Porscheoy Brice Spring 2013 The Hunger Games Curricula

Day I: Class: English I Topic: Reading of The Lottery by Shirley Jackson State Standards: 1.3 Key Ideas and Details Theme (CC.1.3.9-10.B) Students will be able to write and develop arguments with strong evidence and valid reasoning that includes a clear organization of precise claims and counter claims. Objective: LWBAT write and develop arguments with strong evidence and valid reasoning, analyze the development of a texts main idea and themes, and identify/and or explain stated or implied main ideas and supporting details. Instructional Strategies: Do Now, Direct Instruction, Critical Thinking. Daily Activities: Do Now List 3 tradition or rituals that you are aware of. Also include if you know how they originated and if they are still practiced today. Activities 1. Discussion of Do Now 2. Vocabulary Activity 3. Introduction of The Lottery by Shirley Jackson (PPT) 4. Begin reading The Lottery Ticket Out What do you believe the lottery is? Be sure to include details from the story to support your claim. Resources/materials and supplies: Student notebooks, laptops, PPT, promethean board, handout. Day II: Class: English I Topic: Continued reading of The Lottery by Shirley Jackson State Standards: 1.3 Reading Literature (L.N.2.3.1) Students read and respond to works of literature with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. 1.5 Presentation of Knowledge and Ideas (CC. 1.5.9-10.A, D-F) Students will use details and information from the text to support their understanding of its main ideas both those that are stated directly and those that are suggested. Objective: LWBAT identify/explain stated or implied main ideas and supporting details. Instructional Strategies: Do Now, Group Collaboration, Critical Thinking, Class Discussion/Analysis of Text. Daily Activities: Do Now Do you believe that humans have become desensitized to violence and murder? Explain why or why not. Activities 1. Review of Do Now. 2. Finish reading The Lottery and full class discussion of the piece with guided questions (student lead and focused). Ticket Out Turn in answers to the questions provided at the end of The Lottery. Resources/materials and supplies: Reading packet, student notebooks. Day IV: Class: English I Topic: Essay Writing State Standards: 1.4 Writing (CC.1.4.9-10.A) Students will be able to write and develop arguments with strong evidence and valid reasoning. Objective: Students demonstrate their comprehension of the text by composing essays that argue their opinion of which form of irony Shirley Jackson used in The Lottery. Instructional Strategies: Do Now, Essay Writing, Direct Instruction Daily Activities: Do Now Vocabulary Exercise Activities 1. Review of Do Now 2. Students finish writing their one paragraph irony essay. 3. Peer revision 4. Final draft Ticket out Submit final drafts to Edmodo. Resources/materials and supplies: Laptops, Graphic Organizer, Promethean Board

Day III: Class: English I Topic: Review of The Lottery by Shirley Jackson State Standards: 1.5 Presentation of Knowledge and Ideas (CC.1.5.9-10. A, D-F) Students will use details and information from the text to support their understanding of its main ideas both those that are stated directly and those that are suggested. 1.4 Writing (CC.1.4.9-10.A) Students will be able to write and develop arguments with strong evidence and valid reasoning. Objective: LWBAT use analysis to understand the development of a texts characters and how their actions, thoughts, and words contribute to the storys plot or themes. Instructional Strategies: Do Now, Review, Critical Thinking, Direct Instruction, Essay Writing. Daily Activities: Do Now What were your thoughts on the ending of the story? What do you believe is the larger message that Jackson is attempting to send to society? Activities 1. Review of Do Now 2. Plot analysis and identification of themes in The Lottery 3. Introduction and beginning of the irony writing exercise for The Lottery by Shirley Jackson.

Porscheoy Brice Spring 2013 The Hunger Games Curricula

Ticket Out Turn in your rough draft. Resources/materials and supplies: Laptops, Promethean Board Day V: Class: English I Topic: Introduction to The Hunger Games by Suzanne Collins State Standards: Eligible Content (L.F.1.1.1) Identify and/or analyze the authors intended purpose of a text. Vocabulary (CC.1.2.9-10.D-F) Analyze how words and phrases shape meaning and tone in texts. Objective: SWBAT identify and analyze the authors intended purpose of The Hunger Games by the end of the power point presentation. Instructional Strategies: Do Now, Analysis & Interpretation, Interactive Instruction, Direction Instruction, Vocabulary, Ticket Out Daily Activities: Do Now If a man hasnt found something worth dying for he isnt fit to live. Dr. Martin Luther King Jr. Is there any thing, or person, in your life that you would willingly sacrifice your life for? If yes, who and why? If your answer is no explain your rationale behind self-preservation. Activities 1. Discussion of Do Now 2. Power Point Introduction to The Hunger Games 3. Vocabulary Introduction Ticket Out Based upon the power point, reading, and in class discussion write down overlapping themes between The Lottery and The Hunger Games. Resources/materials and supplies: Students Notebooks, Promethean Board, Laptops Day VII: Class: English I Topic: Chapter 1 of The Hunger Games State Standards: 1.2 Reading Literature Students read and respond to works of literature with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. Objective: Students will use details and information from the text to support their understanding of its main ideas both those that are stated directly and those that are suggested. Instructional Strategies: Do Now-CRQ, Collaborative Learning, Student Centered Questioning Daily Activities: Do Now 1. Based on what you have read in chapter one what do you believe the title of the book signifies or is representative of? 2. Why is Katniss so frustrated and angry with her mother? Do you believe that her feelings are just? Explain why or why not. 3. What is Reaping day? How is it treated in town, is it a festive occasion? Thinking back to The Lottery what type of irony would this be dramatic, verbal, or situational? Activities 1. Review of Do Now 2. Class discussion of chapter one of The Hunger Games Ticket Out What is your prediction of what Katniss will decide once she hears that her little sister Prim is called to be the tribute from district 12? Also write down any things that you are uncertain of thus far in the story. Day VI: Class: English I Topic: Continued Introduction to The Hunger Games by Suzanne Collins State Standards: Eligible Content (L.F.1.1.1) Identify and/or analyze the authors intended purpose of a text. Objective: SWBAT identify and analyze the authors intended purpose of The Hunger Games by the end of the power point presentation. Instructional Strategies: Do Now, Analysis & Interpretation, Interactive Instruction, Direct Instruction, Vocabulary, Ticket Out Daily Activities: Do Now Discussion of Ticket Out from yesterday. Based upon what you have seen of the power point, readings, and in class discussion write down overlapping themes between The Lottery and The Hunger Games. Activities 1. Continued power point introduction to The Hunger Games. 2. Vocabulary Review. 3. Vocabulary exercise in Quizlet.com Ticket Out Clarifying questions. Resources/materials and supplies: Promethean Board, Student notebooks, laptops.

Day VIII: Class: English I Topic: Reading of Theseus and the Minotaur State Standards: 1.2 Reading Informational Text (CC.1.2.9-10.D-F) Students read, understand, and respond to informational text with emphasis on comprehension, making connections, among ideas and between texts with focus on textual evidence. Objective: Students will identify/and or explain stated or implied main ideas and supporting details. Instructional Strategies: Do Now, Read-PairDraw-Share, Group collaboration, Ticket Out Daily Activities: Do Now Vocabulary Exercise Activities 1. Review of Do Now 2. Students are placed into working groups and read Theseus and the Minotaur a. Each group will create an illustration of key events in the story to show their comprehension of the text. b. Each group is also asked to explain how the text relates to chapter one of The Hunger Games. 3. Group presentations/sharing their illustrations with the class.

Porscheoy Brice Spring 2013 The Hunger Games Curricula

Resources/materials and supplies: Student notebooks Ticket Out Which elements of the story Theseus and the Minotaur do you believe Shirley Jackson adopted for The Hunger Games? How did you come to this conclusion? Resources/materials and supplies: Handout, butcher paper, markers, color pencils, student notebooks Day X: Class: English I Topic: Chapter 5 of The Hunger Games State Standards: 1.2 Reading Informational Text (L.F.1.1) Students will be able to use appropriate strategies to analyze an authors purpose and how it is achieved in literature. Objective: Students will examine specific portions of the text to understand how they develop the authors ideas and claims. Instructional Strategies: Do Now-CRQ, Collaborative learning, student centered questioning Daily Activities: Do Now Grammar. Identifying the eight parts of speech when used in context. Activities 1. Review of Do Now 2. Breakout into working groups to discuss/analyze chapter 5 of The Hunger Games Ticket Out Each group member is to turn in their own summary and conclusion of the question presented to each group, write a paragraph summary of what was discussed and write down any clarifying questions that the group compiled. Resources/materials and supplies: Student notebooks, Promethean board, laptops Day XII: Class: English I Topic: Substance abuse with The Hunger Games State Standards: 1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a welldefined perspective and appropriate content. Objective: LWBAT clearly argue their stance on whether or not substances should be used as a coping mechanism through writing. Instructional Strategies: Do Now, Direct Instruction: Structured overview, Interactive Instruction, Argumentative Writing, Ticket Out Daily Activities: Do Now The Hunger Games exercise Activities 6. Review of Do Now 7. In class reading and discussion of substance abuse and reasons why people often turn to drugs a. What does it mean to be a functioning alcoholic or drug user? b. Handout that requires

Day IX: Class: English I Topic: Chapters 1-4 of The Hunger Games by Suzanne Collins State Standards: Eligible Content (L.F.2.2.3) SWBAT explain, interpret, compare, describe, analyze, and/or evaluate connections between texts. Objective: Students will be able to identify and/or analyze the authors intended purpose by the end of the class discussion, review, and analyzing of the text. Instructional Strategies: Do Now, Analysis & Interpretation, Interactive Instruction, Direct Instruction, Vocabulary, Ticket Out Daily Activities: Do Now Vocabulary Exercise Activities 1. Review of Do Now 2. Discussion of the first four chapters of The Hunger Games and A conversation (HW) a. Begins with answering the questions generated for homework. i. Main idea ii. Genre iii. Modern day iv. Setting v. Plot vi. Narration Ticket Out What are similarities between The Hunger Games and the current society in which we live? Resources/materials and supplies: Student notebooks, Promethean Board, Laptops Day XI: Class: English I Topic: The Hunger Games Chapter 6 State Standards: 1.2 Reading Informational Text (L.F.1.1) Students will be able to use appropriate strategies to analyze an authors purpose and how it is achieved in literature. Objective: LWBAT identify and/or analyze the authors intended purpose of a text. Instructional Strategies: Do Now, Direct Instruction, Interactive Instruction, Ticket Out Daily Activities: Do Now Vocabulary Worksheets. Activities 3. Review of Do Now 4. Direct Instruction of how to properly complete a summary frame and review of The Hunger Games chapter 6 5. What are the implied messages that the author is trying to send? Ticket Out Hand in all summary frames either in Edmodo or on paper. Resources/materials and supplies: Student notebooks, handouts, laptops

Porscheoy Brice Spring 2013 The Hunger Games Curricula

students to relate information from the reading to Haymitch. c. Students begin to form ideas for the writing exercise. 8. Video Clip from The Boondocks where Grandpa uses marijuana as a coping mechanism and stress reliever. Ticket Out How does the Grandfather compare to Haymitch from The Hunger Games. Do you believe their situations are the same or drastically different. Explain. Resources/materials and supplies: Student notebooks, Promethean board, laptops Day XIV: Class: English I Topic: The Hunger Games - Theme State Standards: 1.3 Reading Informational Literature (CC.1.3.9-10.A-C) Students read and respond to works of literature with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. Objective: LWBAT identify theme in various works of literature. Use appropriate strategies to analyze an authors message and how it is achieved in literature. Instructional Strategies: Do Now, Direct Instruction, Interactive Instruction, Student Presentations, Ticket Out Daily Activities: Do Now Prior Knowledge portion of Theme handout Activities 13. Review of Do Now 14. Theme PowerPoint a. Students take structured notes of pertinent information 15. Students complete Now apply it portion of the handout to test their knowledge of theme in The Hunger Games 16. Vocabulary quiz Ticket Out Hand in vocabulary quiz and all summary frames from chapters 1-9. Resources/materials and supplies: Handouts, Promethean board, laptops Day XVI: Class: English I Topic: The Hunger Games - Exam State Standards: 1.2 Reading Informational Text (L.F.1.1) Students will be able to use appropriate strategies to analyze an authors purpose and how it is achieved in literature. Objective: Learners will demonstrate their comprehension of the text through formal assessment. Instructional Strategies: Assessment Daily Activities: Activities

Day XIII: Class: English I Topic: Debate & paragraph writing State Standards: 1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a welldefined perspective and appropriate content. Objective: LWBAT clearly argue their stance of whether or not substances should be used as a coping mechanism through writing. Instructional Strategies: Do Now-CRQ, Collaborative learning, student centered questioning Daily Activities: Do Now Vocabulary Exercise Activities 9. Review of Do Now 10. Review of the paragraph writing format. 11. Students write a paragraph: Debate Take a stance. Do you believe that substance abuse is a valid means of handling the experiences and pressures of life? Why or why not? How do you believe you would have responded if you were in Haymitchs situation? 12. Class discussion. Ticket Out Turn in your paragraph that argues your side of the debate with valid evidence supporting your claim. Resources/materials and supplies: Student notebooks, Promethean board, laptops, video technology.

Day XV: Class: English I Topic: The Hunger Games - Review of Book I State Standards: Text Analysis (CC.1.2.9-10.B) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an authors e xplicit assumptions and beliefs about a subject. Objective: Learners will display their understanding of the text during in class review through recall theme, main events, authors purpose, and characters Instructional Strategies: Do Now, Direct Instruction: Structured Overview, Interactive Instruction, Vocabulary, Ticket Out Daily Activities: Do Now What do you believe to be a theme in Book I of The

Porscheoy Brice Spring 2013 The Hunger Games Curricula

Hunger Games? Explain which clues in the story lead you to this conclusion. Activities 17. Review of Do Now 18. Review of The Hunger Games Part I study guide. 19. Jeopardy review game. Ticket Out Turn in hardcopy of Part I study guide. Resources/materials and supplies: Student notebooks, Promethean board, laptops Day XVII: Class: English I Topic: Chapter 5 of The Hunger Games I Characters: The People in Fiction State Standards: 1.3 Reading Literature (CC.1.3.9-10.G) The development of complex characters and their roles and functions within a text. Objective: SWBAT analyze the development of a texts characters and how their actions, thoughts, and words advance the storys plot or theme. Instructional Strategies: Do Now-CRQ, Graphic Organizers, Group Collaboration, Ticket Out Daily Activities: Do Now Prior Knowledge portion of Character handout. Activities 22. Review of Do Now 23. Characters: The People in Fiction PowerPoint 24. Students apply these skills by working in small groups to complete the character analysis sheet of characters in The Hunger Games. Ticket Out Submit completed character chart. Resources/materials and supplies: Student notebooks, Promethean board, laptops, Graphic Organizers 20. Clear your desks and prepare for exam on book I of The Hunger Games 21. Book I exam Ticket Out Ensure that all questions are answered before handing in your exam Resources/materials and supplies: Student notebooks, Promethean board, laptops Day XVIII: Class: English I Topic: The Hunger Games - Book II State Standards: Text Analysis (CC.1.2.9-10.B) Students will cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an authors explicit assumptions and beliefs about a subject. Objective: LWBAT work in small groups to display their understanding of text analysis with a focus on theme, main events, authors purpose, and characters Instructional Strategies: Quiz, Group collaboration, Text Rendering, Vocabulary, Ticket Out Daily Activities: Do Now Vocabulary Quiz Activities 25. Text rendering of Chapters 10-15 of The Hunger Games in small groups 26. Full class sharing 27. Introduction of Grammar Presentation exercise and handout Ticket Out Each group member is to submit their written portion of the groups excerpt. Resources/materials and supplies: Student notebooks, Promethean board, laptops Day XX: Class: English I Topic: Point of View and Diction State Standards: 1.3 Reading Literature (CC.1.3.9-10.D) Students will be able to determine an authors particular point of view and analyze how rhetoric advances the point of view. Objective: LWBAT analyze how point of view and diction can influence a text. Instructional Strategies: Do Now-CRQ, Graphic Organizers, Collaborative learning, student centered questioning Daily Activities: Daily Activities: Do Now Prefixes exercise Activities 31. Review of Do Now 32. Prefixes PowerPoint and song 33. Point of view and diction review and exercise. Ticket Out Hand in the diction worksheet. Resources/materials and supplies: Student notebooks, Promethean board, Handouts

Day XIX: Class: English I Topic: Figurative Language State Standards: 1.3 Reading Literature (CC.1.3.9-10.H) Students analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work. Objective: LWBAT demonstrate their comprehension of figurative language and how it impacts a text. Instructional Strategies: Do Now, Direct Instruction, Independent Practice, Ticket Out (CRQ) Daily Activities: Do Now Two Grammar Presentations Activities 28. Complete Prior Knowledge portion of figurative language handout 29. Figurative language power point 30. Students work in pairs to complete the Now Apply It portion of handout Ticket Out Explain how the mockingjay would be an example of figurative language in The Hunger Games. Resources/materials and supplies: Student notebooks, Promethean board, Handout

Porscheoy Brice Spring 2013 The Hunger Games Curricula

**Additional Exercises** 1. Using the poem The Man He Killed by Thomas Hardy 2. Main Idea essay 3. Irony Do Now 4. Various Homework Assignments **Culminating Exercise** 5. POU Project Survival Narrative