L2+Ferrari,+Kimberly

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

**LESSON PLAN FORMAT**


 * __Teacher’s Name__****:** Ms. Ferrari **__Lesson and Facet__:** 2 Perspective
 * __Grade Level__****:** 10 **__Topic__:** Theme


 * __Objectives__**
 * Student will understand that** universal themes are present and have a purpose in __The Hunger Games__.
 * Student will know** the definitions of theme, characterization, and lottery, as well as the following characters: Katniss, Peeta, Haymitch, Primrose, Gale, President Snow, Cato, and Rue.
 * Student will be able to** analyze the purpose of themes present in __The Hunger Games__.

 **//A2 Literary Texts//** **//Grades 9- Diploma//** //__ The Hunger Games __//  //**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.//**
 * __Maine Learning Results Alignment__**
 * // Maine Learning Results: //** ** English Language Arts ** **// - A. Reading //**


 * Rationale:** This lesson will teach students how to identify and analyze themes within a text by writing an essay that analyzes the significance of one of the themes.

Graphic Organizers: As students fill out the two 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 should be able to list themes that they come across as they read __The Hunger Games__ on the first graphic organizer, the idea rake, which allows them to keep track of the themes in one column and provide examples of each theme in the second column. They should also be able to use the second graphic organizer, which breaks down the parts of a 5-paragraph essay, to help them organize their ideas for the essay that they will be writing for the summative assessment. Blogs: Students will write reflections in their blogs throughout the lesson, answering prompts that ask how they are making progress with their essays. 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 essays while they are still in the writing stages.
 * __Assessment__**
 * Formative (Assessment for Learning)**

Crocodocs Digital Essay: After identifying, exploring, interpreting, and analyzing several of the themes from __The Hunger Games__, you will write an analytical essay about one of the themes. Your essay will discuss one of the major themes of __The Hunger Games__ and why the theme has a purpose in the novel. You will need to find multiple examples from the novel, explain how they indicate or represent that theme, and argue the importance of the theme in the novel. After you have written the first draft of your essay, you will post it on Crocodoc for your classmates to critique and give feedback. Following their critique, you will write the final draft of your essay, revising it based on your classmates' feedback.
 * Summative (Assessment of Learning)**


 * __Integration__**
 * Technology:** Students will use Crocodoc to upload their essays for their classmates to critique and provide feedback on. Crocodoc allows students to collaboratively comment on and annotate a document, which enables students to see what their classmates are commenting on and helps them to find new ideas and suggestions.


 * Other Content Areas:** Art: Students will create a human sculpture as a class to represent one of the themes of the novel.

Students will be in RoundRobin groups of 4-6 members. In their groups, they will appoint one person as the note-taker who will be responsible for recording what the group has for ideas. Individually group members will brainstorm themes present in the novel, then after they have created their own lists, they will share them in turns through the RoundRobin method.
 * __Groupings__**


 * __Differentiated Instruction__**
 * Strategies:**
 * Verbal-Linguistic**: Students will be writing explanations of the themes, they will write essays and discuss themes with partners.
 * Logical/Mathematical**: Students will have two graphic organizers to help them organize and order their thoughts. One will help them identify themes in the novel while the other will help them write their essay in a logical order.
 * Visual/Spatial:** Students will watch a video during the hook to explain themes as well as create a human sculpture to physically represent one of the themes.
 * Bodily/Kinesthetic**: Students will create a human sculpture to exhibit one or more of the themes from the short story.
 * Musical/Rhythmic**: Students will have the opportunity to record audio notes to assist them with their essays.
 * Intrapersonal**: Students will reflect on the progress of their essay through their individual blogs.
 * Interpersonal**: Students will work in groups for various parts of the lesson and discuss themes as a class.
 * Naturalist:** Identification, discussion, and analysis of themes will include from, pertaining to, or associated with nature and the outdoors.

I will review student's IEP, 504, or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

Students who 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 organizers from the class wiki and work through the graphic organizers themselves, checking in with me as they work on each section. After they have finished them, they will have a conversation with me to make sure that they are ready to begin writing their essay. After they have written the first draft of their essay, they will upload it to Crocodoc and then the class will review and critique the essay for the student so that they can write their final draft.
 * Absences**

Students will utilize type II technology through the use of Crocodocs to collaboratively critique essays.
 * Extensions**

· laptops · rubrics · Idea Rake graphic organizer · Essay Planning graphic organizer · copies of __The Hunger Games__ · writing utensils
 * __Materials, Resources and Technology__**

Themes video from 60secondrecap.com ([] "The Lottery" by Shirley Jackson ([]) Idea Rake graphic organizer ([]) 5 Paragraph Graphic Organizer ([]) RoundRobin ([|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities]) Blogs ([]) ([|Video Tutorial] from Blogger) Crocodoc ([]) __The Hunger Games__ Notes ([]) Definitions of theme and characterization ([]) Lesson ideas from English Companion Ning ([])
 * __Source for Lesson Plan and Research__**


 * __Maine Standards for Initial Teacher Certification and Rationale__**
 * //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.//**
 * //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 essay, from graphic organizers to peer feedback. There will be also be personal choice when it comes to the theme they choose to write their essay over. Students who have a clipboard learning style will like the organization and structure of the RoundRobin, as well as the graphic organizers they will be provided with. The rubric will provide them with clear expectations on what they need to include in their essay before they pass it in. Microscopes will like being able to analyze the themes in the novel as well as discussing them with their group and with the class. Writing their own essay 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 themes with. The structure of the lesson will allow students to work closely with their group and give opportunities provide feedback, which will require empathic listeners. The class will be sensitive to the topics discussed and encourage students to broaden their depths.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * //Rationale://** Students will know the definitions of theme, characterization, and lottery, as well as the following characters: Katniss, Peeta, Haymitch, Primrose, Gale, President Snow, Cato, and Rue. Students will be able to analyze the purpose of themes present in __The Hunger Games__. After identifying themes present in the novel with their group, students will move on to writing an essay about one of themes, discussing its importance in relation to the novel. Exploring and analyzing the themes in the novel will give students a better understanding of the novel and its important elements. It will also require students to have an extensive amount of knowledge about the novel so that they are able to have informed discussions about the themes. This knowledge will also be critical in future lessons.
 * //Maine Learning Results: English Language Arts - A. Reading//**
 * //A2 Literary Texts Grades 9- Diploma//** __The Hunger Games__
 * //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//**.
 * Rationale:** This lesson will teach students how to identify and analyze themes within a text by writing an essay that analyzes the significance of one of the themes.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * //Rationale://** Students will utilize type II technology through the use of Crocodocs to collaboratively critique essays. There will also be a variety of instructional strategies that will meet each of the intelligences:
 * Verbal-Linguistic**: Students will be writing explanations of the themes, they will write essays and discuss themes with partners.
 * Logical/Mathematical**: Students will have two graphic organizers to help them organize and order their thoughts. One will help them identify themes in the novel while the other will help them write their essay in a logical order.
 * Visual/Spatial:** Students will watch a video during the hook to explain themes as well as create a human sculpture to physically represent one of the themes.
 * Bodily/Kinesthetic**: Students will create a human sculpture to exhibit one or more of the themes from the short story.
 * Musical/Rhythmic**: Students will have the opportunity to record audio notes to assist them with their essays.
 * Intrapersonal**: Students will reflect on the progress of their essay through their individual blogs.
 * Interpersonal**: Students will work in groups for various parts of the lesson and discuss themes as a class.
 * Naturalist:** Identification, discussion, and analysis of themes will include from, pertaining to, or associated with nature and the outdoors.

Formative (Assessment for Learning) Graphic Organizers: As students fill out the two 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 should be able to list themes that they come across as they read __The Hunger Games__ on the first graphic organizer, the idea rake, which allows them to keep track of the themes in one column and provide examples of each theme in the second column. They should also be able to use the second graphic organizer, which breaks down the parts of a 5-paragraph essay, to help them organize their ideas for the essay that they will be writing for the summative assessment. Blogs: Students will write reflections in their blogs throughout the lesson, answering prompts that ask how they are making progress with their essays. 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 essays while they are still in the writing stages.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * //Rationale://**

Summative (Assessment of Learning) Crocodocs Digital Essay: After identifying, exploring, interpreting, and analyzing several of the themes from __The Hunger Games__, you will write an analytical essay about one of the themes. Your essay will discuss one of the major themes of __The Hunger Games__ and why the theme has a purpose in the novel. You will need to find multiple examples from the novel, explain how they indicate or represent that theme, and argue the importance of the theme in the novel. After you have written the first draft of your essay, you will post it on Crocodoc for your classmates to critique and give feedback. Following their critique, you will write the final draft of your essay, revising it based on your classmates' feedback. The classroom will be arranged 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 in each group. Agenda: 4 day lesson Day 1 (80 minutes) Day 2 (80 minutes) Day 3 (80 minutes) Day 4 (80 minutes)
 * __Teaching and Learning Sequence__****:**
 * Begin class. As students enter the classroom, they will be given a number that corresponds to one of the groups of desks, randomly distributing the students throughout the room.
 * I will read Shirley Jackson's "The Lottery" to the class. **(10 minutes)**
 * After I read, "The Lottery" students will watch a video on themes from 60secondrecap.com. They will then work with their group to find the theme(s) of the short story as well as try to relate the themes to their personal lives. Students will then create a human sculpture to express one of the themes from the short story. **(15 minutes)**
 * RoundRobin. Students will work in their groups to find themes from the novel. Students will use the Idea Rake graphic organizer to keep track of any themes they find while looking through the novel. After the students have had time to look for themes individually, they will share what they came up with for themes with the rest of the group, with one person acting as the note-taker, keeping record of the themes that the group discovers.**(15 minutes)**
 * After the RoundRobin groups have had a chance to share the themes they found with one another, they will share them with the rest of the class, allowing the entire class to discuss what makes a theme, why it is considered a theme, and why it is relevant to the novel. **(10 minutes)**
 * Students will then be given their essay assignment and given time to work on their 5 paragraph essay graphic organizer, which will help prepare them to write their essay. They will need to finish the graphic organizer for the next class. **(30 minutes)**
 * Begin class by reviewing what happened in the last class (discussing "The Lottery," discovering themes in __The Hunger Games__, etc.) **(10 minutes)**
 * Students will have the remainder of class to write their essays. I will be available to assist any students during the writing process and will set up workshop times allowing students to request a specific time for help. They must complete their final draft for the following class. **(70 minutes)**
 * Begin class by reviewing what happened in the last class and asking each student whether they have a finished draft or not. **(5 minutes)**
 * Show students how to upload documents to Crocodoc and make them public for commenting. **(5 minutes)**
 * Give students time to upload their documents to Crocodoc so that their classmates can comment on them. **(10 minutes)**
 * Have students work in their RoundRobin groups and comment on and critique their group members' essays. **(50 minutes)**
 * Students will have the remainder of class to ask any questions that they might have as they begin to revise their essays. I will be available to answer student questions during this period, and students will be able to answer their classmates' questions as well.
 * Begin class by again reviewing what was done during the last class to keep it fresh in the students' minds. **(5 minutes)**
 * The rest of class will be for students to write their final drafts of their essays based on their classmates' feedback. I will setup workshop times to allow students to sign up for a slot to get help from me while they are working on their final drafts. Final drafts will be due at the end of this class. **(75 minutes)**

Students will understand that universal themes are present and have a purpose in __The Hunger Games__. The themes present in __The Hunger Games__ translate to today's society, such as human suffering, personal identity, and sacrifice. 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. The class will read Shirley Jackson's "The Lottery," which has similar themes to __The Hunger Games__. They will then watch a short video on themes from 60secondrecap.com. This will get them thinking about themes in general and themes in relation to __The Hunger Games__, which is what they will be writing their essay on later in the lesson. After they have read the short story and watched the video, they will discuss the themes present in __The Hunger Games__. They will then create a human sculpture as a class to express one of the themes of the short story.
 * Where, Why, What, Hook, Tailors: Verbal, Visual, Interpersonal, Bodily/Kinesthetic**

Students will know the definitions of theme, characterization, and lottery, as well as the following characters: Katniss, Peeta, Haymitch, Primrose, Gale, President Snow, Cato, Rue. (see content notes). An Idea Rake graphic organizer will be provided to assist students in keeping track of what themes they uncover and the meaning behind them. Students will use the Idea Rake to write down the themes they come across as they work through the novel with their group. On one side of the Idea Rake, they will write the theme and on the other side rake, they will give an example from the novel and explain its meaning. They will also have a graphic organizer to assist them in organizing their essay that breaks down the steps of the 5 paragraph essay into sections. 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.
 * Equip, Explore Rethink, Revise Tailors: Verbal, Logical, Interpersonal**

**Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Logical, Interpersonal, Intrapersonal**
 * Students will participate in a RoundRobin cooperative learning structure to explore the themes present in the novel. Once they have filled out their Idea Rake graphic organizers, they will take turns sharing their findings with their group as one person takes notes. Then the groups will share with the entire class, leading to a class discussion about the themes in the novel. Following the class discussion about themes, students will begin working on their essays. They will be given class time to fill out the graphic organizer for their essay, as well as class time to write the first draft of their essay. After they have finished their first draft, they will upload it to Crocodocs to give their group opportunity to comment on it and provide the author with feedback. Each student will get feedback on his/her essay through the Crocodoc process. After the essay has been commented on and feedback received, the student will be given class time to write the final draft of the essay, making revisions based on the feedback they received. While students are working on their essays, they will have a copy of the rubric that I will be using to assess their essays on, which will let them know exactly what they need to include in their essay and what I will be looking for. Students will be able to ** analyze the purpose of themes 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, . 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 pass in the final draft of their essay, they will be given an opportunity to revise it based on my feedback, which they will not have received yet.

Students will self-assess their essays based on the same rubric that I will be using to assess their essays. They will do this prior to handing in the final draft of their essay and again for every successive revision. I will use the rubric to give them feedback and return their essays to them within two class periods. This lesson builds off of the previous lesson, which was mostly an introduction to themes, while this lesson explores and analyzes the specific themes from the novel. Analyzing the themes will give students a better understanding of the novel and will lead them to the essential ideas which they will be introduced to in the next two lessons.
 * Evaluate, Tailors: Intrapersonal, Logical, Verbal**

Students will understand the definition of theme, which can be found at []. According to the site, theme is “The idea or point of a story formulated as a generalization. In American literature, several themes are evident which reflect and define our society. The dominant ones might be innocence/experience, life/death, appearance/reality, free will/fate, madness/sanity, love/hate, society/individual, known/unknown. Themes may have a single, instead of a dual nature as well. The theme of a story may be a mid-life crisis, or imagination, or the duality of humankind (contradictions).” Theme is the implied idea or message in a poem, story, or novel that examines a universal idea through the text. There can be several themes present in one piece of literature and the themes can range from adolescence to power.
 * __Content Notes__**

A list of and explanation of themes in __The Hunger Games__ can be found at []. This site explains each theme from the novel and then provides a list of quotes demonstrating that theme. This list of themes is not complete because personal interpretations affect the themes of a novel, but most of the themes will be common. Students will need to write their essay on a theme from the novel, but the theme does not have to be from this list.
 * The first theme listed on the site is Power, and it gives an overview of how power is seen in the novel, from the Capitol having power over the citizens to the citizens attempting to resist the power of the Capitol. There is also a list of quotes from the novel where the theme of power is evident such as, “Taking the kids from our districts, forcing them to kill one another while we watch – this is the Capitol’s way of reminding us how totally we are at their mercy. How little chance we would stand of surviving another rebellion. Whatever words they use, the real message is clear. “Look how we take your children and sacrifice them and there’s nothing you can do. If you lift a finger, we will destroy every last one of you. Just as we did in District Thirteen.” (1.76).
 * The second theme on the site is Versions of Reality. It explains how reality television in the novel is watching the Hunger Games, which has teenagers fighting to the death. One of the quotes that exhibits the this theme is, “’There’s almost always some wood,” Gale says. “Since that year half of them died of cold. Not much entertainment in that.’ It is true. We spent one Hunger Games watching the players freeze to death at night. You could hardly see them because they were just huddled in balls and had no wood for fires or torches or anything. It was considered very anti-climactic in the Capitol, all those quiet bloodless deaths. Since then, there’s usually been wood to make fires,” (3.34-35).
 * The third theme is identity. It explains how Katniss goes through identity changes throughout the novel as she is forced into life-altering situations that she reacts to. A quote from the novel that indicates this is, “Then something unexpected happens. At least, I don’t expect it because I don’t think of District 12 as a place that cares about me. But a shift has occurred since I stepped up to take Prim’s place, and now it seems I have become someone precious. At first one, then another, then almost every member of the crowd touches the three middle fingers of their left hand to their lips and holds it out to me. It is an old and rarely used gesture of our district, occasionally seen at funerals. I means thanks, it means admiration, it means good-bye to someone you love,” (2.17).
 * Another theme listed on the site is the theme of society and class, which asks questions about how the Capitol is similar or different to District 12, where Katniss lives. The differences between the two explains why the country is run the way it is and why the people of District 12 live in fear. Katniss experiences life on both sides, which helps her to understand a lot of things about her country. One of the quotes showing this theme is, “You can see why someone like Madge, who has never been at risk of needing a tessera, can set him off. The chance of her name being drawn is very slim compare to those of us who live in the Seam. Not impossible, but slim. And even though the rules were set up by the Capitol, not the districts, certainly not Madge's family, it's hard not to resent those who don't have to sign up for the tesserae,” (1.51).
 * An additional theme listed on the site is the theme of sacrifice. Sacrifice is evident in the novel as the competitors give their lives for their districts and chance death to help them out. Competitors also choose to make sacrifice by assisting one another, such as Rue helping Katniss and eventually losing her life for it. A quote that shows this is, “Taking the kids from our districts, forcing them to kill one another while we watch – this is the Capitol's way of reminding us how totally we are at their mercy. How little chance we would stand of surviving another rebellion. Whatever words they use, the real message is clear. "Look how we take your children and sacrifice them and there's nothing you can do. If you lift a finger, we will destroy every last one of you. Just as we did in District Thirteen," (1.76).

The definition for characterization can be found at []. 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.

The dictionary definition for lottery is "an event or affair whose outcome is or seems to be determined by chance" (Merriam-Webster). Understanding how a lottery works is important for students to know because they are reading the short story, "The Lottery," by Shirley Jackson, which is about a lottery in a small town. Students who are not familiar with the process will not understand the story and will have a difficult time finding themes in the story. The lesson prior to this will prepare students by teaching them about lotteries.

The following character descriptions are from [|Shmoop.com's character page] on __The Hunger Games__.

Katniss
 * 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.
 * Ever 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.
 * Katniss 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.
 * 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.
 * 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.
 * 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.

Peeta
 * 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).
 * 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.
 * Peeta's character serves, at times, as a contrast to Katniss's.
 * 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.)
 * As such, Peeta's character helps develop many of the novel's major themes: love, hope, class, and identity.

Haymitch
 * Haymitch is a former District 12 tribute and winner of the Hunger Games who is now a middle-aged drunk.
 * 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.
 * 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.
 * 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.
 * 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)
 * 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.

Primrose
 * 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).
 * 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.
 * 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).
 * 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.

Gale
 * Gale is Katniss's hunting partner and closest friend from District 12.
 * 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.
 * 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.
 * 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).
 * 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)

Cato
 * Cato, from District 2, is the strongest and most threatening male tribute in the Hunger Games. He is Katniss's main competition.
 * 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.
 * 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.
 * 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.

Rue
 * 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.
 * Despite her size, she scores a surprisingly high "7" during her training sessions. Her name, also, means "regret" or "sorrow" ( [|source] ), which is a bit of foreshadowing as to what her fate will be in the Hunger Games.
 * 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.
 * 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.
 * 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.

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