The Hunger Games Lesson Plan

  1. 1

    Cross-District Alliances

    Sort of Activity:

    Role Play

    Objective:

    Take a look at how Katniss && amp; Rue’s unusual alliance may have an effect on Panem audiences.

    Typical Core Standards:

    CCSS.ELA-LITERACY. CCRA.R.3, CCSS.ELA-LITERACY. CCRA.R.6

    Structure:

    (25 minutes.)

    One of the ways in which the Capitol avoids disobedience is by keeping the Districts extremely separated from each other. Individuals from different Districts practically never interact with each other, except, fittingly, as doomed homages completing in the Appetite Games.

    Talk about with your class the reasons the Capitol is so mindful to implement this isolation. What does it avoid? What does it mean that the only cross-district contact Panem sees is the violence of the Cravings Games?

    Keeping that in mind, go over the significance of Katniss’s bond with Rue. Make certain to keep in mind the general public nature of their interaction – not only is it a close, individual bond in between individuals of various Districts, it is also one aired on every screen in Panem. What type of effect might that have? Can it be considered an act of rebellion?

    Students should compose a brief spoof as 2 people of Panem, from various backgrounds, having the rare opportunity to interact. What might their conversation be like? What examples would they share, and how might their viewpoints vary, based upon where in Panem they are from? Motivate trainees to draw heavily on details from the text.

    Concepts for Differentiated Direction:

    – Trainees may choose to blog about characters from the unique (not Katniss and Rue, though!), or they may develop their own initial characters.

    Assessment Concepts:

    – You may want to provide trainees the choice to record their spoof as a YouTube video or podcast, which they may show the class.

  2. 2

    Katniss: Dependable Storyteller?

    Type of Activity:

    Person Composing

    Goal:

    Check out different point of views on Katniss’s narrative.

    Common Core Standards:

    CCSS.ELA-LITERACY. CCRA.R.6

    Structure:

    (35 minutes.)

    Is Katniss a dependable narrator? Katniss seems, at first, to be a really reliable storyteller. She’s always questioning her own subjective judgments and re-assessing her viewpoints of others. However, Peeta seems to think she’s an unreliable narrator. When Katniss informs him the story of Prim’s goat, for instance, Katniss firmly insists the goat has worth only in its ability to sustain her family and earn money. Peeta thinks she’s attempting to appear hard, and keeps that the goat has worth (to Katniss, especially) due to the fact that it made Prim so delighted. Similar incidents accompany Katniss and Peeta’s really varying perceptions of their relationship.

    If we trust Katniss’s evaluation of her own sensations, Peeta is projecting onto her. If we rely on Peeta, then Katniss is an undependable storyteller. Which interpretation is finest supported by the text? As with any text with a first-person storyteller, it deserves asking how bias may have formed the story.

    Motivate your students to check out the text for hints. Is Katniss honest with the reader? With herself? To whom does Katniss lie, and why? Talk about these questions with your trainees. Keep in mind that Katniss’s main inspiration is survival, and the survival of her household.

    You might also wish to go over narrative subjectivity as a general style of The Hunger Games. After all, the story of the Games is formed by both the Gamemakers and whoever edits the tv broadcast. People seeing the broadcast in the Capitol will have a very various interpretation from those watching in District 12, or 11, or 2 – or, for that matter, from the tributes living and dying in the Arena.

    Assign students to rewrite a scene from The Cravings Games from the point of view of another character who carefully communicates with Katniss. Peeta should most likely have the most dramatically different handle things, but students may also think about Rue, Prim, Haymitch or Effie. Trainees ought to be encouraged to check out how their scene may be different from another character’s perspective, and examine what Katniss may look like to others.

    Ideas for Separated Guideline:

    – You may want to supply your trainees with examples of when Katniss is faced with her own subjectivity: such as the story of Prim’s goat.

    Evaluation Ideas:

    – Assign students to reword a scene from The Appetite Games from the viewpoint of another character who closely engages with Katniss. Grade based on precision to the text, analysis of the characters, and exploration of differing point of views.


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