L6+Ferrari,+Kimberly


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


 * Teacher’s Name:** Ms. Ferrari
 * Lesson #:** 6
 * Facet:** Explain
 * Product:** Xtranormal
 * 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** allusion, imagery, foreshadowing, metaphor.
 * Student will be able to** justify that literary elements create 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 will continue the exploration of key literary elements in __The Hunger Games__ and help students to make meaning of literary elements in literary texts, which is a critical step in the analysis process for texts.

__**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 Xtranormal videos. 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)**

After finding and identifying one or more literary elements, you will use Xtranormal to comment on how they create meaning in //The Hunger Games//. Your Xtranormal video must include a definition of each literary element, a description of the location(s) of the literary element in the novel, and an explanation of the meaning of the literary element and how it affects the novel. Use Xtranormal to find a creative and engaging way to present this information. You want it to be more than just a speech explaining everything. A rubric will be provided at the start of the assignment to help make sure you include everything in your video and for you to self-assess your work before I evaluate it.
 * Summative (Assessment of Learning)**

__Integration__ Technology: Students will have the opportunity to use a Web 2.0 tool, Xtranormal, to create a video that explains the meaning of one of the literary elements from the novel, __The Hunger Games.__

__Groupings__
Students will work in Numbered Heads groups, with each student being assigned one of the four literary elements to research in conjunction with the novel. Students will become experts about the literary elements that they are assigned, and the share their findings with the entire group. Students will work in pairs to create an Xtranormal video.

__**Differentiated Instruction**__
**Verbal-Linguistic:** Students will write a script for the Xtranormal video they are creating. **Logical/Mathematical:** Students will have a graphic organizer that will assist them in organizing the literary elements they locate. **Visual/Spatial:** Students will watch a video from 60secondrecap.com **Bodily/Kinesthetic:** Students will create a human sculpture that represents one or more of the literary elements present in the novel. **Musical/Rhythmic:** Music that students will be analyzing will be used in the hook. **Intrapersonal:** Students will use their blogs to self-reflect on their work and their understanding of the topic. **Interpersonal:** Students will work together to uncover the literary elements present in the novel. **Naturalist:** Some of the literary elements students find will relate 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 Xtranormal video. They will then be able to select a literary element and use Xtranormal to make a video identify one or more literary elements present in the novel and comment on how the literary elements create meaning.

Students will utilize type II technology through the use of a Web 2.0 tool, Xtranormal, which they will be using to create a video that will identify one or more literary elements present in the novel and comment on how the literary elements create meaning.
 * Extensions**

__**Materials, Resources and Technology**__

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

__Source for Lesson Plan and Research__
Metaphors video from 60secondrecap.com ([]) Numbered Heads ([]) Blogs ([|http://www.blogger.com] ) ([|Video Tutorial] from Blogger) __The Hunger Games__ Notes ([] ) Definition of imagery ( []) Definition of foreshadowing ( []) <span style="font-family: Arial,Helvetica,sans-serif;">Definition of metaphor ( []) <span style="font-family: Arial,Helvetica,sans-serif;">Definition of allusion (<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; font-family: arial,helvetica,sans-serif; padding-right: 10px;">Lesson idea from English Companion Ning <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;"><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;">Xtranormal ( []) Xtranormal 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:** <span style="font-family: Arial,Helvetica,sans-serif;">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 Xtranormal video, 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 video. Students who have a clipboard learning style will like the organization and structure of the Numbered Heads, 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 video 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 video 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.

<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.**// This lesson will continue the exploration of key literary elements in __The Hunger Games__ and help students to make meaning of literary elements in literary texts, which is a critical step in the analysis process for texts.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will know allusion, imagery, foreshadowing, metaphor. Students will be able to justify that literary elements create meaning in __The Hunger Games.__ After working together to identify the literary elements in the novel, students will work in pairs to create an Xtranormal video identifying one or more literary elements present in the novel and commenting on how the literary elements create meaning.

**Verbal-Linguistic:** Students will write a script for the Xtranormal video they are creating. **Logical/Mathematical:** Students will have a graphic organizer that will assist them in organizing the literary elements they locate. **Visual/Spatial:** Students will watch a video from 60secondrecap.com **Bodily/Kinesthetic:** Students will create a human sculpture that represents one or more of the literary elements present in the novel. **Musical/Rhythmic:** Music that students will be analyzing will be used in the hook. **Intrapersonal:** Students will use their blogs to self-reflect on their work and their understanding of the topic. **Interpersonal:** Students will work together to uncover the literary elements present in the novel. **Naturalist:** Some of the literary elements students find will relate to nature.
 * //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 a Web 2.0 tool, Xtranormal, which they will be using to create a video that will identify one or more literary elements present in the novel and comment on how the literary elements create meaning.

**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 Xtranormal videos. 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;">After finding and identifying one or more literary elements, you will use Xtranormal to comment on how they create meaning in //The Hunger Games//. Your Xtranormal video must include a definition of each literary element, a description of the location(s) of the literary element in the novel, and an explanation of the meaning of the literary element and how it affects the novel. Use Xtranormal to find a creative and engaging way to present this information. You want it to be more than just a speech explaining everything. A rubric will be provided at the start of the assignment to help make sure you include everything in your video and for you to self-assess your work before I evaluate it.

**__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 Day 2 Day 3
 * Begin class. <span style="font-family: Arial,Helvetica,sans-serif;"> As students enter the room they will be directed randomly to one of the groups of desks in the room. This will be their Numbered Heads group.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Play hook. Students will watch a video from 60secondrecap.com on metaphors. Then introduce the other three literary elements and play songs with the literary elements in it. Students will analyze the songs using the literary elements. **(25 minutes)**
 * Assign students numbers and assign each number a literary element. Students will work in their groups to research the literary element they have been assigned in conjunction with the novel. Students will have the same graphic organizer they used in the previous lesson to help them keep track of their literary element as well as those from the rest of the group as they do their research. Students will become experts about the literary elements that they are assigned, and then share their findings with the entire group. **(45 minutes)**
 * The remainder of class will be used to introduce students to Xtranormal and give them a chance to use it before starting their project. **(10 minutes)**
 * Begin class by reviewing what students found in their Numbered Heads groups by calling on different numbers and having them share their examples with the class. **(30 minutes)**
 * Break students up into pairs to work on their Xtranormal videos. Students will have the rest of class to work on their scripts which they will need to have approved prior to starting work on their video. Once they have finished their scripts, they will be able to work on their videos. **(50 minutes)**
 * Students will have the beginning of class to finish their videos. **(25 minutes)**
 * The remainder of class will be used for presentations. **(55 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.//** The class will watch a video on metaphors, learn about the other three literary elements, allusion, imagery, and foreshadowing. Then they will analyze various songs with the literary elements in them as practice for analyzing the literary elements in the novel.
 * Where, Why, What, Tailors: Verbal, Visual, Intrapersonal**

Students will know allusion, imagery, foreshadowing, metaphor (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 Xtranormal videos, providing them with examples of their literary element to use in their videos. Although students will only be using one literary element in their videos, the graphic organizer will help them to explore the other 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 Numbered Heads cooperative learning strategy, in which they will each be assigned a number, 1-4, which will be tied to one of the four literary elements students must know. Students will work in their groups to research the literary element they are assigned, filling out the graphic organizer for their literary element. Once they have researched their literary element, they will share their research with their group. To review on the second day, I will call out numbers and ask students to share with the class what they found for that particular literary element. Students will then pair up to create an Xtranormal video that will identify one or more literary elements present in the novel and comment on how the literary elements create meaning. After they have created their videos, they will present them to the class. Prior to beginning their videos, they will be given a copy of the rubric to assist them in making sure that they include everything necessary. Students will be able to justify that literary elements create meaning in __The Hunger Games.__ <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. 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 videos, 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, Visual, Logical, Interpersonal, Intrapersonal**

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

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.
 * Content Notes**

Imagery Imagery is word choice and language that create concrete representations of something that appeals to one or more of the senses. Imagery can be categorized by the sense(s) which it appeals to: tactile (sense of touch), aural (sense of hearing), olfactory (sense of smell), visual (sense of sight), and gustatory (sense of taste). Imagery can create an author's tone, enhance the theme, or contribute to the essential idea. Imagery can be one word, a pattern of words, or an entire passage. Imagery connects to the diction and tone of an author, the three elements work together to create meaning.

Foreshadowing Foreshadowing is suggesting that something is going to happen in the future, good or bad. Authors use foreshadowing to build tension and keep readers engaged. By giving readers a hint of what is coming, they are more likely to continue reading. Foreshadowing also connects to the point of view of the novel, if a particular character is narrating than he or she might not know about any upcoming events, depending on the way the story is written. Omniscient narrators, however, might be able to see what will happen and provide foreshadowing clues to readers. Foreshadowing can incorporate symbols by using a symbol to indicate something is going to happen later.

Metaphor Metaphor is a type of figurative language in which two unlike objects are indirectly compared. Metaphors are used to create meaning or to add depth to meaning that has already been created. Metaphors can be used to enhance characterizations for characters, to create symbols, imagery, and essential ideas. The language used to create a metaphor is also important because it reflects the author's tone in the piece. Understanding metaphors in literature can greatly enhance the understanding of the entire piece by filling the reader in on many aspects of the story that would otherwise be unknown without the metaphor.

<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;"><span style="background-attachment: initial; background-clip: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); 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__.

Katniss
 * <span style="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;"><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="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;"><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="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;"><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="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;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: 18px; line-height: normal;"> <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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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="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;"><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;"><span style="background-attachment: initial; background-clip: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[|source] ), which is a bit of foreshadowing as to what her fate will be in the Hunger Games.
 * <span style="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;"><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="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;"><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="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;"><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.

Rubric Literary Elements Collection Chart
 * Handouts**