Lesson Plan Assignment – 20 Points

Educational Technology -
Use the template below and enter your lesson plan in the right-hand column below.

Title: The Hunger Games Chapter 1-9

Subject Area: English
Grade Level(s): 8th-9th Grade
Objective:
After completing this lesson, students will be able to

 Demonstrate their understanding of The Hunger Games, through assessments

and assignments
 Applied the world of the Hunger Games, to real life issues, such as economic
inequality and poverty
 Create projects to represent important elements from the book
 Encourage sharing of ideas and predictions throughout the class period.

Introduction: Creating a map of Panem. They will go on to zeemaps.com and marked

The introduction is the  District 12
means by which you will  The Capital
get students engaged  District 11
and wanting to learn.  District 2
This could be  District 5
I will show them a map, so they can reference it and so they know where the regions are.
Steps they will take
 Go to zeemaps.com
 Create an account
 Click on Create Map
 Go to the Additions tab, click on Highlight Regions, click on Draw Freehand
 Each section will be a different color
District 12: orange
The Capitol: Pink
District 11: Light Green
District 2: Red
District 5: Yellow
 Once they mapped the regions, then they will add markers that will label each
region. The markers will be the same color as the district (Go to Additions, click
on Simple Markers, add District name, click on the map where you will want it)
When they are done, we will discuss our maps with the class. I will ask them which
regions have the most access to resources they need to survive. What resources do you
think they have access to? Do you think these are valuable resources? How would their
access of resources effect their quality of life? How would this effect the characters who
live in these regions?
 Also, throughout the unit, they will add important characters in each of the descriptions
of the districts, so they know where they are from.

This is what it should look like:

https://www.zeemaps.com/view?group=3255539&x=-82.331016&y=35.748896&z=14

Lesson Procedure: Day 1: I will introduce the book to the class. To start off the lesson, I will have them
The lesson procedure create a Zeemap of Panem, the country in The Hunger Games. Throughout our unit, I will
includes what you are have them refer to the map and have them add characters to the regions we have
going to teach and how. highlighted. Then, we will talk a little bit about the world of the Hunger Games, how it
Be sure to include the was created and why. I will also have them predict which of the regions have the most
day to day breakdown. access to the resources and which resources and, using their Zeemaps. How do they think
that will affect the characters in the book? At the end of the class I will assign them to
read chapters 1-3 for homework
Day 2: The next day, I will give them a mini quiz on Socrative, to see if they have read the
chapters. Once the students have completed the quiz, I will quickly look over the results
to see what parts of the book that the students understood and what they did not. Based
on those results, I will base our class discussion around that. I would ask a few questions
about the conditions the people live in and how that effects the characters, as well as
other important concepts (the connection between Katniss and Peeta). Students can feel
free to ask questions about what they did not understand and what is happening in the
book. Throughout the discussion, I may ask a few single questions to make sure that
students are understanding the concepts. I would verbally ask the question (i.e. Who’s
place does Katniss volunteer to take in the games) and use Socrative to have them
answer. At the end of the class, I would assign chapters 4 and 5 for them to read.
Day 3: Similar to Day 2, I am going to give them a mini quiz on Socrative, to assess their
knowledge of the chapters. Based on those quiz results, I will guide our class discussion
towards concepts that the class did not understand. Throughout the discussion, I will use
Socrative, to ask students questions about events in the book. Since we are introduced to
the Capitol in this chapter, I would have them predict what do they think their life is like?
What resources to they have access to? What do the other characters think of that?
Instead of having students read tonight, I will have them create a WordCloud for one
character. They will go to www.wordclouds.com, to create one. Once they do, they add
the character’s name, four adjectives they would use to describe them and a single word
prediction that they think will happen to the character. The word size, shape and colors
the students use does not matter. Students should print their WordClouds, so we can
discuss them the next day.
Day 4: Students should have brought their WordClouds to class, for discussion. I will go
around the classroom and have them share them. They will share the character they
picked, the adjectives they used to described them and the prediction they have for that
character. I will also have them explain why they think their prediction will happen. Once
that student has finished explaining, I will ask if rest of the class has any questions or
comments for them. Then I will go on to the next student, continuing the same process. If
we have time left, I will have students share their thoughts on the book show far and
what do they think will happen. Near the end of class, I will assign them chapters 6-7 to
read for homework.
Day 5: Like Day 2-3, students will receive a quiz on chapters 6-7 from Socrative. I will look
at the results from their quizzes to see which parts of the book they did not understand,
which we will focus our class discussion on for the day. A few questions may be asked, by
using Socrative. I may ask a few more questions about life in the Capitol compared to life
in District 12. I would also ask which of the other Districts are well off, compared to
District 12. What do you think their lives where like? Also, I will discuss the class project
 that they will have to complete using Powtoons, which is due the day after their first
official quiz. They will submit their projects to me through the class online portal. More
information about the project in the Assessment Section. Students will have to read
chapters 8-9, finishing up the first section of the book.
Day 6: Like the previous days, students will take a mini quiz on Socrative, about the
chapters. I will look over the results of the quiz, to see what concepts were missed. Those
missed concepts will be our target for the class discussion. I may also use a few single
questions from Socrative, to make sure that the class understands those concepts. I will
let students know that they have a quiz coming up in a couple of days. I let them know
that tomorrow will be a review day, to make sure that they review their notes.
Day 7: Review day. Students will be split up into 4-5 teams, depending on the number of
students in the class. Once they are in their teams, they will have to complete a Space
Race on Socrative. They will have to answer as many questions correctly as quickly as
possible, to win. The team that wins, will get 2 extra credit points on their quiz. The Space
Race is 25 questions and should take about 10 minutes at most. When students have
completed the Space Race, I will go over all the questions with them, to make sure that
they understand the answers. I will give students a chance to answer any other questions,
before the end of class.
Day 8: Quiz day. Students will taking their quiz on Socrative. I will use Open Navigation for
the quiz, so students can go back and forth between questions and can change their
answers. Once they are done with the quiz, they can work on their projects that are due
the next day.
Day 9: Project is due. Students should have submitted the project to me through the class
portal by class time. Students have a chance to present their Powtoons, if they choose to.
If we have a chance, I will ask students about how they think the unit is going so far. I
would have them look at their Zeemaps and see if their earlier predictions were correct,
using evidence from the textbook. I would also ask them how are they enjoying the book?
Did the like the Powtoon project? How are they enjoying using Socrative? Are their
changes they want to suggest to the class, that will make it more beneficial to them. This
will help me decide on how I will teach the next section of the book.

Here is an example of the WordCloud:

file:///C:/Users/Owner/Pictures/Saved%20Pictures/Hunger%20Games%20WordCloud.pdf
Here is an example of what one of their chapter quizzes will look like:
https://b.socrative.com/teacher/#import-quiz/37674339
https://b.socrative.com/teacher/#import-quiz/37673751
https://b.socrative.com/teacher/#import-quiz/37673948
https://b.socrative.com/teacher/#import-quiz/37674102
Here is what the review quiz will look like
https://b.socrative.com/teacher/#import-quiz/37670148
Here is what their first official quiz will look like
https://b.socrative.com/teacher/#import-quiz/37675449

Assignment: The students have to recreate one scene from the Hunger Games, by using Powtoons. It
The students in the class can be any scene from the chapters we have read. While the cartoon characters do not
must use a technology have to be physically similar to the characters from the book (i.e. You do not have to have
tool that we learned a blond male cartoon to be Peeta, especially if there isn’t one), however, they cannot be
about or an approved animals. The dialogue and setting also have to be similar to the scene in the book. Direct
tool to create a final quotes do not need to be used, but they should be close to what was said. The Powtoon
product . The assignment should be at least 30 seconds in length and no longer than 2 minutes. This assignment is
should involve one of the due the day after their first official quiz is completed. Students should submit this project
4 C's from the through the class online portal. If students want to, they can share their Powtoons with
Partnership of 21st the class, but the do not have to. The Powtoon is worth 20 points.
Century Learning -
communication, Here is an example of what a sample Powtoon should look like.
collaboration, creativity,
or critical thinking. https://www.powtoon.com/c/c3Iea1NF8i9/2/m

Assessment / Rubric or Google Form Link:

file:///C:/Users/Owner/Documents/The%20Hunger%20Games%20Rubic.htm
Evaluation:

Credits: Frances Saulino

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