dynologopedia.wikispaces.comdynologopedia.wikispaces.com/file/view/Dystopian Unit... · Web viewDescribe Haymitch, what is his story? Do you think he will be an asset or a detriment

Kristine TrickeyENGL 409Genre Study

Day 1

Purpose: The purpose of today is to introduce the students to the concept of dystopia and the literature surrounding dystopia. Today’s activities will prepare the students to begin reading Suzanne Collins’ Young Adult Novel, The Hunger Games.

Preparation: The teacher will prepare for today by having a classroom set of The Hunger Games ready for students. For today’s drawing activity, the teacher will also have crayons, markers, colored pencils, and paper ready for student use during that portion. The teacher will also have the trailer for the upcoming film adaptation of the book ready, to set the mood for the students before they begin reading.

Procedure: When the students enter the room, they will be instructed to grab their daily journals and respond to the question, “What is a utopia?” They will be given about five minutes to ponder and answer this question before they will be asked to return their attention to the teacher. The teacher will begin a discussion on the idea of a utopia, by calling on a few students to give their definition of utopia. As the students give their thoughts on utopia, the teacher will present the idea of dystopia and allow students to ponder what a dystopian society would look like. The teacher will use this discussion to frame the introduction of The Hunger Games to the class. The teacher will introduce the general plotline of the novel, and prepare students for the fairly graphic nature of the novel. After the discussion of what is coming up during the unit, the students will view the trailer for the film adaptation and give their thoughts on the trailer before moving on to the day’s formative assessment activity. Students will be directed to read Chapters 1-3 for homework for the next class period.

Assessment: Today’s formative assessment and the student’s ticket out of the classroom is a drawing activity. Students will be prompted to draw what they think a dystopian society would look like and what a utopian society would look like. Their drawing should include key words from the day’s discussion. These drawings will be turned in to the teacher before the students read.


Day 2

Purpose: The purpose of today’s lesson is to begin an analysis of The Hunger Games.

Preparation: The teacher will prepare for today’s lesson by creating a character map/ district guide for students to use during the course of their reading. This guide will help students keep track of important characters as well as the main functions of each district.

Procedure: Upon entering the classroom, students will grab their daily journals and respond to the question, “Who visited Katniss in the Justice Building?” We will use this question as a way for students to show they’ve read the night before as well as a way to focus their attention on the upcoming discussion. Before starting the discussion, students will be given their character maps and district guides for them to begin filling in as we discuss the reading. The rest of the class period will be a discussion of the first three chapters, which are pivotal to the novel, as they set the stage for the Games and introduce the students to Panem and a selection of the characters the students will be reading about. Some discussion questions to cover are:

1) Why is the forest a sacred location for Katniss and Gale?2) Katniss is a skilled hunter, does this put her at an advantage in the Games?3) Discuss Katniss’ relationship to her mother and Prim.4) What is the purpose of the Hunger Games? How do the games work?5) Can you see a parallel between the broadcasting of the Games and the reality

TV we watch today?6) When Katniss hears that Peeta is the other tribute for District 12, she thinks, “Oh

no, not him.” Why?7) Who visits Katniss in the Justice Building? What do they bring her?8) Describe the pin Katniss promises to wear into the arena. Why is this significant?9) We are introduced to Katniss and Peeta’s mentor, Haymitch. Describe Haymitch,

what is his story? Do you think he will be an asset or a detriment to the tributes. 10)The capital rules all of the districts—its purpose is to keep the districts in order.

How do the Games reflect that purpose?

Assign reading chapters four through six for homework.

Assessment: The formative assessment will run through the reading of the novel. Students will begin their character map/ district guides and continue adding to them throughout their reading. This will be due at the end of reading for The Hunger Games.


Name________________________________Date___________Hour_______

Character Map

Use this character map through your reading of The Hunger Games. This map will be your guide to the major characters, the roles they play, and how they change throughout the novel (if they’re not static characters). Include also, appearance, District of residence, personality, major quotes, etc.

1) Katniss Everdeen

2) Peeta Mellark

3) Gale Hawthorne

4) Haymitch Abernathy


5) Caesar Flickman

6) Prim Everdeen

7) Mrs. Everdeen

8) Cinna


9) President Snow

10) Effie Trinkett

11) Rue

12) Thresh

13) Cato


14) Seneca Crane

15) Avox Girl

Name_________________________________Date__________Hour______

District Guide

Use this worksheet to guide you through your reading of the novel. Use this sheet as a way to jot notes about each district that appear in the novel.

1) District 1

2) District 2


3) District 3

4) District 4

5) District 5

6) District 6

7) District 7

8) District 8

9) District 9

10) District 10


11) District 11

12) District 12

13) The Capitol

Day 3

Purpose: To discuss the relationships between Katniss and Peeta, Katniss and Haymitch, and Katniss and the district. To examine the class differences between the people of the districts and the people of the capital and how the differences support the utopian society of Panem. To examine the perceptions each class has of the other.

Preparation: For the day’s opening activity, the teacher will once again have art supplies and paper ready for the students. Today’s itinerary is again discussion heavy, but the teacher should also have typed writing prompts ready for the day’s assessment assignment, as well as a “class expectations” worksheet to guide today’s discussion—and will be revisited at the end of the novel.

Procedure: As students enter the classroom, they will be asked to grab a sheet of paper and coloring materials and draw their interpretation of the citizens of the capital. This short assignment will be used to assess their reading, as well as get them ready to start today’s discussion. After about five minutes, students will be asked to share their interpretations. Before the discussion starts, students will be provided with a “class expectations” worksheet to help guide them through the class portion of today’s discussion. They will be instructed to return the worksheet at the end of the class period and it will be revisited at the end of the novel. Once students have their worksheet, the teacher will begin to guide today’s discussion guided questions will include:


1) We begin to see some inner struggle with Katniss’ relationship with Peeta—why is this? Do you think this will help or hurt her in the arena.

2) Katniss is reluctant to trust Haymitch—do you see Haymitch as an asset to Katniss and Peeta? Why or why not?

3) Katniss has very obvious distrust of the capital and its citizens. Do you think that her distrust is valid? Do you think it can be overcome, or is it too deeply rooted?

4) There are very obvious differences between the people of the capital and the people of the districts, both physically and emotionally, what are the differences and how do they affect the way the characters function with each other?

5) There are differences in class between the districts as well, does coming from one district rather than the other have benefits? How? Why are the districts set up in such a way?

6) What is an Avox? Can we relate an Avox to another lower class society (think caste system—“Untouchables”). What is the significance of the Avox Katniss encounters?

Students will be assigned to read chapters 7-10 for the next day.

Assessment: For this formative assessment, students will be given the following prompt to answer in a short-essay format:

“Look at all of the class differences we’ve read about so far (within the districts, the capital, even the citizens within the districts, the Avox’s, etc.). Pick one class and analyze how they function in the novel so far, and how you think they’ll continue to function.”


Name______________________________Date____________Hour________

Class Expectations

Use this worksheet to guide you through our discussion today. Analyze the way each different class views each other. Note the expectations, perceptions, and the actual actions of each. Include quotes to support your claims.

1) Katniss to her own class (Think Districts 11, 12, etc, even the people within her class, Peeta, etc.).

2) Katniss to citizens of the Capitol.

3) The Capitol to citizens of the Districts


4) Non Careers to the Careers

5) The Careers to the Non Careers

6) Katniss to Cinna

7) The stylists to the Tributes

Day 4

Purpose: To introduce the idea that groupthink influences the rise of the dystopia that is Panem (the audience, the sponsors—each group applauding the heinous traditions of the Games). Focus on the importance of audience to the survival of the tributes. To focus on Katniss’ reluctance to play the games the Capital wants her to fall into. To focus on the importance of holding onto personal identity in the middle of society.

Preparation: To prepare for today’s lesson, the teacher will have notes on the previous evening’s reading. Discussion questions will be prepared for today’s class. As this is the first section before students begin to read about the Games, the lesson will be very discussion heavy, to get them ready for what they’re about to read. The teacher will also have the writing prompt for today’s assessment printed off and ready to hand out.

Procedure: As students enter the classroom, they will answer the following prompt in their daily journals: “Katniss is instructed to woo the audience, to ‘gush’ about how great the capital is—even though all she can concentrate on is the unjust nature of the Games. Why is her gushing necessary to help her in the games?” They will take some time to ponder this in their journals. After about five minutes, the teacher will begin to call on students to share their ideas. This set activity will open up the class for the bigger discussion on the role the audience plays in supporting the dystopia. Discussion questions to consider are:

1) Katniss is constantly told to woo the audience, and, subsequently, her sponsors. What role do the audience and sponsors play in her survival and the survival of the other tributes?


2) In the grand scheme of Capital society, what roledo the audience (citizens) and sponsors play in upholding the dystopia?

a. The teacher will introduce the theory of group think. Do the citizens, as an audience, support this theory?

3) Katniss often muses on the unjustness of the Games, is it possible for one girl to overthrow the society?

4) Peeta says that he doesn’t want to become a monster in the Games. It is important that he upholds his sense of self. How can society force us to change? Can it be beneficial? Does it more often hurt?

5) Look at the allusion to the star crossed lovers—introduce prompt.

Assign reading Chapter 11-13.

Assessment: Students will answer the following prompt in a short essay format. This prompt is used to gauge the student’s ability to link to outside texts.

“When Peeta announces his feelings for Katniss, he create the allusion to Shakespeare’s ‘Star crossed lovers’—Romeo and Juliet. How is the story of Peeta and Katniss similar to that of Romeo and Juliet? How are they different? Are Katniss and Peeta real star crossed lovers- Why or why not?”


Day 5

Purpose: To examine the Games as a form of a deranged media entertainment event. To analyze parallels to of this society to ours.

Preparation: The teacher will have an episode of Survivor ready for class viewing. She will also have a few discussion/ reading summarizing questions and a compare/ contrast Venn Diagram sheet ready.

Procedure: As the students enter the classroom, they will grab their daily journals and answer the following prompt: “As a society, have we created our own Hunger Games?” they will be allotted about 3 minutes to answer the question and another five minutes to discuss their questions as a class. The class will briefly go over the events of the previous evening’s reading before introducing the idea that, through reality television, we have created our own versions of the Hunger Games. The teacher will hand out a Venn Diagram worksheet and ask students to compare and contrast what we’ve read of the Games to an episode of the ever popular Survivor.

Assign reading Chapters 14- 16 for the following class period.

Assessment: The Venn Diagram sheet, to be turned in at the end of the class period, will be the students’ formative assessment for the day.


Name_______________________________Date____________Hour_______

The Hunger Games VS Survivor

Use this diagram to compare and contrast the heinous Games to the reality show Survivor that is acclaimed in our society.

Similar Qualities

The Games

Survivor


Day 6

Purpose: To analyze the character of Rue as a symbol of innocence in the face of chaos.

Preparation: The teacher will prepare today’s discussion on Rue, as well as have printed out copies of the take home writing prompt.

Procedure: As the class enters, they will answer the following prompt in their daily journals: “What is the significance of the relationship between Rue and Katniss?”This set activity will get the students in the mindset of discussing Rue. They will have about five minutes to write, then they will be asked to share their thoughts will their classmates for about five minutes. The students will be instructed to take notes on the discussion today to be used on their assessment homework. Questions to discuss:

1) Why is Katniss so fond of Rue?2) What are Rue’s skills?3) Is Rue a beneficial or detrimental ally?4) Does Rue remain true to herself, or do the Games change her?

a. How can you tell? 5) If she remains true, how can she go against the chaos of the Games? 6) Is Rue a powerful character, or does she simply fall into the background? Why or

why not?7) Foreshadow: How will their relationship affect the outcome of the Games and the

outcome of Katniss?

Assign reading Chapters 17- 20 for the following class period.


Assessment: Based off their notes, students will answer the question, “Who is Rue?” They will explore whether or not she is simply a child fighting for survival, or a symbol of something more. They must pull quotes from their reading to support their claims.

Day 7

Purpose: To discuss the revolting against dystopian society. The analyze the effect of Rue’s death on Katniss.

Preparation: Read chapters 17- 20. Show various pieces of news footage of the revolts currently happening (ex: Occupy movements, Syria, Egypt, etc).

Procedure: As the students enter the classroom, they will grab their daily journals and answer the following reading prompt: “What did Katniss do to Rue’s body?” This prompt will show that the students read and allow us to jump into our conversation, viewing activity. After the class discusses the prompt, we will briefly go over the previous night’s reading. Students will discuss Rue’s death, and the symbolism of Katniss’ decorating her body as a early form of revolt against the Capitol. They will also discuss the quote, “Gale’s voice is in my head. His ravings against the Capitol no longer pointless, no longer to be ignored. Rue’s death has forced me to confront my own fury against the cruelty, the injustice they inflict upon us. But here, even more strongly than at home, I feel my impotence. There’s no way to take revenge against the Capitol, is there?” (236).

After the discussion, bring up the idea of a society revolting against the mainstream society holding them down “for the greater good.” Watch news stories about some of the current revolts, both violent and peaceful, and compare them to Katniss’ revolt in the Games. Students will be instructed to take notes on their discussion, and write a paragraph comparing Katniss’ actions to modern day revolts. This paragraph will be turned in at the end of the class period and act as the day’s assessment.

Assign Reading Chapters 21-24 for the following day’s lesson.


Assessment: Katniss’ Revolt VS. Modern day revolts—comparison paragraph completed in class, turned in before leaving.

Day 8

Purpose: To sharpen the students’ brainstorming and topic-supporting skills.

Preparation: Read Chapters 21-24. Assemble materials for the assignment (Poster boards, markers).

Procedure: As students enter the classroom, they will answer the following prompt in their daily journal: “Why does Thresh spare Katniss’ life?” This will lead into today’s class assignment:

1) Students will be broken down into three groups and given markers and a poster board.

2) Students will be asked to brainstorm different topics.a. Group One: Katniss’ immense dislike for “owing” others—and how this

affects her actions both in and out of the Games.b. Group Two: Moments of humanity both in and out of the Games.c. Group Three: Moments of inhumanity both in and out of the Games.

3) Each group will reflect on the chapters they’ve just read, as well as previous readings, to pull together quotes and page numbers that support their topic.

4) The groups will present their findings to the rest of the classes.

This short group assignment is designed to help students brainstorm and pull examples to support a topic—something they must be able to do for the summative assessment at the end of the unit.

Assign Chapters 25- End.


Assessment: Today’s assessment is reflected on the students’ presentations of their posters.

Day 9

Purpose: To wrap up the novel, answer any last minute questions. To explore the balance of power society has over its citizens. Reflect on the idea of citizens being “pawns in the game” that society creates.

Preparation: Read chapters 25- end. Prepare discussion questions. Today’s lesson will be very discussion heavy in order to prepare for tomorrows writing prompt.

Procedure: As students enter the classroom, they will be instructed to answer the following prompt: “What do you think about the end of the Games?” They will be given about 5 minutes to write, then the next 10 minutes will be spent on sharing answers. The class will spend the rest of the period going over the last few chapters of the novel. There will be a special focus on the rule- change at the end of the novel. Topics to discuss today are:

1) The idea of society as a game. Are we all just players?a. Why or Why not?

2) If it is a game, how do you win?3) What is the significance of Katniss’ berries at the end of the game?4) Do you think her “stunt” will have an effect on Panem? If so, how?5) Any last minute questions about the novel.

Assessment: Turn in Character Map/ District Map


Day 10

Purpose: To allow students to fine tune their persuasive skills.

Preparation: Teacher made hand outs of writing prompts.

Procedure: Today’s activity is a writing prompt. Students will be given the entire hour to brainstorm and organize a well thought out piece of persuasive writing. The prompt is as follows:

“Could an event such as the Hunger Games ever take place in our society? Why or Why not? Support your claim with quotes from the novel.”

Students will be graded on their ability to address the question and support their claims with quotes. They will also be graded on grammatical use and writing mechanics.

Assessment: Today’s prompt acts at the students’ assessment.

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dynologopedia.wikispaces.comdynologopedia.wikispaces.com/file/view/Dystopian Unit... · Web viewDescribe Haymitch, what is his story? Do you think he will be an asset or a detriment