S+Breton,+Lauren

**Office: Ed Center 428** **Office Phone: 867-5309** **Office Hours: Monday, Wednesday, Friday 2:30-3:30** ** E-mail: lauren.breton@maine.edu **
 * Teacher: Ms. Breton**

=Summary of Unit= My teaching unit has focused on meeting the Common Core State Standards for reading, grade 7. My domain is literature and my standard is that of Key Ideas and Details. In order to successfully meet this goal, my students will need to understand that individuals, events, and ideas develop throughout the novel that we will read, __The Hunger Games__. The students will also need to understand the central ideas within __The Hunger Games__. It is my hope that by reading such a unique novel, they will also understand that an exposure to a range of texts can continue to develop their understandings and skills in reading. Students will need to know terminology of the novel, so as to be able to effectively discuss it in class and amongst their peers. They will also need to be aware of the critical details within the novel and the important events and people that are affected by the novel. Throughout this unit, they will consider why the actions/ideas of one character affect the whole novel, how can we determine what the main ideas are within __The Hunger Games__, and how the novel relates to others we have read and discussed in class. Students will be able to show their knowledge in a variety of technical mediums as well as through class discussions. Students will be creating podcasts, blogs, digital posters, comics, online essays, and a video presentation. Through these multiple projects, they will be able to demonstrate their understanding of __The Hunger Games__ in a variety of mediums.

=Establish Goals= Common Core State Standards Content area: Reading Grade Level: Grade 7 Domain: Literature Standard: Key Ideas and Details

= = =Students will understand that= • individuals, events, and ideas develop throughout __The Hunger Games__. • there are central ideas within a text. • exposure to a range of texts can continue to develop skills/understandings.

= = =Essential Questions= • Why do the actions/ideas of one character affect the whole novel? • How do we know what the main ideas are? • How does this work relate to others we have discussed/read?

= = =Students will know= • Terminology: charater, setting, plot, climax, main idea, theme, reaping, tribute • Critical details: Panem, District 12, Primrose, poisonous berries, gift-giving/gift receiving, Gale • Important events/people: Katniss Everdeen, Peeta Mellark, Haymitch, Rue, Cato, the reaping, the Games, double suicide attempt, the reunion

= = =Students will be able to= • describe how individuals, events, and ideas develop throughout __The Hunger Games__. • evaluate how the novel would be affected if characters, events, and/or ideas were altered. • decide what the central ideas are in __The Hunger Games__. • analyze how __The Hunger Games__ is unique from other works they have read. • consider how the central ideas in __The Hunger Games__ are shown throughout the text. • reflect upon the similarities/differences of __The Hunger Games__ to other texts they have read.

**Performance Task Overview** Congratulations! You are a radio producer who has just gotten a phone call from Sirius XM Radio. They would like you to create your own version of __The Hunger Games__ for them! You have been entered in a competition with other producers but to win you must present a podcast of only one scene that has been changed for the Sirius XM Radio Board of Directors to listen to. This scene must be 3-5 minutes long and must be accompanied by an explanation that describes why the scene has been changed (since Suzanne Collins, the author, must approve all changes). You will meet with the Board of Directors for Sirius XM Radio in two weeks in Los Angeles.... Good luck!

=Expectations=
 * Attendance:** Students will be expected to attend every class and come prepared with all necessary materials. I realize, however, that life often intervenes in surprising ways. That being said, all students will be able to make up work for full credit provided that they have an absence that has been excused by a parent/guardian. If a student has an unexcused absence, they will also be able to make up work for full credit, they will just be required to stay after school with me to do so.


 * Late work:** Students should contact me immediately if they will not be able to meet a deadline. At that point, a conversation between myself and the student will take place and we will decide on the most appropriate course of action. If this becomes a habit, however, the parent(s)/guardian(s) of the student will be notified.


 * Assessments:** If students have an excused absence for a day on which an assessment took place, they will be able to make up that assessment with no penalty. If students do not have an excused absence, they will be required to make up the assessment and complete other work for me in order to receive full credit. I reserve the right to alter the questions and examples provided on tests in the event of a student's absence, although the content will remain the same.


 * Participation:** Students will be expected to participate in class discussions, class brainstorming activities, and other class activities. Each student's input is incredibly valuable and should be shared with their peers.


 * Plagiarism:** Students who have plagiarized will be disciplined according to the district's plagiarism policy. In addition, I will also personally notify the student's parent(s)/guardian(s).

=Benchmarks - Total points: 500=
 * Attendance/Participation:** (50 points) If students are present to classes, are actively participating, maintain a positive attitude, and are prepared to learn they will receive full credit. This means that students need to do more than just be present for classes; they must also contribute to group discussions, give constructive and substantial feedback to their peers, and maintain an overall positive attitude toward their learning environment. Excused absences will not result in a loss in points.


 * Homework:** (50 points) Homework is assigned because it is an important tool that assists in learning. Each homework assignment has a purpose and is given to be more than just "busy work". Since homework is such a vital tool that will be used to enhance the student's learning experience, it is expected to be thoughtfully and completely done and turned in on time.


 * Journals:** (75 points) The student's journal will be used frequently throughout this course in order to record progress and promote self-evaluation. Also, students may often be asked to begin brainstorming in their journals and to do quick, informal writing assignments in them. These journals will need to be thoughtfully completed and will be used to reveal students' growth and thought processes over the course of this class.

• **Xtranormal:** (50 points) Students will create an xtranormal presentation with two characters to show how ideas/individuals/events develop in the text. The goal of this task is to reveal the student's understanding of the text and how characters, ideas, and events develop throughout the text. Students will be able to exercise their creativity and work together with a partner on this project. They will then present it to another group of two, as well as to myself.

• **ComicLife:** (50 points) Students will create a comic that shows how the story would change if one aspect was altered. This task will reveal students' knowledge of the text and will give an opportunity to exercise their creativity and think outside the box. This activity will ultimately be a precursor to their final performance task.

• **Blog:** (50 points) Students will blog about the central ideas in __The Hunger Games__ and will comment on each others blogs about whether or not they agree and why. This activity will be another way for students to receive feedback from their peers as well as myself and will challenge them to utilize the feedback of their peers in their writing.

• **Glogster poster:** (50 points) Students will create poster that shows multiple reasons show how __The Hunger Games__ is unique. This poster will incorporate pictures, text, audio, and video. It will be based upon fact rather than opinions and will nicely transition into the persuasive essay that students will write about the text.

• **Wiki essay:** (75 points) Students will write their essay on the wiki and save often with comments to that their teacher/their peers can give feedback on their essay writing process. This task will help to enhance students' writing skills and will also give more options for other students to read their peers' work and give feedback on it.

• **Performance Task - Podcast:** (100 points) Students will create a podcast presentation of one altered scene within __The Hunger Games__. They will also provide written explanation for their changes. This task will draw upon multiple intelligences and will allow students to express themselves creatively. Also, students will be able to explore new options for the novel that they have read. Students will be expected to have fun and get creative with this assignment.

=Grading Scale=
 * A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59).