Critical Approach to The Hunger Games

Unit Overview
Title Objective-Focus Questions How does The Hunger Games display class systems? How does The Hunger Games display sexist standards? How does The Hunger Games culture function and say about the characters? How does The Hunger Games display racism? Critical Approach to The Hunger Games

Subject Area s!" Writing, Reading and Culture Analysis Gra#e $evel" 8th Grade %aterials aptops The Hunger Games boo! "one per student# $ews %apers& 'aga(ines )he Hunger Games 'o*ie

Stan#ar#s 'ichigan G C+, R.CM.06-08.03 analy(e global themes, uni*ersal truths, and principles within and across texts to create a deeper understanding by drawing conclusions, ma!ing inferences, and synthesi(ingR.NT.06.04 analy(e how authors use literary de*ices including dialogue, imagery, mood, and understatement to de*elop the plot, characters, point of *iew, and themeR.NT.06-08.01 in classic, multicultural, and contemporary literature recogni(ed for .uality and literary merit 6 / describe how characters form opinions about one another in ways that can be fair and unfair7 / identify how the tensions among characters, communities, themes, and issues are related to their own experiences8 0 in*estigate *arious examples of distortion and stereotypes such as those associated with gender, race, culture, age, class, religion, and other indi*idual differencesL.RP.06.05 respond to multiple text types when listened to or *iewed !nowledgeably, by discussing, illustrating, and&or writing in order to compare&contrast similarities and differences in idea, form, and style to e*aluate .uality and to identify personal and uni*ersal themesS.DS.06.02 respond to multiple text types in order to compare&contrast ideas, form, and style1 to e*aluate .uality1 ta!e a stand and support an issue1 and to identify personally with a uni*ersal theme-

Unit One" Class S&stems 'ee( One! 2ntroduction, Acti*e 3imulation of Classes Capitol& 4istrict Residents "Games& 3tar*ation# Class )oday, why ha*e classes& how are classes enforced& who ma!es 5*alue6? "7inancial 3tatus& 2ntelligence# Unit One" Cultural Anal&sis 'ee( Two!

Critical Approach to The Hunger Games

2ntroduction, 3ocial 'edia& Ad*ertisements& %ropaganda 2nfluence 2deology& Culture of %anem "*iolence#, 4ifference in culture between districts +thnocentrism Unit One" Se)ism 'ee( Three! 2ntroduction, What are expected& typical characteristics of males *- females Character 4e*elopment& reasoning behind how students picture characters How do characters challenge or embody social expectations for their gender Unit One" *acism 'ee( Four! 2ntroduction, What is race 4istrict 88& Why is race not characteri(ed more in the boo! How is race determined& Ci*il Rights 'o*ement %ovie Connection 'ee( Five! Watch 'o*ie in class 3tudents ta!e notes on aspects of the mo*ie consistent *- different than the boo! +aper 'riting, +eer -#iting 'ee( Si)! 3tudents will write a three to fi*e page essay on The Hunger Games- )he essay will connect the mo*ie with the boo! and how those two sources relate to one of the subunits co*ered- 3tudents will read two of their classmate9s papers to write criti.ues and suggestions on how to better their essay9s argumentStu#ent Assessment 3tudents will show the understanding of the standards and ob:ecti*es through their essay9s argument- )heir essay needs to use direct .uotes from the boo! and references from the mo*ie, along with effecti*ely displaying an understanding of the sub/unit concept their essay connects with the sourcesUnit Assignments Current +*ent relating to 3ub/;nit with page of student9s explanations of the article9s rele*ance to the 3ub/;nit <ocabulary from section of reading of the unit 4aily reading 3ummary of reading Wee!ly reflecti*e :ournals/ students ha*e ten minutes of class time to reflect different connections or new information they had made about the boo! and the 3ub/;nit9s theme during the wee! After each 3ub/;nit students will add to a class concept map