to meet the needs of their setting. Classrooms
may want to visit one another to listen to presentations and share projects. Schedules for both
classroom visitations and the handling of school visitors will need to be prearranged.
Additional Readings
Additional readings are included to support the themes in the novel. Three informational
articles include: Hunger in America, Why America Loves Reality TV and Everyday Survival.
These are optional readings that can be used to bolster student interest in the themes as well
as expose students to non-‐fictional texts.
100
Name____________________________________
The
Hunger
Games
Final
Assessment
Selected
Response:
Character
Development
Write
the
name
of
the
character
that
fits
each
description.
Haymitch
Katniss
Peeta
Foxface
Rue
Cinna
Effie
Thresh
______________________
Can
jump
tree
to
tree,
becomes
attached
to
Katniss
______________________
Stylist,
“normal”,
caring,
creating
an
image
for
Katniss
______________________
Alcoholic,
depressed,
former
winner,
mentor
______________________
Dependable,
caring,
playing
to
the
camera,
loves
Katniss
_____________________
Hunter,
survivalist,
strong,
rebellious,
risk-‐taker
_____________________
Frivolous,
oddly
dressed,
concerned
with
pleasing
the
Capitol
______________________
Sly,
smart,
fierce
competitor,
untrustworthy
_____________________
Strong
tribute,
let
Katniss
go
when
he
could’ve
killed
her
Short
Constructed
Response:
Symbols
Write
a
brief
description
of
what
each
symbol
represents
in
the
novel:
Mockingjay:
Fire:
Dandelion:
Cornucopia:
101
Extended Constructed Response: Theme Connections
1. Why does the Capitol have the tradition of the Hunger Games? What is the
purpose and how does it advance their cause?
2. What was Katniss’ role in society? What is the role of any individual in an
oppressive society? Should citizens just submit to authoritarian rule or is it
important for them to rise up? Do the risks outweigh the benefits?
102
3. The
tributes
all
had
many
different
skills
for
survival.
What
is
the
most
important
skill
for
survival?
Why?
4. How
does
the
televised
version
of
the
Hunger
Games
in
the
Capitol
compare
and
contrast
to
reality
TV
that
we
currently
have?
How
realistic
is
the
premise
of
the
Hunger
Games
in
our
world?
Could
something
like
this
ever
happen
in
our
society?
Why
or
why
not?
103
Additional
Readings
Hunger
in
America
Why
America
Loves
Reality
TV
Everyday
Survival
104
Hunger
in
America:
2013
United
States
Hunger
and
Poverty
Facts
World
Hunger
Education
Service
Hunger
in
the
United
States
Three
years
after
the
onset
of
the
financial
and
economic
crisis,
hunger
remains
high
in
the
United
States.
The
financial
and
economic
crisis
that
erupted
in
2008
caused
a
dramatic
increase
in
hunger
in
the
United
States.
This
high
level
of
hunger
continues
in
2010,
according
to
the
latest
government
report
(with
the
most
recent
statistics)
released
in
September
2011
(Coleman-‐Jensen
2011).
• In
2010,
17.2
million
households,
14.5
percent
of
households
(approximately
one
in
seven),
were
food
insecure,
the
highest
number
ever
recorded
in
the
United
States
1
(Coleman-‐
Jensen
2011,
p.
v.)
• In
2010,
about
one-‐third
of
food-‐insecure
households
(6.7
million
households,
or
5.4
percent
of
all
U.S.
households)
had
very
low
food
security
(compared
with
4.7
million
households
(4.1
percent)
in
2007.
In
households
with
very
low
food
security,
the
food
intake
of
some
household
members
was
reduced,
and
their
normal
eating
patterns
were
disrupted
because
of
the
household’s
food
insecurity
(Coleman-‐Jensen
2011,
p.
v.,
Nord
2009,
p.
iii.)
.
• In
2010,
children
were
food
insecure
at
times
during
the
year
in
9.8
percent
of
households
with
children
(3.9
million
households.)
In
one
percent
of
households
with
children,one
or
more
of
the
children
experienced
the
most
severe
food-‐insecure
condition
measured
by
USDA,
very
low
food
security,
in
which
meals
were
irregular
and
food
intake
was
below
levels
considered
adequate
by
caregivers
(Coleman-‐Jensen
2011,
p.
vi).
• The
median
[a
type
of
average]
food-‐secure
household
spent
27
percent
more
on
food
than
the
median
food-‐insecure
household
of
the
same
size
and
household
composition
(Coleman-‐Jensen
2011,
p.
vi)..
• Background:
The
United
States
changed
the
name
of
its
definitions
in
2006
that
eliminated
references
to
hunger,
keeping
various
categories
of
food
insecurity.
This
did
not
represent
a
change
in
what
was
measured.
Very
low
food
insecurity
(described
as
food
insecurity
with
hunger
prior
to
2006)
means
that,
at
times
during
the
year,
the
food
intake
of
household
members
was
reduced
and
their
normal
eating
patterns
were
disrupted
because
the
household
lacked
money
and
other
resources
for
food.
This
means
that
people
were
hungry
(
in
the
sense
of
"the
uneasy
or
painful
sensation
caused
by
want
of
food"
[Oxford
English
Dictionary
1971]
for
days
each
year
(Nord
2009
p.
iii-‐iv.).
Poverty
in
the
United
States
The
official
poverty
measure
is
published
by
the
United
States
Census
Bureau
and
shows
that:
• In
2010,
46.9
million
people
were
in
poverty,
up
from
37.3
million
in
2007
-‐-‐
the
fourth
consecutive
annual
increase
in
the
number
of
people
in
poverty
.
This
is
the
largest
number
in
the
52
years
for
which
poverty
rates
have
been
published
(DeNavas-‐Walt
2011,
p.
14).
• The
2010
poverty
rate
was
15.1
percent,
up
from
12.5
percent
in
1997.
This
is
the
highest
poverty
rate
since
1993,
but
7.3
percentage
points
lower
than
the
poverty
rate
in
1959,
the
first
year
for
poverty
estimates.
(DeNavas-‐Walt
2011,
p.
14).
• The
2010
poverty
rate
for
Hispanics
was
26.6
percent,
for
Blacks
27.4
percent.
• In
2010,
the
poverty
rate
increased
for
children
under
age
18
from
20.7
percent
to
22.0
percent.
(DeNavas-‐Walt
2010
p.
14).
• 20.5
million
Americans
live
in
extreme
poverty.
This
means
their
family’s
cash
income
is
less
than
half
of
the
poverty
line,
or
about
$10,000
a
year
for
a
family
of
four
(DeNavas-‐Walt
2011,
p.
19).
• 49.9
million
people
or
16.3
percent
of
the
American
people,
do
not
have
medical
insurance
(DeNavas-‐Walt
2011,
p.
23).
In
2011
the
Census
Bureau
published
a
supplemental
poverty
measure
for
the
first
time
(US
Census
Bureau
2011b).
This
new
measure
addresses
seven
concerns
that
have
been
raised
about
the
official
105
poverty
measure,
including
the
fact
that
the
offical
poverty
measure
does
not
reflect
the
effects
of
key
government
policies
that
alter
the
disposable
income
of
families
and
thus
their
poverty
status,
such
as
the
SNAP/food
stamp
program.
(For
a
good
brief
discussion
of
these
issues
see
2011b,
p.1-‐3.)
Taking
these
adjustments
into
account,
the
supplemental
poverty
measure
showed
a
3
million
increase
in
the
number
of
poor
people
in
2010,
compared
to
the
official
poverty
rate.
Who
is
poor
shows
some
striking
changes.
The
percentage
of
children
in
poverty
is
27.7
percent
of
the
total
population
in
poverty
with
the
supplemental
measure
and
36.1
with
the
official
measure;
while
people
over
65
are
12.7
percent
of
the
total
population
in
poverty
in
the
supplemental
measure
and
7.6
percent
in
the
official
measure
(2011b,
p.3-‐8).
The
supplemental
poverty
measure
does
measure
poverty
more
accurately,
and
it
is
gratifiying
to
see
that
programs
to
reduce
poverty
and
hunger
among
children
have
had
an
impact.
Causes
of
Hunger
and
Poverty
(Hunger
is
principally
caused
by
poverty
so
this
section
will
focus
on
causes
of
poverty.)
There
are,
we
believe,
three
main
causes
of
poverty
in
the
United
States:
poverty
in
the
world;
the
operation
of
the
political
and
economic
system
in
the
United
States
which
has
tended
to
keep
people
from
poor
families
poor,
and
actual
physical
mental
and
behavioral
issues
among
some
people
who
are
poor.
Poverty
in
the
world
There
are
a
lot
of
poor
people
in
the
world.
An
estimated
2
billion
people
are
poor,
and
the
same
amount
hungry
(World
Hunger
Facts)
They
are
much,
much,
poorer
than
people
in
the
United
States.
As
can
be
imagined,
people
do
not
want
to
be
hungry
and
desperately
poor.
In
the
world
economic
system
there
are
two
main
ways
in
which
relatively
poor
people
have
their
income
increased:
through
trade,
and
through
immigration.
Trade,
we
believe,
is
the
most
important.
• Trade.
It
is
important
to
understand
some
basic
economics.
We
in
the
United
States
live
in
a
rich
country,
that
has
a
large
amount
of
capital-‐-‐machinery,
etc.-‐-‐to
produce
things
relative
to
the
amount
of
labor-‐-‐people
that
want
to
work.
Poor
countries
have
a
lot
of
labor,
but
relatively
little
capital.
There
is
a
basic
idea
of
economics-‐-‐the
factor
price
equalization
theorem-‐-‐that
states
that
wages
in
rich
countries
will
tend
to
go
down
and
increase
in
poor
countries
through
trade
(Wikipedia
2010b).
Thus
China,
with
low
wages,
puts
pressure
on
wages
in
the
United
States,
as
production
is
shifted
to
China
from
the
United
States.
This
movement
of
production
from
richer
to
poorer
countries
is
initiated
by
corporations,
not
individuals,
but
it
does
shift
jobs
and
income
to
poorer
countries
and
people,
and
has
been
doing
so
for
the
last
30
years
or
so.
Lower
income
people
in
the
United
States
are
particularly
vulnerable
to
such
shifts.
• Immigration.
A
clear
strategy
for
poor
people
is
to
go
where
there
are
higher
paying
jobs
(often
opposed
to
the
alternative
of
no
jobs
at
all).
Thus
immigration
has
been
a
major
response
to
poverty
by
people
in
poor
countries.
The
operation
of
the
US
economic
system
The
operation
of
the
US
economic
and
political
system
has
led
to
certain
people/groups
being
relatively
disenfranchised.
The
normal
operation
of
the
economic
system
will
create
a
significant
amount
of
poverty.
• First,
in
a
free
enterprise
economy,
there
is
competition
for
jobs,
with
jobs
going
to
the
most
qualified.
On
the
other
hand,
there
is
almost
always
a
significant
amount
of
unemployment,
so
that
not
everyone
will
get
a
job,
with
the
major
unemployment
falling
on
the
least
qualified.
It
might
be
tempting
to
identify
them
as
'unemployable'
but
what
is
in
fact
happening
is
that
the
private
enterprise
system
is
not
generating
enough
jobs
to
employ
everyone.
• Secondly,
the
top
echelon
of
business
has
the
power
to
allocate
the
profits
of
the
enterprise,
and
certainly
they
have
allocated
these
profits
to
themselves
in
recent
years.
106
The
operation
of
the
US
political
system,
The
US
political
system,
which
should
address
the
major
problems
of
its
citizens,
is
to
a
great
extent
not
focused
on
fundamental
concerns
of
poor
people,
but
on
other
concerns.
• Military
and
security
expenditure
represent
half
of
US
federal
government
discretionary
expenditures,
much
larger
that
expenditures
to
assist
poor
people,
and
this
budgeting
is
assisted
by
a
strong
web
of
political
and
financial
connections
which
has
been
termed
the
"military-‐industrial
complex."
• Corporations
and
the
rich,
through
their
ability
to
lobby
Congress
and
the
Administration
effectively
by
such
means
as
spending
large
amounts
of
money
on
lobbying
efforts
and
on
political
campaigns
of
elected
officials
have
succeeded
in
establishing
their
priorities,
including
tax
breaks
and
subsidies..
• The
Democratic
party,
which
used
to
be
a
party
of
the
'working
class'
has
now
set
its
sights
on
the
'middle
class'
as
the
target
base
of
voters
it
must
appeal
to.
The
culture
of
inequality
• People
are
typically
segregated
by
income
and
often
race.
• Jobs
are
low
paid
and
scarce.
This
can
lead
to
crime
as
a
way
of
obtaining
income,
and
also
to
unemployed
men
not
willing
to
marry,
which
can
play
a
significant
role
in
developing
a
cultural
model
of
single
parent
families.
• The
lack
of
income,
as
described
in
the
poverty
section
above
create
problems,
including
poor
housing,
lack
of
food,
health
problems
and
inability
to
address
needs
of
one's
children.
• As
a
result
of
their
situation,
people
living
in
poverty
can
themselves
have
patterns
of
behavior,
such
as
alcoholism
or
a
'life
of
crime'
that
are
destructive
to
them.
Programs
to
Address
Hunger
and
Poverty
Hunger
Fifty-‐five
percent
of
food-‐insecure
households
participated
in
one
or
more
of
the
three
largest
Federal
food
and
nutrition
assistance
programs
(
USDA
2008,
p.
iv.)
The
programs
are
the
Supplemental
Nutrition
Assistance
Program
(SNAP),
the
new
name
for
the
food
stamp
program
(Wikipedia
2010),
the
Special
Supplemental
Nutrition
Program
for
Women,
Infants
and
Children
(WIC)
(Wikipedia
2010),
and
the
National
School
Lunch
Program
(Wikipedia
2010).
SNAP/Food
stamps
The
Food
Stamp
Program,
the
nation’s
most
important
anti-‐hunger
program,
helps
roughly
40
million
low-‐income
Americans
to
afford
a
nutritionally
adequate
diet.
More
than
75
percent
of
all
food
stamp
participants
are
in
families
with
children;
nearly
one-‐third
of
participants
are
elderly
people
or
people
with
disabilities.
Unlike
most
means-‐tested
benefit
programs,
which
are
restricted
to
particular
categories
of
low-‐income
individuals,
the
Food
Stamp
Program
is
broadly
available
to
almost
all
households
with
low
incomes.
Under
federal
rules,
to
qualify
for
food
stamps,
a
household
must
meet
three
criteria
(some
states
have
raised
these
limits):
• Its
total
monthly
income
generally
must
be
at
or
below
130
percent
of
the
poverty
line,
or
roughly
$1,980
(about
$23,800
a
year)
for
a
three-‐person
family
in
fiscal
year
2010.
• Its
net
income,
or
income
after
deductions
are
applied
for
items
such
as
high
housing
costs
and
child
care,
must
be
less
than
or
equal
to
the
poverty
line.
• Its
assets
must
fall
below
certain
limits:
households
without
an
elderly
member
must
have
assets
of
$2,000
or
less,
and
households
with
an
elderly
or
disabled
member
must
have
assets
of
$3,000
or
less.
(Taken
from
CBPP
Food
Stamps.
Also
see
Wikipedia
SNAP
and
USDA
SNAP.)
WIC
(Special
Supplemental
Nutrition
Program
for
Women,
Infants
and
Children)
WIC
provides
nutritious
foods,
nutrition
education,
and
referrals
to
health
and
other
social
services
to
low-‐income
pregnant,
postpartum
and
breastfeeding
women,
and
infants
and
children
up
to
age
5
who
are
at
nutrition
risk.
WIC
participants
receive
checks
or
vouchers
to
purchase
nutritious
foods
each
month,
including
infant
cereal,
iron-‐fortified
adult
cereal,
vitamin
C-‐rich
fruit
or
vegetable
juice,
eggs,
107
milk,
cheese,
peanut
butter,
dried
and
canned
beans/peas,
and
canned
fish.
Other
options
such
as
fruits
and
vegetables,
baby
foods,
and
whole
wheat
bread
were
recently
added.
Participants
family
income
must
fall
at
or
below
185
percent
of
the
U.S.
Poverty
Income
Guidelines
(in
2010,
$40,793
for
a
family
of
four).
Eligibility
is
also
granted
to
participants
in
other
benefit
programs,
such
as
the
Supplemental
Nutrition
Assistance
Program,
Medicaid,
or
Temporary
Assistance
for
Needy
Families.
Children
are
the
largest
category
of
WIC
participants.
Of
the
8.7
million
people
who
received
WIC
benefits
each
month
in
FY
2008,
approximately
4.3
million
were
children,
2.2
million
were
infants,
and
2.2
million
were
women.
The
cost
of
the
program
is
$7.252
billion
for
WIC
in
FY2010.
WIC
is
not
an
entitlement
program:
Congress
does
not
set
aside
funds
to
allow
every
eligible
individual
to
participate
in
the
program.
Instead,
WIC
is
a
Federal
grant
program
for
which
Congress
authorizes
a
specific
amount
of
funding
each
year
for
program
operations.
National
School
Lunch
Program
The
National
School
Lunch
Program
is
a
federally
assisted
meal
program
that
provides
nutritionally
balanced,
low-‐cost
or
free
lunches
to
children
from
low
income
families,
reaching
30.5
million
children
in
2008.
Children
from
families
with
incomes
at
or
below
130
percent
of
the
poverty
level
are
eligible
for
free
meals.
Those
with
incomes
between
130
percent
and
185
percent
of
the
poverty
level
are
eligible
for
reduced-‐price
meals,
for
which
students
can
be
charged
no
more
than
40
cents.
(For
the
period
July
1,
2009,
through
June
30,
2010,
130
percent
of
the
poverty
level
is
$28,665
for
a
family
of
four;
185
percent
is
$40,793.)
Children
from
families
with
incomes
over
185
percent
of
poverty
pay
a
full
price,
though
their
meals
are
still
subsidized
to
some
extent
by
the
program.
Program
cost
was
$9.3
billion
in
2008.
(USDA
School
Lunch
Program)
Poverty
Perhaps
the
three
principal
programs
that
provide
income
and
other
assistance
for
poor
people
are
the
minimum
wage,
the
Earned
Income
Tax
Credit
(EITC),
and
the
Temporary
Assistance
to
Needy
Families
(TANF)
program.
Other
important
programs,
not
discussed
here,
include
Medicaid
and
the
State
Children's
Health
Insurance
Program
(SCHIP)
and,
for
older
people,
Social
Security
and
Medicare.
Minimum
wage
The
United
States
enacts
a
minimum
wage
(as
do
some
individual
states)
that
tries
to
establish
a
floor
for
what
can
be
paid
as
a
wage
by
firms.
The
current
minimum
wage
is
$7.25
per
hour.
In
2008,
the
official
U.S.
poverty
level
for
a
family
of
4
was
$21,834
(
Census
Bureau
"Poverty
Thresholds").
With
a
40
hour
week,
a
family
of
4
with
one
minimum
wage
earner
would
earn
$15,080,
only
69
percent
of
the
poverty
level.
The
minimum
wage
level
is
not
indexed
to
inflation,
which
means
that
the
real
benefits
will
be
eroded
by
inflation.
The
Earned
Income
Tax
Credit
(EITC).
The
Earned
Income
Tax
Credit
is
the
mechanism
through
which,
by
filing
a
tax
return,
low
income
people
and
families
can
receive
an
income
supplement.
The
EITC
is
designed
to
encourage
and
reward
work.
In
2009,
the
EITC
lifted
an
estimated
6.6
million
people
out
of
poverty,
including
3.3
million
children.
The
poverty
rate
among
children
would
have
been
nearly
one-‐third
higher
without
the
EITC.
The
EITC
lifts
more
children
out
of
poverty
than
any
other
single
program
or
category
of
programs.
One
way
the
EITC
reduces
poverty
is
by
supplementing
the
earnings
of
minimum-‐wage
workers.
At
the
minimum
wage’s
current
level,
such
a
family
can
move
out
of
poverty
only
if
it
receives
the
EITC
as
well
as
food
stamps
(CBPP
EITC.)
Temporary
Assistance
to
Needy
Families
(TANF)
In
1996,
TANF
replaced
the
Aid
to
Families
with
Dependent
Children
program,
which
had
been
in
existence
since
1935.
The
TANF
program
provides
block
grants
to
states
to
provide
assistance
to
needy
families.
States
have
discretion
on
how
to
use
the
funds.
The
number
of
TANF
recipients
fell
substantially
in
the
first
five
years
of
the
program,
in
part
due
to
a
significant
increase
in
the
number
of
single
parents
who
work,
but
also
due
to
other
factors,
such
as
an
inability
of
families
to
meet
the
regulations.
Studies
of
families
that
stop
receiving
TANF
assistance
show
that
60
percent
of
former
recipients
are
employed—typically
at
poverty-‐level
salaries
between
$6
and
$8.50
an
hour—while
40
percent
are
not
employed.
Lack
of
available
child
care
can
108
well
keep
single
mothers
from
working
as
required,
for
example.
Other
factors
that
undermine
TANF’s
contribution
to
people’s
security
include
a
five-‐year
time
limitation
on
benefits;
permitting
benefits
to
legal
immigrants
only
5
years
after
establishing
legal
immigration,
and
a
declining
level
of
real
funding
for
the
program
(Coven
2005).
(see
CBPP
TANF
and
Wikipedia
TANF.)
Footnotes
1.
To
get
population
figures
from
family
size
figures,
multiply
family
size
numbers
by
2.58,
the
average
family
size.
Bibliography
Coleman-‐Jensen,
Alisha,
Mark
Nord,
Margaret
Andrews,
and
Steven
Carlson.
"Household
Food
Security
in
the
United
States
in
2010."
ERR-‐125,
U.S.
Dept.
of
Agriculture,
Econ.
Res.
Serv.
September
2011.
http://www.ers.usda.gov/Publications/err125/
Center
on
Budget
and
Policy
Priorities
(CBPP).
2011.
"Policy
Basics:
Introduction
to
the
Earned
Income
Tax
Credit."
http://www.cbpp.org/cms/index.cfm?fa=view&id=2505/a>
Center
on
Budget
and
Policy
Priorities
(CBPP).
2011
"Policy
Basics:
Introduction
to
the
Food
Stamp
Program."
http://www.cbpp.org/cms/index.cfm?fa=view&id=2226
Center
on
Budget
and
Policy
Priorities
(CBPP).
2011.
"Policy
Basics:
Introduction
to
TANF."
http://www.cbpp.org/cms/?fa=view&id=936
DeNavas-‐Walt,
Carmen,
Bernadette
D.
Proctor,
and
Jessica
C.
Smith.
2011.
U.S.
Census
Bureau,
Current
Population
Reports,
P60-‐239.
"
Income,
Poverty,
and
Health
Insurance
Coverage
in
the
United
States:
2010."
U.S.
Government
Printing
Office,
Washington,
DC,
2011
http://www.census.gov/prod/2011pubs/p60-‐239.pdf
Holt,
Eric.
2006.
“The
Earned
Income
Tax
Credit
at
Age
30:
What
We
Know.”
The
Brookings
Institution.
(2006).
http://www3.brookings.edu/metro/pubs/20060209_Holt.pdf
Nord,
Mark,
Margaret
Andrews,
Steven
Carlson.
2009.
"
Household
Food
Security
in
the
United
States,
2008."
United
States
Department
of
Agriculture.
Economic
Research
Service.
ERR-‐49.
http://www.ers.usda.gov/Publications/ERR83/ERR83.pdf
United
States
Bureau
of
the
Census.
2011a.
"Poverty
Thresholds."
http://www.census.gov/hhes/www/poverty/data/threshld/index.html
United
States
Bureau
of
the
Census.
2011b
"The
Research
Supplemental
Poverty
Measure:
2010
http://www.census.gov/prod/2011pubs/p60-‐241.pdf
United
States
Department
of
Agriculture,
Food
and
Nutrition
Service.
2011.
"Characteristics
of
Supplemental
Nutrition
Assistance
Program
Households:
Fiscal
Year
2008-‐-‐Summary."
http://www.fns.usda.gov/ora/menu/Published/snap/SNAPPartHH.htm
United
States
Department
of
Agriculture,
Food
and
Nutrition
Service.
2011.
"National
School
Lunch
Program."
http://www.fns.usda.gov/cnd/lunch/AboutLunch/NSLPFactSheet.pdf/a>
United
States
Department
of
Agriculture,
Food
and
Nutrition
Service.
2011.
"WIC:
The
Special
Supplemental
Nutrition
Program
for
Women,
Infants
and
Children"
http://www.fns.usda.gov/wic/WIC-‐Fact-‐Sheet.pdf/a>
Wikipedia.
2011.
"Earned
Income
Tax
Credit."
http://en.wikipedia.org/wiki/Earned_income_tax_credit
Wikipedia.
2011.
"Factor
price
equalization."
http://en.wikipedia.org/wiki/Factor_price_equalization
Wikipedia
2011.
"Minimum
wage."
http://en.wikipedia.org/wiki/Minimum_wage
Wikipedia.
2011.
"National
School
Lunch
Act."
http://en.wikipedia.org/wiki/National_School_Lunch_Act
Wikipedia.
2011.
"The
Personal
Responsibility
and
Work
Opportunity
Reconciliation
Act."
hhttp://en.wikipedia.org/wiki/Personal_Responsibility_and_Work_Opportunity_Reconciliation_Act
Wikipedia.
2011.
"Supplemental
Nutrition
Assistance
Program."
http://en.wikipedia.org/wiki/Supplemental_Nutrition_Assistance_Program/a>
.
109
Why America Loves Reality TV
by Steven Reiss, Ph.D. and James Wilz
EVEN IF YOU DON'T WATCH reality television, it's becoming increasingly hard to avoid. The
salacious Temptation Island was featured on the cover of People magazine. Big Brother aired
five days a week and could be viewed on the Web 24 hours a day. And the Survivor finale
dominated the front page of the New York Post after gaining ratings that rivaled those of the
Super Bowl.
Is the popularity of shows such as Survivor, Big Brother and Temptation Island a sign that the
country has degenerated into a nation of voyeurs? Americans seem hooked on so-‐called reality
television-‐-‐programs in which ordinary people compete in weeks-‐long contests while being
filmed 24 hours a day. Some commentators contend the shows peddle blatant voyeurism, with
shameless exhibitionists as contestants. Others believe that the show's secret to ratings
success may be as simple and harmless as the desire to seem part of the in crowd.
Rather than just debate the point, we wanted to get some answers. So we conducted a detailed
survey of 239 people, asking them about not only their television viewing habits but also their
values and desires through the Reiss Profile, a standardized test of 16 basic desires and values.
We found that the self-‐appointed experts were often wrong about why people watch reality
TV.
Two of the most commonly repeated "truths" about reality TV viewers are that they watch in
order to talk with friends and coworkers about the show, and that they are not as smart as
other viewers. But our survey results show that both of these ideas are incorrect. Although
some people may watch because it helps them participate in the next day's office chat, fans and
nonfans score almost equally when tested on their sociability. And people who say they enjoy
intellectual activities are no less likely to watch reality TV than are those who say they dislike
intellectual activities.
Another common misconception about Temptation Island, a reality program in which couples
were enticed to cheat on their partners, is that the audience was watching to see scenes of
illicit sex. Some critics were surprised that the show remained popular when it turned out to
be much tamer than advertised. In fact, our survey suggests that one of the main differences
between fans of the show and everyone else is not an interest in sex but a lack of interest in
personal honor-‐-‐they value expedience, not morality. What made Temptation Island popular
was not the possibility of watching adultery, but the ethical slips that lead to adultery.
One aspect that all of the reality TV shows had in common was their competitive nature:
contestants were vying with one another for a cash prize and were engaged in building
alliances and betraying allies. The first Survivor series climaxed with one contestant, Susan
Hawk, launching into a vengeful tirade against a one-‐time friend and ally before casting the
vote that deprived her of the million-‐dollar prize. It makes sense, then, that fans of both
Survivor and Temptation Island tend to be competitive-‐-‐and that they are more likely to place
a very high value on revenge than are other people. The Survivor formula of challenges and
voting would seem to embody both of these desired qualities: the spirit of competition paired
with the opportunity for payback.
110
But
the
attitude
that
best
separated
the
regular
viewers
of
reality
television
from
everyone
else
is
the
desire
for
status.
Fans
of
the
shows
are
much
more
likely
to
agree
with
statements
such
as,
"Prestige
is
important
to
me"
and
"I
am
impressed
with
designer
clothes"
than
are
other
people.
We
have
studied
similar
phenomena
before
and
found
that
the
desire
for
status
is
just
a
means
to
get
attention.
And
more
attention
increases
one's
sense
of
importance:
We
think
we
are
important
if
others
pay
attention
to
us
and
unimportant
if
ignored.
Reality
TV
allows
Americans
to
fantasize
about
gaining
status
through
automatic
fame.
Ordinary
people
can
watch
the
shows,
see
people
like
themselves
and
imagine
that
they
too
could
become
celebrities
by
being
on
television.
It
does
not
matter
as
much
that
the
contestants
often
are
shown
in
an
unfavorable
light;
the
fact
that
millions
of
Americans
are
paying
attention
means
that
the
contestants
are
important.
And,
in
fact,
some
of
the
contestants
have
capitalized
on
their
short-‐term
celebrity:
Colleen
Haskell,
from
the
first
Survivor
series,
has
a
major
role
in
the
movie
The
Animal,
and
Richard
Hatch,
the
scheming
contestant
who
won
the
game,
has
been
hired
to
host
his
own
game
show.
If
these
former
nobodies
can
become
stars,
then
who
couldn't?
The
message
of
reality
television
is
that
ordinary
people
can
become
so
important
that
millions
will
watch
them.
And
the
secret
thrill
of
many
of
those
viewers
is
the
thought
that
perhaps
next
time,
the
new
celebrities
might
be
them.
Steven
Reiss,
Ph.D.,
is
a
professor
at
Ohio
State
University
(OSU).
James
Wiltz
is
a
Ph.D.
candidate
at
OSU.
111
Everyday
Survival
by
Laurence
Gonzales
Most
survival
guides
fail
to
consider
some
very
useful
tools:
an
individual’s
character,
wits,
and
worldview.
The
tips
assembled
here
will
change
the
way
you
approach
each
and
every
day—and
help
you
survive
a
particularly
bad
one.
Long
ago
I
believed
that
survival
meant
having
a
pack
full
of
equipment
that
would
allow
me
to
make
fire
and
build
shelter
and
trap
varmints
to
eat
in
the
wilderness.
But
then
I
kept
coming
across
cases
in
which
someone
had
survived
without
any
equipment
or
had
perished
while
in
possession
of
all
the
right
tools.
Obviously
something
else
was
at
work
here.
After
more
than
three
decades
of
analyzing
who
lives,
who
dies,
and
why,
I
realized
that
character,
emotion,
personality,
styles
of
thinking,
and
ways
of
viewing
the
world
had
more
to
do
with
how
well
people
cope
with
adversity
than
any
type
of
equipment
or
training.
Although
I
still
believe
that
equipment
and
training
are
good
to
have,
most
survival
writing
leaves
out
the
essential
human
element
in
the
equation.
That’s
why
I’ve
concentrated
my
efforts
on
learning
about
the
hearts
and
minds
of
survivors.
You
can
start
developing
these
tools
of
survival
now.
It
takes
time
and
deliberate
practice
to
change.
But
new
research
shows
that
if
we
adjust
our
everyday
routines
even
slightly,
we
do
indeed
change.
The
chemical
makeup
of
the
brain
even
shifts.
To
make
these
lessons
useful,
you
have
to
engage
in
learning
long
before
you
need
it—it’s
too
late
when
you’re
in
the
middle
of
a
crisis.
Presented
here
are
14
concepts
that
have
proved
helpful
to
survivors
in
extreme
situations,
as
well
as
to
people
trying
to
meet
the
challenges
of
daily
life.
1. Do the Next Right Thing
"Debriefings of survivors show repeatedly that they possess the capacity to break down the event
they are faced with into small, manageable tasks," writes John Leach, a psychology professor at
Lancaster University who has conducted some of the only research on the mental, emotional, and
psychological elements of survival. "Each step, each chunk must be as simple as possible.... Simple
directed action is the key to regaining normal psychological functioning." This approach can
sometimes seem counterintuitive. And yet almost any organized action can help you recover the
ability to think clearly and aid in your survival. For example, Pvt. Giles McCoy was aboard the
U.S.S. Indianapolis when it was torpedoed and sank at the end of World War II, tossing some 900
men into the black of night and the shark-infested Pacific. McCoy, a young Marine, was sucked
under the boat and nearly drowned. He surfaced into a two-inch-thick slick of fuel oil, which soaked
his life vest and kept him from swimming—although he could see a life raft, he couldn’t reach it. So
he tore off his vest and swam underwater, surfacing now and then, gasping, swallowing oil, and
vomiting. After getting hoisted onto the raft, he saw a group of miserable young sailors covered in
oil and retching. One was "so badly burned that the skin was stripped from his arms," Doug Stanton
writes in his gripping account of the event, In Harm’s Way. McCoy’s response to this horrific
situation was telling. "He resolved to take action: He would clean his pistol." Irrelevant as that task
may sound, it was exactly the right thing to do: organized, directed action. He made each one of the
sailors hold a piece of the pistol as he disassembled it. This began the process of letting him think
clearly. Forcing your brain to think sequentially—in times of crisis and in day-to-day life—can quiet
dangerous emotions.
112
2. Control Your Destiny
Julian Rotter, a professor of psychology at the University of Connecticut, developed the concept of
what he calls "locus of control." Some people, he says, view themselves as essentially in control of
the good and bad things they experience—i.e., they have an internal locus of control. Others believe
that things are done to them by outside forces or happen by chance: an external locus. These
worldviews are not absolutes. Most people combine the two. But research shows that those with a
strong internal locus are better off. In general, they’re less likely to find everyday activities
distressing. They don’t often complain, whine, or blame. And they take compliments and criticism in
stride. The importance of this mentality is evidenced by tornado statistics. In the past two decades
Illinois has had about 50 percent more twisters than Alabama but far fewer fatalities. The
discrepancy can be explained, in part, by a study in the journal Science, which found that Alabama
residents believed their fate was controlled by God, not by them. The people of Illinois, meanwhile,
were more inclined to have confidence in their own abilities and to take action. This doesn’t mean
we should be overconfident. Rather, we should balance confidence with reasonable doubt, self-
esteem with self-criticism. And we should do this each day. As Al Siebert put it in his book The
Survivor Personality, "Your habitual way of reacting to everyday events influences your chances of
being a survivor in a crisis."
3. Deny Denial
It is in our nature to believe that the weather will improve, that we’ll find our way again, or that
night won’t fall on schedule. Denial, which psychologists call the "incredulity response," is almost
universal, even among individuals with excellent training. David Klinger, a retired Los Angeles
police officer, describes in his book Into the Kill Zone that while moonlighting as a bank guard he
saw "three masked figures with assault rifles run through the foyer of the bank." His first thought
was that the local SWAT team was practicing. His second was that they were dressed up for
Halloween. Klinger later said, "[I thought] maybe they were trick-or-treaters. It was just disbelief."
(He did recover from denial to shoot the criminals.) One of the most common acts of denial is
ignoring a fire alarm. When my daughters were little, I taught them that the sound of a fire alarm
means that we must go outside. Standing in front of a hotel at about two o’clock one cold Manhattan
morning, I explained to them that it was nicer to be on the street wishing we were inside rather than
inside wishing we were on the street. Denial plays a large role in many wilderness accidents. Take
getting lost. A hiker in denial will continue walking even after losing the trail, assuming he’ll regain
it eventually. He’ll press on—and become increasingly lost—even as doubt slowly creeps in. Learn
to recognize your tendency to see things not as they are but how you wish them to be and you’ll be
better able to avoid such crises.
4. Use a Mantra
In a long and trying survival situation, most people need a mantra. Ask: What will keep me focused
on getting home alive? Then learn your mantra before you need it. For Steve Callahan, adrift in a raft
for 76 days, his mantra was simply the word "survival." Over and over during the ordeal, he’d say
things like "Concentrate on now, on survival." Yossi Ghinsberg, a hiker who was lost in the Bolivian
jungle for three weeks, repeatedly used the mantra "Man of action" to motivate himself. Often, a
mantra hints at some deeper meaning. Ghinsberg, for example, explained it this way: "A man of
action does whatever he must, isn’t afraid, and doesn’t worry." My personal mantra is "Trust the
process." Once I’ve gone through the steps of creating a strategy, I continue telling myself to trust
that the process will get me where I’m going.
113
5. Think Positive
Viktor Frankl in his book Man’s Search for Meaning recounts the story of Jerry Long, who was 17
years old when he broke his neck in a diving accident. Long was completely paralyzed and had to
use a stick held between his teeth to type. Long wrote, "I view my life as being abundant with
meaning and purpose. The attitude that I adopted on that fateful day has become my personal credo
for life: I broke my neck, it didn’t break me." Carol Dweck, a professor of psychology at Stanford
University, would agree with this sentiment. Dweck studies individual learning habits, specifically
how people grapple with difficult problems. According to her research, individuals with a "growth
mindset"—those who are not discouraged in the face of a challenge, who think positively, and who
are not afraid to make or admit mistakes—are able to learn and adjust faster and more easily
overcome obstacles.
6. Understand Linked Systems
In complex systems, small changes can have large, unpredictable effects. I wrote an article for
Adventure (September 2002) about an accident on Mount Hood in which a four-man team fell from
just below the summit while roped together. On the way down, they caught a two-man team and
dragged them down too. Three hundred feet below, the falling mass of people and rope caught
another three-man team. Everyone wound up in a vast crevasse. Then, during the ensuing rescue
attempt by the military, an Air Force Reserve Pave Hawk helicopter crashed and rolled down the
mountain. Because of the complex and coupled nature of the system in which all these people and all
this equipment were operating, what had begun as a slip of one man’s foot wound up killing three
people, severely injuring others, and costing taxpayers millions in the rescue effort. Accidents are
bound to happen. But they don’t have to happen to you if you recognize your role in a system.
Driving bumper to bumper at highway speeds, waiting for someone to tap his brakes and start a
chain reaction accident is one example. Having a retirement account heavily invested in the stock
market is another. A small move by a few investors can send everyone stampeding for the door.
Being aware of such systems and analyzing the forces involved can often reveal that we’re doing
something much riskier than it seems.
7. Don’t Celebrate the Summit
Climbers learn this the hard way: Don’t congratulate yourself too much after reaching a goal. The
worst part of the expedition may still be ahead. Statistically speaking, most mountaineering
accidents happen on the descent. Celebrating at the halfway point encourages you to let down your
guard when you’re already tired and stressed.
8. Get Out of Your Comfort Zone
Every new challenge you face actually causes your brain to rewire itself and to become more
adaptable. A study at University College London showed that the city’s cab drivers possessed
unusually large hippocampi, the part of the brain that makes mental maps of our surroundings. The
fact that London has very strict requirements for cab drivers forced them to create good mental
maps, which caused their hippocampi to grow. For most of us, a normal routine at work, home, and
play will provide plenty of opportunities for simple mind-expanding exercises. For example, if
you’re right-handed, use your left hand. Learning to write with your nondominant hand can be
extremely challenging and builds a part of your brain that you don’t use much. Learn a new mental
skill, such as chess or counting cards for blackjack. Learn a musical instrument or a foreign
language. A recent study suggests that Chinese uses entirely different parts of the brain than Western
languages. Take tasks that require no thought and re-invent them so that you have to think. This
bears repeating: Survival is not about equipment and training alone. It’s about what’s in your mind
114
and your emotional system. Living in a low-risk environment dulls our abilities. We must make a
conscious effort to learn new things, to force ourselves out of our comfort zones.
9. Risk and Reward
The more you sacrifice to reach a goal—and the more you invest in it—the harder it becomes to
change direction, even in the face of overwhelming evidence that you should alter your course.
Recently I decided to clean the leaves out of the gutters on my house. I put up a big aluminum
extension ladder that is a real pain to move. I was up there, 20 feet in the air, reaching to clean as far
as I could without moving the ladder. And I looked down and thought, Is this worth a broken neck?
Or should I just go down and move the ladder? I performed a similar mental exercise in the
Canadian Rockies this spring. I had traveled there to give a talk to a group of safety experts and
decided to do some exploring. But I had no gear with me. As I crept farther and farther up a twisty
mountain road in a rental truck, it began to snow pretty hard. And I thought, I’ve seen some pretty
good scenery already. What if this vehicle of unknown origin breaks down or gets stuck? Do I want
to try walking out in my cotton clothes and city shoes in a blizzard just to see one more vista? I
decided that it would be most embarrassing to become a statistic in one of my own stories. I call this
thought exercise the "risk-reward loop." When facing a hazard, always ask: What is the reward I’m
seeking? What is the most I’m willing to pay for it?
10. Trust Your Instincts
Be careful who you go into the backcountry with. Some people just have it stamped on their
foreheads: "I am going to die in a wilderness accident." But to recognize this stamp, you must pay
attention to some very subtle signals. Researchers such as Elaine Hatfield at the University of
Hawaii and Paul Ekman at the National Institutes of Health have studied nonverbal communication
since the 1960s and concluded that it conveys essential information, which we ignore at our peril. It
can be anything from a gesture to a slight change in facial expression. Most people will respond to
such signals by feeling either comfortable or ill at ease with someone for no known reason. In a
culture like ours, which puts more emphasis on logic and reason, nonverbal signs are easy to
dismiss. Pay attention. They mean something.
11. Know Plan B
When undertaking anything risky, always have a clear bailout plan. In November 2004 I wrote about
the hazards of Mount Washington for this magazine, recounting the death of two ice climbers who
had evidently not planned beyond reaching the summit. When a storm blew in during the middle of
their climb, they could have made an easy rappel to the bottom. Instead, following the only plan they
had, they continued toward the top, where they died of exposure. Similar failures occur in all areas
of life. When the IBM PC was released in 1981, Digital Equipment Corporation (DEC) continued to
follow its outdated plan, building minicomputers that cost hundreds of thousands of dollars. As a
result, DEC, the second largest maker of computers in the world, went out of business. When
formulating a bailout plan, it’s important to establish parameters by which to make the decision. For
example, if you aren’t on the summit by three o’clock, you must turn back. Or if you have lost $100
million, you must end the project. Whatever the criterion, make sure it’s specific. Then, when you’re
brain’s not working well because of stress or exhaustion, you’ll still make the right decision.
12. Help Others
In a survival situation, tending to others transforms you from a victim into a rescuer and improves
your chances. Psychology professor John Leach writes in his book Survival Psychology that in
disasters, natural and otherwise, doctors and nurses have a better survival rate because they have a
115
job to do and a responsibility to others. This same phenomenon was documented in the Nazi death
camps, where people who helped those around them stood a far better chance of surviving. Practice
being selfless in daily life and it will become second nature when disaster strikes.
13. Be Cool
Acting cool is not the same as being cool. As the head of training for the Navy SEALs once said,
"The Rambo types are the first to go." Siebert wrote in his book The Survivor Personality that
"combat survivors . . . have a relaxed awareness." People who are destined to be good at survival
will get upset when something bad happens, but they will quickly regain emotional balance and
immediately begin figuring out what the new reality looks like, what the new rules are, and what
they can do about it. In the past few decades, technologies like magnetic resonance imaging (MRI)
have allowed researchers such as Bruce McEwen at Rockefeller University to demonstrate that stress
changes the shape and chemistry of the brain, resulting in trouble remembering, difficulty
completing tasks, and altered behavior. In effect, losing your cool makes you stupid. Examine the
way you handle yourself under pressure: Do you blow up when you’re stuck in traffic or when
someone cuts you off? Are you able to accept failure philosophically and move on with resolve to do
better next time? If you’re rejected—in love, in business, in sports—do you stew over it? Practice
being calm in the face of small emergencies and you’ll be more prepared to deal with large ones.
14. Surrender, but Don’t Give Up
The concept of surrender is at the heart of the survival journey. While that may sound paradoxical, it
starts to make sense when you realize your limitations. If you are terrified, for example, you are
more vulnerable in a hazardous situation. Ahmed Abdullah is an Iraqi journalist. When the war
began, he found that he was horrified by the violence and in constant fear of dying. After years of
combat experience, he explained the concept of survival by surrender: "Don’t be afraid of anything,"
he said during a recent radio broadcast. "If you are afraid, then you have to lock yourself inside your
house. But if you want to keep on living, then you must forget about your fears and deal with death
as something that is a must, something that’s going to happen anyway. Even if you don’t die this
way, you can die normally, naturally.... Whatever [you] do, [you’re] not going to change this." Once
you surrender and let go of the outcome, it frees you to act much more sensibly. It actually puts you
in a better position to survive, to retain that core inside of you that will never give up. A good
survivor says: "I may die. I’ll probably die. But I’m going to keep going anyway."
116
Appendix
• Standards
Matrix
• Chapter
Summaries
• Modes
of
Reading
• On-‐going
Instructional
Strategies/Activities
• Transition
to
Session
B-‐Forms
• Project
Rubric
• The
Hunger
Games
Movie
Guide
• LACOE
Instructional
Video
Request
Form
117
The Hunger Games
Standards Matrix: Grades 9-10
Common Core Standards that carry through the whole unit:
RL 9/10.2: Determine a theme or central idea and analyze in detail 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.
RL 11/12.2: Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another
to produce a complex account; provide an objective summary of the text.
RL 9/10.3: Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the
plot or develop the theme.
*The following standards will not be addressed and reasons are noted:
Because this is a fictional novel study, the standards for Reading for Information Text will not
be addressed in the core lessons. However, as teachers integrate Achieve 3000 articles and the
three supplemental readings included in this unit, some of these standards will be addressed.
9/10. 6: This standard requires a work of literature from outside the United States. This novel
is not considered world literature.
9/10. 8: This standard does not apply to literature.
9/10.9: The author does not transform or draw upon source material.
118
Grade 9-10 Standards Matrix
Gr. 9-10 Day Reading for Reading Writing Speaking & Language
Literature Informational Listening
Week 1 1 1, 10 9 4 4, 5, 6
2 1, 3, 10 9 1 4, 5, 6
3 1, 2, 3, 10 1 4, 5, 6
4 1, 2, 3, 10 9 4 4,5, 6
Week 2 5 1, 2 9,10 1 4,6
6 1, 10 1 1,3,4 1,2,6
7 1, 3 1 1 1,2
8 1,2,3 9, 10 1 1,2, 6
9 n/a 2 4 1,2,6
Week 3 10 1,3, 4 9,10 1,4,6 2
11 1,2, 5, 9,10 1, 1, 2, 4
12 2, 3, 4,5 1,2,6 1 1,2,6
13 1, 4 9,10 1 1,2,6
14 3,4 4,9,10 1,2,6 1,2,6
Week 4 15 1,2,3 9,10 1 1,2,4,6
16 1, 3 9,10 1 6
17 1, 2 9,10 1 1, 2, 6
18 1, 3 9,10 1,3, 4, 6 1,2,6
19 1,2 9,10 1 1,2,6
Week 5 20 1,2 9,10 1 1,2,6
21 1,2,3 9,10 1,3, 4,6 1,2,6
22 1,2, 3 9,10 1 1,2,6
23 1,10 9,10 1 1,2,6
24 2,10 1,4,9,10 1 1,2,6
Week 6 25 1,2 9,10 1 1,2,4,6
26 1, 2, 5 1,9,10 1,3,6 1,2,6
27 1,2,5 1, 4, 9,10 1,3,4,6 1, 2,4,6
28 n/a 1,9,10 1 1,2,6
29 n/a 1,9,10 1 1,2,6
Week 7
Final Assessment, Projects and
Exhibitions
Week 8
119
Grade 11-12 Standards Matrix
Gr. 11- Day Reading for Reading Writing Speaking & Language
12 Literature Informational Listening
Week 1 1 1, 10 9 4 4, 5, 6
2 1, 3, 10 9 1 4, 5, 6
3 1, 2, 3, 6,10 1 4, 5, 6
4 1, 2, 3, 10 9 4 4,5, 6
Week 2 5 1, 2 9,10 1 4,6
6 1, 10 1 1,3,4 1,2,6
7 1, 3 1 1 1,2
8 1,2,3 9, 10 1 1,2, 6
9 n/a 2 4 1,2,6
Week 3 10 1,3, 4 9,10 1,4,6 2
11 1,2, 5, 9,10 1, 1, 2, 4
12 2, 3, 4,5 1,2,6 1 1,2,6
13 1, 4 9,10 1 1,2,6
14 3,4 4,9,10 1,2,6 1,2,6
Week 4 15 1,2,3,6 9,10 1 1,2,4,6
16 1, 3 9,10 1 6
17 1, 2 9,10 1 1, 2, 6
18 1, 3 9,10 1,3, 4, 6 1,2,6
19 1,2 9,10 1 1,2,6
Week 5 20 1,2 9,10 1 1,2,6
21 1,2,3 9,10 1,3, 4,6 1,2,6
22 1,2, 3 9,10 1 1,2,6
23 1,10 9,10 1 1,2,6
24 2,10 1,4,9,10 1 1,2,6
Week 6 25 1,2 9,10 1 1,2,4,6
26 1, 2, 5 1,9,10 1,3,6 1,2,6
27 1,2,5 1, 4, 9,10 1,3,4,6 1, 2,4,6
28 n/a 1,9,10 1 1,2,6
29 n/a 1,9,10 1 1,2,6
Week 7
Final Assessment, Projects and
Exhibitions
Week 8
120
Chapter
Summaries
Part
I:
The
Tributes
Chapter
1
Katniss
Everdeen
is
a
sixteen-‐year-‐old
girl
who
lives
in
District
12
in
the
country
Panem.
Today,
like
every
day,
Katniss
will
sneak
into
the
meadow
with
her
friend,
Gale.
The
two
of
them
hunt
for
food
for
their
families
and
to
trade
at
the
black
market
they
call
the
Hob.
Hunger,
starvation,
and
poverty
are
common
in
the
poor
coalmining
district;
by
hunting
illegally,
Katniss
is
able
to
keep
her
mother
and
sister
alive.
They
also
stop
by
the
Mayor’s
house
to
sell
strawberries.
Today
they
see
Madge,
the
Mayor’s
daughter,
who
opens
the
door.
She
is
preparing
for
the
reaping.
She
and
Katniss
are
in
the
same
grade
at
school.
It
is
the
day
of
the
reaping.
The
district
will
choose
one
boy
and
one
girl
between
the
ages
of
twelve
and
eighteen
to
participate
in
the
Hunger
Games:
a
fight
to
the
death
among
the
tributes
from
all
twelve
districts.
The
Games
commemorate
the
government’s
repression
of
an
attempted
overthrow.
All
the
people
are
required
to
meet
in
the
town
square
for
the
reaping
–
a
drawing.
Each
child’s
name
is
entered
into
the
drawing
each
year,
and
if
the
family
is
starving,
the
child’s
name
can
be
entered
twice
or
more
in
return
for
extra
food
rations.
This
is
the
first
year
Prim,
Katniss’
little
sister,
is
in
the
reaping.
Katniss
has
made
sure
to
protect
Prim,
and
her
name
has
only
been
entered
once.
The
“festivities”
begin
with
the
reading
of
the
history
of
the
Games.
The
only
living
winner
of
the
Games
from
District
12
is
Haymitch
Abernathy
who
arrives
at
the
reaping
drunk.
Effie
Trinket,
the
escort
from
the
Capitol
for
District
12,
is
going
to
draw
the
names.
The
first
slip
is
pulled
from
the
bowl
–
Prim’s
name
is
called.
Chapter
2:
Katniss
immediately
volunteers
to
take
Prim’s
place
in
the
Games.
The
reaction
of
the
crowd
is
silence
and,
as
a
sign
of
thanks
and
goodbye,
they
make
a
gesture
by
placing
their
three
fingers
to
their
lips
and
then
holding
them
out
to
Katniss.
Katniss,
knowing
the
reaping
will
be
televised,
is
concerned
that
she
looks
strong
and
doesn’t
cry.
The
boy
tribute
is
selected
–
Peeta
Mellark.
Katniss
knows
him
from
school
and
as
the
son
of
the
baker.
After
Katniss’
father
died,
the
family
was
starving.
Katniss
happened
to
wander
to
the
back
of
the
bakery
to
look
for
food
in
the
trash;
Peeta
gave
her
two
loaves
of
bread
that
he
had
burned.
The
bread
saved
Katniss’
family
from
starvation.
Katniss
feels
conflicted
because
she
feels
a
debt
of
gratitude
toward
Peeta,
but
in
the
Games,
she
may
have
to
kill
him.
Chapter
3:
Katniss
is
taken
to
the
Justice
Building
to
say
goodbye
to
her
family
before
being
taken
to
the
Capitol.
She
says
goodbye
to
her
mother
and
Prim.
Peeta’s
father
visits
next.
He
gives
Katniss
cookies
and
promises
to
look
after
Prim
and
make
sure
she’s
eating.
Madge
comes
by
and
gives
Katniss
a
pin
she’d
been
wearing.
It’s
a
bird
in
a
circle.
Madge
makes
Katniss
promise
to
wear
it
into
the
arena.
Gale
visits
and
the
two
of
them
discuss
strategies
for
the
Games.
He,
too,
promises
to
look
after
her
family.
Katniss
and
Peeta
will
be
traveling
to
the
Capitol
on
a
high-‐speed
train.
Katniss
recalls
that
the
Capitol
is
located
in
what
was
once
called
the
Rockies,
and
District
12
is
in
what
was
once
called
Appalachia.
The
tribute
train
is
plush
and
as
Katniss
explores
it
she
remembers
the
pin
Madge
gave
her.
It
is
a
likeness
of
a
mockingjay.
The
bird
is
a
cross
between
the
genetically
engineered
jabberjay
and
the
mockingbird.
The
jabberjay
is
what
they
call
a
muttation.
The
jabberjay
was
used
during
the
rebellion
to
spy
on
the
rebels
and
report
back
to
the
Capitol,
but
when
the
rebels
realized
what
the
birds
did,
they
gave
the
birds
false
information.
The
jabberjays
were
left
in
the
wild
to
die,
but
they
bred
with
the
mockingbird
to
create
a
bird
that
can
imitate
human
melodies
and
bird
whistles.
Effie,
Katniss,
and
Peeta
meet
in
the
dining
car
for
dinner.
Haymitch
is
napping.
The
food
is
sumptuous
and
plentiful.
They
then
go
to
watch
the
reapings
in
the
other
districts
on
TV.
As
they
watch
the
replay
of
District
12,
Haymitch
is
featured
–
drunk.
Effie
informs
Peeta
and
Katniss
that
as
a
former
winner
of
the
Games,
he
121
is
responsible
for
them
and
can
get
them
special
gifts
and
help
in
the
arena.
But
as
a
drunk,
he
is
useless.
A
drunken
Haymitch
then
enters
the
room,
vomits,
and
passes
out.
Chapter
4:
Katniss
and
Peeta
help
Haymitch
back
to
his
room.
Peeta
offers
to
clean
him
up
and
get
him
to
bed.
Katniss
returns
to
her
room
and
suspects
that
Peeta’s
kindness
is
a
ploy
to
gain
the
upper
hand.
A
flashback
tells
how,
after
Peeta’s
kindness,
Katniss
managed
to
hunt
and
forage
enough
food
to
ensure
her
family’s
survival.
The
next
morning
at
breakfast,
Katniss
and
Peeta
stand
up
to
Haymitch
and
confront
him
about
his
drinking.
Peeta
smashes
his
glass
and
Haymitch
punches
him;
Katniss
slams
her
knife
on
the
table
between
Haymitch’s
hand
and
his
bottle
of
alcohol.
Encouraged
that
they
might
show
spunk,
Haymitch
promises
to
help
them
if
they
don’t
interfere
with
his
drinking
and
they
do
exactly
what
he
says.
As
the
train
pulls
into
the
Capitol,
Peeta
waves
at
the
crowd.
Katniss
suspects
he
is
planning
to
win
a
sponsor
through
his
outgoing
personality.
Chapter
5:
It
is
the
day
of
the
opening
ceremonies.
Katniss
is
being
prepared
to
meet
her
stylist
who
is
in
charge
of
how
she
looks
for
the
opening
ceremonies
and
the
Games.
Cinna,
her
stylist,
lacks
the
odd
affectations
of
the
others
at
the
Capitol.
He
and
Portia,
Peeta’s
stylist,
have
planned
Katniss
and
Peeta’s
costumes
for
the
opening
ceremonies.
Katniss
is
afraid
it
will
be
something
horrible
like
past
costumes,
but
they
are
dressed
in
a
costume
that
is
“on
fire.”
Peeta
and
Katniss
hold
hands
as
they
ride
in
a
chariot
through
the
streets;
their
costumes
are
spectacular
and
the
crowd
and
television
cameras
love
them.
They
return
from
the
parade
and
Cinna
and
Portia
put
out
the
fire.
Peeta
compliments
Katniss
on
how
good
she
looks
in
flames.
Katniss,
suspicious
that
Peeta
is
saying
this
to
weaken
her
defenses,
decides
she
can
play
this
game
as
well
and
kisses
him
on
the
bruise
Haymitch
had
given
him
on
the
train.
Chapter
6:
They
are
in
the
training
center.
Katniss
experiences
the
luxury
of
her
apartment
–
such
a
contrast
to
her
life
in
District
12.
Katniss,
Peeta,
Haymitch,
Effie,
Cinna,
and
Portia
meet
for
dinner.
During
dinner,
Katniss
thinks
she
recognizes
one
of
the
servers.
The
girl
is
an
Avox
–
someone
who’s
committed
a
crime
and
whose
tongue
has
been
cut
out.
In
an
awkward
moment
when
the
adults
assure
Katniss
she
doesn’t
know
the
girl,
Peeta
comes
to
the
rescue
by
telling
Katniss
she
looks
like
a
girl
they
both
know
from
District
12.
It
wouldn’t
be
right
for
Katniss
to
know
a
criminal.
They
watch
a
televised
replay
of
the
parade.
Haymitch
comments
that
Peeta
and
Katniss
holding
hands
is
a
touch
of
rebellion.
Katniss
and
Peeta
are
sent
to
bed
so
the
adults
can
talk
about
their
strategies.
Peeta
and
Katniss
leave
and
Peeta
asks
Katniss
about
the
Avox.
They
go
up
to
the
roof
to
talk
where
their
voices
can’t
be
heard.
Katniss
tells
Peeta
that
she
had
once
seen
the
girl
in
the
woods.
She
and
a
boy
were
obviously
running
away
when
suddenly
a
hovercraft
came
and
captured
them.
The
boy
was
killed
and
the
girl
disappeared
into
the
hovercraft.
Katniss
didn’t
know
where
they
were
going.
Beyond
District
12
is
wilderness
and
the
smoldering
remains
of
District
13.
Katniss
returns
to
her
room
where
she
sees
the
Avox
girl
again
cleaning
her
room.
Katniss
feels
guilty
she
didn’t
try
to
help
her
when
she
had
the
chance.
Chapter
7:
Training
begins.
At
the
end
of
the
training,
each
of
the
tributes
will
be
given
a
numerical
rating
by
the
Gamemakers.
Haymitch
asks
Peeta
and
Katniss
if
they
want
to
be
trained
together
or
separately.
They
decide
to
train
together.
As
they
begin
the
training,
Haymitch
tells
them
they
need
to
be
together
every
time
they’re
in
public
so
they
appear
to
be
friends.
During
the
training,
Peeta
and
Katniss
work
on
new
skills
–
making
snares,
fires
–
anything
they
hope
will
help
them
in
the
arena.
On
the
second
day
of
training,
they
notice
they
are
being
followed
by
Rue,
the
tribute
from
District
11
who
reminds
Katniss
of
Prim.
On
the
last
day
of
training,
the
tributes
will
go
in
front
of
the
Gamemakers.
District
12
goes
last;
that
means
Katniss
will
be
the
last
to
go.
When
it
is
finally
her
turn,
she
realizes
that
the
Gamemakers
are
bored
and
have
had
too
much
to
drink.
They
are
not
paying
attention
to
her,
in
spite
of
the
fact
that
she’s
making
an
impressive
show
with
the
bow
and
arrow.
122
Finally,
in
frustration
that
the
Gamemakers
are
more
interested
in
the
roasted
pig
than
her,
she
shoots
an
arrow
that
pierces
the
apple
in
the
pig’s
mouth.
With
that,
Katniss
leaves.
Chapter
8:
Afraid
that
her
rash
actions
will
cause
her
family
to
be
punished
or
to
be
imprisoned,
Katniss
locks
herself
in
her
room
and
cries.
Finally,
she
comes
out
for
dinner
and
confesses
what
happened,
to
Haymitch,
Effie,
Peeta,
Cinna,
and
Portia.
When
the
ratings
come
out,
Katniss
has
scored
eleven
points
out
of
a
possible
twelve.
This
could
increase
her
chances
of
getting
sponsorship.
The
next
morning,
Katniss
goes
down
to
breakfast
to
learn
that
Peeta
has
asked
to
be
coached
separately.
Chapter
9:
While
Katniss
is
upset
by
Peeta’s
decision,
she
decides
it’s
better
that
way.
Effie
and
Haymitch
work
with
her
to
prepare
for
the
televised
interview.
Effie
helps
with
her
presentation,
and
Haymitch
tries
to
coach
her
for
the
interview.
Haymitch
accuses
her
of
being
sullen,
and
Katniss
can’t
figure
out
what
her
persona
should
be
for
the
interview.
That
night,
Katniss
breaks
down.
She
has
a
dish-‐breaking
temper
tantrum
in
her
room.
When
the
Avox
comes
in
to
ready
her
room
for
bed,
it
is
the
same
redheaded
girl
Katniss
saw
in
the
woods.
Katniss
apologizes
and
the
girl
obviously
forgives
Katniss
for
her
actions.
The
next
day,
Cinna
coaches
Katniss
on
her
interview.
He
encourages
her
to
pretend
she’s
talking
to
him
during
the
interview.
The
interview
is
frightening
for
Katniss,
but
Caesar
Flickerman
interviews
the
tributes
and
does
his
best
to
make
them
feel
at
ease.
Cinna’s
idea
works
for
Katniss
and
she
does
a
good
job
on
the
interview.
When
it
is
Peeta’a
turn
for
the
interview,
Caesar
asks
him
if
he
has
a
girlfriend.
He
confesses
that
he
has
a
crush
on
Katniss.
Part
II
“The
Games”
Chapter
10:
Katniss
is
furious
about
Peeta’s
story
of
unrequited
love
for
her.
Later,
she
confronts
him
and
tells
him
she
thinks
it
makes
her
look
weak.
Haymitch
tells
her
it’s
her
only
hope
for
him
to
get
her
sponsors.
Katniss
recognizes
that
this
is
true.
That
night,
unable
to
sleep,
Katniss
goes
up
to
the
roof.
She
finds
Peeta
there.
He
talks
about
how
he
wants
to
maintain
his
identity
in
spite
of
the
brutality
of
the
Games.
They
end
their
conversation
with
harsh
words
to
each
other.
The
next
morning,
Katniss
goes
to
the
arena
with
Cinna
who
helps
her
prepare.
She
wears
the
mockingjay
pin
and
has
a
tracker
inserted
under
the
skin
of
her
arm.
At
the
close
of
the
chapter,
as
Katniss
is
going
into
the
arena
she
hears
the
announcer’s
voice
proclaim
that
the
seventy-‐
fourth
Hunger
Games
have
begun.
Chapter
11:
In
the
arena,
Katniss
has
exactly
one
minute
to
survey
her
surroundings.
She
sees
the
Cornucopia
that
is
full
of
supplies
and
for
a
moment
she
decides
to
disregard
Haymitch’s
advice
to
run
away.
She
thinks
she’ll
run
in
and
get
weapons,
but
she’s
distracted
by
Peeta,
and
when
the
starting
gong
goes
off,
she’s
lost
time.
She
runs
to
the
woods,
but
not
before
she
witnesses
a
tribute’s
death
and
is
chased
by
a
knife-‐wielding
girl.
Katniss
has
managed
to
pick
up
a
backpack
and
piece
of
plastic
on
her
way.
As
she
runs
through
the
woods,
she
is
in
search
of
water.
As
the
night
falls,
she
sees
on
the
sky
those
tributes
that
died
that
day:
eleven
had
lost
their
lives
that
day.
That
night
she
sleeps
in
a
tree.
During
the
night,
she
witnesses
another
tribute
building
a
fire
nearby.
The
tribute
is
soon
discovered
by
a
pack
of
tributes
who
have
formed
an
alliance.
Katniss
listens
from
her
hiding
place
as
the
pack
of
tributes
argue
about
whether
or
not
the
girl
is
dead.
Katniss
recognizes
one
of
the
voices
as
Peeta’s.
Chapter
12:
Katniss
cannot
believe
that
Peeta
has
aligned
himself
with
Career
Tributes.
As
she
continues
her
search
for
water,
she
contemplates
Peeta’s
strategy.
She
is
also
aware
that
she
is
being
televised.
She
travels
through
the
woods
desperately
searching
for
water.
She
is
becoming
weaker
and
weaker.
She
comes
to
a
cluster
of
berry
bushes,
but
the
berries
aren’t
familiar
to
her.
Rather
than
123
risking
being
poisoned,
Katniss
leaves
the
berries
and
continues
her
search
for
water.
She
is
hoping
Haymitch
will
send
her
water.
When
he
doesn’t,
she
figures
she
must
be
close
it,
but
she
collapses
into
the
mud
unable
to
go
any
further.
She
realizes
there
must
be
water
nearby
and
finds
a
pond.
She
spends
the
rest
of
the
day
drinking
water
and
eating
–
which
makes
her
feel
better
and
better.
She
beds
down
for
the
night,
but
is
awaked
a
few
hours
later
by
a
stampede
and
the
smell
of
smoke.
A
fire
is
heading
her
way.
Chapter
13:
Katniss
races
ahead
of
the
fire
–
a
fire
deliberately
set
by
the
Gamemakers
to
force
the
tributes
to
fight.
Then
fireballs
come
crashing
toward
her,
making
it
impossible
for
her
to
rest.
One
hits
her
calf,
and
she’s
burned.
She
finds
a
pool
of
water
and
soaks
her
burned
calf
and
hands.
As
she
rests,
she
hears
the
pack
of
Careers
and
Peeta
coming
through
the
forest.
Katniss
finds
a
tree
and
climbs
it.
Unable
to
follow
her
up
the
tree,
they
leave
her
until
morning.
As
darkness
falls,
Katniss
sees
another
tribute
in
the
next
tree.
It’s
Rue.
She
points
to
something
in
Katniss’s
tree
that
is
above
her
head.
Chapter
14:
Rue
has
pointed
to
a
nest
of
tracker
jacker
wasps
that
are
muttations
of
wasps
with
a
poisonous
sting
and
tracking
ability.
Katniss
begins
to
cut
through
the
branch
during
the
anthem
so
the
Careers
won’t
hear
her.
The
wasps
are
still
groggy
from
the
smoke
of
the
fire,
but
they
are
beginning
to
rouse
in
the
nest.
She
leaves
the
rest
of
the
cutting
for
dawn
and
inches
back
down
the
tree
to
find
she’s
received
a
gift
from
a
sponsor:
ointment
for
her
burns.
It
heals
her
burns
nearly
instantly.
The
next
morning,
Katniss
is
able
to
cut
the
rest
of
the
branch,
sending
the
nest
down
on
the
Careers.
Two
are
killed
by
the
stingers
and
the
rest run
away.
Katniss
gets
down
from
the
tree,
but
not
without
being
stung
three
times
herself.
She
realizes
she
should
go
back
and
retrieve
the
bow
and
arrow
from
one
of
the
dead
Careers.
When
she
returns
to
the
body,
she
begins
hallucinating.
Peeta
arrives
at
the
tree.
Rather
than
kill
her,
he
saves
her
from
Cato
by
telling
her
to
run
away.
Chapter
15:
Katniss
awakens
from
the
tracker
jacker
induced
hallucinations.
She
begins
to
travel
upstream
and
hunts
with
the
bow
and
arrow.
She
encounters
Rue
and
forms
an
alliance
with
her.
She
learns
from
Rue
that
Peeta
is
no
longer
with
the
Career
Tributes
and
is
on
his
own.
The
Careers
are
at
the
lake
with
all
the
provisions
and
tools.
Katniss
formulates
an
idea
that
will
put
her
on
the
offensive.
Chapter
16:
Katniss
sneaks
down
to
the
Career
camp
to
figure
out
how
to
destroy
their
food
source.
Rue
has
set
a
fire
in
the
forest
to
draw
the
tributes
away
from
the
camp.
As
Katniss
watches
the
camp,
she
sees
the
fox-‐faced
girl
sneak
carefully
into
the
camp
to
steal
supplies.
Katniss
realizes
the
supplies
are
booby
trapped
with
explosives.
Using
her
arrows,
she
shoots
down
a
bag
of
apples
that
triggers
an
explosion
of
the
supply
pile.
Chapter
17:
The
explosion
knocks
Katniss
over
and
deafens
her.
Unable
to
run
away
from
the
camp,
Katniss
crawls
into
the
underbrush
and
hides.
She
sees
the
Careers
come
back
to
the
camp
to
survey
the
damage.
Cato
is
furious
–
all
of
their
supplies
are
destroyed.
Katniss
can
see
this
from
her
hiding
place,
but
cannot
hear.
She
spends
the
night
in
the
underbrush
while
the
Careers
go
on
a
night
hunt
in
the
forest.
As
day
breaks,
Katniss
returns
to
the
forest
to
meet
up
with
Rue.
The
hearing
in
her
right
ear
has
returned,
but
she
still
cannot
hear
with
her
left
ear.
She
goes
to
the
rendezvous
place
to
find
Rue,
but
she
isn’t
there.
Katniss
begins
searching
for
her
when
she
hears
Rue
calling
to
her.
Rue
has
been
trapped
in
a
net
and
the
boy
from
District
1
has
speared
her.
Chapter
18:
Katniss
shoots
the
boy
from
District
1
and
pulls
Rue
from
the
net.
It
is
too
late,
though.
As
Rue
is
dying,
she
asks
Katniss
to
sing
to
her.
Katniss
sings
a
lullaby
while
Rue
dies
and
then,
in
an
act
of
defiance,
Katniss
decorates
Rue’s
body
with
wild
flowers
before
the
hovercraft
takes
it
away.
She
is
distraught
and
despondent
over
Rue’s
death.
She
receives
a
silver
parachute
gift
of
bread
124
from
District
11
–
the
district
Rue
was
from.
The
following
day,
Katniss
is
still
despondent.
She
travels
around
the
forest
aimlessly,
thinking
about
her
family,
Rue,
and
the
boy
she
killed.
That
evening
after
the
anthem,
there
is
a
trumpet
blast.
This
means
a
communication
from
outside
the
arena.
The
announcement
is
that
the
rules
of
the
Games
have
been
changed:
two
tributes,
if
they
come
from
the
same
district,
can
now
win
the
Games.
Part
III:
The
Victor
Chapter
19:
Katniss
begins
looking
for
Peeta.
She
knows
he’s
injured,
and
she
begins
searching
for
him
along
the
river.
She
finds
him
completely
camouflaged
in
the
mud
of
the
stream.
He
is
seriously
injured,
and
Katniss
gets
him
cleaned
up
and
tries
to
treat
his
wounds.
Peeta,
in
spite
of
his
fever,
pain,
and
injuries,
reminds
Katniss
that
they
are
supposed
to
be
in
love
and
she
should
kiss
him.
Katniss
manages
to
find
a
rock
enclosure
that
offers
minimal
hiding
for
them.
She
finally
kisses
Peeta
and
is
rewarded
with
a
silver
parachute
of
hot
broth.
She
realizes
that
in
order
for
them
to
receive
anything
better,
she
must
play
the
game
of
being
in
love
with
Peeta.
Chapter
20:
There
are
six
tributes
left.
Katniss
and
Peeta,
Cato
and
Clove
(both
from
District
2),
Thresh,
and
Foxface.
Katniss
and
Peeta
spend
time
in
the
cave,
with
Katniss
continuing
to
care
for
Peeta.
When
she
checks
his
wound,
she
notices
red
streaks
which
indicate
blood
poisoning.
Peeta
asks
Katniss
to
tell
him
a
story
of
the
happiest
day
of
her
life.
She
tells
him
the
story
of
the
day
she
got
a
goat
for
Prim.
Later
that
night
after
the
anthem
plays,
the
trumpets
blare
again
with
the
announcement
that
there
will
be
a
feast.
At
the
feast
will
be
a
backpack
for
each
district
that
will
include
something
they
critically
need.
Katniss
knows
their
backpack
will
include
medicine
for
Peeta,
but
Peeta
doesn’t
want
her
to
go.
He
threatens
to
follow
her.
When
Katniss
goes
out
to
the
stream,
she
receives
a
silver
parachute
that
contains
a
sleeping
syrup.
She
mixes
it
with
berries
and
feeds
it
to
Peeta.
Before
he
falls
asleep,
he
realizes
what
she
has
done.
Chapter
21:
Katniss
arrives
at
the
Cornucopia
before
dawn.
When
dawn
breaks,
a
table
comes
up
through
the
ground
with
four
backpacks
on
it.
The
one
for
District
12
is
so
small,
it
would
fit
on
Katniss’s
wrist.
Foxface
is
the
first
to
get
her
backpack,
then
Katniss
runs
to
the
table
to
get
her
backpack
when
she’s
struck
in
the
forehead
by
a
knife.
Clove
tackles
her
and
pins
her
to
the
ground.
She
promises
to
give
the
audience
a
good
show
as
she
plans
how
she’s
going
to
kill
Katniss,
and
she
taunts
Katniss
about
killing
Rue.
Suddenly,
Clove
is
yanked
away
by
Thresh
who
kills
her,
and
after
she
explains
what
she
did
for
Rue
when
she
died,
he
declares
that
he
will
let
Katniss
go.
Thresh
warns
that
they
are
now
even.
As
Katniss
runs
back
to
the
woods,
she
sees
that
Thresh
has
taken
both
his
backpack
and
the
one
for
District
2.
He’s
run
in
the
opposite
direction.
Katniss
returns
to
the
cave,
wounded,
but
opens
the
tiny
backpack
to
find
a
syringe
of
medicine
that
she
gives
to
Peeta.
Chapter
22:
Katniss
and
Peeta
are
in
the
cave.
Peeta
has
made
a
remarkable
recovery
due
to
the
medicine.
Now
it
is
Peeta
who’s
caring
for
Katniss’s
wounded
forehead.
The
two
of
them
spend
the
day
resting
and
talking.
They
are
hungry
and
the
rain
continues
to
make
it
impossible
for
Katniss
to
go
hunting.
Katniss
knows
that
in
order
to
get
food
from
Haymitch
they
must
play
up
their
romance
for
the
audience.
The
next
day,
it
continues
to
rain.
With
no
chance
of
hunting,
they
are
counting
on
Haymitch
for
food.
Peeta
seems
earnest
as
he
confesses
his
feelings
for
Katniss
–
that
he
has
loved
her
since
the
first
day
of
school
and
heard
her
sing.
She
reciprocates
his
feelings
enough
to
earn
them
a
silver
parachute
full
of
food
–
including
her
favorite
lamb
stew.
Chapter
23:
The
two
rejoice
over
the
much-‐needed
food.
They
eat
a
small
portion
so
they
don’t
get
sick,
and
return
to
talking.
They
talk
about
what
will
happen
if
they
win
the
Games.
They
will
live
in
a
luxury
home
and
be
neighbors
with
Haymitch.
Neither
of
them
thinks
Haymitch
is
very
fond
of
them,
but
Katniss
believes
that
Haymitch
sends
the
silver
parachutes
as
messages
of
how
to
act
or
what
to
do.
125
That
night
as
the
anthem
plays,
Peeta
sees
that
Thresh
has
died.
Katniss
is
upset,
but
tries
not
to
show
it.
The
rain
stops
and
the
next
day
they
leave
the
cave
to
hunt.
Peeta
is
loud
as
they
walk
through
the
woods
and
eventually
suggests
that
he
stay
and
gather
roots
while
Katniss
hunts.
They
agree
to
use
a
whistle
to
signal
back
and
forth
to
each
other
that
everything
is
okay.
When
Katniss
doesn’t
hear
Peeta’s
whistle
in
awhile,
she
rushes
back
to
find
he’s
gathering
berries
in
the
woods.
Katniss
also
notices
some
of
their
food
is
missing
and
that
Peeta
has
gathered
a
poisonous
berry
called
nightlock.
The
cannon
goes
off
and
the
hovercraft
comes
in
to
gather
the
body
of
Foxface
who
stole
their
food
and
ate
the
poisonous
berries.
Chapter
24:
Katniss
puts
the
poisonous
berries
in
a
leather
pouch
as
a
weapon
they
may
be
able
to
use
against
Cato.
They
eat
their
food
and
return
to
the
cave
for
the
night.
The
next
morning,
they
discover
the
stream
has
been
drained
and
the
only
water
is
at
the
lake.
The
Gamemakers
want
them
to
return
to
the
lake
for
the
final
battle.
When
Katniss
and
Peeta
arrive
at
the
lake,
there
is
no
sign
of
Cato.
Katniss
teaches
the
mockingjays
Rue’s
song,
but
suddenly
Cato
bursts
through
the
trees
toward
them.
Katniss
shoots
an
arrow,
but
it
falls
away.
He
is
wearing
body
armor,
but
instead
of
attacking
them,
Cato
runs
right
past
Katniss
and
Peeta.
Katniss
sees
what
he
is
running
from
–
muttations.
Chapter
25:
The
three
of
them
run
to
the
Cornucopia
and
climb
up
on
it.
The
muttations
look
like
giant
wolves,
but
Katniss
recognizes
something
about
them
–
they
resemble
the
dead
tributes.
Katniss
manages
to
keep
them
at
bay
with
her
bow
and
arrow,
but
Peeta
is
caught,
and
his
leg
is
badly
wounded
before
Katniss
pulls
him
to
safety.
Cato
grabs
Peeta
who
is
forced
to
stand
with
him
at
the
edge
of
the
Cornucopia.
Peeta
gives
Katniss
a
sign
to
shoot
Cato’s
hand,
which
she
does.
He
releases
Peeta
and
falls
into
the
pack
of
mutts.
Since
this
seems
to
be
the
last
battle
of
the
Games,
Katniss
and
Peeta
know
that
Cato’s
death
will
be
long
and
agonizing.
Through
the
cold,
long
night
they
listen
to
Cato
suffer.
As
dawn
arrives,
Katniss
ends
Cato’s
life
with
her
last
arrow.
They
climb
off
the
Cornucopia
and
head
for
the
lake
as
the
hovercraft
arrives.
They
wait
for
the
announcement
that
they’re
the
winners,
but
instead
there
is
an
announcement
that
there
can
only
be
one
winner.
After
arguing
about
who
should
or
shouldn’t
die,
Peeta’s
reasons
are
his
love
for
Katniss,
and
Katniss
knows
she
would
never
be
able
to
stop
thinking
about
the
arena.
They
decide
they’ll
eat
the
poison
berries
on
the
count
of
three.
Just
as
they
are
about
to
eat
the
berries,
Claudius
Templesmith
stops
them
and
they
are
both
declared
winners
of
the
Games.
Chapter
26:
The
hovercraft
appears
and
takes
them
away
from
the
arena.
Peeta
has
lost
a
lot
of
blood
and
falls
unconscious
into
the
hovercraft.
A
team
of
doctors
quickly
begins
to
work
on
him.
Katniss
panics
and
tries
to
get
to
him,
but
a
glass
door
separates
them.
Katniss
is
then
drugged
and
awakens
later
in
a
hospital
bed.
She
alternates
between
consciousness
and
sleep
for
several
days
before
she
is
well
enough
to
get
out
of
bed.
All
her
scars
have
been
removed,
and
she
is
ready
to
be
presented
to
the
public
as
the
victor.
She
wants
to
see
Peeta,
but
the
Gamemakers
want
their
reunion
to
occur
on
live
TV.
Cinna
dresses
Katniss
in
a
dress
that
makes
her
look
like
a
young
girl.
Katniss
suspects
that
there
is
a
reason
for
that.
As
she
waits
to
be
presented
to
the
audience,
Haymitch
tells
her
that
the
Capitol
is
angry
with
Katniss
and
Peeta
for
showing
them
up
in
the
arena.
He
tells
her
the
only
excuse
she
and
Peeta
can
have
for
their
actions
is
that
they
are
madly
in
love.
Katniss
struggles
with
her
feelings
toward
Peeta
and
wonders
about
his
feelings
toward
her.
Were
they
real
or
were
they
just
due
to
the
circumstances
they
were
forced
into?
As
Katniss
prepares
to
enter
the
ceremony,
she
realizes
that
the
most
dangerous
part
of
the
Hunger
Games
is
about
to
begin.
Chapter
27:
On
the
stage,
Katniss
sees
Peeta
again
and
runs
to
him.
After
an
enthusiastic
crowd
greets
them,
they
watch
the
highlights
of
the
Hunger
Games.
President
Snow
crowns
them,
but
his
eyes
show
his
anger
at
Katniss.
After
the
victory
banquet,
Katniss
tries
to
get
time
alone
with
Peeta,
but
she
is
locked
in
her
bedroom.
The
next
day,
Caesar
Flickerman
interviews
them.
Katniss
learns
that
Peeta’s
leg
was
amputated
and
replaced
by
an
artificial
leg.
Katniss
and
Peeta
again
profess
their
love
though
126
Katniss
does
so
with
the
belief
that
it
is
all
an
act.
They
get
on
the
train
to
return
to
District
12.
On
the
way,
Katniss
washes
off
her
makeup,
rebraids
her
hair,
and
changes
her
clothes.
She
is
struggling
to
understand
who
she
is
now
that
the
Games
are
over.
When
the
train
stops
for
fuel,
she
and
Peeta
walk
along
the
tracks
together.
Haymitch
tells
them
to
keep
up
the
act
until
the
cameras
are
gone.
Peeta
is
confused.
Katniss
had
thought
all
along
that
Haymitch
had
been
giving
Peeta
the
same
advice
he’d
given
to
her
–
to
pretend
they
love
each
other.
Katniss
tells
Peeta
that
she’s
not
sure
how
she
feels.
Peeta
retreats
to
the
train
clearly
upset
and
hurt.
The
next
day
they
arrive
at
District
12.
Peeta
holds
her
hand
as
they
prepare
for
the
cameras
waiting
for
them,
but
this
time
he
is
doing
it
only
for
the
camera.
127
Modes of Reading
Read Aloud: The teacher or another proficient reader reads aloud. Students listen but do not
have the text in front of them.
Choral Reading: Sometimes referred to as unison reading. The whole class reads the same
text aloud. Usually the teacher sets the pace.
Shared Reading: The teacher or another proficient reader reads aloud. Students follow along
in with the text in front of them.
Guided Reading: The teacher interacts with small groups of students as they read books that
present a challenge. The teacher introduces reading strategies, tailoring the instruction to the
needs of the students. When the students read, the teacher provides praise and encouragement
as well as support when needed.
Echo Reading: When a skilled reader reads a portion of text (sometimes just a sentence) while
the less-‐skilled reader "tracks." The less-‐skilled reader then imitates or "echoes" the skilled
reader.
Cloze Reading: The teacher or another proficient reader reads aloud, pausing to omit words.
The students track the teacher and fill in the words when the teacher pauses.
Partner Reading: Students pair up and take turns reading sections to one another in a low
voice. Students stop every paragraph or two and discuss the text.
Independent Reading: Students read silently to themselves, at their proficient level.
128
On-going Instructional Strategies/Activities
Introduction
Teachers may want to add strategies and activities that are not already included
in the detailed lesson plans. The following are examples of things you may
consider using:
Themes and Essential Question Posters: This is actually a critical element of
instruction. They should be prominently displayed in the room for the entire
course of study.
Word Journals and Word Walls: Track on-‐going vocabulary and academic
language that is pertinent to either theme or concept in the novel and would be
high-‐frequency words-‐to-‐know. Students can keep lists and synonyms, pictures,
examples in personal word journals. Teachers then add chosen words to a class
word wall on charts or butcher paper to be viewed throughout the unit.
Concept Board or Discussion Board: This is a visual display of themes and
concepts on either a bulletin board or chart paper with pictures, words and
phrases, questions that arise, answers that follow, related readings, articles, and
any other pertinent resources.
On-Going Debates: Students can debate themes and topics every few chapters
as new information arises. Topics may include:
• Is the relationship between Katniss and Peeta real or only for the cameras?
• Who is the real hero of The Hunger Games?
• How is manipulation used by both the Capitola and the main characters?
• Are alliances worth it? Do they help or hinder survival?
129
Session
B
Transition
Forms
130
Session A Teacher: Four-Week Status Update
Block/Period Last page read Last lesson completed
Notes:
131
Student Project Update
Block/Period Student Name Project Name Progress
132
Project
Rubric
133
The Hunger Games Movie Guide
Opening Scene through the Tribute Training
How is the opening scene different from the book? Why do you think the director chose to
begin that way?
Describe the setting of District 12. How is it the same or different as you had imagined while
reading?
Why might the director have decided to change how Katniss gets the mockingjay pin? What
does it accomplish?
How did the movie introduce the backstory of Panem?
Which character looks most differently on screen than how you imagined? Why?
President Snow tells the Gamemaster that the only reason they have the Hunger Games is to
give people hope-‐ but “contained hope.” What does he mean?
134
The
Games
In
the
book,
you
don’t
get
to
see
behind
the
scenes
of
the
gamemakers.
What
scenes
in
the
movie
show
how
they
manipulate
the
games?
How
does
the
director
use
the
bee
stings
to
tell
us
more
about
Katniss?
How
does
the
ending
fight
scene
with
the
muttations
differ
from
the
book?
Why
do
you
think
the
director
chose
to
do
it
that
way?
Name
elements
in
the
movie
(costumes,
set
design,
specific
scenes,
music,
etc…)
that
enhance
each
theme
in
the
book:
Dystopian
Society
Survival
Violence
in
Reality
TV
135
The
Victors
The
end
is
handled
quickly.
Why
might
the
director
have
wanted
to
speed
through
this
part
of
the
book?
What
is
the
tone
of
the
end
of
the
movie?
How
is
that
tone
achieved?
Which
theme
was
delivered
the
strongest
through
the
movie
version:
Dystopian
Society,
Survival
or
Violence
in
Reality
TV?
How
was
that
achieved?
Cite
specific
examples.
Overall,
what
was
your
impression
of
the
movie?
136
Instructional Video/DVD Use Request Form
It is the policy of the LACOE Board of Education that the use of videos/DVD’s in the classroom
must directly relate to verifiable student learning objectives that are drawn from a Board-‐
Adopted Course of Study. All videos for classroom use must have 5 days prior approval by the
school principal or school designee. Per LACOE office policy, all videos must be rated PG-‐13 or
lower.
Name of Teacher:___________________________________ Date: _______________________________
Requested Video Title: ______________________________________________________________________
Showing Date: ______________________________________ Subject Area: ________________________
Instructional Topic: _________________________________________________________________________
Common Core Standards Addressed:
________Grade 9/10 ______Grade 11/12
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Relevance of Video to Common Core Standards:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Approximate minutes of video to be shown: ___________________________________________
Instructional strategy for incorporating video content into lesson:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Method of assessing student learning from video:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Signed: ____________________________________________ Date: _________________________________
(Teacher)
Approved: ________________________________________ Date: _________________________________
137
138
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