Teaching Package

Sabine Koen

31-10-2013Young Adult Literature

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IntroductionThis teaching package is intended for use by VMBO ¾ students. It consists of a series of lessons, which may be used in their entirety or shortened, depending on your circumstances. The exercises are aimed to motivate students to read English novels and discuss important topics as violence and reality TV.

Before starting with this package the teacher should carefully consider if the book fits the target pupils. The book contains a number of gruesome, bloody and otherwise disturbing scenes so it may also be of importance to inform the parents about reading the book. (link)

The activities, when done as suggested, require a lot of individual reading, it is there for desirable that each student has access to his/her own copy of the book.

http://www.scribd.com/doc/80553952/The-Hunger-Games-Reading-Movie-Permission-Slip

It is unlikely that there will be any resistance from parents to use the Hunger Games in class. But there are teachers out there who have had complaints about the novel. The following link will open a permission slip that can assist you in explaining the educational purposes to the parents.

Link

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ContentsIntroduction...............................................................1

Contents......................................................................2

Overview of the exercises....................................3

Before reading - Class talk..................................4

Before reading - Making a word web..............5

Before reading - Videoclips.................................6

While reading - Mock-reaping............................7

While reading - Reading Circles........................8

While-reading - Picking a character.................9

While reading - Study questions......................10

While reading - Word Wall.................................11

After reading - Character assignments.........12

After reading - Presenting the book...............13

After reading - Watching the Film..................14

Appendix...................................................................15

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Overview of the exercises The exercises are divided into three phases; pre-reading, while-reading and post-reading.

Pre-readingThe pre-reading phase consists of activities that give an introduction to the book and stimulate the pupils in reading it. There are lessons plans for a modern-event related class talk and links to some video clips that are well worth seeing. Also we added some guide-lines for an effective word-web.

While readingThe activities in the while-reading phase mainly focus on understanding the book. This can be checked with the study questions. Every student will have a character in the book where he/she has to pay extra attention to. To accommodate the weaker readers, the students will discuss their character in reading circles. To boost student participation there is also a plan for a mock-reaping added in this document. We also explain the use of a word-wall which will provide easy access to difficult words.

Post-readingTo evaluate the book, the students will work on signature assignments that fit the chosen characters. These assignments will be presented to each other at the final lesson. There is also a lesson plan for watching the film.

Example Lesson plan:

week 1 pre-reading activities (as many as you want or can fit in) and explain the reading circles that you are going to use. Start with word-wall.

week 2 read chapter 1-4; select characters, do the study questions, reading circles

week 3 read chapter 5-9; do the study questions, mock-reaping, reading circles

week 4 read chapter 10-18; do the study questions, reading circles

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week 5 Read chapter 19-27; do the study questions, start with character assignments.

week 6 Presentations, watch the film.

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Before reading - Class talk

To interest the students in the subject, a class talk can be of great use. The students get to share their knowledge on the subject and learn from each other about reality television, how they look at the future and the Hunger Games.

To start the class talk we suggest you ask the students who watches ‘reality survival programs. In the Netherlands, ‘Expeditie Robinson’ is a great example. This is a very popular program and it is very probable that there are pupils have seen this show.

To structure their own thoughts and ideas for the class talk it is recommended to show some video material on the program. (link)

The class talk has to be guided by the teacher to maintain focus on the subject. You want to talk about survival, hunger, competition, battles etc. After talking about these reality shows you can ask the students to think about how this might develop. Is it going to get more extreme? Will it get harder for the contestants? Is it still interesting for the viewers if it stays the same for a long period of time? You can talk about possible changes to make it more interesting.

Because of the success the film The Hunger Games had, it will be almost impossible to have a class full of students who didn’t see this film. So there probably will be students that talk about this film and what happened in it. That is fine, there might also be students that did not see it and they will pick up extra knowledge this way.

We suggest you show the video clips (p.6) or make the word web (p. 5) after the class talk to give them extra information and structure their own thoughts and ideas.

http://www.expeditierobinson.nl/

This website contains plenty of adequate video material when using the popular program Expeditie Robinson for the classtalk.

Link

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Before reading - Making a word web

To get the students thinking about the subject and activate their pre-knowledge you can make a word web with your students. You can do this with the group but you can also use the work sheet (p. 15) to let the students brainstorm about the Hunger Games individually and then put the most given answers on the board.

Of course you can also choose to make a word web about a topic like reality television, the future or any other of the themes, motifs or symbols.

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Before reading - Videoclips

Here you can find some suitable video clips to get your students interested in the book and eager to read it.

Clip 1 - The Hunger Games teaser trailer http://www.youtube.com/watch?A teaser trailer for ‘the Hunger Games film’. This video helps the students imaging without revealing much of the content.

Clip 2 - teens react to…. http://www.youtube.com/watch?v=Ri6wRz_NjiAA humorous clip in which some teenagers get interviewed after seeing the Hunger Games trailer. They talk about the book and how much they are looking forward to see the movie. This clip will work excellent to raise interest in the book.

Clip 3 - Book introduction http://www.youtube.com/watch?v=jm1zFnS7KIg&noredirect=1

A short summary on the book visualized with pictures. This clip will raise interest and support the students understanding the first parts of the book.

Clip 4 - Suzanne Collins interview http://www.youtube.com/watch?v=FH15DI8ZW14&noredirect=1

An interesting interview where Suzanne Collins, author of the Hunger Games, answers questions about her inspiration and the book. Without revealing much of the content.

Clip 5 - Jennifer Lawrence interview http://www.youtube.com/watch?v=82jYp0TU0XY&noredirect=1

An interview with Jennifer Lawrence, the actress that plays Katniss Everdeen in the movie. She gives a good introduction to the main character, and explains how she felt about the books.

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While reading - Mock-reaping

A mock-reaping is based on the actual reaping in the book and is a fun exercise to create some empathy with the main characters in the book.

The students receive a worksheet. (Appendix p. 16). On this worksheet they have to fill in the names of people they would save in a situation similar to the situation in the book. After deciding who to save, the students have to write down their name in lottery tickets. They enter a ticket for each person they would have saved. Then these tickets are handed in to the teacher. The teacher collects the tickets in a boy-bowl and a girl-bowl and draws a ticket from each bowl.

Tips:

After you draw the first names, have students reflect on whose name was drawn: What were the odds that his/her name would be drawn? Were they surprised in any way?

Watch the film Reaping, before this activity. (Link)

Link

The reaping scene from the Hunger Games film.

http://www.youtube.com/watch?v=uUO1k1YadXQ&noredirect=1

Link

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While reading - Reading Circles

Haymitch

We changed the reading circle to make it a character based circle, where each student will read the book and looks at the story from that perspective. That way the students will tell each other about what they read, thought and felt from that character’s point of view.

Katniss

Cinna Rue

Peeta

Working with the reading circleFirst the students have to pick a character. (See p. 9). The students read at home and fill in the reading circle form (only the * questions.Then we suggest you first put the students with the same characters (eg all the Katnisses and all the Peetas) together. They discuss, according to their character’s reading circle paper, their findings. They add the findings of the other students, this helps the weaker students to give more and more accurate information about the story.Then they go to another reading group, this group consists out of the four different characters. And again they discuss their findings. you can find the reading circle forms for each character in the appendix on page.....

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While-reading - Picking a character

Katniss Everdeen is a strong, resourceful sixteen-year-old who is far more mature than her age would suggest. Katniss is the main provider in her family, which consists of Katniss, her mother, and her younger sister, Prim. Katniss is fiercely protective of her younger sister, and she volunteers to take Prim’s place in the Hunger Games to protect

Peeta Mellark is the boy tribute of District 12 and the son of a baker. He is kind and loyal, and he becomes Katniss’s love interest and main ally during the Hunger Games.

Haymitch Abernathy is District 12’s only surviving winner of the Hunger Games, thus Haymitch acts as Katniss’s and Peetas coach throughout the Games. Though he is drunk most, in fact nearly all, of the time, he proves a cunning advisor to the young tributes.

Cinna  is  Katniss’s main stylist. He becomes Katniss’s friend over the course of the story and counsels Katniss to be herself.

Rue  is  the female tribute from District 11. Katniss and Rue become allies during the Games. Rue reminds Katniss of her sister Prim. Rue is the youngest tribute but she is very

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While reading - Study questions

Added in the appendix (p. 17) is a list of study questions. These fairly easy questions that can be used as a check if the students are actually reading the book and if they understand the story. Of course it is up to the teacher in which extend these questions are used.

Tips: Use the questions in a Hunger Game test. Use the questions in a quiz where the students

can win Hunger Games prices.

http://novelnovice.com/2012/03/20/the-hunger-games-study-guide-questions-chapters-1-27/

Source where these questions were originally found.

Link

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While reading - Word Wall

In general, most students will find that ‘The Hunger Games’ isn’t a very hard book to read. But to support the ones that do find it difficult, the teacher can use a word wall.

A word wall is an organized collection of words prominently displayed in the classroom. Word walls provide easy access to words students need. The specific organization of the word wall will match the teacher's purpose: sight words organized by alphabet letter, unit-specific words, new vocabulary words, for example. The most helpful word walls grow and change throughout the year and are used as a learning reference.

How to use word walls?

Ask students to write down the words they don’t understand while reading the book individually. Each lesson, before starting the reading circles, discuss the words the students brought with them. Put up the words on the word wall and their explanation. After a while you will have an excellent collection of ‘n+1’ words with their explanations.

Tips:

Instead of just putting up the English word and a Dutch translation you can also use pictures or sentences to explain the difficult words.

Others students’ involvement in explaining words is far more beneficial than teacher explanations.

Save your word wall for next year. You can use it as a vocabulary list for other classes.

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After reading - Character assignments

The evaluation process of a book is very important. The students spend quite some time reading and discussing the book. These four character assignments are a more creative approach in evaluating the book.

The four assignments go together with the earlier picked characters. We suggest that these groups finish their character specialization with the creative assignment that goes with their character.

Assignment 1: a Natural recipeThink of a recipe that can be cooked only with natural ingredients that can be found in your home country. * Write the recipe in English and add some pictures from yourselves cooking/preparing it.* Bring some eatable samples.

Assignment 2: CamouflageCamouflage a large backpack with materials that can found in nature only. *Write a English ‘how to’ guide.* Take pictures proving the camouflage skills.

Assignment 3: MarketingMake sure there are enough sponsors by building a marketing campaign for the next district 12 tribute.* Write an English sales pitch for your tribute* Make a TV, radio or magazine commercial

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Assignment 4: FashionDesign a multifunctional outfit that can be worn by a tribute while contending in the Games.* Explain the features and functionality in English.* Show a simplified model on the catwalk.

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After reading - Presenting the book

The students will have gathered all sorts of information by now. Now it only needs to be shared. We suggest that you do this with 5 min. presentations. We have listed some questions we suggest the students answer in their presentations.

- What did you think of the story?- How did you like the ending?- What did you like the most about your

character?- What did you dislike the most about your character?

If the students worked on the character assignments, now is probably a good moment to present the work to each other.

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After reading - Watching the Film

There is no better way to finalize this project than watching the film. In our opinion the film is a good representation of the book and will make a ‘grande finale’ on this project.

To bring an extra dimension to watching the film, there is a worksheet added (appendix p.23) that the students can fill in after reading the book, before watching the film.

http://www.teacherspayteachers.com/Product/The-Hunger-Games-Most-Anticipated-Scenes-Activity-229938

Source where this worksheet was originally found

Link

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Appendix

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Imagine yourself as an inhabitant of District 12. The people are starving and the only way to get food in the belly is by accepting Tesserae.

If you could decide who would live and who would die? Which of your beloved would you rescue buy accepting Tesserae.

The Reaping

Fill in the names of the people, you would save by accepting Tesserae .

1. _________________________________

2. _________________________________

3. _________________________________

4. _________________________________

5. _________________________________

6. _________________________________

7. _________________________________

8. _________________________________

9. _________________________________

Now, for every person you wrote above, write down your name in a lottery ticket.

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Chapter 1

1. Describe District 12.2. What illegal activity does Katniss participate in doing? Why does she

need to do this?3. Describe the relationship between Gale and Katniss. Do you have a

relationship like this in your own life? Explain.4. What is the reaping? Do you think this practice is fair? Explain.5. Who is selected at the reaping?

Chapter 2

1. How does Katniss save her sister from the reaping?2. What kind of person do you think Peeta is? What evidence from the

book led you to come to this conclusion?

Chapter 3

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 of influenced his son?3. What advice does Gale give Katniss about surviving the games?

Chapter 4

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?

Study questions

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Chapter 5

1. The presentation of the tributes seems to be greatly focused on visual presentation and looks — what does this reveal about the belief systems of the Capitol?

2. Compare and contrast life in the Capitol to life in District 12.

Chapter 6

1. What is an Avox?2. What prevents tributes from jumping off the roof? Why do you think

this is in place?3. What reasons would Peeta have for being curious about Gale?

Chapter 7

1. What are the pros and cons of Peeta and Katniss being coached together?

2. What reasons does Peeta give for thinking Katniss will be better than him in the arena?

3. What does Katniss do before the judges? Why might this act be considered controversial?

Chapter 8

1. What does Katniss fear will happen as a result of her behavior before the judges?

2. Why do you think Peeta asked to be coached separately?

Chapter 9

1. Describe Katniss and Peeta’s costumes. Why do you think Cinna dressed them like this?

2. What shocking secret does Peeta reveal during his interview?

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Chapter 10

1. How does Katniss react to Peeta’s declaration once they are alone?2. What does Peeta mean when he says the following: “I want to die as

myself.”3. What does Cinna make sure Katniss brings into the arena with her?

Chapter 11

1. Who is the first person to die in the arena? How do they die?2. How are the tributes notified that someone has died in the arena?3. How do you think Katniss feels when she hears Peeta planning with

the Careers?

Chapter 12

1. What are some of the conflicts faced by Katniss in chapter 12?

Chapter 13

1. Describe the attack that occurs in this chapter.2. What kind of injury does Katniss receive and how did she get it?

Chapter 14

1. What does Haymitch send to Katniss?2. Who does Katniss team up with? Why do you think she chose this

person?3. Who saves Katniss’ life?

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Chapter 15

1. Compare and contrast why Katniss and Rue think Peeta saved Katniss’ life.

Chapter 16 - 17

1. Summarize the major events of chapters 16-17

Chapter 18

1. How does Katniss mourn Rue?2. How does Rue’s district show their gratitude for the way Katniss

honored Rue?3. What major rule change occurs at the end of this chapter?

Chapter 19

1. Where does Katniss find Peeta? What shape is he in?2. Compare and contrast Katniss’ reaction to illness with how she

describes how her mother and Prim react to illness back in the Seam. Why would Prim be better in the arena than Katniss during this situation with Peeta?

3. What does Katniss do in order to receive a gift from Haymitch? How does she figure out that she needs to do this?

4. How do you think Haymitch feels about Katniss and Peeta? Who do you think he believes to be the stronger competitor and why?

Chapter 20

1. What story does Katniss tell Peeta? What parts of the real story does she have to leave out because the Capitol is listening?

2. What is the purpose of the feast? Why does Katniss want to go?3. How does Katniss trick Peeta so she can leave?

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Chapter 21

1. What possible reason would Katniss have for worrying about Gale’s thoughts concerning Katniss and Peeta kissing?

2. How does Foxface outsmart the rest of the tributes at the feast?3. Who saves Katniss and why? Why might this action upset the Capitol?

Chapter 22

1. Describe the story Peeta tells Katniss. What does this reveal about both Peeta and his father? What do we learn about Katniss’ father?

Chapter 23

1. Who do we find out is dead? Why does this upset Katniss and Peeta?2. What are Katniss’ fears about surviving the games? What does she

decide she will never do if she survives, and why does she decide this?

3. How does Peeta compare to Gale as a hunting partner?

Chapter 24

1. How is Peeta responsible for Foxface’s death?

Chapter 25

1. What are Muttations?2. Describe Cato’s death.3. Why are Peeta and Katniss not thrilled when they realize Cato is dead

and they have won the games?4. What announcement does Claudius make? Compare and contrast

Peeta and Katniss’ reactions.5. How do Peeta and Katniss outsmart the game makers?

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Chapter 26

1. What advice does Haymitch give to Katniss?2. What does Haymitch mean when he says: Don’t have to. He’s already

there3. What dangers do Katniss and Peeta still face despite the games being

over?

Chapter 27

1. What startling discovery does Katniss make about Peeta during the interview?

2. How does Katniss explain the use of the berries during the interview?3. Do you think Katniss was acting the whole time that she was in love

with Peeta? Why or why not?

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Most anticipated…The Hunger Games: Before you

see it

Which scene from the book is the one you like to see the most on film?

________________________________________________________________________________________________

Why that particular scene?

_________________________________________________________________________________________________

Make a list of your top 5 moments from the novel that you want to see in the film:

1.______________________________________________

2.______________________________________________3.___________

___________________________________4.________________________

______________________5._____________________________________

_________