L5+Breton,+Lauren



UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT __ Teacher’s Name __ : ** Ms. Breton ** __Lesson #:__ **5** __Facet:__**Students will be able to analyze how __The Hunger Games__ is unique from other works that they have read.** (Perspective) __ Grade Level __ : __Numbers of Days:__ **3 (80)** __ Topic: __**__ The Hunger Games __, plot, character development ** __ PART I: __

__ Objectives __ Student will understand that ** exposure to a range of texts can continue to develop skills/understandings. ** Student will know ** critical details: Panem, District 12, Primrose, poisonous berries, gift-giving/gift receiving, Gale. ** Student will be able to ** analyze how __The Hunger Games__ is unique from other works that they have read. ** Product: ** Glogster poster **

__ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __
 * // Common Core State Standards // **
 * // Content area: Reading // **
 * // Grade Level: Grade 7 // **
 * // Domain: Literature // **
 * // Standard: Key Ideas and Details // **

Rationale: ** By examining __The Hunger Games__ through their critical details, students will pick up on key ideas and details that will help them to determine what makes this novel unique from other literary works. They will need to reflect this learning in their Glogster posters as their summative assessment. ** __ Assessments __

__ Pre-Assessment: __ The unit will begin with a KWL chart over the novel. This KWL can be continually edited throughout the unit and will be completed once we have finished The Hunger Games. __ Formative (Assessment for Learning) __ Section I – checking for understanding during instruction Section II – timely feedback for products (self, peer, teacher) __ Summative (Assessment of Learning): __
 * During instruction, students will be participating in the "Is that a fact?" formative assessment. I will be discussing key ideas and details with students and will provide both facts and opinions. It will be the job of the students to decide which is which. This will help them to separate what was actually said within the book from the natural inferences that they made about __The Hunger Games__. I will also be asking follow-up questions throughout the class and we will be discussing the text. This formative assessment will help students complete their Venn diagrams as well as will help them in the formation of their project, the Glogster poster. **
 * Students will be self-evaluating themselves with the checklist that I will also use for my evaluation. There will be space on the checklist for comments to be made by both myself and the student, if they wish. Also, their partner from the pair part of the "team pair solo" cooperative learning group will be evaluating and providing feedback to each other. This peer feedback will be done once throughout this project, but students will self-evaluate twice and I will evaluate students once on their products as well. We will all be using the same checklist for the evaluations. **
 * I will use a checklist to assess the Glogster posters made by my students. Students will include multiple forms of media (music, videos, images) with text and will utilize those aspects of the poster to explain how Suzanne Collins' __The Hunger Games__ is unique from other works that they have read. In order to complete this task, they will need to examine both key ideas within the text as well as the critical details. They will display their knowledge in this multimedia format and will provide their explanations through the text that they choose to incorporate into their poster. Students will also display their learning through their evaluations of their partners and themselves, as well as the feedback that they provide. Students will evaluate their partners once and themselves twice. I will also evaluate using the same checklist. **

__ Integration __ Technology: ** We will be using www.glogster.com and will create accounts for each student. Students will compose their posters online and will save them frequently during their creating process. They will use these posters to embed music, videos, links, and text explaining what makes __The Hunger Games__ such a unique novel. This will require them to hone in on the key ideas and details within the text as well as analyze those details. **

Content Areas: Art - ** Students will be encouraged to incorporate their own artwork into their posters. This will help them avoid the copyright laws and will allow them to express themselves visually. Also, they will be encouraged to incorporate music into their Glogster poster, provided that they obey all copyright laws and do not infringe upon those laws during the production of this poster. **

__ Groupings __ Section I - Graphic Organizer & Cooperative Learning used during instruction
 * For the hook and the "Is that a fact?" formative assessment, students will be working in their cooperative learning groups. I will be assigning students to groups of four based upon their strongest multiple intelligences. I will be grouping students with the same (or similar) strongest intelligences together, so that they can have people who think in a similar way to bounce ideas off of. At the beginning of the "Is that a fact?" formative assessment, students will be in their teams of four. These teams will then break in half and students will be with their "pairs". This will last until the end of the formative assessment. The pairs will be determined based upon which members of the team have the most similar strongest intelligences, but if they are all equal, I will determine the pairs based upon my knowledge of the students. After the formative assessment has been completed, students will be working on their graphic organizers, a Venn Diagram, independently for the "solo" aspect of this cooperative learning structure. **

Section II – Groups and Roles for Product
 * The "teams" will be mainly for proving support during the formative assessment piece of instruction as well as during this lesson's hook. However, the "pairs" will be working alongside one another while both members of the pair group are creating their own individual Glogster posters. These pairs will be for providing technical support/assistance if needed and for bouncing ideas off of each other during the research and completion stage of the Glogster posters. Also, the pairs will be evaluating each other using the checklist that I have created and will use for evaluating the final products. **

__ Differentiated Instruction __

__ MI Strategies __ Visual: ** Students will create a glogster poster. ** Verbal: ** Students will add text to the poster and diagram and will discuss their poster orally with myself and their peers. ** Musical: ** Students will be expected to require to add music to their poster. ** Intrapersonal: ** Students will finish product and diagrams alone. ** Interpersonal: ** Students will collaborate with other students at the beginning of their project. ** Naturalist: ** Students can incorporate a nature theme to their poster if they desire. ** __ Modifications/Accommodations __ // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //**

Plan for accommodating absent students: ** Students will be paired together using the buddy system and will need to first go to their buddy and ask them what they have missed for class. Also, folders will be kept in the back of the room and will be organized by class period. Students will be expected to go and find their missing assignments this way. If they are still confused or need more questions answered, they should see me before or after class as soon as possible. ** __ Extensions __

Type II technology: ** Students will create a Glogster poster that examines the critical details within Suzanne Collins' __The Hunger Games__. This poster will include videos, music, text, and images that will be arranged by the student. These items will help the student explain how the critical details and the main ideas of the novel make it unique from other works that they have read. **

Gifted Students: ** Gifted students will be preparing a Glogster poster that has little or no text on it. In addition to this poster, they will be producing a written explanation of how the critical details and key ideas that they mentioned on their poster contribute to making the novel unique from another literary work that they have read. They will choose one work to compare/contrast __The Hunger Games__ to. This written explanation will accompany their poster and will be provided at the same time as their poster. They will have the freedom to choose any other work that they have read in order to compare/contrast the two. **

__ Materials, Resources and Technology __ __ Source for Lesson Plan and Research __
 * Book order forms **
 * __ The Hunger Games __ by Suzanne Collins **
 * 1 to 1 laptops **
 * glogster.edu accounts **
 * whiteboard **
 * venn diagrams **
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__ PART II: __

__ Teaching and Learning Sequence __ (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //** (W) ** 5.1 Students will understand that exposure to a range of texts can continue to develop skills/understandings. **(Where?) **We are learning this so that we can be more open to new ideas and our understanding skills can become more developed in reading and in life.** (Why?) //Students will be able to analyze how __The Hunger Games__ is unique from other works that they have read.// (What?) (H) ** 5.2 All students will look at a book catalogue from a book order form and will read the summaries of the different books. They will choose one that they are interested in to read more about online and will discuss how it is similar/different from __The Hunger Games__. ** (E) ** 5.3 Students will know critical details (Panem, District 12, Primrose, poisonous berries, gift giving/receiving, Gale). **(Equip) **Students will complete a venn diagram that reveals similarities/differences between __The Hunger Games__ and a novel that we have previously read.** (Explore) **Students will first work in a team, then a pair, then solo to complete their diagrams.** (Explore/Rethink) **Students will produce a poster on glogster that incorporates multimedia and explains how __The Hunger Games__ is unique from another novel that we have read as a class.** (Experience) (R) ** 5.4 Students will brainstorm as a team and will share their posters with their team for feedback. **(Rethink/Revise) **Students will also be scored using a checklist that both themselves and myself will need to fill out during the project and after the project has been completed. I will also ask them to explain/justify their poster with me by relying on the "Is that a fact?" formative assessment.** (Revise/Refine) (E) ** 5.5 Students will create a venn diagram together that they will submit to me. Also, they will need to defend their posters and reasoning based on factual information. ** (T) ** 5.6 **Visual: **Students will create a glogster poster.** Verbal: ** Students will add text to the poster and diagram and will discuss their poster orally with myself and their peers. ** Musical: ** Students will be expected to require to add music to their poster. ** Intrapersonal: ** Students will finish product and diagrams alone. ** Interpersonal: ** Students will collaborate with other students at the beginning of their project. ** Naturalist: ** Students can incorporate a nature theme to their poster if they desire. ** (O) ** 5.7 Students will be able to analyze how __The Hunger Games__ is unique from other works that they have read. **(Perspective) **Students will produce a glogster poster. Students will be given three days to complete this task.** (Organize) Day 2: ** We will begin class with a discussion about the project, a Glogster poster. Students will be able to ask questions about the website, the information required, and the checklists that will be used to grade them. After, we will explore www.glogster.edu and will work with signing in to the students' already existing accounts (because educators can add students to glogster.com). After students get to explore the site, we will begin working on the posters in class. Students will be working independently and will be searching for images, videos, and other media to insert into their poster. Depending on what students have chosen to compare and contrast within the novel, they may be including photos of nature, music, or other aspects. They will also be providing text that will explain how __The Hunger Games__ is different from another novel that they have read and how the media reflects that difference/why they chose to incorporate it into their project. During this time, I will be circulating around the room offering feedback and support for the students as well as answering any questions that they might have. **Day 3: **Students will brainstorm with their pairs and will share their posters with their pairs for feedback. Students will also be scored using a checklist that their pair partner and themselves will complete. After they have received feedback, they will be given time to further improve their posters and explore what they can do with glogster.com.** Explore, Experience, Revise, Refine, Tailors: ** //Verbal, interpersonal, intrapersonal, musical, naturalist, visual// **.
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">My classroom will be situated in clusters, with the tables clustered for groups of four. **
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Day 1 **
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">5 minutes: Students will be assigned to their team pair solo cooperative learning groups. **
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">10 minutes: Hook **
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">15 minutes: Discussion about hook **
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">30 minutes: "Is that a fact?" **
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">20 minutes: Working on Venn Diagrams **
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 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">15 minutes: Exploring Glogster/signing in **
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">50 minutes: Time for working on posters **
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Day 3: **
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">10 minutes: Check in with students about project **
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">10 minutes: Self-Evaluation **
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">15 minutes: Peer evaluation with their pair partners. **
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">35 minutes: Time for improving posters **
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">10 minutes: Check in with students about what is left to do for project/improvements that need to be made. **
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">We are doing this activity so that students will understand that exposure to a range of texts can continue to develop skills/understandings. We are learning this so that we can be more open to new ideas and our understanding skills can become more developed in reading and in life. Students will be able to analyze how __The Hunger Games__ is unique from other works that they have read. **Day 1: **Students will come into class and be separated into their cooperative learning groups. Students will the participate in the hook and will look at a book catalogue from a book order form and will read the summaries of the different books. They will choose one that they are interested in to read more about online and will discuss how it is similar/different from __The Hunger Games__ in their teams.** Where, Why, What, Hook Tailors: **//Verbal, interpersonal//**.
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">After the hook, students will be participating in the "Is that a fact?" formative assessment. They will be in their cooperative learning group teams at this point, and I will be giving a review of __The Hunger Games__ which will be partially factual and partially opinionated. After each statement, the teams will need to decide whether or not what I just said was a fact or simply an opinion. Halfway through this activity, the students will break off into their cooperative learning pairs and we will continue the activity. During this activity, we will be reviewing what students need to know; critical details (Panem, District 12, Primrose, poisonous berries, gift giving/receiving, Gale). **(See content notes) **Students will then complete a venn diagram that reveals similarities/differences between __The Hunger Games__ and a novel that they have previously read. Students will work alone to complete their diagram because it is likely that they will choose a different book than their pair partner. Students will produce a poster on glogster that incorporates multimedia and explains how __The Hunger Games__ is unique from another novel that we have read as a class. During these activities, I will be continually asking questions and checking for understanding.** Equip, Explore, Rethink, Revise, Tailors: **//Verbal, interpersonal, intrapersonal//**.
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Students will self-assess by filling out the same checklist that I will be using to grade their projects. This checklist will be completed at the beginning of Day 3, as well as for homework after day 3, since they will need to be completed before the final projects are submitted. I will be using the same checklist and will be providing written feedback on the checklist for students. Also, I will be available during all class time to look at what students have so far and offer feedback at that point. This lesson begins examining the critical details as well as the individuality that is present throughout __The Hunger Games__, both of which will be necessary factors to consider during their final lesson in this unit. **Evaluate, Tailors: **//Verbal, interpersonal, intrapersonal//**.

__ Content Notes __
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Panem: ** The country that Katniss and all of the other tributes are from. ** District 12: ** The state/region that Katniss and Peeta are from. It is a very poor district and the majority of the residents are starving - they primarily produce coal. It is located in the Virginia area of the current United States. ** Primrose: ** Katniss' little sister who originally gets chosen during the reaping and will be forced to participate in the Hunger Games. Katniss volunteers to sacrifice herself. ** Poisonous berries: ** These are ultimately what kill Foxface and what Katniss and Peeta rely on for their possible suicide attempt. They are called "nightlock berries". ** Gift giving/receiving: ** This is what Haymitch is for; giving his tributes gifts. He withholds gifts from Katniss and Peeta when they are close enough to get them theirselves. Also, he rewards Katniss for cuddling up to Peeta with gifts that they both need. This is a driving force behind her taking care of Peeta (as is the fact that he is incredibly sick and unhealthy). ** Gale: ** Katniss seems to have a more-than-friends relationship with Gale and even considers running away with him. They are hunting buddies and they have taken to spending most of their time together when they are not both providing for their families. ** Character ** : the people within __The Hunger Games__ ** Setting - ** The setting is Panem, a country that exists where the United States of America is currently. It is broken up into twelve districts and one Capitol. The residents of the Capitol live incredibly lavish lives and the rest of the districts are forced to support them. It is a country that robs from the poor to give to the rich and forces the majority of its citizens to suffer while a select group are allowed to live lavish, elaborate lives. The residents of District 12 (where Peeta and Katniss are from) suffer through poverty and do not know what it is like to not have enough to eat. Another setting is inside the arena that the Games take place in. This arena varies based upon when the Gamemakers want to make changes to the landscape. Also, no one knows where it is, but it is not far away from the Capitol. ** Plot ** : the series of events that occur throughout __The Hunger Games.__ ** Main idea: ** the idea that __The Hunger Games__ focusses on. ** Theme ** : the idea, message, or moral of a story - (there can be multiple). ** the Reaping - ** The Reaping is held annually and is when one boy and one girl tribute are selected from each of the twelve districts to attend the Games. The reaping is compulsory for anyone who is physically able to attend and those who are not present but are physically able to attend are punished severely for skipping the event. This is the 74th Reaping in Panem history. ** Tribute: ** Both a boy and a girl tribute are chosen from each of the 12 districts of Panem. These tributes are required to face off in the arena and play the Hunger Games, in which they are required to fight to the death. ** Katniss Everdeen - ** She is the protagonist of the novel. She volunteers to take the place of her sister, Primrose, when she is randomly chosen at the reaping. Katniss' father died and her mother sank into a deep depression, so Katniss became, by default, the head of the family. She is a poor girl from the seam, and is forced to hunt illegally and use the meat to barter on the black market for food and supplies for her family. She is a survivor who feels that she has been indebted to others, especially Peeta, for his kindness in providing her with burned bread (just once). Peeta is one of the last boys that Katniss wants to fight to the death with because she feels indebted to him due to his kindness. Katniss is incredibly skilled with a bow and arrow, which gave her the highest score of all of the tributes during their training. ** Peeta Mellark - ** Peeta is a baker's son and has a passion for decorating the expensive bakery cakes. Peeta once burned some bread (intentionally) so that he could give the loaves to Katniss when her family was starving. Although he is punished by his mother, he still breaks the rules to ensure that Katniss has some food in her stomach, as does her little sister. Peeta claims to have always been in love with Katniss, which will ultimately play a huge role during the Games. ** the Games - ** The Hunger Games were created as a punishment because District 13 rebelled against the Capitol. After the demise of District 13, one boy and one girl were taken from each remaining district every year and were put in an outdoor arena to survive on their own for weeks against all kinds of obstacles. The children (ages 12-18) are required to not only fight for their life, but also to fight each other until all but one of the tributes has died. People from the districts who have won the games before are required to mentor the future tributes from their District. ** Haymitch - ** He was a one of the only two previous winners from District 12 and is the only one who is still alive. This means that it is his responsibility to train both the male and female tributes that hail from District 12 every year. Although his victory has made him immensely wealthy, it has also caused him to become an alcoholic. The despair of watching tributes from his district murdered year after year has driven him to drink. His alcoholism has made him the laughing stock of all of Panem, but he pulls himself together to mentor both Katniss and Peeta and help them within the Games. ** Cato - ** Cato is a career tribute who hails from one of the richer districts, District 2. He appears to be the leader of all of the Careers (the tributes who actually want to participate in the Games every year and who have been training their whole lives to be able to participate and win). He is both ferocious and brutal as well as bloodthirsty. He has been targeting Katniss since she received the highest training score out of all of the tributes. He is Katniss and Peeta's biggest competition and is the last competitor. ** Rue - ** Rue is a girl from District 11 who is only twelve years old. She is tiny and reminds Katniss of her little sister, Primrose. She received a fairly high score during their training, and Katniss realizes that it is because Rue can jump from tree to tree. Rue teams up with Katniss and between the two, they are able to blow up the food supply of the Careers. Rue is ultimately killed by one of the Careers as Katniss tries in vain to save her. Katniss covers Rue in flowers after her death to show how much she cared about her. ** suicide attempt - ** After the announcement is made that both Peeta and Katniss will not be able to be winners of the Games, they decide that neither of them will kill the other. They decide to eat the poisonous berries, Nightlock, and kill themselves instantly. This is immediately stopped before the berries can even get to their mouths, however, by the game makers changing the rules, yet again, and both Peeta and Katniss are declared winners of the 74th Hunger Games. ** reunion - ** Katniss and Peeta were separated after they both won the Games. The first time they were allowed to see each other after was on the televised reunion. This was necessary in keeping up their faux romance and keeping both Katniss and Peeta out of trouble for upsetting the game makers with their rebellious stunts. It was essential for Katniss and Peeta to act as though their romance was real to avoid persecution. **
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__ Handouts __
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__ 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. // //__ Learning Styles __// // Clipboard: //** My clipboards will appreciate being given a copy of the checklist from the beginning of the lesson because they will have clear organization and structure for the rest of the lesson. In addition, they will have the visual directions that will provide for sequential learning during this process. ** // Microscope: //** My microscopes will appreciate the time provided for discovery learning with www.glogster.com. Also, they will appreciate being able to deeply analyze how __The Hunger Games__ compares to another novel that they have read and will be encouraged to focus on details during their comparison. ** // Puppy: //** My puppies will enjoy the supportive grouping that will be provided during the cooperative learning activity. Since I am grouping students based upon their MI strengths, they will be paired/grouped with people who have similar strengths and thought processes as themselves. This will create an encouraging atmosphere for sharing and they should feel more comfortable sharing their thoughts/ideas. ** // Beach Ball: //** The beach balls will appreciate the personal freedom that is provided in this activity. They get to create their own poster that will include their own examples, as well as choose their own novel that they want to compare __The Hunger Games__ to. This will give them a sense of choice, spontaneity, and personal ownership in their final product. ** // Rationale: //** All of the different ways that students learn will be incorporated into the lesson in various ways. Also, students will be given structured choices and alternatives that explore and interact with the content in ways that are both structured and various. **

// Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //

// Content Knowledge: //** Student will know critical details: Panem, District 12, Primrose, poisonous berries, gift-giving/gift receiving, Gale. ** // MLR or CCSS: // // Facet: //** Students will be able to analyze how __The Hunger Games__ is unique from other works that they have read. **(Perspective) // Rationale: //** By examining __The Hunger Games__ through their critical details, students will pick up on key ideas and details that will help them to determine what makes this novel unique from other literary works. They will need to reflect this learning in their Glogster posters as their summative assessment. ** // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //
 * <span style="font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">// Common Core State Standards // **
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// MI Strategies: // Visual: ** Students will create a Glogster poster. ** Verbal: ** Students will add text to the poster and diagram and will discuss their poster orally with myself and their peers. ** Musical: ** Students will be expected to require to add music to their poster. ** Intrapersonal: ** Students will finish product and diagrams alone. ** Interpersonal: ** Students will collaborate with other students at the beginning of their project. ** Naturalist: ** Students can incorporate a nature theme to their poster if they desire. ** // Type II Technology: //** Students will create a Glogster poster that examines the critical details within Suzanne Collins' __The Hunger Games__. This poster will include videos, music, text, and images that will be arranged by the student. These items will help the student explain ** // Rationale: //** By using a medium that is both visual and verbal but can be adapted to be both musical and naturalist as well, students can truly utilize the intelligences that they are strongest in for the creation of this project. Also, students will be working both intrapersonally and interpersonally, which will open them up to using even more of their intelligences. Students will have the ability to customize this project in order to use the intelligences that they are strongest in and this will make their learning experiences more powerful and permanent. **
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">how the critical details and the main ideas of the novel make it unique from other works that they have read. **

// Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. // // Summative: //** I will be evaluating each student's Glogster poster using a checklist that I have created. I will be evaluating once after the students have completed their projects, although I will be continually available to offer feedback during the creation of the posters. Also, students will be evaluating their partners from their "team pair solo" groups once and will be evaluating themselves twice. Space will be available on the checklist for students to make comments about the work and to justify (if they feel that they need to do so) their evaluation of the product. I will use the space to provide helpful feedback for my students in the form of comments. ** // Rationale: //** By using the “Is that a fact?” formative assessment and asking follow-up questions, I will be able to ensure that students are on the right track during the completion of their Venn diagrams as well as their Glogster posters. Also, it is important to ensure their understanding of __The Hunger Games__ before they start to create their posters. The amount of time provided/required for self-evaluation, peer-evaluation, and teacher-evaluation will allow me to better understand students’ perceptions of their work as well as their perceptions of each other’s work and how my perceptions may conflict with theirs. After examining this information, I will be able to adjust instruction for my future lessons. **
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">During instruction, students will be participating in the "Is that a fact?" formative assessment. During this formative assessment, I will be discussing aspects of the book and will require students to decipher between what is factual about the information that I provide and what are simply opinions of the text. This activity will not only be helpful in terms of refreshing students' memories, but it will also help them to separate what the text actually said from what we inferred about the text. Bot the "Is that a fact?" activity and the follow-up questions that will be asked are to ensure that students are on the right track both with the creation of their Venn Diagrams and with their actual Glogster poster. I want to refresh their memories and ensure their understanding before they undergo the creation of this project. **

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