L5+Ferrari,+Kimberly


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


 * Teacher’s Name:** Ms. Ferrari
 * Lesson #:** 5
 * Facet:** Empathy
 * Product:** Podcast
 * Grade Level:** 10
 * Topic:** Literary Elements / __The Hunger Games__

__**Objectives**__

 * Student will understand that** literary elements create meaning in __The Hunger Games__.
 * Student will know** tone, voice, perspective, symbolism, allusion.
 * Student will be able to** consider how literary elements make meaning in __The Hunger Games.__

__**Maine Learning Results Alignment**__
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 introduces students to several key literary elements present in __The Hunger Games__ and helps them to understand how the literary elements create meaning in the novel. Understanding literary elements is a major component of analyzing a piece of literature.

__**Assessment**__
Graphic Organizer: As students fill out their graphic organizers I will circulate the room to check and see how they are doing with the graphic organizers. If any students appear to be struggling, I will make adjustments. Students will use a literary elements collection chart to keep track of literary elements as they look for them. If students are having a difficult time locating literary elements because they do not understand them, I will spend more time working on the literary elements with them. Blogs: Students will write reflections in their blogs throughout the lesson, answering prompts that ask how they are making progress with their podcasts. I will read their blog entries each night and use it to make sure that every students is at the stage they need to be at. I will comment on their blogs to give them feedback about their projects while they are working on them
 * Formative (Assessment for Learning)**

Working in pairs, you will research a literary element that is present in //The Hunger Games//. You will then write a script defining and explaining the literary element. After these steps are completed, you will turn the script into a podcast, which you will then share with the class. I will give you a checklist to help you keep track off each section of this assignment. Once you have presented the podcast to the class, you will be asked to self-assess your podcast using the same rubric that I will evaluate your work on.
 * Summative (Assessment of Learning)**

__Integration__ Technology: Students will use various programs such as GarageBand and Audacity to create their podcasts that define and explain literary elements. Media: Students will experience the process of creating a podcast for an audience.

**__Groupings__** Students will use Circle the Sage to create leaders in the classroom who know and understand a particular literary element. Students will work together to explore the literary elements, with the leader facilitating.

__**Differentiated Instruction**__
**Verbal-Linguistic:** Students will write a script for their podcast before recording it. **Logical/Mathematical:** Students will have a graphic organizer to help them organize the literary elements they encounter in the text. **Visual/Spatial:** Students will watch a video from 60secondrecap.com **Bodily/Kinesthetic:** Students will create a human sculpture to represent one or more of the literary elements. **Musical/Rhythmic:** Students will be able to incorporate music into their podcast, not only as background music, but also to help explain the literary element. **Intrapersonal:** Students will use their blogs to write self-reflections about their work and what they learned during the class. **Interpersonal:** Students will work in groups to locate and understand literary elements present in the novel. **Naturalist:** Some of the literary elements students uncover will be associated with nature and connect to nature.
 * Strategies**

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

**Absences**  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 podcast. They will then be able to select a literary element and use GarageBand to make a podcast defining and explaining one of the literary elements.

Students will utilize type II technology through the use of audio recording software such as GarageBand to create a podcast defining and explaining one of the literary elements from the novel.
 * Extensions**

__**Materials, Resources and Technology**__

 * laptops
 * graphic organizers
 * rubrics
 * copies of __The Hunger Games__
 * writing utensils

__Source for Lesson Plan and Research__
Symbols Video from 60secondrecap.com ([]) Circle the Sage ([]) Blogs ([|http://www.blogger.com] ) ([|Video Tutorial] from Blogger) __The Hunger Games__ Notes ([] ) Definition of tone ([]) Definition of voice ([]) Definition of perspective / point of view ([]) Definition of allusion ([]) Definition of symbol ([]) Lesson idea from English Companion Ning (([] ) GarageBand ([]) GarageBand Tutorial ([]) Audacity ([]) Audacity Tutorial ([])

__**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 podcast, from graphic organizers to group work. There will be also be personal choice when it comes to the literary element they choose to cover in their podcast. Students who have a clipboard learning style will like the organization and structure of the Circle the Sage, 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 podcast before they pass it in. Microscopes will like being able to analyze the literary elements in the novel as well as discussing them with their group and with the class. Creating their own podcast and selecting the literary element 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 literary elements 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.

//**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; 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.**//
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will know tone, voice, perspective, symbolism, allusion. Students will be able to consider how literary elements make meaning in __The Hunger Games.__ After working together to identify the literary elements in the novel, students will work in pairs to create a podcast explaining and defining one of the literary elements that they have explored.
 * Rationale:** This lesson introduces students to several key literary elements present in __The Hunger Games__ and helps them to understand how the literary elements create meaning in the novel. Understanding literary elements is a major component of analyzing a piece of literature.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:** <span style="font-family: Arial,Helvetica,sans-serif;">Students will utilize type II technology through the use of audio recording software such as GarageBand to create a podcast defining and explaining one of the literary elements from the novel.

**Verbal-Linguistic:** Students will write a script for their podcast before recording it. **Logical/Mathematical:** Students will have a graphic organizer to help them organize the literary elements they encounter in the text. **Visual/Spatial:** Students will watch a video from 60secondrecap.com **Bodily/Kinesthetic:** Students will create a human sculpture to represent one or more of the literary elements. **Musical/Rhythmic:** Students will be able to incorporate music into their podcast, not only as background music, but also to help explain the literary element. **Intrapersonal:** Students will use their blogs to write self-reflections about their work and what they learned during the class. **Interpersonal:** Students will work in groups to locate and understand literary elements present in the novel. **Naturalist:** Some of the literary elements students uncover will be associated with nature and connect to nature.

**Formative (Assessment for Learning)** Graphic Organizer: As students fill out their graphic organizers I will circulate the room to check and see how they are doing with the graphic organizers. If any students appear to be struggling, I will make adjustments. Students will use a literary elements collection chart to keep track of literary elements as they look for them. If students are having a difficult time locating literary elements because they do not understand them, I will spend more time working on the literary elements with them. Blogs: Students will write reflections in their blogs throughout the lesson, answering prompts that ask how they are making progress with their podcasts. I will read their blog entries each night and use it to make sure that every students is at the stage they need to be at. I will comment on their blogs to give them feedback about their projects while they are working on them
 * //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)** <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px; margin: 0px; padding: 0px;">Working in pairs, you will research a literary element that is present in //The Hunger Games//. You will then write a script defining and explaining the literary element. After these steps are completed, you will turn the script into a podcast, which you will then share with the class. I will give you a checklist to help you keep track off each section of this assignment. Once you have presented the podcast to the class, you will be asked to self-assess your podcast using the same rubric that I will evaluate your work on.

__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. Agenda: 3 day lesson Day 1 (80 minutes) Day 2 (80 minutes) 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 group for the Circle the Sage activity.
 * Play Hook video ([]) to introduce the class to symbols. **(5 minutes)**
 * Discussion about symbols, what symbols do students know, where else might symbols be found, etc. Segue into discussion about other literary elements. **(20 minutes)**
 * Have students break into the Circle the Sage groups (they are already sitting together but unaware of this). Have them assign roles to each person based on their skill and knowledge with the literary elements. In essence, the person who is strongest with symbols would be in charge of symbols, etc. **(5 minutes)**
 * Students will have time to research and gather examples of each of their literary elements individually. While they are working individually, they will use the graphic organizer to keep track of any examples they find in the novel. **(20 minutes)**
 * After students have worked individually to research their literary element, they will return to working with their group to share their findings and teach their group about their literary elements. Group members who are not sharing will write down the findings of other group members on their graphic organizer. **(30 minutes)**
 * Begin class with students back in their Circle the Sage groups.
 * Have groups split up into pairs and select one or two literary elements to include in their podcasts that they will be recording. **(5 minutes)**
 * Once pairs have been decided, they will have time to work on their script for their podcast about their literary element. **(40 minutes)**
 * After pairs get their scripts approved by me, they will be able to begin recording their podcasts. **(35 minutes)**
 * Students will be given the first part of the class to finish recording and editing their podcasts. **(25 minutes)**
 * After students have finished their podcasts they will present them to the class. **(45 minutes)**
 * Students will be given time to self-assess their podcasts using the rubric they were provided with prior to starting their podcast. **(10 minutes)**

Students will understand that literary elements create meaning in __The Hunger Games__. Understanding the purpose and meaning of literary elements allows students to delve deeper into the meaning of the text. **//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.//** Students will watch a video on symbols from 60secondrecap.com and discuss symbols as well as the other literary elements. <span style="font-family: Arial,Helvetica,sans-serif;">**Where, Why, What, Tailors: Verbal, Visual, Intrapersonal**

Students will know tone, voice, perspective, symbolism, allusion (see content notes). A graphic organizer will be used to keep track of examples of the literary elements that students find in the novel. The graphic organizer will serve as a reference for students as they work on their podcasts, providing them with examples of their literary element to use in their podcast. Although students will only be creating a podcast for one of the literary elements, the graphic organizer will help them to explore the other four literary elements. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif; line-height: 18px;">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="border-collapse: separate; font-family: Arial,Helvetica,sans-serif; line-height: 19px;">** Equip, Explore, Rethink, Tailors: Verbal, Logical, Interpersonal **

Students will use the Circle the Sage cooperative learning strategy to explore the various literary elements in the novel. Each member of the group will become the sage for one of the literary elements and will be responsible for increasing his or her knowledge about their literary element through research and finding examples of it in the novel. After students have become experts on their literary element, they will share their findings and their examples of the literary element with their group members, who will record them in their graphic organizers. This way all of the members of the group will understand the literary elements and have examples f them without taking all of their time to find the examples. Once all of the students have presented their findings to the group they will break up into pairs to begin working on their podcasts. Pairs will select a literary element or two which they will then define and provide examples from the novel of in their podcast. After they have created and edited their podcasts they will present them to the class. While students are working on their podcasts they will have a copy of the rubric that will be used to assess their work, which <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif; line-height: 18px;"> will guide them in the creation process by informing them about what they need to include in their podcast. <span style="font-family: Arial,Helvetica,sans-serif;">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 on their podcast. 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 podcasts, they will be given an opportunity to revise them 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, Intrapersonal, Interpersonal**

<span style="font-family: Arial,Helvetica,sans-serif;">Students will self-assess their podcasts based on the same rubric that I will be using to assess their podcasts. They will do this prior to turning their podcast in for evaluation and again for every successive revision. This lesson continues to explore the novel, __The Hunger Games__, through the literary elements tone, voice, perspective, symbolism, and allusion. It will extend into the following lesson which will introduce new literary elements from the novel, which students will continue analyzing through. <span style="font-family: Arial,Helvetica,sans-serif;">**Evaluate, Tailors: Intrapersonal, Logical, Verbal**

Tone Tone is the attitude that a writer takes toward the subject or audience and indicates how the writer feels about the subject. Identifying a writer's tone allows the reader to understand the text on a deeper level. Usually a writer's tone can be described using an adjective, such as disappointed or romantic. In order to analyze tone, one must consider what the subject is and who the audience is, the words used in the text, and the way events are described. It is also important to consider what the author has omitted from the text when determining the author's tone.
 * Content Notes**

Voice Voice conveys the speaker's tone, which is the implied attitude toward a subject or audience. Voice is recognized by the writing style of the author and includes character development, tone, diction, syntax, dialogue, and anything else that can be used to define an author's unique writing style. Diction refers to the words an authors chooses when writing, whether the words are formal or informal, positive or negative, etc. Syntax is how the author arranges the words in the sentences and paragraphs to form a structure or pattern, which creates meaning. Dialogue is the conversation between two or more characters, and can exhibit diction and syntax, as well as provide information about the characters, which in turn relates to the tone of the piece.

Perspective / Point of View <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. Point of view can be used to imply the author's attitude toward a subject. By selecting certain characters to tell a story can affect the way it is interpreted and the meaning that is created.

Symbols Symbols are words, phrases, or objects that represent something else, generally ideas. Symbols create meaning and understanding them helps the reader to understand the novel at a deeper level. Examples of symbols in __The Hunger Games__ are the mockinjay pin, dandelions, and Rue's flowers. Each of the symbols appears throughout the novel in multiple forms, such as the mockinjay, which reminds Katniss of her father. The dandelion also appears at various points in the novel, each time helping Katniss with some point of her journey.

Allusion An allusion is a reference in a literary work to a person, place, or thing, generally well known. Allusions create powerful and complex ideas in a short, quick reference. Allusions are an important element in writing because they allow readers to understand the complex ideas by relating it to something that the reader is familiar with.

<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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">** 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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">** 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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">** 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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Peeta's character serves, at times, as a contrast to Katniss's.
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: 20px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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.

Graphic Organizer Rubric
 * Handouts**