Tuesday, November 13, 2012

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?