Quirina VSuzanne V

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Table of contentsIntroductionPlannerGradingWeek 1Week 2Week 3Week 4Week 5Week 6Week 7Week 8Week 9Week 10Hand-out and Worksheets

Hand-out 1Worksheet 1Worksheet 2Worksheet 3Worksheet 4

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IntroductionThis is a lesson plan for the book The Hunger Games by Suzanne Collins. We think this book and lesson plan is best suited for Havo 3 or Havo 4 classes. If you have a Vmbo T group you could use this teaching packet but you might want to help the students more with while reading discussions. The protagonist’s age is 16 and as children usually prefer reading about the lives and adventures of people who are slightly older than they are, is it perfect for the age group 14 to 16.

We believe that for some students the sheer size of the book can be quite daunting. Although fortunately you will always have students that enjoy reading but others have no experience with it at all. It is therefore vital that you as a teacher guide these students and arouse their interest in the book in the first lessons. It is also the reason we decided to have silent reading classes every other week. It’s so that students get acquainted with the notion of doing only one activity for a longer period of time.

We also chose to dedicate only one lesson per week on either silent reading or an activity based on the book in order to give the slower readers a chance to read the required chapters. This teaching package has the emphasis on the enhancement of the reading pleasure of the students to prepare them for the mandatory reading they’ll have to do in 4th and 5th grade. That’s why there is no abundance of exercises for the students.By using one lesson a week you are also able to continue your regular lesson plan.

Goal: to enhance the reading pleasure of the students. This will help the students when they’ll have more mandatory reading in Havo 4 and 5.

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Planner

Lessons Home work for next class

week 1 lesson 1- Activating knowledge about the book- Dystopian novels- Watch trailer- Hand out the book- Read together in class

Homework: finish reading chapter 1 + 2

week 2 Silent reading lesson in class Homework: finish reading chapter 3, 4, 5

week 3 lesson 2- Which characters have been

introduced? Let them work in pairs. Search chapter 1 to 5 for characters.

Homework: finish reading chapter 6,7,8,9 (part 1)Worksheet 1

week 4 Hand in writing exercise. Silent reading lesson in class

Homework: finish reading chapter 10,11,12Worksheet 2

week 5 lesson 3- make a poster

Homework: finish reading chapter 13,14,15Update worksheet 1

week 6 Silent reading in classor watch the movie up until the end of part 2

Homework: finish reading chapter 16,17,18 (part 2)Poster must be finished lesson 4

week 7 lesson 4- Discuss posters- Watch the movie up until part 1

Homework: finish reading chapter 19, 20, 21

week 8 lesson 5- Versions of reality

Homework: finish reading chapter 22, 23, 24Worksheet 4

week 9 Silent reading in classor watch the last part of the film

Homework: finish reading chapter 25, 26, 27 (end of the book)Update worksheet 1 after finishing book

week 10 lesson 6- Final discussion- Kahoot quiz

No homework

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GradingGrading will consist of a number of things that you can find in the table below:

Work sheets 25 %

Poster 25%

Effort during class:- participation in discussions- participation during making of poster- result kahoot quiz

50%

Because this teaching packet is about reading pleasure the grading is largely based on effort. The students will have to participate during class in order to receive a passing grade.

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Week 1How do you activate the knowledge of this book? It’s a popular book and chances are that there are students in the class who have already seen the movie. This can be a negative since it can reduce the motivation of those particular students to go and read the book. It is therefore necessary to emphasize the fact that the book is different from the movie and that the grade that they will eventually get for these literature lessons is based on how well they know the book and how well they work during class.

However, if there are students in your class that have already seen the movie this can also be a good thing. During the first lesson you can ask those students what they thought of the movie and why (without giving away too much). You may also consider putting them in a different group since obviously you don’t want them to, intentionally or unintentionally, spoil the story for the others by giving too much away.

By talking about the film you do have a way in, so to speak, as a teacher. You can let the students see the trailer of the movie in order to get them interested, as long as you emphasize the fact that it is the book that they have to read and not the movie that they have to see and that there are a lot of things that are different in the book.

https://www.youtube.com/watch?v=SMGRhAEn6K0 link to the trailer

As a second step in the introduction lesson it is important to let the students know what the book is about. The books are handed out, or if the students still have to borrow them from the library or for any other reason you don’t yet have them, you make copies of the back cover.

Here is what it says on the back cover:

Winning will make you famous. Losing means certain death.In a dark vision of the near future, twelve boys and twelve girls are forced to appear in a live TV show called the Hunger Games. There is only one rule: kill or be killed.

When sixteen-year-old Katniss Everdeen steps forward to take her sister’s place in the games, she sees it as a death sentence. But Katniss has been close to death before. For her, survival is second nature.

Let them read it for themselves and then read it to them yourself. Have an educational conversation with them based on what they’ve read. Ask open questions so they have to think about the content of the book.

Example questions:

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- Do we have live TV shows that resemble this description?- Why would Katniss take the place of her sister?- Why would she see it as a death sentence?- Why would Katniss have been close to death before?- Why is survival her second nature- Do you think she lives in a good/happy society or not and why?

If you ask a selection of these questions you will ultimately end up with the conclusion that Katniss is a brave and caring young girl who lives in an awful time and place that requires her to think about survival every day and in which she has to participate in a TV show that most likely would mean the end of her life.

You would also conclude that this is what they call a dystopian novel. Your students would probably not know this term so you can ask them to discuss what they think it means. You can give them the list of characteristics of a dystopian novel that I’ve copied below. It is from the site readwritethink.org

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Dystopias: Definition and Characteristics

Utopia: A place, state, or condition that is ideally perfect in respect of politics,laws, customs, and conditions.

Dystopia: A futuristic, imagined universe in which oppressive societal control andthe illusion of a perfect society are maintained through corporate, bureaucratic,technological, moral, or totalitarian control. Dystopias, through an exaggeratedworst-case scenario, make a criticism about a current trend, societal norm, orpolitical system.

Characteristics of a Dystopian Society:

• Propaganda is used to control the citizens of society.• Information, independent thought, and freedom are restricted.• A figurehead or concept is worshipped by the citizens of the society.• Citizens are perceived to be under constant surveillance.• Citizens have a fear of the outside world.• Citizens live in a dehumanized state.• The natural world is banished and distrusted.• Citizens conform to uniform expectations. Individuality and dissent are bad.• The society is an illusion of a perfect utopian world.

Types of Dystopian ControlsMost dystopian works present a world in which oppressive societal control and theillusion of a perfect society are maintained through one or more of the followingtypes of controls:• Corporate control: One or more large corporations control society throughproducts, advertising, and/or the media. Examples include Minority Reportand Running Man.• Bureaucratic control: Society is controlled by a mindless bureaucracy througha tangle of red tape, relentless regulations, and incompetent governmentofficials. • Technological control: Society is controlled by technology—throughcomputers, robots, and/or scientific means. Examples include The Matrix,The Terminator, and I, Robot.• Philosophical/religious control: Society is controlled by philosophical orreligious ideology often enforced through a dictatorship or theocraticgovernment.

The Dystopian Protagonist:

• often feels trapped and is struggling to escape.

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• questions the existing social and political systems.• believes or feels that something is terribly wrong with the society in which heor she lives.• helps the audience recognizes the negative aspects of the dystopian worldthrough his or her perspective.

The teacher hands out this list and tells the students to keep it because it is important in coming lessons.

Big brother in 1984

President Snow in The Hunger Games

These pictures could be a good example to show the similarities between “Big Brother” from the film and President Snow which is a character that the students will encounter in the book. Based on these pictures you can also have a brief discussion about these characters. What do they think these characters will be like? What would their role be in the film?

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For the remaining part of the lesson read chapter 1.

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Week 2Week 2 has a silent reading lesson. students read chapters 3, 4, and 5. At the end of chapter 5 Katniss and Peeta have just entered the City Circle on a chariot with them wearing outfits with artificial flames. Peeta is ‘acting as if he is’ in love with her and Katniss has just decided that ‘two can play this game (p. 83) and is acting as nice as she can to him. She feels that ‘the more likeable he is, the more deadly he is’.

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Week 3The students have by now read the first 5 chapters. In those five chapters they have met a lot of characters. We’ll start this lesson therefore with an activity that charts the characters and what we know about them so far.

The teacher writes down a list of characters that have so far been introduced. She then let’s the students work in groups of four, carefully mixing strong readers with weaker ones and potentially putting those that have seen the movie in a separate group. By letting them work together they can learn with each other and from each other, increasing their understanding of the book and hopefully their motivation too.

The job is to write down the characteristics of the characters.

Worksheet Lesson Week 3

Character’s name

Character’s exterior characteristics (like hair colour)

Character’s interior characteristics (like loving or selfish)

How is he or she connected to others? (like sister of so and so)

Katniss

Peeta

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Cinna

Portia

Haymitch

Prim

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With the help of the previous exercise students have enhanced their understanding of the book and the characters in it and their connections to others. The exercise is discussed during the same class. The teacher asks a member of a group what they wrote down. You make sure that all the students are prepared to give an answer.

Week 4 will be a silent reading session again and students know that they have time to read the next chapters then or in the week after that. Besides the reading there is going to be a writing exercise as homework.

Worksheet homework week 3

What passage of the book that you’ve read so far did you find really interesting, funny or sad or struck you in any kind of way. Write down the page of the passage and a brief summary of the event you’re talking of and explain why it struck you? Use between 100 and 200 words.

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Week 4

In this week students have another silent reading lesson and they have to hand in the writing exercise that you see above. For week 5 students have to read until chapter 12. You make them aware that they can always work on their sheet about the characters in the book since a lot of new characters have been introduced. Also, remind them of the list of characteristics of a dystopian novel and briefly discuss what they’ve encountered so far.

At the end of chapter 12 Katniss is participating in the Hunger games and has to escape a wall of fire.

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Week 5

The time has now come to be a bit more creative. Previous exercises have been about getting the students to read and making sure that they understand the book and the genre. This lesson the students are going to work in those same groups they have been working in during previous classes. Stronger and weaker students are mixed and potential film viewers are kept in one group. As a teacher you have to make sure you have enough material for them to make a poster or a collage. You can use old magazines or newspapers, but of course students may also search for material online and print it. The posters have to be made from the point of view of either the people from the capital or the people from district 12. The character list that they’ve made in week 3 could be very helpful here. The students can have a look at the list, add new characters that they’ve encountered while reading subsequent chapters, and use the list as a reminder of the type of characters that live in the capital and in district 12. The reason we make this distinction between the capitol and district 12 is because it is a very important theme of the book and gives the teacher the possibility to see whether the students have understood the differences between the (people from) the capitol and district 12. It also acts as a framework within which the students are able to work and enables them to start a discussion immediately. students are free to use all kinds of material but they must be prepared to present what they’ve made the next week. You have to make sure that they know they have to make the poster in class and also know what to say about it in two weeks time. The groups will receive one grade for: - the quality of the poster: (does it look presentable, does the poster reflect their

choices, is it readable, does it contain all the needed aspects of a poster (what, when, who))

- the presentation (5 minutes): (do all students take part in the presentation, do the students speak clearly)

- the reasoning behind their choices: (is it clearly visible from what point of view the poster was made)

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Week 6Week 6 has a silent reading lesson. students read the chapters until the end of part 2 (page 296). At the end of part 2 there are 6 tributes left. Claudius Templesmith announces a rule change. ‘Under the new rule, both tributes from the same district will be declared winners if they are the last two alive.’ After this has sunken in, Katniss shouts out Peeta’s name. The endgame starts. If students are on track with their reading you can also choose to start watching the film.

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Week 7At the beginning of class we start with the presentation of the posters. As a teacher you give the group one grade for the quality of the posters, the presentation itself and the reasoning behind their choices. Each presentation will take up 10 minutes (a 5 minute presentation and 5 minute feedback from students and teacher.Depending on the size of your class the presentations will take up the whole hour. If you have time left you can use this time to watch a part of the film.

You can decide yourself how you want to grade the posters and presentations. An example is giving below. A print is available.

Group: ____________________________________________________________________

Point of view: Capitol / District

the 3 parts of grading specifics average

Quality of the poster presentable looking

reflects the point of view

readability

aspect of a poster

4 5 6 7 8 9 10

4 5 6 7 8 9 10

4 5 6 7 8 9 10

4 5 6 7 8 9 10

________

Quality of the

presentation

participation

speaking quality

4 5 6 7 8 9 10

4 5 6 7 8 9 10 ________

Quality of reasoning quality of reasoning

reasoning fits the poster

4 5 6 7 8 9 10

4 5 6 7 8 9 10 ________

overall average / end grade: ________

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Week 8The students have been introduced to the notion of a dystopian novel and have by now read most of the book. They should therefore be aware that the novel has a lot of the characteristics of a dystopian society with a dystopian protagonist and dystopian controls. They should therefore also know that this book is a critique of modern day reality TV shows.

During the major part of this class will be a discussion about how real reality TV should get. To help the students share their thoughts, they first work on questions on a worksheet. The students work by themselves. To help the student better understand this topic the following clip can be used: reality tv.

There is no answer sheet to these questions. The questions have been made to guide the discussion in your class.

Part 1:Today there are a lot of reality TV shows. There are people willing to share a lot of their personal lives with the whole world. Think about their day-to-day lives (Patty Brard - enema/klysma), game shows that can hurt people (Release the hounds, Wipe-out) or datingshows (Adam zkt Eva, Cheat on me).Students work on question 1.

1. What do you think about the available reality TV shows?Discuss answers.

Part 2:How close are we to the Hunger Games when you look at our current reality TV shows? Students work on question 2.

2. Did The Hunger Games change the way you view reality TV? Why or why not?Discuss answers.

Part 3:The Hunger Games are viewed differently by the people living in the Capital and the people living in the Districts. Students work on question 3.

3. People in the Capitol enjoy the Games as entertaining television. Why?Discuss answers.

Part 4:How real is reality tv?Students work on question 4, 5 and 6.

4. Why is the fake romance between Peeta and Katniss so popular with the Hunger Games’ audiences?

5. Why is it so important that Katniss hides her emotions on camera?

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6. Which character puts on the biggest show for the camera? Can you always tell when characters are being themselves versus trying to get sponsors?

Discuss answers.

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Week 9Week 9 has a silent reading lesson. students finish reading the book. If you have a class that is able to read the book without too much help at home or the majority of the students have already finished the book before class then you can also choose to finish watching the film.

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Week 10This is the last lesson that is spent on discussing the book. Evaluation is really important. Did the students like reading this book? Are they motivated to read more often?

Have a discussion about the student’s character lists. Did they have some descriptions change during their reading of the book. Did they think the same way about the characters at the beginning as at the end? Discuss what factors or situations made them change their mind. Discuss why the writer might have chosen to disclose some information at a later point in the book.Make sure that in your discussion the following points are addressed:

- Peter’s plan and his actions- Writers choose not to disclose all information to make the story more appealing and

thrilling, to enhance the viewpoint of the main character, etc

There is no worksheet to guide this discussion. The character list is the used in the discussion and helps the students through it.

And in order to close off this series of lessons about The Hunger Games in a positive way and also in order to see if everyone has actually read and understood the book you can do a quiz. This is not an old-fashioned test on paper but an online quiz in which students have to log in with their mobile phone and answer a number of multiple choice questions within a certain amount of time. If you choose to let the outcome of this test to contribute to the final grade you have to make sure that your students are quiet and serious while making this quiz.

Kahoot quiz

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Hand-out and Worksheets

This hand-out and 4 worksheets can be printed as is, or you can edit the documents to your liking.

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Hand-out 1

Dystopias: Definition and Characteristics

Utopia: A place, state, or condition that is ideally perfect in respect of politics,laws, customs, and conditions.

Dystopia: A futuristic, imagined universe in which oppressive societal control andthe illusion of a perfect society are maintained through corporate, bureaucratic,technological, moral, or totalitarian control. Dystopias, through an exaggeratedworst-case scenario, make a criticism about a current trend, societal norm, orpolitical system.

Characteristics of a Dystopian Society:

• Propaganda is used to control the citizens of society.• Information, independent thought, and freedom are restricted.• A figurehead or concept is worshipped by the citizens of the society.• Citizens are perceived to be under constant surveillance.• Citizens have a fear of the outside world.• Citizens live in a dehumanized state.• The natural world is banished and distrusted.• Citizens conform to uniform expectations. Individuality and dissent are bad.• The society is an illusion of a perfect utopian world.

Types of Dystopian ControlsMost dystopian works present a world in which oppressive societal control and theillusion of a perfect society are maintained through one or more of the followingtypes of controls:• Corporate control: One or more large corporations control society throughproducts, advertising, and/or the media. Examples include Minority Reportand Running Man.• Bureaucratic control: Society is controlled by a mindless bureaucracy througha tangle of red tape, relentless regulations, and incompetent governmentofficials. • Technological control: Society is controlled by technology—throughcomputers, robots, and/or scientific means. Examples include The Matrix,The Terminator, and I, Robot.• Philosophical/religious control: Society is controlled by philosophical or

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religious ideology often enforced through a dictatorship or theocraticgovernment.

The Dystopian Protagonist:

• often feels trapped and is struggling to escape.• questions the existing social and political systems.• believes or feels that something is terribly wrong with the society in which heor she lives.• helps the audience recognizes the negative aspects of the dystopian worldthrough his or her perspective.

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Worksheet 1Character’s name

Character’s exterior characteristics (like hair colour)

Character’s interior characteristics (like loving or selfish)

How is he or she connected to others? (like sister of so and so)

Katniss

Peeta

Cinna

Portia

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Haymitch

Prim

Worksheet 2

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What passage of the book that you’ve read so far did you find really interesting, funny or sad or struck you in any kind of way. Write down the page of the passage and a brief summary of the event you’re talking of and explain why it struck you? Use between 100 and 200 words.

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Worksheet 3

Group: ____________________________________________________________________

Point of view: Capitol / District

the 3 parts of grading specifics average

Quality of the poster presentable looking

reflects the point of view

readability

aspect of a poster

4 5 6 7 8 9 10

4 5 6 7 8 9 10

4 5 6 7 8 9 10

4 5 6 7 8 9 10

________

Quality of the

presentation

participation

speaking quality

4 5 6 7 8 9 10

4 5 6 7 8 9 10 ________

Quality of reasoning quality of reasoning

reasoning fits the poster

4 5 6 7 8 9 10

4 5 6 7 8 9 10 ________

overal average / end grade: ________

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Worksheet 4

1. What do you think about the available reality tv shows?

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2. Did The Hunger Games change the way you view reality TV? Why or why not?

____________________________________________________________________________

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3. People in the Capitol enjoy the Games as entertaining television. Why?

____________________________________________________________________________

________________________________________________________________________

__________________________________________________________________________

4. Why is the fake romance between Peeta and Katniss so popular with the Hunger Games’ audiences?

____________________________________________________________________________

________________________________________________________________________

__________________________________________________________________________

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5. Why is it so important that Katniss hides her emotions on camera?

____________________________________________________________________________

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6. Which character puts on the biggest show for the camera? Can you always tell when characters are being themselves versus trying to get sponsors?

____________________________________________________________________________

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