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The Hunger Games Chapter 15 Comparison Activity

The Hunger Games Chapter 15 Comparison Activity

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Published by Tracee Orman
Activity to use with your students when reading The Hunger Games by Suzanne Collins. Aligned with the Common Core Standards for grades 6-12.
Activity to use with your students when reading The Hunger Games by Suzanne Collins. Aligned with the Common Core Standards for grades 6-12.

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Categories:Types, School Work
Published by: Tracee Orman on Nov 05, 2011
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04/27/2013

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The Hunger Games

Chapter 15: Compare District 11 to District 12
Created by Tracee Orman www.teacherspayteachers.com/Store/Tracee-Orman www.hungergameslessons.com
Copyright © Hunger Games Lessons, 2011 All Rights Reserved

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Chapter 15: Compare District 11 to District 12

Using information from chapter 15, list the ways district 11 differs from district 12 (far left). Then list the ways district 12 is unique from 11 (far right). Next, write what they have in common (middle). Finally, write a paragraph on a separate sheet of paper expressing which district would be more ideal to live in and why.

Think about... • What does Rue’s token have in common with Katniss? • What does Katniss’s token have in common with Rue?

The Hunger Games Chapter 15 Activity © Hunger Games Lessons, 2011

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Chapter 15: Compare District 11 to District 12
Teacher’s Guide Goal/Objective: Students will compare the two districts using a Venn diagram. Using the information, students will express in paragraph form which district offers a better life for its citizens. Grades 6-12 Common Core Standards:
RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Suggested responses (pages 202-205, 211): District 11: Industry is agriculture, have orchards, public whippings are common, mayor is strict, fed better during harvest so they keep producing, do not attend school during harvest, everyone works (age/mentality does not factor in), Peacekeepers are willing to kill mentally-challenged child to maintain rules/order. Both: Neither are allowed to keep any of the goods they find/produce (can’t eat food they harvest in 11, can’t keep coal they mine in 12), both districts have a mayor and Peacekeepers, both have starving/oppressed people, both work to provide for the people of the Capitol. District 12: Peacekeepers allow illegal activities, such as hunting (because they enjoy the meat themselves), public whippings are uncommon, Mayor Undersee does not like public whippings (infer he is kind-hearted), they are “least prestigious, poorest, most ridiculed” district, must be adult to work in the coal mines [Perhaps students will infer that either district 11’s Peacekeepers are not as hungry--or they are better fed--than district 12’s OR that the food district 11 produces is too precious to the country of Panem, therefore, they must regulate it more harshly. They may also come to the conclusion that the mayor has a lot to do with how people are disciplined; Mayor Undersee is less strict, so rules are more lax.] Comparing Tokens: • Rue’s token is described as a “roughly carved wooden star. Or maybe it’s a flower.” Katniss is named for the arrowroot plant, which has small flowers at the tip. Her sister is also named for a flower. (As is Rue.) • Katniss’s token is the mockingjay pin from Madge and Rue’s favorite thing in the world is music; she has special mockingjay friends she sings to back in district 11.

Thanks for downloading. You can find the entire unit on my webpage: Tracee’s Lessons and learn more about teaching this novel on my blog: www.hungergameslessons.com
The Hunger Games Chapter 15 Activity © Hunger Games Lessons, 2011

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