L3+Ferrari,+Kimberly


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


 * Teacher’s Name:** Ms. Ferrari
 * Lesson #:** 3
 * Facet:** Interpret
 * Product:** ComicLife
 * Grade Level:** 10
 * Topic:** Essential Ideas / __The Hunger Games__

__Objectives__
 * Student will understand that** essential ideas are present in __The Hunger Games__.
 * Student will know** Katniss, Peeta, Haymitch, Primrose, Gale, President Snow, Cato, Rue, essential ideas, characterization, dystopia, point of view/perspective
 * Student will be able to** make meaning of essential ideas present 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 essential ideas that are present in the novel, __The Hunger Games__, which is an additional aspect for analysis in novels.

__Assessment__ Graphic Organizers: As students fill out the graphic organizers for this lesson, I will circulate the room to check and see how they are doing with them. If any students appear to be struggling, I will make adjustments as necessary. Students should be able to compare and contrast American to Panem with the background knowledge that they gained as they read __The Hunger Games__ on the first graphic organizer. They should also be able to brainstorm essential ideas present in the novel, which will assist them with their ComicLife. Blogs: Students will write reflections in their blogs throughout the lesson, answering prompts that ask how they are making progress with their ComicLife. 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 drafting stages.
 * Formative (Assessment for Learning)**

Using ComicLife, you will explore one or more of the essential ideas from //The Hunger Games//. With a partner you will write your own story, focusing on at least one of the essential ideas. You may choose which essential idea(s) you wish to focus on, but the goal is to create a visual representation that makes meaning of the essential idea. A checklist and rubric will be provided before starting this assignment. Use the checklist as you work on your comic to make sure you include everything that you need and use the rubric to self-assess your work before you turn it in to me. I will be evaluating your comic on the same rubric, which should be a minimum of ten pages**.**
 * Summative (Assessment of Learning)**

__Integration__ Technology: Students will use ComicLife to create a digital story that makes meaning of the essential idea(s) he/she selects. ComicLife allows students to create their own comics using their own images in an easy to use way. Students can find images from a variety of sources and incorporate them into their comic, as well as using text and other graphics to tell a story. Art: Students will use art to put together a digital comic in an aesthetically pleasing and attractive manner. Students will gather images and use various comic layouts to put them together alongside text to make a digital story.

**__Groupings__** Students will use the Jigsaw method, where each member of the group is assigned a different essential idea that they then become responsible for producing a comic about. First, the students will explore the essential ideas individually, then after they have created the comic for their essential idea, they will share it with the group so that each member in the group has a better understanding of each of the essential ideas.

__Differentiated Instruction__ **Verbal-Linguistic:** Students will be discussing and writing during the lesson. **Logical/Mathematical:** Graphic organizers will be provided for the lesson. **Visual/Spatial:** Students will compare maps as well as create comics. **Bodily/Kinesthetic:** As a class, students will draw two large maps on butcher paper, one of Panem and one of colonial America. **Musical/Rhythmic:** Students will have the option to turn their comics into videos and choose appropriate songs. **Intrapersonal:** Students will reflect in their blogs. **Interpersonal:** Students will discuss the differences of Panem and colonial America, as well as collaborate to cover each of the essential ideas in the novel. **Naturalist:** Students will be able to talk about the change in nature that Panem exhibits.
 * Strategies**

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

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, they will have a conversation with me to make sure that they are ready to begin creating their comic. They will then be able to select an essential idea and use ComicLife to make their own digital story explaining the essential idea.
 * Absences**

Students will utilize type II technology through the use of ComicLife to create a digital story explaining and making meaning of one of the essential ideas.
 * Extensions**

__Materials, Resources and Technology__
 * laptops
 * rubrics
 * Venn Diagram graphic organizer
 * copies of __The Hunger Games__
 * writing utensils
 * map of Colonial America
 * blank map of United States of America

**__Source for Lesson Plan and Research__** Map of Colonial America ([]) Map of America ([]) Jigsaw ([]) Blogs ([|http://www.blogger.com] ) ([|Video Tutorial] from Blogger) __The Hunger Games__ Notes ([] ) List of characters and analysis ([]) Definition of dystopia/dystopian fiction ([]) Definition / Explanation of Point of View ([]) Lesson ideas from English Companion Ning ([] ) ComicLife 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 comic, from graphic organizers to peer feedback. There will be also be personal choice when it comes to the essential idea they choose to cover in their comic. Students who have a clipboard learning style will like the organization and structure of the Jigsaw, 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 comic before they pass it in. Microscopes will like being able to analyze the essential ideas in the novel as well as discussing them with their group and with the class. Creating their own comics and selecting the essential idea they want to cover will give microscopes ownership over it, which will make them more connected with it and push them to do better. Puppies, who often need support will find that in their group, who they will be exploring the 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.

//**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 essential ideas that are present in the novel, __The Hunger Games__, which is an additional aspect for analysis in novels.**//
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will know Katniss, Peeta, Haymitch, Primrose, Gale, President Snow, Cato, Rue, essential ideas, characterization, dystopia, point of view/perspective. Students will be able to make meaning of essential ideas present in __The Hunger Games__. After identifying the essential ideas of the novel, students will work in pairs to create a comic that makes meaning of one of the essential ideas. Discussing and exploring the essential ideas allows students to take a deeper look at the content of the novel and find greater meaning behind it.

**Verbal-Linguistic:** Students will be discussing and writing during the lesson. **Logical/Mathematical:** Graphic organizers will be provided for the lesson. **Visual/Spatial:** Students will compare maps as well as create comics. **Bodily/Kinesthetic:** As a class, students will draw two large maps on butcher paper, one of Panem and one of colonial America. **Musical/Rhythmic:** Students will have the option to turn their comics into videos and choose appropriate songs. **Intrapersonal:** Students will reflect in their blogs. **Interpersonal:** Students will discuss the differences of Panem and colonial America, as well as collaborate to cover each of the essential ideas in the novel. **Naturalist:** Students will be able to talk about the change in nature that Panem exhibits.
 * //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 ComicLife to create a digital story explaining and making meaning of one of the essential ideas.

**Formative (Assessment for Learning)** Graphic Organizers: As students fill out the graphic organizers for this lesson, I will circulate the room to check and see how they are doing with them. If any students appear to be struggling, I will make adjustments as necessary. Students should be able to compare and contrast American to Panem with the background knowledge that they gained as they read __The Hunger Games__on the first graphic organizer. They should also be able to brainstorm essential ideas present in the novel, which will assist them with their ComicLife. Blogs: Students will write reflections in their blogs throughout the lesson, answering prompts that ask how they are making progress with their ComicLife. 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 drafting stages.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

Using ComicLife, you will explore one or more of the essential ideas from //The Hunger Games//. With a partner you will write your own story, focusing on at least one of the essential ideas. You may choose which essential idea(s) you wish to focus on, but the goal is to create a visual representation that makes meaning of the essential idea. A checklist and rubric will be provided before starting this assignment. Use the checklist as you work on your comic to make sure you include everything that you need and use the rubric to self-assess your work before you turn it in to me. I will be evaluating your comic on the same rubric, which should be a minimum of ten pages**.**
 * Summative (Assessment of Learning)**

**__Teaching and Learning Sequence__** 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)
 * 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 Jigsaw group.
 * Give a brief description of Colonial America as compared to present day America. Pass out blank map of Colonial America and give students time to label the states. **(5 minutes)**
 * Pass out blank map of United States of America and explain that Panem is the same country, just divided differently. Give students a chance to create the 13 districts and the Capitol as they believe it to be. **(10 minutes)**
 * Pass out the graphic organizer to help students compare and contrast the two countries. **(5-10 minutes)**
 * ** Facilitate a class discussion on how the 13 colonies are similar to/different from the 13 districts of Panem and what effects there might be based on the differences. Within the class discussion will be a discussion on how dystopian societies function and how the governments work. This relates to an essential idea in the novel, that government isn't always beneficial. **(10 minutes)** **
 * Explain the purpose of the Jigsaw and direct students to work as a group to create a list of essential ideas in the novel. **(20 minutes)**
 * Students can have the rest of the class to get together with one other person and select an essential idea to create their comic about. Students will be able to check with the other pairs to make sure that no one is duplicating any of the essential ideas. **(25 minutes)**
 * Begin class by having a recap discussion over what essential ideas are. **(5-10 minutes)**
 * Students will have time to work on their comics with their partner. They will have the opportunity to ask any clarifying questions during this process and will be able to get peer feedback from their classmates. **(65 minutes)**
 * Students will fill out an exit ticket that will ask them questions about their partner, their progress, and how they would like to present their comics to the rest of the class. **(5 minutes)**
 * Students will have the first 20 minutes of class to finish their project if necessary. Those that are already finished can decide how they are going to present it. **(20 minutes)**
 * Presentations of varying formats. **(60 minutes)**

Students will understand that essential ideas are present in __The Hunger Games.__ Essential ideas can be found in many locations, not only literature. Essential ideas not only connect multiple works but allow ideas to be expressed through various outlets. ** //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 compare and contrast the current country with colonial america and Panem. Students will have maps and graphic organizers to assist them in this, and there will be a class discussion following student's individual work time. The class discussion will incorporate the two different countries into the role the governments played in creating them and how the government was controlling of the society. This leads into a discussion on essential ideas in the novel.
 * Where, Why What, Tailors: Verbal, Visual, Intrapersonal, Interpersonal**

Students will know Katniss, Peeta, Haymitch, Primrose, Gale, President Snow, Cato, Rue, essential ideas, characterization, dystopia, point of view/perspective (see content notes). A Venn Diagram graphic organizer will help students to determine the similarities and differences between the multiple country systems. On one side of the Venn Diagram, students will list qualities and attributes that Panem has, on the other side they will list qualities and attributes that America has, and in the middle of the diagram, they will list the similarities between the two countries. 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, Tailors: Verbal, Logical, Interpersonal**

A jigsaw format will be used for the group cooperative learning structure. Groups will contain 4-6 people who will work together to create a list of essential ideas that are present in the novel. They will use their graphic organizers to keep track of the essential ideas that they come up with and they will also look for locations in the novel where these essential ideas are represented. After they have their list they will break up into pairs and each pair will be responsible for creating a digital story using ComicLife to express the essential idea and make connections among it, the novel, and other sources. Once the student pairs have completed their comics, they will present them to the class. The class will then be able to provide constructive feedback to each group that presents their project. While students are working on their comics they will have a copy of the rubric that will guide them in the creation process by informing them what they need to include in their comic. Students will be able to make meaning of essential ideas present in __The Hunger Games.__ At the end of each day, students will write blog entries reflecting on what they did during the day, what they learned, and what progress they made. . I will comment on each student's blog entry each night and use their reflections to guide what will be discussed in class the following day. After students turn in their comics, they will be given an opportunity to revise it based on my feedback which they will not have received yet.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Logical, Interpersonal, Intrapersonal**

Students will self-assess their comics based on the same rubric that I will be using to asses their comics. They will do this prior to turning their comic in for evaluation and again for every successive revision. I will use the rubric to give them feedback and return their comics to them within two class periods. This lesson introduces students to essential ideas and continues building off the content from the previous lessons. Identifying and making meaning of essential ideas helps students to analyze texts and make connections among others.
 * Evaluate, Tailors: Intrapersonal, Logical, Verbal**

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

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. 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. While Katniss's mother was unable to cope with the loss, falling into a deep depression, Katniss stayed focused and took charge. Filling her father's shoes, she became the [|chief cook and bottlewasher], bringing home the food and income that would save the family from starvation. 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. While her alliance with Rue is sadly short-lived, Katniss will also act as provider and protector of another tribute: her co-tribute from District 12, Peeta Mellark. The daughter of a coal miner, Katniss is a far more skilled hunter and tracker than Peeta, who is the son of a baker. As the Games near their climax, Katniss will risk her life against the other tributes in order to bring Peeta the only medicine that can bring him back from the edge of death. While Katniss sees herself primarily as someone who others can depend upon, both in and out of the arena, who would Katniss be if she didn't //have to// provide for and protect the people around her? ** 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. While we might be putting money on Katniss to win, some might say that her survivalist mindset also makes her a hardened character – someone difficult to like. We, as readers, want to see people fall in love and be happy, after all. Katniss, though, doesn't get attached to people very easily – or to things. 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. She has no great love for the family cat, Buttercup, for example. To Katniss, Buttercup isn't a cute and fuzzy playmate, but simply "another mouth to feed" (1.3). This would explain, we guess, why she tried to drown the poor thing in a bucket – to save him from the slow, sad fate of starvation.  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. As Haymitch puts it, whenever she opens her mouth, she comes across as "sullen and hostile" (9.17). So, Katniss must learn the importance of public image, celebrity, and creating a persona. With the help of her stylist, Cinna, she'll wear a series of spectacular gowns with which she'll be able to woo and wow the crowds at the Opening Ceremonies. Likewise, by following Haymitch's coaching and advice, she learns to manipulate the at-home audiences of the Hunger Games by playing up the supposed romance plot with her co-tribute Peeta. Once she's made into Peeta's object of love, she secures a powerful place in the hearts of the audience. Katniss becomes a pro at playing the game of celebrity, and at playing the audiences and sponsors of the Hunger Games. But she'll also learn that the distinctions between what's real and what's not can sometimes blur.

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.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 20px;">Haymitch <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">Haymitch is a former District 12 tribute and winner of the Hunger Games who is now a middle-aged drunk. 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. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;"> Whether Katniss wants to admit it or not, she and Haymitch are actually very much alike. 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 <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). This turns out to be not entirely true. 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. Katniss thinks she could never possess Prim's healing powers, but she does manage to bring Peeta back from the edge of death by doing much the same that Prim did with Lady. Maybe the two sisters aren't quite as different as Katniss thinks.

Gale <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 20px;">Gale is Katniss's hunting partner and closest friend from District 12. 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. She refers to Gale as "the only person with whom I can be myself" (1.12) and most of her happiest memories, she tells us, involve him (20.40). "Gale says I never smile except in the woods," she says (1.11). Of course, in the woods, she's always with Gale. Though Katniss hasn't allowed her feelings for Gale to fully develop, it's clear that they are present. 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 <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. 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 <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. 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. 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. Katniss learns that Rue is the oldest child in her family and she loves music. 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.

The definition for characterization can be found at <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[]. According to the site, characterization is, "<span style="font-family: Arial,Helvetica,sans-serif; line-height: 21px;">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 definition for dystopia and dystopian fiction can be found at:[]. The site explains not only what dystopia is, but utopia also. It provides a good explanation of the main characteristics of the two. The origin of utopia dates back to Thomas More, who first used the word, which when pronounced using Latin means "good place." The explanation of dystopia examines the differences between utopia and dystopia and how dystopia is an imperfect place and the same types of social control exist, but are taken to opposite extremes.

The definition for point of view can be found at: []. 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.

Maps -Colonial America -Blank America Graphic organizer Rubric
 * Handouts**