The Hunger Games: Unit Plan Schedule

Week

Lesson Title Details

To hook the students into our unit plan, students will
participate in a privilege activity. Scraps of paper will be
distributed among the students and from their desks they will
attempt to throw their papers into the garbage can.

Following the activity, the class will then engage in a class
discussion on the big essential question of our unit plan, Are
Introduction
the Odds in Your Favour?
to Unit Plan:

Privilege

Activity
On this day, educators will also distribute copies of The

Hunger Games and introduce the Portfolio.


Take Home Assignment: Title Page
Students will create a title page based on The Hunger Games
and the days discussion.



Take Home Assignment: Introduction Reflection

Students will write a reflection based on todays lesson.
Key Outcomes (POS)

Hook

Evidence
(Assessment)

Participation

Readings to be competed for next week: Chapter 1 3

Part 01


Class will begin by calculating how many entries each student
Reaping
Math Activity has based on the rules of The Reaping. Students will then
calculate their own odds in relation to the class and from their

respective gender population.

Class discussion on differences will then be held on the
differences between the two situations. This is where
discussion on samples, populations, bias, use of language,
etc. will occur.

Part 02

As a class, students will now discussion about The Reaping
with respect to wealth. Students will then be assigned a life
situation that would affect their number of entries and they
must then calculate the number of entries they will have. The
educator will then perform The Reaping for the class.

Take Home Assignment: Reaping Reflection
Students will write a reflection on the Reaping Activity

Key Outcomes (POS)

Evidence
(Assessment)

Participation,
Demonstrating
Math Statistics and Probability (Chance and
understanding of
Uncertainty):
mathematical

concepts
Demonstrate an understanding of the
through class
role of probability in society.
discussions,
Describe the effect of: bias, use of
language, ethics, cost, time and timing, Reflection on
how issues in life
privacy, cultural sensitivity on the
can be analyzed
collection of data
from a
Select and defend the choice of using
mathematical
either a population or a sample of a
perspective
population to answer a question.

Students will engage in an activity where students will be
given a scenario in which they must convince one another to
Propaganda do something simple.

Activity
Class discussion on propaganda and media analysis will

begin, starting with the propaganda seen in the book and in
the film.

Educators will then extend the discussions to talk about the
power of propaganda and how it has been used throughout
history.

Finally, educators will introduce the Propaganda Assignment.


Propaganda Assignment

Students will be tasked to create a piece of propaganda to
persuade others to be either anti-/ pro- Capitol. Students are
free to choose whichever medium they prefer (blog, journal
article, create a poster, make a video, song, or podcast, etc.)
but a written rationale must be included with their project.

Work periods will be provided for the students.
Key Outcomes (POS)
SS 9.S.9 Develop skills of media literacy
Examine techniques used to enhance
the authority and authenticity of media
messages.
Examine the values, lifestyles, and
points of view represented in a media
message
Analyze the impact of television,
Internet, radio, and print media on a
particular current affair issues.

Evidence
(Assessment)

Participation,
discussions,
propaganda
piece

Todays topic will ask the students the following question in
related to the Charter of Rights and Freedoms
- What are our rights and how do we in Canada avoid the
poverty of the districts? How do we succeed and fail?


Rights and Students will play the Rights Ladder Game
Freedom in
- Give every student a right found in the charter
Canada
- Call out the rights
Activity
- Student with that card will sit with their legs stretched

out creating a ladder or bridge with their legs for
Canadians to cross/climb over

Students will engage in a class discussion in which they will be
asked to identify gaps that a Canadian might face in their life,
not covered in the charter. Spaces will be created in their
human ladder to show such gaps aka. Aboriginal rights,
womens rights, LGBTQ, Disabilities, Immigrants, etc.

Take Home Assignment: Rights and Freedom Reflection

Students will complete a reflection on the Rights and Freedom
Activity
Key Outcomes (POS)

SS 9.1.4: To what extent do political and
legislative processes meet the needs of all
Canadians?

Evidence
(Assessment)

Participation,
reflection,
enthusiasm

SS 9.1.6: How does the Canadian Charter

of Rights
and Freedoms support individuals in
exercising their rights?
9.1.6: What is the relationship between the
rights guaranteed in the Canadian Charter
of Rights and Freedoms and the
responsibilities of Canadian citizens?

Socratic
Seminar
Lesson

Educators will instruct the students on how to do a Socratic

Seminar.
- Students will make two circles, one within the other.
- Students on the inside of the circle will be discussing
questions.
- Students on the outside can questions, but not answer.
- Halfway through switch
Key Outcomes (POS)

Evidence
(Assessment)

English
Participation
- 1.1: Talk with others and experience
a variety of oral, print and other
media types to explore, develop, and
justify own opinions and points of
view.

Students will engage in a Socratic Seminar and they will

discuss the following questions:

- What is Genetic Modification?
- Why does it exist?
- Is it good or bad?
- What does it mean for Katniss?


Genetic

Modification
Takeaway Home Assignment:
Activity
Students will complete the reflection section of the Genetic

Modification Socratic Seminar Prompt Sheet.

Key Outcomes (POS)

Evidence
(Assessment)

Science
Describe, in simple terms, some genetic
technologies (e.g., cloning and genetic
engineering); and identify questions and
issues related to their application

Participation,
Self Reflection

Readings to be competed for next week: Chapter 4 - 7

Introduction of Seed to Plate Phase 1 Project

In groups, students will research the source of our food from a
local grocery store for an average meal and what it took to

create that meal. They will be tasked to look into producers,
Seed to Plate the associated costs, and what environmental impacts are
Project Phase involved in the production and transportation of that average
1
meal.


Students will create a film or i-movie to share their findings.

All work demonstrating their process and their final product
must be included in their portfolio.

Throughout the unit, students will be given many opportunities
to work on the project.

Key Outcomes (POS)

Social Studies
- Apply the research process
- Economic Systems in Canada and the
United States
- Appreciate the relationship between
consumerism and quality of life and the
impact of government decision making on
quality of life

Evidence
(Assessment)

Interest,
participation,
listening,
feedback

Science
- Science and technology have both
intended and unintended consequences
for humans and the environment.

What is
Beauty
Activity

Part 01:

Students will engage in a discussion about what beauty is and
how people change their body size, body shape, and physical
appearances to meet these standards through cosmetic
surgery or makeup.

Media Presentation on Beauty Standards
Students will research the different types of beauty standards
in various time period. Students will then create a media
presentation on their findings.

Part 02:

Students will finish their media presentations on beauty
standards, and the present their projects half way through the
class.

Takeaway Assignment: Beauty Photo Assignment
Students will take a photograph of one thing that is beautiful to
them and write a short reflection piece on it.

Key Outcomes (POS)

Health: W - 9.4
- Analyze and develop strategies to reduce
the effects of stereotyping on body image;
e.g. health risks of altering natural body
size/shape to meet media ideal.
Art:
- Transformation through time: Students
will identify thematic and stylistic
variations of works as characteristics of
certain artistic periods.
- Concept A: A particular concept of beauty
can be discerned in works of a specific
historic period.

Evidence
(Assessment)

Reflective
paper (take
home
assignment)
can be used for
formative
assessment
and summative
assessment

Readings to be competed for next week: Chapter 8 - 11

Part 01

Privilege Activity
Students will begin the class by participating in the activity, in
which students will all start at the same line. Based on their
positionality in society, they will take steps forwards or

Disparities in backwards.

Wealth
Activity Discussion
Students will engage in a class discussion in which they focus

primarily on equality versus fairness. These are examples of
questions that will be discussed:

What does the government do to make things more fair? More
equal?
3 levels of government (prov. Fed. jud.)
Senate
Voting
Are there ways government could be more fair? - different type
of government system or voting system?

Part 02

Group Research Time
3 groups, research levels of government and what in charge of
now versus should be

Negotiation Lesson
Students will receive a lesson on how to negotiate.
Part 03
Negotiation Activity
The class will be split into the three levels of government and
together they must decide who gets to be in charge of what in
todays world.

Students will be acting as if they were re-negotiating the
constitution.


Take Home Assignment
Students will complete a reflection on the Negotiation Activity

Key Outcomes (POS)

Social Studies:
- What is the relationship between the
executive, legislative and judicial
branches of Canadas federal political
system? (PADM)
- What processes are used to determine
Members of Parliament (MPs) and
Senators?
- Appreciate the various effects of
government policies on citizenship and
on Canadian society

Evidence
(Assessment)

Students will
record their
groups research
Students will
write a short
proposal as a
group of the
policy changes
they would make
for the purpose
of the
negotiations, and
reflect on the
negotiation
process.

Part 01

Students will begin the class by first constructing their paper
mache masks so that it will be able to dry for the next day.

Students will then engage in an open discussion on what it
feels like to always have to put a mask on in front of your
peers, family, and in society.

Masks
Activity

Part 02

Today will be a work period for the students, in which they will
work to decorate it. On the outside of the mask, students will
decorate it according to how they feel that they are perceived
by society. On the inside of the mask, students will decorate it
in accordance to what they perceive themselves to be their
inner self. Students must create a presentation on their masks
or write about it.
Part 03

Students will present their masks to the class today.


Take Home Assignment Masks Reflection
Students will write a reflection based on the mask activity.
Key Outcomes (POS)

Evidence
(Assessment)

Art:
Students will create compositions in three
dimensions.

Health:
R-9.1 Identify appropriate strategies to
foster positive feelings/attitudes

R-9.2 Analyze why individuals choose not
to express or mange feelings in situations.

R-9.4 Analyze, evaluate, and refine
personal communication patterns.

Participation,
Reflection,
Presentation
Mask.

Preserving Your Identity Activity Watch Where the Spirit

Lives Film Begins

Students will watch Where the Spirit Lives over a span of two
days.

FNMI Residential Schools Activity

Students will look into FNMI identity and the impact of
residential schools on trying to erase that identity.

Students will research one policy or statement the Canadian
government had on FNMI persons that either intentionally or

unintentionally caused the loss of identity
Preserving
Your Identity
Activity Take Away Assignment Identity Reflection

Students will then write or record a short reflective piece on
what identity means to Katniss, Peeta, Komi and how does
that relate to themselves and their search or struggle for
maintaining an identity?

Key Outcomes (POS)

Evidence
(Assessment)

Reflection piece
is well thought
English
- Analyze how the choices and motives of out and
developed,
characters portrayed in oral, print and
includes
other media texts provide insight into
connections and
those of self and others
struggles of two
- Compare a main character in one text to medias and the
the main character in another text from student's
a different era, genre or medium.
identity.

Readings to be competed for next week: Chapter 12 - 15

For a week, students will make a short record of what they eat
in order to see where their food is coming from.

Take Away Assignment: Food Journal Project Reflection
At the end of the week, students will write a reflection on the
Food Journal Activity. They will be reflecting on where their

Food Journal food is coming from and whether or not it is sustainable.
Activity

Evidence
Key Outcomes (POS)
(Assessment)
Health and Life Skills
- Develop strategies that promote
healthy nutritional choices for self
and others
- Assess the quality and reliability of
health information provided by
different sources

Participation,
Reflection, Food
Journal

Socratic Seminar
The topic of this Socratic Seminar is the concept of people
Socratic
having multi-faceted personalities along with the topic of
Seminar: Alcoholism, PTSD, and mental health connections. The
Meaning of following questions will be discussed:
Being
Human:
- Can people have multifaceted personalities?
People as
- What does it mean when someone has both positive
Multi-
and negative qualities?
Faceted
- What is needed for healing?
Beings


Take Away Assignment:
Students will complete the reflection section of their Identity
Socratic Seminar Prompt Sheet.

Key Outcomes (POS)

Evidence
(Assessment)


Social Studies
Participation,
- Demonstrate skills of cooperation,
Reflection
conflict resolution and consensus
building
- Reflect on changes of perspective or
opinion based on information
gathered and research conducted

Day 01
Field trip with Elder to learn and participate in traditional
environmental knowledge. Learning how animals and humans
survive in the wild with what is provided, and how to maintain
a relationship with the environment as if we do it will always
sustain us.
What skills does Katniss need?
Does she take more than she needs?

How do FNMI peoples view living off the land compared

Outdoor
to western society?
Education
Field Trip Key Outcomes (POS)
Evidence (Assessment)
with an Elder

Outdoor & Environment
Education
- Students will develop
lifestyle strategies that
foster contact with the
natural world, encourage
responsibility for local and Field Journal with reflections
global environment and
before, during, and after the
encourage living in
field trip
harmony with others.
- Students will develop
knowledge and skills by
investigating the effects of
human lifestyles on
environments.

Day 02
Students will use their field journal to record:
How many different species you observe and describe
each?
How many variations of the same species you observe
and describe each?
Pick 3 species and describe how they are specially
adapted for their environment.
Pick 3 new species and observe and describe what they
depend on to survive.
Key Outcomes (POS)

Science
- Ask questions about the
relationships between and among
observable variables,
- Observe variation in living things,
and describe examples of variation
among species and within species
- Investigate and interpret
dependencies among species that
link the survival of one species to
the survival of others
- Identify the role of variation in
species survival under changing
environmental conditions

Biological
Diversity

Evidence
(Assessment)


Field Journal with
observations,
descriptions and
inferences

The class will begin with a discussion. Students will be asked

to think of the mockingjays and trackerjackets weve heard
about in the book, what is biological diversity? What happens
when there isnt diversity? What is genetic modification and
why does it exist?

Genetic Modification Assignment
Students will then genetically modify a real life animal with a
distinct purpose for mankind. They will be tasked to draw it
and write about it.

Key Outcomes (POS)

Science
- What is biological diversity, and by
what processes do diverse living
things pass on their characteristics
to future generations?
- What impact does human activity
have on biological diversity?

Evidence
(Assessment)

In field journal,
genetically modify a
real life animal with
a distinct purpose for
mankind. Draw it
and write about it.

Readings to be competed for next week: Read Chapter 16 - 22

Watch Food Inc. Documentary
Students will watch Food Inc. over a span of two days.

Exit Response:
Upon finishing the film, students will complete an exit
response. They will analyze the film and answer the following
questions:
- Is it biased? How? Why?
- What truth does it say?
- Why is it happening?
Food Inc.
Documentar Seed to Plate Project Phase 2 Introduction
y Activity Students will take on an active role in producing food by

forming their own school garden. By growing their food, the
opportunity exists for students to actually experience what it
takes to maintain even a small portion of a crop. This project
will be year-long.

Key Outcomes (POS)
Health and Life Skills
- Develop strategies that promote
healthy nutritional choices for self
and others
- Assess the quality and reliability
of health information provided by
different sources

Evidence
(Assessment)

Exit response,
reflection, analyzes,
recognizing bias

What is the significance of Katniss friendship and love for

Rue? What is the significance of District 11 sending Katniss a
loaf of bread? Why is the Capitol threatened by this?

Social
Movement
Activity

Students will:
Research a modern social movement (last 100 years)
where different groups of people worked together for a
common goal. What was their goal? Were their
activities successful?
Explain how this relates to The Hunger Games. What is
the analogy? Who do the characters represent in an
abstract sense?
Using multimodal technology (audio + visual) work in
groups of 2-3 to record your presentation. Be sure to
include pictures as well as sound. Be creative in your
approach.

Take Home Assignment:
Students will reflect on the social movement activity.
Key Outcomes (POS)
Social Studies
- 9.1.2 appreciate the various
effects of government policies on
citizenship and on Canadian
society
- 9.S.8 demonstrate skills of oral,
written and visual literacy
- 9.S.1 develop skills of critical
thinking and creative thinking

Evidence
(Assessment)

Group presentation that
is submitted in
electronic form, Self
evaluation

Readings to be competed for next week: Read Chapter 23 27

Socratic
Seminar
Heros
Journey
Begins

Socratic Seminar:

Students will engage in a Socratic Seminar with the following
questions: Is Katniss a hero? What makes a hero? Can one
person change the world? Are the games lawful? Are the
games ethical? Whats the difference?
Take Away Assignment:
Students will complete the reflection section of their Heroes
Journey Begins Socratic Seminar Prompt Sheet.

Key Outcomes (POS)

English:
- Extend understanding by taking
different points of view when
rereading and reflecting on oral,
print and other media texts
SS:
- Appreciate the impact of
government decision making on
quality of life

Evidence
(Assessment)

Thoughtful questions
and answers,
participating, prepared
Reflection piece is
well-written and
articulated

Science:
- Identify and interpret relationships
among human needs,
technologies, environments
Students will engage in a discussion on what is a life worth

living.
Compassion
Lesson
Evidence
Key Outcomes (POS)

(Assessment)
Social Studies:
- demonstrate skills of cooperation,
conflict resolution and consensus
building

Participation

Hunger is Not a Game - Philanthropy/ Environmental

Project
Seed to Plate

Project
Based on what weve learnt in our research projects so far
Phase 3
what can we do to make a difference to hunger, or an aspect
Philanthropy
of hunger?
Project


This is a student-led initiative where students will decide on an
area of the food chain they believe they can create a positive
change in. Having done so, students will then decide on what,
how, and when they will execute their project.

This is a year-long project.

Key Outcomes (POS)

Evidence
(Assessment)

Social Studies
- Demonstrate skills of cooperation, Participation
conflict resolution and consensus
building

Seed to Plate
Project
Phase 1
Presentation

Students will spend two days presenting their projects to the

classroom.

Reference
Alberta Education. (1984). Art. Retrieved from
https://education.alberta.ca/media/482118/jhart.pdf
Alberta Education. (2000). English Language Arts. Retrieved from
https://education.alberta.ca/media/160402/ela-pos-k-9.pdf
Alberta Education. (1990). Environmental and Outdoor Education. Retrieved from
https://education.alberta.ca/media/3114964/eoed.pdf
Alberta Education. (2002). Health and Life Skills Kindergarten to Grade 9. Retrieved
from https://education.alberta.ca/media/160196/health.pdf
Alberta Education. (2007). Mathematics Kindergarten to Grade 9. Retrieved from
https://education.alberta.ca/media/3115252/2016_k_to_9_math_pos.pdf
Alberta Education. (2003). Science Grades 7-8-9 Program of Studies. Retrieved from
https://education.alberta.ca/media/3069389/pos_science_7_9.pdf
Alberta Education. (2005). Social Studies Kindergarten to Grade 12. Retrieved from
https://education.alberta.ca/media/160202/program-of-study-grade-9.pdf