Themes in The Hunger Games (revised)

Themes in Novels:

A Writing Exercise (Grade 9)

I. Standards and Objectives

a. CCSS.ELA-Literacy.RL.9-10.3 Reading Standards for Literature # 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.

b. CCSS.ELA-Literacy.W.9-10.9 Writing Standard # 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

II. Procedures (Lesson takes place after having read The Hunger Games as a class and assumes an 80 minute block schedule period)

a.     Begin class by showing several specific clips from the movie version of The Hunger Games: (10 min)

                                  i.         Scene where Peeta states his desire to maintain his identity

                                ii.         Scene where tributes are introduced to the capital

                               iii.         Scene where the tributes enter the arena and the games begin

b.     Review the concept of themes in literature and other works as a class. Provide examples from other relatable works (Lion King, popular songs, etc.). Have class determine the themes of a few of their own suggested works. (10 min)

c.      Discuss the themes present in The Hunger Games in small groups. Ask students to provide examples from the text that support their ideas and generate examples of real life modern or historical events that can be compared to the themes in the text. Then, allow students to discuss the following themes and compare and contrast them with the suggested events. (15 min)

                                  i.         Fighting for your convictions: Civil Rights movement in America

                                ii.         Inequality between rich and poor: Occupy Wall Street movement

                               iii.         Suffering as entertainment: Gladiators the Colloseum in ancient Rome

d.     As a class, discuss some of the ideas that were generated by the small groups

e.     Spend duration of the class in the computer lab; students may work at their own pace. (40 min for research and writing + 5 min for commute to and from lab)

                                  i.         Assignment: Individually, choose the theme that most interests you. Research one of the suggested significant events (or one of your choice) and write a response comparing/contrasting the event with the theme to which it corresponds.

III. Assessment

a.     CCSS.ELA-Literacy.RL.9-10.3 -Reading standard for literature # 3 is assessed through class discussion about developing themes and their relations with the major characters of The Hunger Games. Students should exhibit a general understanding of how the characters actions drive the message of the text’s author.

b.     CCSS.ELA-Literacy.W.9-10.9 Students will demonstrate their ability to support analysis of major characters in relation to the theme as they compare the themes of the story to real life situations. This will be assessed through their writing of a compare/contrast response.

The Hunger Games Writing Activity

After discussing the themes present in The Hunger Games, choose one of the following events and do some research on the Internet, looking for anything that is similar or related to the story.

1) Fighting for your convictions: Civil Rights movement in America

2) Inequality between rich and poor: Occupy Wall Street movement

3) Suffering as entertainment: Gladiators the Colloseum in ancient Rome

You may also apply one of these themes to a significant event of your choice, but run it by me first!

Write a short response (roughly 1 page) comparing/contrasting your event to the relevant theme from The Hunger Games. Use specific examples from the book and your on-line research and think of which characters in the story relate to the people of the real life situations that we discussed in class. There is no right or wrong answer, but be sure to use specific examples to support your ideas!

In the Time of the Butterflies revised lesson plan

Summary of book: In the Time of the Butterflies is a historical novel by Julia Alvarez about the Mirabal sisters during the time of the Trujilo dictatorship in the Dominican Republic. It tells the story through first and third person narrative about the sisters’ commitment to overthrow this dictatorship. It retells their political awakenings and hardships of torture, persecution, and imprisonment. The book is from the perspective of the surviving sister, Dedé, who is seen as a national hero and is forced to retell the story of her sisters’ heroism.

I.      Standards/Objectives

a.     CCSS.ELA-Literacy.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.

b.     CC.9-10.R.L.6 Craft and Structure: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

c.     CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze 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.

II.    Procedure

a.     Start class by explaining what a political dictatorship is. Write the words on the board and ask students to think of what it could possibly mean. Provide some examples and simple definitions. Explain that we will be reading a text that deals with a political dictatorship and citizens in it.

b.     Pass out “Whatcha Gonna Do?” worksheet (see below). There will be three different worksheets for three different groups.

c.     Students will be asked to fill out the worksheet and reminding them that this worksheet is just the preliminary work to a slightly longer assignment, creating a parallel story, which will need to be roughly two pages handwritten.

d.     After students are given 10 minutes to fill out the worksheet, they will get into groups of two or three with other students who have the same worksheet. They will discuss briefly what they wrote down in the brainstorming stage.

e.     Next after 10 minutes of discussion with their group, students will be placed in a group that has one of every worksheet. In this group students will discuss what their worksheet says and what they wrote for their different situation and why they wrote it.

f.      Students will be instructed to finish the story, which means it has to have an ending, at home. This assignment is a rough draft that students will only be turning in the end and will be useful for their end assignment which is a longer paper comparing what they would do to what actually happens in the novel.

g.     The next day in class I will explain the basis of the novel, In the Time of the Butterflies and tell students we will use the “Whatcha Gonna Do?” as a comparison and discussion point for the novel.

h.     Everyday there will be a set amount that we read in class, and after major points I will stop and ask the class how this compares to what they wrote for their “Whatcha Gonna Do?”

i.      With 15 minutes left at the end of class students will journal to discuss the differences and similarities between the novel and their stories.

j.      The beginning of class will be used to discuss what some students said in their journals from the previous class period.

k.     This will continue until the novel is finished.

l.      Once the novel is finished students will be asked to write a 4 page typed essay comparing their story to the novel and analyzing the choices of the characters within the novel. Students will be expected to think about what they would within this political situation.

m.   There will be one class period dedicated to students looking through their previous journal entries and brainstorming their ideas. In this class they will make outlines of their essays for me to take home and grade and provide feedback.

n.     There will then be multiple days in the school’s computer lab dedicated to writing these papers. During these class periods I will help students modify or improve their essays.

o.     There will have a class dedicated to peer editing and then a brief conference with me to discuss their papers.

p.    After this students will apply the necessary changes in a classroom in the computer lab and they will be turned in.

q.     The papers will then be hung around the classroom, and there will be a day or half a day of class dedicated to the students reading papers they want and students answering any questions others may have about their own choices or comparisons.

III.  Assessment

a.     CCSS.ELA-Literacy.W.9-10.3dà When creating their original “Whatcha Gonna Do?” the students need to use vivid and expressive language. There will also be a requirement for the students to use the same type of language in their actual papers.

b.     CC.9-10.R.L.6à In order to complete this assignment, students will have to play themselves in a political situation that is extremely different than theirs and within a culture that is different than theirs. Students will be graded partially on how well they integrate their thought of this other culture/political environment into their papers.

c.     CC.9-10.R.I.2à The main chuck of the paper should be focused on their choices versus what actually happens in the novel. Students will be graded on how thoroughly they thought out their choice and the characters’ choices. They will be graded on how well they analyze these points.

Whatcha Gonna Do?

You and your siblings spent your entire lives living in a political dictatorship. Originally, you did not think it was that bad, but while away at boarding school you learn more and more about what the dictator does. As you reach adulthood and see more of the tragedies you decide you need to talk action. You’re not sure how to start and you’re certain it will lead to your death. As the oldest sibling you’re worried about involving your siblings, but you know you need their help.

So then, whatcha gonna do?

Whatcha Gonna Do?

            You and your siblings spent your entire lives living in a political dictatorship. You never thought anything of it until your oldest sibling comes to you and tells you everything that has happened. Your oldest sibling then asks you for help. You know it will most likely end in death, but you want to help with a cause you believe in. You wonder if you’re willing to risk your life.

So then, whatcha gonna do?

Whatcha Gonna Do?

            You’re the leader of a country, and many of the citizens seem to be happy. Some speak out against your actions, but you know how to silence them. There is a group of siblings spreading rumors that you’re a dictator. You’re enraged and know this will not help your political image. You wonder what to do and if you should handle them the way you have handled everyone else.

So then, whatcha gonna do?

Speak lesson plan

This novel follows the story of a high school freshman named Melinda Sordino who is persistently haunted by a secret—she was raped at a party the summer before school started, and this event has traumatized and effectively silenced her. Struggling to find some semblance of self expression, Melinda must find a way to move forward although she feels paralyzed by the events of her past.

Speak by Laurie Halse Anderson

          I.     Standards & Objectives

A.   Key Ideas & Details: Determine a central idea of a text and analyze 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.

B.    Reading Standards for Literature #3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of the text, interact with other characters, and advance the plot or develop the theme.

        II.     Procedures

A.   Students will have finished reading this book.

B.    Play the song “The Sound of Silence” by Simon & Garfunkel and distribute lyrics. (5 min) http://www.youtube.com/watch?v=BvsX03LOMhI

C.    Discuss which lyrics of this song pertain to Melinda and her journey—particularly the lines “A vision softly creeping left its seeds while I was sleeping” and “I saw ten thousand people, maybe more. People talking without speaking. People hearing without listening. People writing songs that voices never shared.” Use these lyrics to generate discussion about Melinda’s silence and inability to open up (10-15 min.)

D.   Have class stand up and all stand on one side of the room behind a line of masking tape

E.    Call out different events/experiences and tell students to cross the line if they have ever done/felt this—i.e. felt left out, felt like you couldn’t speak up, had a secret, lost touch with a friend who was once close (15 min.)

F.    Divide class into groups of 4 or 5 and have each group discuss why Melinda felt she could not speak up, and what it was that made her finally speak up. Students can share personal experiences to relate to each other—discussion should reflect the empathy that Melinda so desperately needed

G.   Distribute a short paper response to the day’s activities. Paper should be 1-2 pages in length, and should pertain to Melinda’s silence, and how her silence could have been ended much sooner. Students should talk about the “If you really knew me exercise” regarding how a lack of empathy can cause us to judge people we truly do not know

      III.     Assessments

A.   Key Ideas & Details: Silence is the prevailing theme of this lesson, so the writing assignment should definitely refer to silence as an overwhelming theme of the novel and the role that it plays in Melinda’s character evolution. Students may refer to the song lyrics and group activities done in class to support their analysis of this theme.

B.    Students should recognize that Melinda is not silenced for the entirety of the novel; she does eventually break her silence, and that is a key part of her characterization. The writing should at least mention that she does, in fact, break her silence eventually.

The Great Gatsby

Party at Gatsby's

Overview

The basic overview of this lesson is connecting a great novel about the aspects of the American Dream to the modern day point of view of 21st century students.  In Fitzgerald's novel, there were many characters who thrived on the titles of "upper class citizens", but this did not necessarily equate to happiness or satisfaction.  This activity will not only emphasize the importance of social interaction within this text, but it will also give these students an opportunity to portray their own interpretation of the American Dream and also the flaws in the "Pursuit of Happiness" system that is generally associated with wealth and popularity.  By associating this older text with 21st century cinema and also modern day social networking, it will also give these students a better chance to connect with this influential text.

Standards and Objectives

a.) CCSS.ELA-Literacy.RL.9-10.3 - CC.9-10.R.L.3 -Key Ideas and Details: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

b.) CCSS.ELA-Literacy.RL.9-10.5 - Craft and Structure: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

c.) CCSS.ELA-Literacy.RL.11-12.7 -  Integration of Knowledge and Ideas: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Procedure

1.) After reading The Great Gatsby, the students will watch The Great Gatsby film that is coming to theatres soon.

2.)The students will create a Significant Differences chart between F. Scott Fitzgerald's Novel and the Hollywood rendition of the text.

            i.) Why did the director choose to leave certain things out of the film?

            ii.) If you were the director, would you make the same cuts/put in the same additions?

3.) If there was a present-day "Party At Gatsby's", what would it look like?

            i.) Do the materialistic drives of West Egg connect to American society today?

            ii.) Have the students discuss some examples of materialism in today's society.

4.) "Party At Gatsby's" Activity: Have the students re-create a "Gatsby Party".  The students will choose a setting that can be created in the classroom as well as deciding the characteristics of their role in the party that would properly imitate one of Fitzgerald's characters, or one from the movie version.

5.) The students will then create an invitation to the event in a modern day fashion.  For example, the students can create the invite by formatting a "Facebook Event" that covers the basic details about the party (i.e. Date, Time, General Information about the party)

6.) The next day, the setting will be created in the classroom and the students will take on these roles.  This will help the students understand the emphasis of social activity in Gatsby's world.

7.) After the activity, students will write a response paper on the activity from the point of view of their character. How did you feel the party went?  What were some differences between the party portrayed in Fitzgerald's novel and the party in the classroom?

            i.) Example: If a character was imitating a modern day Gatsby, the student would bring write on the success of the party, his relationships with Daisy (or the Daisy-like character), etc.).

            ii.) Example: If a character is Nick Carraway, how is this environment from the point of view of an outsider/newcomer?

Assessment and Evaluation

a.) The students will be able to see The Great Gatsby in another perspective by seeing it as a film.  This Hollywood rendition of the text will also bring forth another connection with the students, because there are some familiar actors in the film.  The assessment of their understanding of the text and the film will be determined through their work on the "Significant Differences" chart.

b.) Their participation in the "Party at Gatsby's" activity will also demonstrate each student's creativity and it also gives them to create a personal interpretation as to how this novel about the upper-class white population from the early 20th century can connect to their lives.

c.) The final portion of the activity is their response papers they will have an opportunity to take character beyond what they brought to the table during the interactions in class.  This can give non-vocal students in the class an opportunity to participate and create a creative point-of-view.  The project in its entirety is based on emphasizing the creativity of the student and their control of how their classroom "party" is structured.  This will also give them an assignment to work on their grammar and punctuation. 

The Brief Wondrous Life of Oscar Wao Lesson Plan

Text:

The Brief Wondrous Life of Oscar Wao by Junot Díaz

            Synopsis: Oscar, an intellectual, nerdy Dominican-American, is a protagonist torn between two worlds.  On one hand, he is Dominican, obsessed with women, and called upon by his friends and family to live a hyper-masculine lifestyle.  On the other, he is a nerd, is obsessed with sci-fi and fantasy, and has ever had a girlfriend.  In a world where these two identities are thought to be unable to coexist in one person, Oscar struggles to adhere to social and cultural norms, to find love, and to forge for himself an identity that encompasses all of who he is.  The novel also explores the lives of his mother Beli and his grandparents in the Dominican Republic as well as the stories of his sister Lola and his college roommate Yunior. 

Standards:

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.

5.            Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Procedure:

Note: This lesson plan involves reading a novel together as a class, so it will span at least several days, depending on how quickly the reading, writing assignments, and discussions take the class.  Rough estimates have been suggested, but the reading process and other activities should not be rushed. 

15-20 min

Students will break into four groups, with each group being given a different “Whatcha Gonna Do?” scenario.  Each group will read their scenario and write about it individually from the perspective of the character they have been asked to be.  The four scenarios, from the perspective of Yunior, Abelard, Beli, and Oscar are as follows:

1.     You are a college student trying to figure out your housing situation for the next semester.  Most of your friends already have roommates, and you are running out of options.  Then your friend comes to you and asks you if you’d be interested in rooming with her nerdy, notoriously unpopular brother.  Rooming with him has the potential to be social suicide, but your friend is worried about her brother and has asked you for a favor.  If you decline, there’s a good chance you could end up living alone.  “Whatcha Gonna Do?”

2.     The authoritarian dictator of your country has taken an interest in your oldest daughter.  If you surrender her to him, she will end up used and discarded, or perhaps even dead.  At any rate, chances you’d see her again are low.  The dictator invites your family to a party and expressly insists that your daughter must attend.  If you bring her to the party, he’ll take her from you for sure.  If you go without her, you’ll be disobeying the dictator, and who only knows what horrifying consequences could follow.  If you try to flee the country with your family, you could be captured and killed, but if you do nothing they could eventually come for your daughter.  “Whatcha Gonna Do?”

3.     You are a mother whose life growing up was fraught with tragedy.  You struggled against your mother, who wanted you to attend school and carry on your family’s legacy of intellectuals.  You yearned constantly for escape, and one day you took it, running off with a man you loved called the Gangster.  He betrayed you, and you were viciously beaten and brutalized as a result.  Now you are a mother whose daughter has that same taste for adventure, that same desire to escape.  She has been showing signs that she might run off with her boyfriend.  You want her to be happy, but you can’t seem to forget how your own “escape” turned out.  “Whatcha Gonna Do?”

4.     You’ve just recovered from a horrible beating that was administered by your lover’s angry, domineering boyfriend.  You were lucky to escape with your life, but you can’t seem to stop thinking about the girl.  Your family has warned you to stay away from her, but you love her more than you can ever remember loving anyone else.  If you go to her, there’s a good chance you’ll be attacked again, but if you stay away, there’s a good chance you’ll never love anyone else the same way again.  “Whatcha Gonna Do?”

Several days

The scenarios are all from different parts of the novel, which we will read together as a class, alternating between the teacher reading aloud and short periods of silent reading.  Before we get to each corresponding section in the novel, the groups will present their different answers to the question “Whatcha Gonna Do?”  After they have presented, we will have a short class discussion responding to the different predictions or options regarding what will happen next.  Then we will read the scene from the novel as a class and compare and contrast it with the group’s decisions. 

When we reach the second scenario, we will have a minilesson on flashbacks.  With the third, we will have a minilesson on parallel plots.  With the fourth, we will have a minilesson regarding Dominican culture, especially in relation to the concept of fate/curses and sexuality/masculinity.  

25-30 min

After we have finished reading the entire novel, students will write a paragraph or so detailing how the novel would have gone or ended differently if the character whose perspective they were asked to consider had acted according to their ideas rather than what actually happened in the novel.  If a student’s scenario is very similar to what actually happened, he or she will write about how that decision influenced the outcome of the novel. 

20-30 min

Students will work in pairs with a student who had a different scenario to peer edit each other’s paragraphs, giving feedback and making suggestions as to how they can improve.  Students will then be given a chance to revise their work. 

10-15 min

Students will then share their alternate endings or insights with the class.  To incorporate publishing, the paragraphs will be typed and hung around the classroom for other classes to view throughout the coming days. 

Assessment:

15-20 min

The standards, along with a general understanding of the material and concepts presented in the novel, will be assessed in a group discussion where the following questions will be posed. 

1. How did your character develop as a result of the decision he or she made in the novel at the moment described in your scenario? At least one student with each scenario should speak.  (Standard 3)

2. Beli’s and Lola’s stories are examples of a parallel plot.  Beli’s and Abelard’s tales are flashbacks from Oscar’s lifetime.  How do the use of parallel plotlines and flashbacks affect the pace and feel of the novel? (Standard 5)

3. How does the influence of their Dominican heritage influence the decisions and lives of Oscar and the other characters?  (Standard 6)

4. How does their Dominican culture influence how their point of view regarding the concept of fate?  (Standard 6)

5. How does Oscar’s Sci-fi/Fantasy culture influence and interact with his Dominican one?  (Standard 6)