L4+Ferrari,+Kimberly

**UNIVERSITY OF MAINE AT FARMINGTON** **COLLEGE OF EDUCATION, HEALTH AND REHABILITATION** **LESSON PLAN FORMAT**

**Teacher’s Name:** Ms. Ferrari **Lesson #:** 4 **Facet:** Apply **Product:** Glogster **Grade Level:** 10 **Topic:** Essential Ideas / __The Hunger Games__

__Objectives__ **Student will understand that** essential ideas are present in __The Hunger Games__. **Student will know** Katniss, Peeta, Haymitch, Primrose, Gale, President Snow, Cato, Rue, essential ideas, characterization, dystopia, point of view/perspective, effects of reality television **Student will be able to** adapt essential ideas present in __The Hunger Games__ and relate them to the real world.

__**Maine Learning Results Alignment**__
//**Maine Learning Results:**// **English Language Arts** //**- A. Reading**//  //**A2 Literary Texts**// //**Grades 9- Diploma** The Hunger Games// <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">** //Students read text, within a grade appropriate span of text complexity, and present analyses// ** //**of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.**// <span style="font-family: Arial,Helvetica,sans-serif;">**Rationale:** This lesson will expand student's knowledge of essential ideas by having them make connections between an essential idea and the real world. This is relevant to analysis through the method used to find the essential ideas. The process can be applied to any topic one might be analyzing, so this lesson is more practice and experience for students.

<span style="font-family: Arial,Helvetica,sans-serif;">__**Assessment**__
<span style="font-family: Arial,Helvetica,sans-serif;">**Formative (Assessment for Learning)** <span style="font-family: Arial,Helvetica,sans-serif;"> Graphic Organizer: As students fill out the graphic organizers for this lesson, I will circulate the room to check and see how they are doing with them. If any students appear to be struggling, I will make adjustments as necessary, such as allowing additional time for discussion. Students will use a Cluster/Word Web graphic organizer to collect their thoughts on the effects of reality television on contestants and viewers. While students do not need background knowledge on reality television or the Hunger Games, but a basic understanding prior to starting the lesson will benefit them. <span style="font-family: Arial,Helvetica,sans-serif;"> Blogs: Students will write reflections in their blogs throughout the lesson, answering prompts that ask how they are making progress with their Glogster. I will read their blog entries each night and use it to make sure that every student is at the stage they need to be at. I will comment on their blogs to give them feedback about their Glogster while they are still in the drafting stages.

<span style="font-family: Arial,Helvetica,sans-serif;">**Summative (Assessment of Learning)** <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">You will be asked to create a Glogster that focuses on one of the essential ideas from //The Hunger Games//. In the Glogster, you will adapt the essential idea and relate it to the real world. Feel free to incorporate as many different forms of media (audio, video, graphics, etc.) as you can to enhance the connection between the essential idea and the real world. I will give you a rubric for you to self-asses your assignment with. You will work individually on this assignment**.**

<span style="font-family: Arial,Helvetica,sans-serif;">__**Integration**__
<span style="font-family: Arial,Helvetica,sans-serif;"> Technology: Students will use Glogster to create a multimedia poster that adapts one of the essential ideas from the novel and connects it to the real world. Students will be able to incorporate text, image, audio, and video into their Glogster. <span style="font-family: Arial,Helvetica,sans-serif;"> Media: Students will discuss the effects of reality television on contestants and viewers. <span style="font-family: Arial,Helvetica,sans-serif;">Psychology: Students will delve into the types of effects that reality television has on contestants and viewers.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 17px; line-height: 25px;">**__Groupings__** <span style="font-family: Arial,Helvetica,sans-serif;"> Students will use the Team-Pair-Solo c ooperative learning strategy, first uncovering the essential ideas as a team, then further working with them as a pair, and finally exploring them further individually through the creation of a Glogster.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 17px; line-height: 25px;">__Differentiated Instruction__ <span style="font-family: Arial,Helvetica,sans-serif;">**Strategies** <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">**Verbal-Linguistic:** Students will discuss the effects of reality television and record their thoughts using a graphic organizer concept map. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;"> **Logical/Mathematical:** Graphic organizers will guide students through their discussion and independent work, organizing their thoughts prior to creating their Glogster. **<span style="font-family: Arial,Helvetica,sans-serif;">Visual/Spatial: **<span style="font-family: Arial,Helvetica,sans-serif;"> Students will watch clips from //<span style="font-family: Arial,Helvetica,sans-serif;">Survivor //and create Glogsters that apply an essential idea to the real world using text, images, video, and audio<span style="font-family: Arial,Helvetica,sans-serif;">. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">**Intrapersonal:** Students will record and reflect in their blogs their progress throughout the creation of their Glgoster. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;"> **Interpersonal:** There will be a class discussion about the effects of reality television as well as team discussions of the essential ideas present in the novel.

<span style="font-family: Arial,Helvetica,sans-serif;">**Modifications/Accommodations** <span style="font-family: Arial,Helvetica,sans-serif;"> I will review student's IEP, 504, or ELLIDEP and make appropriate modifications and accommodations.

<span style="font-family: Arial,Helvetica,sans-serif;">**Absences** <span style="font-family: Arial,Helvetica,sans-serif;"> Students that are absent will meet with me upon their return to school and we will create a plan of completion for all missing work. Students will download the graphic organizer from the class wiki and work through the graphic organizer themselves, checking in with me as they work on each section. After they have completed the graphic organizer, they will have a conversation with me to make sure that they are ready to begin creating their Glogster. They will then be able to select an essential idea and use Glogster to make their own multimedia poster explaining the essential idea and connecting it to the real world.

<span style="font-family: Arial,Helvetica,sans-serif;">**Extensions** <span style="font-family: Arial,Helvetica,sans-serif;"> Students will utilize type II technology through the use of Glogster to create a multimedia poster explaining and making meaning of one of the essential ideas from the novel and connecting it to the real world.

<span style="font-family: Arial,Helvetica,sans-serif;">__**Materials, Resources and Technology**__

 * <span style="font-family: Arial,Helvetica,sans-serif;">laptops
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; font-weight: normal; line-height: 19px;">rubrics
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; font-weight: normal; line-height: 19px;">graphic organizer
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; font-weight: normal; line-height: 19px;">copies of __The Hunger Games__
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; font-weight: normal; line-height: 19px;">writing utensils

<span style="font-family: Arial,Helvetica,sans-serif;">__Source for Lesson Plan and Research__
<span style="font-family: Arial,Helvetica,sans-serif;"> Cluster/Word Web graphic organizer ([]) <span style="font-family: Arial,Helvetica,sans-serif;"> Team-Pair-Solo ([]) <span style="font-family: Arial,Helvetica,sans-serif;"> Survivor video ([]/) <span style="font-family: Arial,Helvetica,sans-serif;"> Blogs (<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;"><span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[|http://www.blogger.com] ) (<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[|Video Tutorial] from Blogger) <span style="font-family: Arial,Helvetica,sans-serif;">__The Hunger Games__ Notes (<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[] ) <span style="font-family: Arial,Helvetica,sans-serif;"> List of characters and analysis (<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[] ) <span style="font-family: Arial,Helvetica,sans-serif;"> Definition of dystopia/dystopian fiction (<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[] ) <span style="font-family: Arial,Helvetica,sans-serif;"> Definition / Explanation of Point of View (<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[] ) <span style="font-family: Arial,Helvetica,sans-serif;"> Lesson ideas from English Companion Ning (<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;"><span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[] ) <span style="font-family: Arial,Helvetica,sans-serif;"><span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">Glogster Tutorial ( []) <span style="font-family: Arial,Helvetica,sans-serif;"> Glogster ([]) <span style="font-family: Arial,Helvetica,sans-serif;">Effects of Reality Television ( []) Glogster Rubric ([])

<span style="font-family: Arial,Helvetica,sans-serif;">__**Maine Standards for Initial Teacher Certification and Rationale**__
<span style="font-family: Arial,Helvetica,sans-serif;">**//Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//** <span style="font-family: Arial,Helvetica,sans-serif;">**Rationale:** This lesson appeals to the four learning styles, puppy, beach ball, clipboard, and microscope in a variety of ways. Students who are a beach ball will be given multiple resources to assist them with their Glogster, from graphic organizers to peer feedback. There will be also be personal choice when it comes to the essential idea they choose to cover in their Glogster. Students who have a clipboard learning style will like the organization and structure of the Team-Pair-Solo, as well as the graphic organizer they will be provided with. The rubric will provide them with clear expectations on what they need to include in their Glogster before they pass it in. Microscopes will like being able to analyze the essential ideas in the novel as well as discussing them with their group and with the class. Creating their own Glogster and selecting the essential idea they want to cover will give microscopes ownership over it, which will make them more connected with it and push them to do better. Puppies, who often need support will find that in their group, who they will be exploring the essential ideas with. The structure of the lesson will allow students to work closely with their group and give opportunities to provide feedback, which will require empathic listeners. The class will be sensitive to the topics discussed and encourage students to broaden their depths.

<span style="font-family: Arial,Helvetica,sans-serif;">**//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** <span style="font-family: Arial,Helvetica,sans-serif;">**Rationale:** Students will know Katniss, Peeta, Haymitch, Primrose, Gale, President Snow, Cato, Rue, essential ideas, characterization, dystopia, point of view/perspective. Students will be able to make meaning of essential ideas present in __The Hunger Games__. After identifying the essential ideas of the novel, students will work in pairs to create a Glogster that adapts of one of the essential ideas and connects it to the real world. Discussing and exploring the essential ideas allows students to take a deeper look at the content of the novel and find greater meaning behind it. <span style="border-collapse: separate; font-family: Arial,Helvetica,sans-serif; line-height: 19px; margin: 0px; padding: 0px;">//**Maine Learning Results:**// **English Language Arts** //**- A. Reading**// <span style="border-collapse: separate; font-family: Arial,Helvetica,sans-serif; line-height: 19px; margin: 0px; padding: 0px;"> //**A2 Literary Texts**// //**Grades 9- Diploma** The Hunger Games// <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">** //Students read text, within a grade appropriate span of text complexity, and present analyses// ** //**of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.**// <span style="font-family: Arial,Helvetica,sans-serif;">**Rationale:** This lesson will expand student's knowledge of essential ideas by having them make connections between an essential idea and the real world. This is relevant to analysis through the method used to find the essential ideas. The process can be applied to any topic one might be analyzing, so this lesson is more practice and experience for students.

<span style="font-family: Arial,Helvetica,sans-serif;">**//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//** <span style="font-family: Arial,Helvetica,sans-serif;">**Rationale:** Students will utilize type II technology through the use of Glogster to create a multimedia poster explaining and making meaning of one of the essential ideas and connecting it to the real world.

<span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">**Verbal-Linguistic:** Students will discuss the effects of reality television and record their thoughts using a graphic organizer concept map. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">**Logical/Mathematical:** Graphic organizers will guide students through their discussion and independent work, organizing their thoughts prior to creating their Glogster. **<span style="font-family: Arial,Helvetica,sans-serif;">Visual/Spatial: **<span style="font-family: Arial,Helvetica,sans-serif;"> Students will watch clips from //<span style="font-family: Arial,Helvetica,sans-serif;">Survivor //and create Glogsters that apply an essential idea to the real world using text, images, video, and audio<span style="font-family: Arial,Helvetica,sans-serif;">. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">**Intrapersonal:** Students will record and reflect in their blogs their progress throughout the creation of their Glgoster. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">**Interpersonal:** There will be a class discussion about the effects of reality television as well as team discussions of the essential ideas present in the novel.

<span style="font-family: Arial,Helvetica,sans-serif;">**//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** <span style="font-family: Arial,Helvetica,sans-serif;">**Rationale:** <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">**Formative (Assessment for Learning)** <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">Graphic Organizer: As students fill out the graphic organizers for this lesson, I will circulate the room to check and see how they are doing with them. If any students appear to be struggling, I will make adjustments as necessary. Students will use a Cluster/Word Web graphic organizer to collect their thoughts on the effects of reality television on contestants and viewers. While students do not need background knowledge on reality television or the Hunger Games, but a basic understanding prior to starting the lesson will benefit them. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">Blogs: Students will write reflections in their blogs throughout the lesson, answering prompts that ask how they are making progress with their Glogster. I will read their blog entries each night and use it to make sure that every student is at the stage they need to be at. I will comment on their blogs to give them feedback about their Glogster while they are still in the drafting stages.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">**Summative (Assessment of Learning)** <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 11pt; margin: 0px; padding: 0px;">You will be asked to create a Glogster that focuses on one of the essential ideas from //The Hunger Games//. In the Glogster, you will adapt the essential idea and relate it to the real world. Feel free to incorporate as many different forms of media (audio, video, graphics, etc.) as you can to enhance the connection between the essential idea and the real world. I will give you a rubric for you to self-asses your assignment with. You will work individually on this assignment**.**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 17px; line-height: 25px;">**__Teaching and Learning Sequence__** <span style="font-family: Arial,Helvetica,sans-serif;"> The classroom will be set up in groups of 4-6 desks spaced throughout the room. The number of groups will be based on the number of students in the class, but every group will have at least 4 people. <span style="font-family: Arial,Helvetica,sans-serif;"> Agenda: 3 day lesson <span style="font-family: Arial,Helvetica,sans-serif;"> Day 1 (80 minutes) <span style="font-family: Arial,Helvetica,sans-serif;">Day 2 (80 minutes) <span style="font-family: Arial,Helvetica,sans-serif;">Day 3 (80 minutes)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Begin class. As students enter the room they will be directed randomly to one of the groups of desks in the room. This will be their team-pair-solo group.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Play Hook: [], stopping occasionally to discuss different effects of reality television, both positive and negative on contestants and viewers. **(20 minutes)**
 * Following the video clip from //Survivor//, their will be a class discussion about the kinds of effects that reality television has on contestants and viewers. **(5 minutes)**
 * <span style="font-family: Arial,Helvetica,sans-serif;">** Students will work using the Team Pair Solo cooperative learning strategy, first uncovering the essential ideas as a team. They will use their graphic organizers to make a list of any essential ideas in the novel. (15 minutes)**
 * <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">Students will break into pairs and continue working with one of the essential ideas, giving as much detail and description as they can. **(10 minutes)**
 * <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">Students will then work individually on their Glogster, adapting the essential idea and connecting it to the real world. **(30 minutes)**
 * Students will need to write a blog entry detailing what essential idea they have decided to cover in their Glogster as well as any ideas they might have for connecting it to the real world.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Start class by reviewing what was done and learned in the previous class. Talk about what essential ideas groups came up with and which essential ideas students are creating their Glogsters over. **(15 minutes)**
 * <span style="font-family: Arial,Helvetica,sans-serif;">The remainder of class will be used for students to work on their Glogster. While students work on their Glogster, the teacher will circulate the room to talk to students individually and check their progress. **(65 minutes)**
 * Students will need to complete their Glogsters for the next class so that they are ready to present them. Students will need to write a blog entry explaining where they are in the process of creating their Glogster.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will have the first 10 minutes to self-assess their Glogster using the rubric they were provided with prior to starting their Glogster. **(10 minutes)**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will take turns presenting their Glogsters to the class. Students who are presenting will explain the essential idea they selected, then show the Glogster. Students watching the presentation will give feedback to the presenter using copies of the rubric.After they have presented their Glogster they will turn it in to receive feedback from the teacher. **(70 minutes)**
 * Students will need to write a final blog entry reflecting on their Glogster, what they learned, and what they would do differently when they can revise.

<span style="font-family: Arial,Helvetica,sans-serif;"> Students will understand that essential ideas are present in __The Hunger Games__. Essential ideas are important because they allow people to share opinions and beliefs, express fears and concerns, and pose new thoughts and perspectives. **//St//**** //udents read text, within a grade appropriate span of text complexity, and present analyses// //of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.// ** <span style="font-family: Arial,Helvetica,sans-serif;"> The class will watch an excerpt from the television show //Survivor// that highlights several of the effects of reality television. They will create a list of the effects both positive and negative for the contestants and the viewers using a graphic organizer, which will then lead to a class discussion. <span style="font-family: Arial,Helvetica,sans-serif;">**Where, Why, What, Tailors: Verbal, Visual, Intrapersonal, Interpersonal**

<span style="font-family: Arial,Helvetica,sans-serif;"> Students will know Katniss, Peeta, Haymitch, Primrose, Gale, President Snow, Cato, Rue, essential ideas, characterization, dystopia, point of view/perspective (see content notes). Multiple copies of a concept/word web graphic organizer will help students to keep track of the effects that they determine reality television to have on viewers and contestants. The center of one web will have positive effects of reality television, one will have negative effects, one will have contestants, and one will have viewers. Students will explore this essential idea before moving on to a different one from the novel. As they work on their graphic organizers, I will circulate the room and check on their progress. I will be able to tell how they are doing based on how much of the graphic organizer they are able to fill out. <span style="font-family: Arial,Helvetica,sans-serif;">** Equip, Explore, Rethink, Tailors: Verbal, Logical, Interpersonal **

<span style="font-family: Arial,Helvetica,sans-serif;"> Students will use the Team-Pair-Solo c ooperative learning strategy, first uncovering the essential ideas as a team, then further working with them as a pair, and finally exploring them further individually through the creation of a Glogster. Teams will select an essential idea that they have previously discovered and use another concept/word web to expand their knowledge of the essential idea. They will break it down into examples in the novel, then as pairs students will connect the examples to the real world. Finally, individually, students will create their Glogster that shows the connections between the real world and the novel. After they have created their Glogsters, they will present them to the class who will then give them feedback on their Glogster. While students are working on their Glogster they will have a copy of the rubric that will guide them in the creation process by informing them about what they need to include in their Glogster. Students will be able to adapt essential ideas present in __The Hunger Games.__ At the end of each day, students will write blog entries reflecting on what they did during the day, what they learned, and what progress they made. I will comment on each student's blog entry each night and use their reflections to guide what will be discussed in class the following day. After students turn in their comics, they will be given an opportunity to revise it based on my feedback which they will not have received yet. <span style="font-family: Arial,Helvetica,sans-serif;">**Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Logical, Interpersonal, Intrapersonal**

<span style="font-family: Arial,Helvetica,sans-serif;"> Students will self-assess their Glogster based on the same rubric that I will be using to assess their Glogster. They will do this prior to turning their Glogster in for evaluation and again for every successive revision. I will use the rubric to give them feedback and return their comics to them within two class periods. This lesson expand on students' knowledge of essential ideas and asks them to adapt the essential ideas. It continues building off the content from the previous lessons. Identifying and making meaning of essential ideas helps students to analyze texts and make connections among others. <span style="font-family: Arial,Helvetica,sans-serif;">**Evaluate, Tailors: Intrapersonal, Logical, Verbal**

<span style="font-family: Arial,Helvetica,sans-serif;">**Content Notes** <span style="font-family: Arial,Helvetica,sans-serif;"> The following character descriptions are from <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[|Shmoop.com's character page] on __The Hunger Games__.

<span style="font-family: Arial,Helvetica,sans-serif;"> Katniss
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 18px; line-height: normal;">** Katniss Everdeen is a teenage girl who lives in District 12, an impoverished coal-mining region in the country of Panem. She's a volunteer tribute in Panem's annual Hunger Games, having taken the place of her younger sister in an act of heroic self-sacrifice. **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 18px; line-height: normal;">** E ver since the death of her father in a tragic coal-mining accident, Katniss has taken on the role of her family's head of household. **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 18px; line-height: normal;">** K atniss is the stalwart rock of her family. Hunting, foraging, and providing for her mother and sister Prim are at the very core of her identity. While Katniss's role as a provider originated within the context of her family, Katniss is a strong provider in the arena as well. Her protective instincts extend to her ally from District 11, the young girl named Rue. The two shared food, clothing, and companionship.  **
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: normal;">Whether she's in the woods of District 12 or the Gamemaker's arena, Katniss is concerned with one thing: how to stay alive. This, of course, makes her a fierce competitor. She can hunt, fish, trap, and fight.
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: normal;">Warm, fuzzy emotions are a luxury that she just can't afford. Because she is only focused on the day-to-day work of living, Katniss isn't terribly sentimental – a characteristic that sets her apart from many other girl heroines and from Peeta.
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: normal;">As the girl tribute from District 12, Katniss is thrust into the spotlight when she hits the Capitol. Cameras are on her every move at every minute; unfortunately, though, she's not funny or charming or even particularly telegenic..

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Peeta
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: 20px;">When Peeta Mellark is selected as the tribute for District 12, all we really know about him is that he's a baker's son, a little bit emotional (3.47) – and that Katniss really wishes he hadn't been the one chosen as her co-tribute (2.23).
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: 20px;">Over the course of the novel, though, we learn that he played a large part in helping Katniss's family survive after her father's death. For this, Katniss feels deeply indebted to him. Peeta is also totally and completely in love with Katniss Everdeen.
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: 20px;">Peeta's character serves, at times, as a contrast to Katniss's.
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: 20px;">Whereas she is a provider and a survivor, Peeta is just the opposite: he's not much of an outdoorsman, is in touch with his soft side, and comes from a world very different from Katniss's. (His family, while they end up eating stale bread, never goes hungry: they are of the more privileged merchant class.)
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: 20px;">As such, Peeta's character helps develop many of the novel's major themes: love, hope, class, and identity.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 20px;"> Haymitch
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">Haymitch is a former District 12 tribute and winner of the Hunger Games who is now a middle-aged drunk.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">His job is to come out of his alcoholic stupor long enough to coach Katniss and Peeta to victory in the Hunger Games. He tends to use condescending names like "sweetheart," which does nothing to endear him to the sometimes-haughty Katniss.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">Despite his shortcomings, Haymitch serves as a very human and intermittently likable mentor figure for Katniss and Peeta. He coaches the pair from a position of experience: he understands the rules of the Hunger Games and the celebrity culture surrounding it. Haymitch knows the importance of creating a persona, and encourages Katniss to go along with the romance plot introduced by Peeta.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">Like Katniss, Haymitch is smart – when he's sober. The two are certainly survivors, a point proved by Haymitch's former triumph in the Hunger Games of long ago.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">Because of this connection, they are able to communicate during the Games through the sponsor gifts that Haymitch sends, such as in the pot of broth in Chapter 19: //Haymitch couldn't be sending me a clearer message. One kiss equals one pot of broth. I can almost hear his snarl. "You're supposed to be in love, sweetheart. The boy's dying. Give me something I can work with!"// (19.92)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">As a now troubled victor, Haymitch is also a reminder that perhaps no one ever really //wins// the Hunger Games. After all, Haymitch's lonely life consists of the very depressing task of coaching tributes – and usually watching them die.

<span style="font-family: Arial,Helvetica,sans-serif;"> Primrose
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">Prim is Katniss's twelve-year-old sister, of whom she is fiercely protective. As Katniss says, "I protect Prim in every way I can, but I'm powerless against the reaping" (1.63).
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">Prim was originally chosen as District 12's tribute during the annual reapings, but Katniss made the ultimate sacrifice for her family and volunteered to take her sister's place.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">Prim serves as a contrast to her big sister. She is a more conventionally feminine character, for starters. Unlike the tough, no-nonsense Katniss, Prim is quite sweet, cooks, and loves animals (including Buttercup, the family cat). As Katniss says, "People deal with me, but they are genuinely fond of Prim" (3.23).
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;"> Prim is also a nurturing, skilled healer. For example, she owns a sweet little goat named Lady, a formerly wounded animal Katniss rescued from being butchered many years ago. When Katniss brought the hurt goat home, Prim was able to bring it back from the edge of death.

<span style="font-family: Arial,Helvetica,sans-serif;"> Gale
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">Gale is Katniss's hunting partner and closest friend from District 12.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">The two characters have a good deal in common, from their backgrounds, to their family situations, to their shared harsh opinions on Panem's government.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">There's also some romantic tension simmering beneath the surface, but for now it has yet to come to a full boil. References to Gale's character remind the reader that Katniss is actually capable of authentic emotion: friendship, love, and all of that good stuff – and not only emotion, but actual genuine happiness.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;"> Gale mentions the subject of running away together, but Katniss sees this as something that, given their duties to each of their families, is impossible. "The idea is so preposterous," she says (1.26).
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">So she doesn't stop to wonder whether it is a lack of feelings, or simply circumstances, that keeps them apart. Gale is mostly absent in the novel and appears mainly in Katniss's many flashbacks or her interior monologue. He sometimes serves as a reminder of home or the unwanted voice of conscience: //I wonder what Gale made of the incident for a moment then I push the whole thing out of my mind because for some reason Gale and Peeta do not coexist well enough in my thoughts.// (15.4)

<span style="font-family: Arial,Helvetica,sans-serif;"> Cato
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">Cato, from District 2, is the strongest and most threatening male tribute in the Hunger Games. He is Katniss's main competition.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">Cato is a Career Tribute from one of the wealthiest districts in Panem, who has trained his whole life for the glory of the Games.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">For him, the Hunger Games are not so much a death sentence as a shot at eternal fame. As such, Cato is a character who is associated with power, strength, wealth, and brutality.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">Cato suffers a particularly slow and agonizing death at the hands of the Gamemakers' pack of mutant dogs. The Gamemakers refuse to step in and end his suffering and instead further dehumanize him by playing up the entertainment value of his death. His death signals that even the wealthiest tributes are no match against the Gamemakers' cruelty. His loss in the Games makes us ask what kind of strength it really takes to win the Hunger Games.

<span style="font-family: Arial,Helvetica,sans-serif;"> Rue
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">Rue is the tiny, twelve-year-old tribute from District 11, the agricultural district. She can fly from tree to tree and is a wonder with mockingjay bird calls.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">Despite her size, she scores a surprisingly high "7" during her training sessions. Her name, also, means "regret" or "sorrow" (<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; color: #0e2a9a; padding-right: 10px; text-decoration: none;">[|source] ), which is a bit of foreshadowing as to what her fate will be in the Hunger Games.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">Rue reminds Katniss very much of her sister, Prim. Katniss acts as the primary protector of Rue once the two become allies. In this sense, she continues the role that she formerly played with her sister, Prim. Katniss and Rue share food, supplies, and stories about their lives.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">Rue becomes human to Katniss and not simply a competitor. Their brief friendship during the Games allows us to see Katniss as a nurturing character, even in the midst of all the fierce competition.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">After Rue's death, Katniss honors Rue's body by covering her with flowers. This act defies the Capitol and challenges the idea that Rue's death was just entertainment for a viewing audience at home. Rue was human and she made a great sacrifice in giving her life during the Games. Ultimately, Rue's death inspires Katniss to fight all the more against the Capitol – and win the Games any way she can.

<span style="font-family: Arial,Helvetica,sans-serif;"> The definition for characterization can be found at <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[]. According to the site, characterization is, " The means by which writers reveal character." This can be done in a number of different ways, from indirect characterization, where the writer reveals the character's personality through his/her actions, thoughts, words and reactions to other characters, to direct characterization, where the narrator or another character describes the character. Knowing what characterization is and how a writer uses it will help the students to understand the themes better because they will be able to determine why and how a character is reacting or responding a certain way.

<span style="font-family: Arial,Helvetica,sans-serif;"> The definition for dystopia and dystopian fiction can be found at:<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[]. The site explains not only what dystopia is, but utopia also. It provides a good explanation of the main characteristics of the two. The origin of utopia dates back to Thomas More, who first used the word, which when pronounced using Latin means "good place." The explanation of dystopia examines the differences between utopia and dystopia and how dystopia is an imperfect place and the same types of social control exist, but are taken to opposite extremes.

<span style="font-family: Arial,Helvetica,sans-serif;"> The definition for point of view can be found at:<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[]. The site breaks down each of the types of point of view: First Person Singular, Second Person Singular or Plural, Third Person Singular, Third Person Plural and explains how each of them can be identified within literature. Most of them have examples that provide additional information into how they can be identified.

An article explaining the effects of reality television can be found at: []. This is a dissertation that provides research into the effects of reality television. The discussion includes the effects of reality television on antisocial behavior and how it cultivates it. It is suggested that reality television creates what is known as the "mean world syndrome" (58), and that the effects of the mean world syndrome include people having higher estimates of the world as a dangerous place. Viewer's perception of reality is altered by the influence of reality television according to the dissertation as certain shows provide a distorted view, especially in elimination based shows.

<span style="font-family: Arial,Helvetica,sans-serif;">**Handouts** <span style="font-family: Arial,Helvetica,sans-serif;">Concept/Word Web <span style="font-family: Arial,Helvetica,sans-serif;">[|Rubric]