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The Hunger Games Novel Study

Winning Will Make you Famous; Losing Means Certain Death

Learning Module

Abstract

Through a novel study of The Hunger Games by Suzanne Collins, students explore issues such as control, reality entertainment, materialism and genetic engineering, and satire as a literary device. They also study characterization and present a character as a tribute at the Hunger Games.

Keywords

Literary Elements, Theme, Characterization, Reality Entertainment, Satire, Reading

1. Big Brother is Watching you

For the Student

In this learning module, you will explore the following questions:

How is satire used to comment on how society is controlled?

How do characterisation and plot reveal themes?

What grammatical choices do writers make in descriptive writing?

What reading strategies improve my comprehension?

Learning Intention: To understand how people are controlled in society.

What reality TV shows, if any, do you watch? Which ones are most popular amongst students in your class? Use a Think-Pair-Square-S 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. 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" and "Survivor".

Media embedded June 24, 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.

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.

CCSS Focus

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. Control in Society

For the Student

Learning Intention: To record your ideas about control as they develop throughout the learning module, and to respond to the comments of other students.

Comment: Consider all the ways that people are controlled in society. Through this Update add your ideas to create a class list. Read what others post, and comment on whether you agree or disagree with them, and why. Is control always unnecessary or is it necessary sometimes? At different stages of this learning module, add more ideas and comments as you think of them.

Fig. 2: Social Control

For the Teacher

This Update enables a class brainstorm of students' ideas about control in society. Initially, encourage them to post words and phrases that come to mind about control in society. As they respond to other students' responses, they will think more deeply about control.

At different times throughout the module, direct students to return to this Update to add more ideas and comments. In this way this Update will capture their developing understandings of control.

See more information about The Control Society.

CCSS Focus

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.9-10.1cPropel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

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. Reading and Responding to The Hunger Games

For the Student

Learning Intention: To read and respond to Part 1 of "The Hunger Games".

Most of you will have watched the film version of Book 1 of "The Hunger Games". From experience, you know that the book and the film will not be exactly the same. Make a prediction about how you think they will be different. Consider:

  • Characters
  • Plot
  • 5-10 words that might expect will occur in the first chapter

Share your predictions with a partner. If you could borrow an idea from your partner, which one would it be? If your partner is willing to share it, add it to your prediction. Predicting is a reading strategy that good readers do.

Now read or listen to your teacher read chapter 1 (pp.1-24). At different stages, reflect on what you have been reading. Think about how you are connecting to the text. What are you thinking as you read? What does it remind you of? How are you feeling? Note aspects of the author's style - vocabulary, interesting or well written sentences - that appeal to you too. Discuss your ideas through Think-Pair-Shares.

Reading Journal Update

In Community, create your own Update in order to record your reflections. This will be like a blog in Community in Scholar which will enable you to share your reflections and quotable quotes with a wider audience. For the title of the Update, include your name, e.g. Maria Santiago's Reading Journal.

Your task is to finish reading Part 1 of the novel, and to stop at least 6 times, reflect with a partner, and then record a reflection in your Journal Update. The "Patterned Partner Reading" prompts can be used to guide your reflections. You should also commment on your partner's and other students' comments. Your Reading Journal Update and your comments in the Community discussion are your first major assessment task so challenge yourself by writing detailed responses with supporting evidence and quotes for your ideas. Remember that predicting, making connections, retelling, summarising and inferring are reading strategies that good readers use.

To monitor your own progress, complete the Reading Journal Self-Assessment Capacity Matrix. Later, you will be required to submit this to your teacher through "Submissions" in Community.

Reading Journal Capacity Matrix

Patterned Partner Reading Prompts

Read-Pause-Predict: What might happen next? Discuss this with your partner.Then comment on each other's predictions.

Read-Pause-Discuss: Write 3 “fat” questions in your journal about the section of the text just completed. Ask your partner to answer these questions by commenting on your Update. Then answer their three questions.

Read-Pause-Make Connections: Reflect on the section of the text just completed. Complete an Update comment beginning with one of the following:

  • This reminds me of…..
  • I remember an experience I had like that…… (explain)
  • This reminds me of another book / movie I read/saw…. (explain)
  • As I read this I was feeling / thinking…

Read-Pause-Sketch: Sketch an idea from the section of the text just completed. Scan it and post it to your Update.

Read-Pause-Bookmark: Review the section of the text just read. In your Journal Update:

  • Note something interesting or confusing. Explain.
  • Choose three interesting words and define them (use a dictionary and context).
  • Choose a sentence that you feel reflects how one of the characters is feeling at the time. Quote the sentence and explain its importance.

Read-Pause-Retell: Retell the section you have just read in your own words. Try to paraphrase the section.

Read-Pause-Summarize: Summarize the section you have just read.

Read-Pause-Infer: Make inferences form the section you have just read.

Comment: What is your favourite quotable quote from the novel? Explain why. Record the quote and page number.

Fig. 3: A Representation of Katniss Everdeen Based on the Film Version

For the Teacher

Reading Strategies to Improve Comprehension

Purpose

The purpose of this activity is to firstly engage students in the text. Secondly, it is to increase students' metacognition and use of reading strategies which will in turn improve their reading comprehension. Thirdly, it is to ensure that as students read part 1 of the novel, and they have time to make their own connections to the text and to respond to it in open-ended ways. This is important to address diversity as students will respond to the text in many different ways; they will be responding to the text as 'real' readers do rather than responding to a set of study guide questions devised by the teacher.

Read and responding is also important for students to re-evaulate the experience of a text, elaborate their thinking, test their understanding, seek reactions from others and reflect on their interpretations, revising and reshaping their own interpretations, make judgements, evoke feelings or emotion, imagine, recall memories of people, places, events, sights, smells, feelings, attitudes and knowledge, identify and learn about new textual language, evaluate importance and accuracy, make connections between meanings derived from previous textual encounters and their current reading, viewing and listening, and identify the ideology, values and beliefs communicated by the author. (from Cairney, T. (2010), Developing comprehension: Learning to make meaning.Marrickville, NSW: e:lit.)

"Patterned Partner Reading" promotes strategic reading and provides a structure for reading interactively with a partner.

Resources

The 'Patterned Partner Reading' strategy comes from McLaughlin, M. & DeVoogd, G.L. (2004). Critical Literacy: Enhancing Students' Comprehension of Text. New York.Scholastic.

Collins, S. (2008). The Hunger Games. London: Scholastic.

Teaching Tips

In the book orientation and prediction, encourage students to work individually initially. Then encourage them to discuss their predictions. The 'borrow-a-bit' strategy makes them think more deeply about what their partner has written, develops listening skills and also ensures accountability.

In the "Patterned Partner Reading" strategy, encourage students to work with their partner to identify the stopping points. This could be a set number of pages or a significant episode in the plot. While student agency is preferable, provide guidance for students who will work best if you determine the stopping points for them.

While initially students are only given the goal of reading section 1 at school, they should continue to read the rest of the book independently at school or home. They should also continue to add reflections and comments to their Journal Update. The Updates in this module that follow are designed so part of the lesson, e.g. 15 minutes, can be spent reading silently and the rest of the lesson can be dedicated to the activities. Students who have not read the whole novel will still be able to complete the activities. To support and engage slower readers, use Kindles and iPads etc., while the sequels are valuable to keep the faster readers engaged.

Instead of journalling in a book, the Update in Scholar aligns with the participatory culture of Facebook and hence student life worlds, as well as creating a wider audience and more accountability for student writing. Make class time for all students to update their photos and profiles and post their first quotable quote from the novel and a reflection. Community will be useful for the faster readers too, as students can add more reflections and comments as extension.

Ensure in the Community Settings that the Content is "Unrestricted: Any community member can add updates and shares".

The Reading Journal Self-Assessment Capacity Matrix supports students to monitor their own progress and increases accountability for completing journal entries and comments on other students' comments. When students have completed their reading of the novel, direct them to submit these to you through "Submissions" in Community.

CCSS Focus

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.9-10.10: 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.9-10.1c: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

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.

4. Nail that Character

For the Student

Learning Intention: To demonstrate my understanding of the characters in the novel 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. Then find supporting evidence from the text.These should include quotes and page references.

Katniss Peeta Gale Haymitch
Trait Impulsive Strategic
Evidence Without thinking I pull an arrow from my quiver...p124 Save showing what you're best at until your private sessions. p.112

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, 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. 4: Katniss and Peta - the Main Characters in The Hunger Games

For the Teacher

Purpose

'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 and re-read the text closely by providing a clear purpose for reading. 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

While students are still completing their reading, break up the lessons by looking at characterisation. 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. Make dictionaries and thesauruses available to students or they could use a thesaurus on a computer.

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.

CCSS Focus

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.

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.

CCSS Focus

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. Grammatical Choices in Writing Descriptively

For the Student

Learning Intention: To understand how to write complex sentences to describe characters.

This section is about describing characters based on the following models of extended noun groups about Flickerman and the tribute from District 1. This comes from pp 150-151 (scholastic edition). It will help you to make your writing more interesting by writing complex sentences.

To help you understand noun groups we will expand a noun group.

Draw a large triangle on a page. Start by writing the first word at the top, inside the triangle. Then write two words underneath it and so on until you write the full sentence at the bottom of the triangle.

1. Write down 1 word: SUIT (who or what).

2. Write down 2 words: The SUIT (a, the, those, these).

3. Write down 3 words: THE MIDNIGHT BLUE SUIT (factual adjective).

4. Write down 4 words: THE UGLY MIDNIGHT BLUE SUIT (opinion adjective).

5. Write down 5 words: THE UGLY MIDNIGHT BLUE CEREMONIAL SUIT (classifying/type adjective).

6. THE UGLY MIDNIGHT BLUE CEREMONIAL SUIT WITH A THOUSAND TINY ELECTRIC BULBS (add an adjectival phrase).

7. THE UGLY MIDNIGHT BLUE CEREMONIAL SUIT WITH A THOUSAND TINY ELECTRIC BULBS THAT TWINKLE LIKE STARS (add an adjectival clause).

8. THE UGLY MIDNIGHT BLUE CEREMONIAL SUIT WITH A THOUSAND TINY ELECTRIC BULBS THAT TWINKLE LIKE STARS MADE FLICKERMAN LOOK FREAKISH (add rest of sentence).

Now repeat this activity in a triangle for the girl from District 1. Now look at the same ideas in a table so you can see it as a sentence.

Opinion Factual Classifying NOUN Adjectival Phrase Adjectival Clause Rest of sentence
THE ugly midnight blue ceremonial SUIT with a thousand tiny electric bulbs that twinkle like stars MADE FLICKERMAN LOOK FREAKISH.
A provocative looking tall teenage GIRL with flowing blonde hair and emerald green eyes who came from District 1 WAS A SURE WINNER.

Now practice writing your own sentences with extended noun groups about a character in the novel. Work with a partner and see how many you can write in a set time limit.

Comment: Share your best sentence. Then read other students' sentences and comment on the best ones and what makes them effective.

Fig. 6: The Girl from District 1

For the Teacher

Purpose

The purpose of this activity is for students to understand that writers make deliberate choices in their writing to achieve specific purposes, e.g. descriptive writing. This will support students when making choices in their character descriptions in the multimedia project.

Teaching Tips

Noun Group Activity

In the activity on noun groups model two examples and then ask students to practice the skill of writing descriptive sentences on as many characters in the novel as possible. The simple sentence is in capital letters to show that it can exist independently of the adjectives and adjectival phrases and clauses.

Noun groups enable students to write more complex sentences as they describe people, places and things. A noun group may just involve adjectives and the noun, e.g. The tall provocative looking girl ..........

An extended noun group includes adjectival phrases and adjectival clauses.

  • While adjectives precede a noun, adjectival phrases and clauses follow the noun.
  • If they are removed the sentence still makes sense.
  • Adjectival phrases begin with prepositions - by, with, from, to, at, up, next to etc. They answer the question of where or with what.
  • Adjectival clauses begin with who (for people), which (for things), that (for people and things).
  • These are used more frequently in written language than in spoken language.

The triangle activity is based on a description of cats in Derewianka, B. (2011). A New Grammar Companion for Teachers. Newtown: e:lit. p.42.

CCSS Focus

RL.9-10.4: Determine the meaning of words and phrases (and visuals) as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices (visuals) 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.9-10.1: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

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.9-10.6: 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.

7. Character Multimedia Project

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. Click on this link to open the “Untitled Work” in Creator. Then, change the title, and begin a first draft. Go to About This Work => Project => Description for further project information.

For what you need to do in order to write a good multimedia text, go to Feedback => Reviews => Rubric. Keep the Rubric open and refer to it as you write.

When you are ready to submit, click “Submit Draft” below the work. This is the version of your work that will be sent to others for review.

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.

Check Notifications for your Work Request Message. 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.

For what you need to do in order to write a good narrative, go to Feedback => Reviews => Rubric. Keep the Rubric open and refer to it as you write.

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

CCSS Focus

RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized 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 Review

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.

Before the students submit their final work, run the Analytics. Check the percentage of text revised between one draft and the next, the number of words currently written and the grade level of the writing. You may wish to ask some students to do more work before they submit.

Refer to Analytics to see how students have performed.

CCSS Focus

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. What is Abstraction?

For the Student

Learning Intention: To understand abstract terms and how they can make your writing more economical.

In Activity 4, you described characters using specific words. The focus was on specificity to make your character descriptions clear and precise, rather than using general terms.

Another way to make your writing more interesting is to use abstract terms. Look back again at Activity 1 about all the different ways that people are controlled in society. Control is an example of an abstract term or an abstraction. Other abstract terms are betrayal, love, honor, and respect. Abstractions are emotions, ideas or ideals. They have no physical existence like furniture or cutlery. You can't see, hear, touch, smell or taste them. They are not concrete. They are useful to describe themes in a text.

Classifying language as abstract or concrete or general or specific can help you in your writing, particularly essays.

Introduction: Abstract words can be used to outline the main ideas that will follow.

Body: Use specific evidence (examples, quotes, details etc).

Conclusion: Abstract words can be used to summarise preceding stretches of text.

Look at the following paragraph as an example:

Control is an important theme in "The Hunger Games". The leaders in the Capitol use the Hunger Games to control each district, ensuring that people will not rise up against them. The gamemaker in the games arena controls what happens by setting up new challenges and obstacles for the tributes. The frequent patrols of the districts, control the people, making them live in fear as they struggle to survive.In this way the leaders in the Capitol use control to maintain their position of power.

Comment: Add as many abstract terms like love, respect, betrayal, as you can think of. Keep adding them until you run out of ideas. Then look up an online dictionary or thesaurus to find more and add them to the class list. Comment on any that you think are important themes in "The Hunger Games".

Fig. 8: Big Brother = Control

For the Teacher

Purpose

This activity is designed to introduce new terminology - abstact and concrete - and connect it to students' learning about specificity. It will also prepare students for the activities on theme and satire.

Teaching Tips

For more information see article on Abstract, Concrete, General and Specific Terms by John Friedlander. There is a useful example of why using the abstract word "trust" is better than providing five examples of trust and lack of trust. Consider abstract terms such as justice, freedom, betrayal etc.

Encourage students to use abstract nouns in their paragraphs as practice for using them when writing more formal essays.

CCSS Focus

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

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.

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

CCSS Focus

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. Attitudes to the Hunger Games

For the Student

Learning Intention: To analyze and reflect on a range of perspectives towards the Hunger Games, using specific language choices to persuade others to agree with your perspective.

From the description of Caesar Flickerman, consider his attitude to the Hunger Games. As a whole class, complete a PCQ (Pros/Cons/Questions) and consider the positives (Pros), negatives (Cons) and questions he would have. Use divergent thinking to consider questions such as: What if…?, I wonder whether…, It would be interesting to know…, How could this be improved?

Then in your group of 4, choose four other characters or groups of people and complete the PCQ worksheet on their attitudes to the Hunger Games. Consider parents, family members, tributes, stylists, gamemakers, President Snow, the Capitol, the districts, an Avox etc.

PCQ worksheet (Pros-Cons-Questions.docx)
Pros Cons Questions
Flickerman
Stylists
Gamemakers
President Snow
Haymitch
Audiences

When you have completed your PCQs, do a walkaround the room and look at the work of other groups. Use post-it notes to give them positive feedback or ask questions about their work. Be explicit in your comments rather than just saying "good work".

Comment: Based on what you have learned from considering other points of view, write a reflection (2-4 sentences) on whether you think running the Hunger Games has more advantages then disadvantages or vice versa. Then comment on the controversial statement: "The Capitol and all its inhabitants should be destroyed." Comment on the reflections of other students, explaining why you agree of disagree with them.

Make sure you select positive words to argue support for the games and to position the audience to agree with you. In the same way select negative words to express your disapproval of the games and to position the audience to think in the same way.

Fig. 10: The love interest between Peta and Katniss appealed to the audiences of the games who wanted to be entertained.

For the Teacher

Characters' Attitudes to the Hunger Games

Purpose

By considering a range of points of view, students to think more deeply about themes in the novel. The PCQ helps students to understand who gains and who loses from the Hunger Games and that this is complicated for many characters.

Teaching Tips

PCQ Strategy – Pros, Cons, Questions

This strategy offers not only a graphic organiser to record discussion results, but also a framework for encouraging thinking about the topic from several different perspectives. By considering the ‘Pros’ the students can explore all the benefits and positive merits of the idea.The ‘Cons’ focuses their attention on possible problems, negative features or weaknesses while the Questions (or issues) column encourages further research such as: ‘What if…?, ‘I wonder whether…’, ‘It would be interesting to know…’, ‘How could this be improved?’ (divergent thinking). Model the PCQ activity by completing the retrieval chart on Caesar Flickerman as a whole class. Ensure that you include more than one response in each column to model this for when students complete the rest of the chart in their groups. In considering the pros and cons, problematize the issues for characters by showing that characters may support the Capitol, but that does not necessarily make them an evil character in the novel. Their own survival might depend on the success of the games. This could lead to a question in the third column, for example, Why do the stylists cooperate with the Capitol when they do not agree with President Snow's policies? Model providing feedback for students so that they look more closely at the work of other groups. You could also get them to steal or borrow ideas from other groups.

As a scaffold, the reflection could follow the structure of PEC Paragraph: P: Point; E: Elaboration, Evidence, Examples; C: Conclusion. As well as the structure, selection of specific vocabulary will position the audience to agree or disagree with the point of view presented. Students could also draw on their knowledge of modal verbs - must, ought, should and connectives such as certainly, without doubt and definitely which also add to the persuasiveness of their arguments.

CCSS Focus

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.

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.9-10.1c: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

12. How is Satire Used to Comment on How Society is Controlled?

For the Student

Learning Intention: To understand what satire is and to identify examples in the novel.

Suzanne Collins referred to Greek myths such as the myth of Theseus and the Minotaur and also the Roman concept of Panem and Circuses when she wrote "The Hunger Games". Reading about these will help you to understand the novel more. "Panem and Circuses" will also help you to understand the satire in the novel.

Look at the definition of satire. Then in groups discuss how this applies to The Hunger Games.

Definition of Satire:

Satire is the literary art of ridiculing a folly or vice in order to expose or correct it. The object of satire is usually some human frailty; people, institutions, ideas, and things are all fair game for satirists. Satire evokes attitudes of scorn, contempt, amusement, or indignation toward its faulty subject in the hope of somehow improving it.

Complete a 'retrieval chart' of examples of what Collins satiries in The Hunger Games.

Object_of_satire.docx
Object of Satire Example from The Hunger Games
human frailty
people
institution
idea
thing

Comment: Post an example of satire from the novel. Explain what it is satirizing. Comment on the posts of other students, adding more examples of satire from the novel.

Fig.11: While The Hunger Games satirizes modern society, it is based on the Greek myth of Theseus and the Minotaur

For the Teacher

Purpose

This activity builds on the exploration of themes to develop an understanding of satire. Collaborative discussion is used to scaffold thinking and support all students to complete the task.

Teaching Tips

Some possibilities of satire:

Human frailties: vanity, alcoholism, desire for power

People: Haymitch, Flickerman

Institutions: Organisation of the districts and class differences

Idea: Reality game through the Hunger Games

Thing: jabberjays and animals as weapons - muttations

Other: the idea that people will allow children to kill other children

Each group then decides on their best example of satire to share in theie comments.

CCSS Focus

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.

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.9-10.1c: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

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.

13. Satire in your Own Lives

For the Student

Learning Intention: To understand satire in the modern world.

Here is your opportunity to criticise modern society! Complete a tournament prioritising activity on what you would criticise in today's world.

In your groups come up with 16 things - consider human frailties, people, institutions and ideas. Think beyond the school and consider other parts of the world.

Once you have 16 things, rank them and place them on the tournament prioritising chart. Discuss each one and vote on your winner. 

Comment: Report your winner and note similarities and/or differences between the groups? Then write a reflection on what aspect of society you think needs to improve and why. As an extension you might try to be satirical! Also, find other Youtube clips that are satirical. Post them and explain what they are satirizing.

Fig. 12: A cartoon entitled "Waist" but satirizing extravagance, vanity and waste in 1830. Could it be applied to Panem or to modern society?

For the Teacher

Satire in Modern Society

Purpose

Through this activity students go beyond the novel to looking at what they might satirize in modern society. It allows them to connect more to the text and hence is an engagement strategy. It also deepens their understanding of satire.

Teaching Tips

Use the 'Tournament Prioritiser handout' to organise this activity. Students could participate in a Round Robin to generate the list.

tournament_prioritising.doc

CCSS Focus

RL.9-10.2: Determine a theme or central idea of a text and analyze it in detail.

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.9-10.1c: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

14. Satire Essay

For the Student

Learning Intention: To apply what you have learned about the novel, The Hunger Games, and demonstrate your understanding in an essay about the novel's themes.

Project: Satire in the Hunger Games

Description: What aspects of modern society are satirized in The Hunger Games? Discuss at least four themes that occur in the novel. Incorporate what you have learning about abstract and specific terms in the structure of your essay.

Introduction:Introduce your main points, using abstract terms to describe themes.

Developing your Topic: Use abstract terms in the topic/point sentences. Include specific terms in the examples, evidence and elaborations.

Conclusion: Summarise in abstract terms.

Check the Work Request in your Notifications. Click on this link to open the “Untitled Work” in Creator. Then, change the title, and begin a first draft. Go to About This Work => Project => Description for further project information.

For what you need to do in order to write a good essay, go to Feedback => Reviews => Rubric. Keep the Rubric open and refer to it as you write.

When you are ready to submit, click “Submit Draft” below the work. This is the version of your work that will be sent to others for review.

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.13: Flag of Panem

For the Teacher

Purpose

The purpose of this activity is for students to apply what has been explicitly taught in the conceptualizing and analysing activities. It will provide evidence of learner transformation - that students have learned what has been taught about theme, character, plot, satire, descriptive writing, expository writing, abstract and specific terms, and how authors use language to position an audience.

Teaching Tips

The essay can be used as a major assessment item. Encourage students to follow a PEC structure which they are already familiar with. Also point out the value of using specificity and abstraction in the structure of their essays.

Some students may need extensive scaffolding to write their essays. See the 'information sheet' on useful language for essays and the 'scaffold for essay structure'.

information sheet (Useful_Language_for_Essays.doc)
scaffold for essay structure (essay_scaffold.docx)

Project Rubric

CCSS Focus

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.

15. Give Feedback and Review

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. 14: The Hunger Games by Suzanne Collins

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.

Before the students submit their final work, run the Analytics. Check the percentage of text revised between one draft and the next, the number of words currently written and the grade level of the writing. You may wish to ask some students to do more work before they submit.

Refer to Analytics to see how students have performed.

CCSS Focus

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.

16. Acknowledgements

Title: (Source). Fig. 1: (Source); Fig. 2: Social Control (Source); Fig. 3: Drawing by haubnere (Source); Fig 4: Image by ilovewerewolves (Source); Fig. 5: (Source); Fig. 6: ASUS Warrior Princess (Source); Fig.7: (Source); Fig. 8: Big Brother is Watching (Source); Fig. 9: Word Collage by Rita van Haren; Fig. 10: Fan Art (Source); Fig. 11: Theseus and the Minotaur (Source); Fig. 12: Satire on Waist (waste and extravagance from 1830) (Source); Fig. 13: Flag of Panem by Kiregnauh (Source); Fig. 14: Photo by Mike Mozart (Source).