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The Hunger Games Film Study

Language and Visual Literacy

Learning Module

Abstract

The popularity of the The Hunger Games Trilogy has been surpassed by the films. This Learning Module for grade 9 students focuses on the visual strategies that are used to engage and position the viewer. It also investigates theme and characterization.

Keywords

Film, Visuals, Language, Characterization, Theme, Essay, Advertising Techniques.

1. Control in Society

For the Student

In this learning module, you will investigate:

How characterisation and plot reveal themes?

How authors' intent is evident in texts, including film texts?

What visual choices film creators make when they interpret a text?

Learning Intention: To look at how people are manipulated in reality tv shows. To compare and contrast how the game makers control the players.

What reality TV shows, if any, do you watch? Which ones are most popular amongst students in your class? Use a Think-Pair-Square to discuss your ideas and then do a class vote to find out which ones are most popular.

Look at the excerpts from TV reality games, e.g., Survivor, the Biggest Loser, and also a short clip about the use of security cameras in an English city, entitled "Real Big Brother".You might also find your own clips from shows such as"Big Brother".

Media embedded June 25, 2015
 

After watching the clips record your ideas on a placemat. Use the following focus questions to guide your discussion:

  • Why are these shows so popular?
  • How are people controlled in the clip?
  • What are their motivations to participate?

Respond individually in your section of the placemat. Then discuss your ideas in a group of 4.

Respond individually in your section of the placemat. Then discuss your ideas in a group of 4. The recorder for your group should write down three main points of your discussion in the centre of the placemat and then the spokesperson can report your ideas to the whole class.

Comment: Share ideas from your discussion. Comment on the comments of other students, building on their ideas, adding more examples with links to clips you have found, or explaining why you agree or disagree with their comments. When you comment on another student's comment, start with @Name, inserting the name of the student.

Fig. 1: Security Cameras

For the Teacher

Control in Society

Purpose

This activity is designed to link the learning to students' life worlds and to draw out their experiences of control in society through looking at popular reality TV shows and more widely in their neighbourhoods by considering the use of security cameras. Initial activities have a strong focus on collaborative discussion, both face-to-face and online, so this is established as central to the learning in this unit of work.

Teaching Tips

In selecting the clips from reality TV shows, select what is currently popular. Shows such as Masterchef, MKR and The Farmer Wants a Wife can also be used as these shows include "gamemakers" who control the contestants.

Note: This learning module was designed using the Learning by Design framework.

Australian Curriculum

Year 9 English

Literacy

Interacting with others

Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice, tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)

US Common Core State Standards

SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SL.9-10.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

2. View the Film

For the Student

Learning Intention: Watch the film, recording questions, first impressions and thoughts as you watch.

2.2_First_Impressions.docx

As you watch the film write down dot points of your first impressions for the following characters.

  • Katniss
  • Peeta
  • Gale
  • Haymitch
  • Finnick
  • Primrose
  • Effie Trinket
  • Cinna
  • Coriolanus Snow
  • Caesar Flickerman
2.3_Debrief.docx

Comment: What happened? What did you like/dislike? What do you think will happen next? Share some ideas from your debrief discussion.

Fig.2: Katniss and Peta - the Main Characters in The Hunger Games

For the Teacher

Students complete the chart. Later in the module they can add their changing impressions.

Completed charts can be submitted to the teacher through "Submissions" in Community.

Australian Curriculum

Year 9 English

Responding to literature

Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)

Literacy

Interpreting, analysing, evaluating

Interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)

US Common Core State Standards

SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SL.9-10.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

3. Nail that Character

For the Student

Learning Intention: To demonstrate my understanding of the characters through specific vocabulary and evidence.

To think more deeply about the characters, play the 'Nail that Character' game. Use the grid to record the words.

grid_-_hunger_games_game.doc
Katniss Gale Peeta Haymitch
       
       
       
       

Find specific words to describe four of the main characters, for example Katniss, Gale, Peeta and Haymitch.

At the end of the game, create a chart of the vocabulary that describes the main characters.

  Katniss Peeta Gale Haymitch
Trait Impulsive     Strategic
Evidence Without thinking I pull an arrow from my quiver     Save showing what you're best at until your private sessions.
         
         

Specificity

Describing characters using specific words and finding evidence for the words you select is an important way of addressing specificity, allowing you to make your writing interesting and your meanings clear and precise.

Comment: Using some of the vocabulary and evidence you have found from the film, write 3-5 sentences describing one of the characters. Then comment on other students' paragraphs, suggesting more specific words so that the meaning is clear and precise.

Fig. 3: Katniss Everdeen

For the Teacher

Nail that Character' is an excellent activity to develop students' vocabulary in a competitive and interesting way. It is a comprehension strategy which encourages and supports students to read/view and re-read/re-view the text closely by providing a clear purpose for reading/viewing. The vocabulary generated by this game, and the reasons given for their inclusion, will enable students to be very specific about how they describe characters and help them to develop an understanding of specificity.

Teaching Tips

The 'Nail that Character' guide in MyRead provides detailed teaching tips to implement this strategy. On the navigation bar go to 'How' and scroll down. Students should access online dictionaries and thesauruses.

As students explore vocabulary to describe characters, encourage them to be very specific about the words they select. Finding evidence to support the words they select will enable them to justify/explain just how precise they are.

Australian Curriculum

Year 9 English

 Interpreting, analysing, evaluating

Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension (ACELY1743)

Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)

US Common Core State Standards

RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

L.9-10.4c: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

4. Haymitch

For the Student

Learning Intention: To gain a deeper understanding of the characters.

Resource 3.2 'Haymitch'

3.2_Haymitch.docx

Write a Point, Evidence/Examples/Elaboration, Conclusion (PEC) paragraph describing the character of Haymitch. Include information about:

  • His personality
  • Why you think he is the way he is
  • What he does for Katniss and Peeta

PEC should be 8-10 sentences in length. Try and use words that you collected in the 'Nail that Character' activity.

Comment: Share your point sentence here. Then read other students' point sentences and comment on their effectiveness. If possible, suggest how they could be improved.

Fig. 4: Haymitch

For the Teacher

Purpose

This activity builds on the "Nail that Character" activity. It also links directly to the essay questions at the end of the unit - in particular the question: "Is Haymitch a good mentor for Katniss and Peeta?".

Australian Curriculum

Year 9 English

Literature

Responding to literature

Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (ACELT1771)

Literacy

Interpreting, analysing, evaluating

Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension (ACELY1743)

Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)

US Common Core State Standards

RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

L.9-10.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

5. How can I Position an Audience in My Writing

For the Student

Learning Intention: To understand how particular words can affect how readers think about a character.

Look at this list of words to describe Katniss. Sort them into a table of words that have positive connotations and words that have negative connotations. Be careful as words may be both positive and negative.

Positive-Negative.docx

Impulsive/Impetuous

Stubborn/Resolute

Loyal/Steadfast

Strong/Stalwart

Distrustful/Sceptical

Independent/Self-reliant

Disdainful/Aloof

Proud/Egotistical

Decent/Principled

Determined/Ruthless

Positive Negative
   

Character Description of Katniss

Use a thesaurus to help you define any words you are unsure of. Then with a partner, decide on which column you will focus on. Your partner should do the other one. Then each person should write a short paragraph describing Katniss, using evidence from the novel to support your description.

Comment: Post your paragraph. Read the paragraphs of other students. What was your attitude to Katniss after reading the positive ones? What about the negative ones? Also comment on the effect if a writer used a combination of positive and negative words. How can selecting specific words enable you to position an audience to think about a character in a particular way?

Fig. 5: Yin and Yang - the Concept of Duality Forming a Whole

For the Teacher

Specificity and Positioning an Audience

Purpose

In this activity the focus is on critical literacy. Its purpose is to develop an understanding in students that they can select words to position an audience to think positively or negatively about a character. This is important to making linguistic choices in their own writing. It will also scaffold descriptive writing and writing essays/expository texts dealing with characterisation.

Teaching Tips

Refer to YouTube clips in Activity 1, particularly how the participants in the Survivor and Big Brother clips introduced themselves as good or evil.

Provide some examples of synonyms for words that students selected in 'Nail That Character'. They could focus on Katniss or as an extension, they develop their own list of synonyms to describe another character.

Use the examples about Katniss to prompt students to consider how some words are more specific as well as important to position an audience to think positively or negatively about a character.

Ensure student agency by allowing students to collaborate and select the perspective - positive or negative - to write about. The reflection in the Comment is essential for metacognition.

Australian Curriculum

Year 9 English

Language

Expressing and developing ideas

Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (ACELA1561)

Literacy

Interpreting, analysing, evaluating

Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)

US Common Core State Standards

RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

L.9-10.4c: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.9-10.5a: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

L.9-10.5b: Analyze nuances in the meaning of words with similar denotations.

L.9-10.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

6. Tributes: Scene Analysis

For the Student

Learning Intention: Analyse the techniques used in the film. Compare how it was portrayed in the novel.

Read page 139-158 of the novel.

Watch the Parade of Tributes scene from the film in which Katniss and Peta are presented as tributes.

Fig. 6: Parade of Tributes scene

Use the 'Lotus Diagram' to analyze the film techniques.

Film Techniques:

  • shot angles
  • shot types
  • music
  • colour
  • lighting
  • sound effects
  • Costumes
  • Dialogue
4.3_Lotus_Diagram.docx

Comment: Which did you prefer - the film scene or the description in the book. Provide evidence for your opinion. Read the comments of other students and comment on 1-2 that you agree with, explaining why.

For the Teacher

Purpose

This activity is designed to introduce the students to the techniques that the author and director used to introduce Katniss and the other tributes during the Hunger Games. The students can then use this information to create and describe their own tribute as part of a multimodal presentation.

Australian Curriculum

Year 9 English

Expressing and developing ideas

Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning (ACELA1560)

Literacy

Interpreting, analysing, evaluating

Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)

US Common Core state Standards

RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasised or absent in each treatment. Also see Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SL.9-10.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

7. Presenting Your Tribute at the Hunger Games

For the Student

Learning Intention: To apply what you have learned about the characterization in The Hunger Games, and demonstrate your multimedia skills.

Project Title: Character Multimedia Project

Description: Present a tribute at The Hunger Games.

There are 3 parts to this project:

1. You are a stylist for one of the tributes at the next Hunger Games. Choose a tribute and consider how you will draw out the character of your charge in the opening parade. Write a 250-350 word character description in which you describe his/her character traits, provide examples of how the character has demonstrated these traits, and how these will be assets in the arena. Choose language that positions the audience positively about the character so that they will support him/her in the arena. Be imaginative - you can choose one of the tributes, another character in the novel, or make up an entirely new character.

2. Illustrate your description or find an image of a real or imaginary character on the Internet or in magazines which could represent your description. Scan the image if necessary and add the file to your character description.

3. Write the script and/or add a sound file in which you introduce your tribute to the public. Describe or include sound effects, music and voice over. You can draw on any advertising techniques you know about too such as slogans and colorful language with plays on words, special effects, endorsements, statistics and appeals such as romance which is used as an "appeal" to the audience for Peeta and Katniss.

Check the Work Request in your Notifications. The link will take you to Creator where you can start your work. You should look in the About This Work => Project => Description tab for further information about the project. Check the rubric to guide you as you create your presentation. You will have approximately two weeks to submit the first draft of your presentation. It will then go through the peer review process in Scholar. Check your Notifications to receive information about each phase of the review process.

Advertising Appeals

Learn more about advertising techniques. Advertising appeals are designed in a way so as to create a positive image of the individuals who use certain products. Advertising agencies and companies use different types of advertising appeals to influence the purchasing decisions of people.

Different Types of Advertising Appeals: Emotional Appeal, Personal Appeal, Social Appeal, Fear Appeal, Humour Appeal, Sex Appeal, Music Appeal, Scarcity Appeal, Rational Appeal, Masculine/Feminine Appeal, Brand Appeal, Snob Appeal, Adventure Appeal, Less than Perfect Appeal, Romance Appeal, Emotional Words/Sensitivity Appeal, Youth Appeal, Plain Appeal and Bandwagon Appeal. There are many others!

Other advertising techniques: Endorsements, Puns or Plays on Words and Statistics.Also look back at some of the clips you watched about reality TV and how characters on shows such as Big Brother, Survivor and The Biggest Loser are introduced to promote a new season.

Fig. 7: Parade at 2008 Olympics in Beijing, China, using an Appeal to Power and Wealth

Comment: Do you have any questions about how Scholar works? Make a comment in this update. If you think you have an answer to another student's question, please answer it - be sure to name the student you are replying to in your comment by starting with @Name.

For the Teacher

Multimodal Presentation

Purpose

In this activity students have the opportunity to use their creativity and knowledge of The Hunger Games in multimodal ways, drawing on any available technologies and their own interests.

Teaching Tips

This activity should be introduced to students after they have explored characterisation rather than at the end of the unit. Students can create their multimodal texts in Scholar, adding text, music, video and images. Again remind students to look at the YouTube clips from Activity 1 as they are other examples of how characters are introduced in modern reality TV shows which the author is satirising.

Starting the Project

Below you will see a button "Start Project". This will copy the project and take you into the Publisher (class/group) that you select. Starting the project also copies the rubric to the Publisher that you select. Before finalizing the project, you can edit the rubric in Tools =>Rubrics.

When you press the "Finalize" button, the project will start. Notifications will be sent out to students to start their work, provide feedback, and revise on the dates you have determined in the project.

Students Starting Drafts

Students click on the Work Requests in their Notifications. This will take them into Creator and ensures that the work that they do is connected to your project in Publisher.

Students should also refer to the rubric as a guide as they write in Creator. If students are unfamiliar with Scholar and peer review, look through the rubric with them.

Project Rubric

Australian Curriculum

Year 9 English

Literacy

Interacting with others

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)

Creating texts

Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features(ACELY1746)

Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features(ACELY1747)

Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)

US Common Core State Standards

RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasised or absent in each treatment. Also see Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

W.9-10.3d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence, and to add interest.

L.9-10.3: Apply knowledge of language/visuals to understand how language/visuals function in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

8. Give Feedback and Revise

For the Student

Learning Intention: To give feedback on other students’ works and then revise my own.

Giving Feedback

Check your Notifications for Feedback Requests. These ask you to give feedback on another student's work. Click on the Feedback Request and that student's work will appear in your Works list. If it doesn't appear, refresh the page.

As you give feedback, open up the small orange arrow to check the rubric. You can use some of the language in the rubric in your feedback. Submit your feedback once it is finished.

Giving Feedback

Revising

The next stage of the writing process is to revise your own work.

Check your Notifications for a Revision Request. While you revise your work, take account of any feedback that other students have given you by checking Results.

Checking Results

Writing a Self Review

Once you have gone through all the feedback and revised your work, go to Review Work and write a self-review. In this self-review, describe what feedback you have taken on board and how you feel that you have met the criteria.

Comment: Do you have any more questions about Scholar at this stage? Make a comment in this update. If you think you have an answer to another student's question, please answer it - be sure to name the student you are replying to in your comment by starting with @Name.

For the Teacher

This Update covers two phases of the writing process in Scholar: Review and Revision. It is included here so that you can post it directly into a Community when students are up to this phase of their writing projects.

Australian Curriculum

Creating texts

Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features(ACELY1747)

Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)

US Common Core State Standards

W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing.

L.9-10.2: Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.

9. Film vs. Novel

For the Student

Learning intention: Compare and contrast the film and the novel. Discuss and decide which is better and why.

Expert Group Strategy

6.1_Expert_Groups_-_Scene_Comparison.docx

In expert groups you are going to compare parts of the film with the novel. Each group will be allocated a scene and the pages of the novel it came from. In your group you can read together or individually. Then watch the corresponding scene. You can also watch The Hunger Games All Career Tributes.

6.3_Journal_Reflection.docx

Watch the Summary.

Comment: Write a PEC paragraph summarising what you think was better the film or the novel. Think about the images that were created in your head verse the images that you saw on the film. Which were better?

Fig. 8: The Hunger Games All Career Tributes

For the Teacher

Australian Curriculum

Year 9 English

Examining literature

Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style (ACELT1636)

Analyse text structures and language features of literary texts, and make relevant comparisons with other texts (ACELT1772)

Literacy

Interpreting, analysing, evaluating

Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)

Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)

US Common Core State Standards

W.9-10.3d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

10. Inferring Themes

For the Student

Learning Intention: To understand how themes are revealed through the characters and the plot.

Look back at the vocabulary chart you completed on the characters in Activity 4. Identify at least five of the most important and discuss what themes are presented through the characterisation. Work in groups of 3-4 to discuss these first. Then draw up a table and add at least 5 themes based on the characters. The first one has been done for you. Include a page reference as evidence from the text.

Character Trait

Theme with Evidence from Novel

Katniss: Distrustful 

Betrayal (p.138)
   

Then look at major events in part 1 of the novel. The pace of the novel is quite fast so there are many developments and events in the plot to keep the reader engaged. Consider what themes are shown in these events. Draw up a table, add at least five events, and describe the themes using abstract terms. Make sure you find a page reference as evidence from the text.

Plot Event Theme with Evidence from Novel
Reaping Control (pp. 21-22
   

Extension: repeat the activity for parts 2 and 3 of the novel.

Comment: Do you think that Suzanne Collins is too critical of society in the themes in The Hunger Games? Firstly, find one example of where you think Suzanne Collins is critical of society. Describe what she is criticizing. Do you think Suzanne Collins is too critical? Comment on other students' posts and whether you agree or disagree with them, and why/why not?

Fig. 9: Themes in The Hunger Games

For the Teacher

How Character and Plot Reveal Themes

Purpose

The purpose of this activity is to promote deeper thinking by looking at the characterisation and plot of the novel and drawing conclusions about any themes that are presented. It also connects to and builds on students' understanding of abstractions as themes are often described using abstract terms.

Teaching Tips

Model the first character trait by discussing how Katniss thinks that trusting others makes her feel weak and that this shows the theme of betrayal. Re-read sections of page 138 (Scholastic) and emphasise the evidence of this theme in the text.

Students then find and discuss other character traits and the themes that are represented. Consider themes such as materialism in society, survival, class differences, genetic engineering, first and third world differences, poverty, fear etc. Students should then be able to complete the retrieval chart on plot and theme. In the sharing session, again ask students to add to their charts and discuss how these are described using abstract terms. There is an "Summary of Themes and Evidence" and "Quotes for Teacher Reference".

theme_table_teacher_s_copy.doc
Quotes_-_page_numbers.doc

Australian Curriculum

Year 9 English

Literature

Responding to literature

Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (ACELT1771)

Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)

Literacy

Interpreting, analysing, evaluating

Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)

Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)

US Common Core State Standards

RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2: Determine a theme or central idea of a text 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.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.

RL.9-10.10: By the end of grade 9/10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high-end of the range for grade 9, and independently and proficiently for grade 10.

SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SL 9-10.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

11. Essay

For the Student

Learning Intention: Plan, draft and write an essay addressing one of the questions.

1. Is Haymitch a good mentor to Katniss and Peeta? Discuss.

2. “The Hunger Games” is a novel about control. Discuss the ways in which control of society impacts upon the lives of those living in Panem. Does the government have true control over its people?

3. Describe the relationships between Katniss and Peeta and Gale. How do these relationships, and the different lessons they teach her, assist Katniss in her victory in the Hunger Games? Could she have succeeded without them?

Comment: Do you have any more questions about Scholar at this stage? Make a comment in this update. If you think you have an answer to another student's question, please answer it - be sure to name the student you are replying to in your comment by starting with @Name.

Fig. 10: The Flag of Panem

For the Teacher

Essay 

A rubric for argumentative writing is included here and is attached to the project. It may be modified to include criteria from the attached CQ Rubric.

CQ_20Film_20Study.docx

Project Rubric

Australian Curriculum

Literature

Responding to literature

Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (ACELT1771)

Literacy

Interpreting, analysing, evaluating

Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)

Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)

Creating texts

Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features(ACELY1746)

Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features(ACELY1747)

Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)

US Common Core State Standards

RL.9-10.2: Determine a theme or central idea of a text 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.

W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.1c: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

W.9-10.1d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.9-10.1e: Provide a concluding statement or section that follows from and supports the argument presented.

W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

12. Give Feedback and Revise

For the Student

Learning Intention: To give feedback on other students’ works and then revise my own.

Check your Notifications for Feedback Requests: You have received a Feedback Request. Click on this link to take you to the work you have been assigned to review. Go to Feedback => Reviews => Review Work. Rate the work on each criterion and explain why you gave the work that rating. Make in-text comments at Feedback => Annotations. Make an overall recommendation at Feedback => Recommendation.

Submit your feedback once it is finished at About This Work => Project => Status. You will not be able to submit your review until all requirements set by you teacher have been met. These may include a Review, Annotations, and/or a Publication Recommendation.

For more information, see Reviewing a Work and Submitting a Review and Annotations.

The next stage of the writing process is to revise your own work.

Check your Notifications for a Revision Request: You have received a Revision Request. Click on this link to take you to the most recent version of your work. Then go to Feedback => Reviews => Results to see the reviews and Feedback => Annotations to see in-text comments. Once you have incorporated all of the feedback (Reviews/Annotations) from your peers, click “Submit Revision” below the work.

You can also write a self-review, explaining how you have taken on board the feedback you received.

For more information, see The Revision Phase.

Comment: Do you have any more questions about Scholar at this stage? Make a comment in this update. If you think you have an answer to another student's question, please answer it - be sure to name the student you are replying to in your comment by starting with @Name.

Fig. 11: Feedback

 

For the Teacher

This Update covers two phases of the writing process in Scholar: Review and Revision. It is included here so that you can post it directly into a Community when students are up to this phase of their writing projects.

Australian Curriculum

Creating texts

Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features(ACELY1747)

Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)

US Common Core State Standards

W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing.

L.9-10.2: Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.

13. Publish and Reflect

For the Student

Learning Intention: To identify what is successful writing.

Check Notifications to see if your work has been published and whether works that you provided feedback on have been selected for publication. Published works may be viewed on your and any collaborators' individual profiles in Community.

Comment: Read two - three other people’s published informative/explanatory texts.Write a comment about the most interesting thing you learned from reading them. This might be ideas you hadn’t thought of or interesting evidence such as facts that you didn’t know. Also comment about one thing you have learned about writing informative/explanatory texts. Mention the creator and title of the work, and make a link to that page so the person reading your comment can jump to the page quickly.

Fig. 12: the Thinker by Rodin - I think; Therefore I am dangerous.

For the Teacher

Notifications of publication are provided to the creator and all reviewers.

This reflection activity promotes student metacognition about what makes quality writing by reading and reflecting on other students’ writing. Ask students to look over other people’s published works - have them read at least two or three works. Ask them to comment on something interesting they learned from reading other students’ work.

Refer to the Analytics to see how students have performed.

Australian Curriculum

Creating texts

Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features(ACELY1747)

Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)

US Common Core State Standards

W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

14. Acknowledgements

This learning module is an adaptation of the Learning Module - The Hunger Games: A Novel Study.

Topic: (Source); Fig. 1: (Source); Fig 2: Image by ilovewerewolves (Source); Fig. 3: Drawing by haubnere (Source); Fig. 4: Haymitch Abernathy by ImKatniss (Source); Fig. 5: (Source); Fig. 6: (Source); Fig.7: (Source); Fig. 8: (Source); Fig. 9: Word Collage by Rita van Haren; Fig. 10 Flag of Panem by Kiregnauh (Source); Fig. 11: Feedback (Source); Fig. 12: The Thinker (Source).