1. The Hunger Games Go to Slide #33

2. 2 February 2015 Learning Target:  I can analyze elements of literature by reading The Hunger Games and completing characterization charts. Expectations:  Students will keep their electronic devices put away after sustained, silent reading.  Students will actively read The Hunger Games. Reminders:  Report to the Business Lab tomorrow (3-204)  Part One Quiz on Friday 2/6

3. Agenda  Literary Theory Review  SSR  Characterization

4. Characterization Direct CharacterizationIndirect Characterization  Tells the audience what the character is like.  The audience learns about the character through his/her actions, thoughts and words, effects on others, and outward appearance.

5. Character Charts CharacterPassage and PageWhat it RevealsDirect / Indirect Narrator“The sight of him waiting there brings on a smile” (6). Katniss does appreciate her friendship and is not all cold. Indirect Katniss (narrator) Gale Prim Peeta Katniss’s Mother Peeta’s Father Find at least one passages per character and explain what each quote reveals as well as if it is direct or indirect characterization.

6. 3 February 2015 Learning Target:  I can conduct research to learn about the background of survival literature and stories by conducting internet research and creating a group powerpoint. Expectations:  Students will keep food and drink put away.  Students will use the computers for academic work only.  Students will work collaboratively and equitably. Homework:  Through CH. 4 of The Hunger Games – Part One Quiz Friday!

7. Survival Powerpoints  Research the genre of survival literature. You may research survival authors (for example, Jack London), books, movies, short stories.  You may compare and contrast different survival tales.  You may look at the evolution of survival tales (how have they changed since the ancient times).  Turn in your powerpoint to JM Student Shares > English > Sweep > Adventures When you are done, read The Hunger Games.

8. 4.0 Exemplary3.0 Accomplished2.0 Developing1.0 Beginning Content Content is accurate and information presented is in a logical order. Several interesting and relevant facts are included. Content is accurate but some information is not presented in a logical order. Some interesting and relevant facts are included. Content is questionable and information is not presented in a logical order. Relevant facts are included. Content is inaccurate and information is not presented in a logical order. Facts are irrelevant. Presentation Presentation flows well and logically and reflects extensive use of tools in a creative way. Presentation flows well and some tools are used to show acceptable understanding. Presentation is unorganized or tools are not used in a relevant manner. Presentation does not flow well and tools are not used. Insufficient number of slides are used. Mechanics No spelling or grammar errors. The text is in the authors’ own words. Minor spelling or grammar errors. The text is in the authors’ own words. Some spelling or grammar errors. The text is in the authors’ own words. Major spelling or grammar errors. The text may be copied. Artwork Excellent use of font, color, graphics, background, effects, etc. to enhance presentation. Highly appealing in style. Good use of font, color, graphics, background, effects, etc. to enhance presentation. Acceptable in style. Some use of font, color, graphics, background, effects, etc. but occasionally these distract from the presentation content. Somewhat acceptable in style. Use of font, color, graphics, background, effects, etc. but these are cluttered and often distract from the presentation content. Unacceptable in style. Works CitedThe final slide has a correct MLA format works cited. The final slide has an MLA format works cited. The final slide has a works cited.The final slide lists sources.

9. 4 February 2015 Learning Target:  I can identify common traits of survival stories by watching Cast Away and comparing it to the Hunger Games and by presenting research powerpoints. Expectations:  Students will quietly read  Students will attentively watch presentations and the movie. Homework:  Chapter 7

10. 5 February 2015 Learning Target:  I can identify common traits of survival stories by watching Cast Away and comparing it to the Hunger Games Expectations:  Students will attentively watch the movie. Homework:  Finish Part One of The Hunger Games

11. 5 February 2015  Cast Away Foreshadowing in the movie: 1. What might the song at the beginning of the movie foreshadow? 2. What is important about the protagonist’s name? 3. What is important about the protagonist’s job at Fed Ex?

12. 6 February 2015 Learning Target:  I can identify common traits of survival stories by watching Cast Away and comparing it to the Hunger Games Expectations:  Students will attentively watch the movie. Homework:  Turn in your Survival Powerpoint: JM Student > English > Sweep > Adventures

13. 9 February 2015 Learning Target:  I can identify common traits of survival stories by watching Cast Away and comparing it to the Hunger Games Expectations:  Students will attentively watch the movie. Homework:  Turn in your Survival Powerpoint: JM Student > English > Sweep > Adventures Agenda: SSR Movie

14. 11 February 2014 Learning Target:  I can identify common elements of survival stories by reading The Hunger Games and completing a graphic organizer. Expectations:  Students will work quietly and independently.  Students may listen to music through their headphones. Homework:  Read chapters 16-17 of The Hunger Games

15. Agenda 2-11  SSR  Cast Away Follow Up  “Everyday Survival”

16. Cast Away Follow Up Question sheet  Why do you think Wilson was incorporated in the film?  Why do you think the film has Chuck at the crossroads at the end?  What do you think will happen to Chuck next?

17. 13 February 2015 Learning Target:  I can analyze literature through the Marxist literary criticism by reading The Hunger Games and comparing and contrasting the lives of characters through class differences. Expectations:  Students will keep their electronic devices off after silent reading.  Students will work quietly while reading and taking their quizzes.  Students will work collaboratively and equitably with a partner.

18. What they ate  Write down some of the things Katniss, her family, the citizens of the Panem districts, and the tributes must eat to survive (use textual support).  What do the citizens of the Capitol eat (use textual support)?  How do these meals differ?  What might Collins, the author, be saying about class issues?

19. CapitolDistricts Compare and contrast life in the Capitol to life in the Districts. Use quotes and citations. Once again, what might Collins be saying about class issues in today’s world?

20. Body Paragraph Example Adhering to many of the rules in Laurence Gonzales’s “Everyday Survival” Article, Katniss increases her chances for survival. For instance, she does “the Next Right Thing” following the death of Rue, “I give myself a series of simple commands to follow, like ‘Now you have to sit up, Katniss. Now you have to drink water, Katniss.’ I act on orders with slow, robotic motions. ‘Now you have to sort the packs, Katniss’...Now you have to hunt, Katniss, I tell myself” (240- 1). By getting her brain to think sequentially with directed action, she is focusing on surviving rather than dwelling on the trials she has already faced. She is preparing herself for the next round of eventualities, which in turn will allow her to react swiftly and decisively. It may seem simplistic, but these basic commands aid Katniss in the competition. Main Idea Quote Introduction Quote Explanation

21. ScoreDescription 4 The paragraphs have topic sentences that relate to the thesis (argument), have a quotes from the novel that are introduced and properly cited (citations), and explain the significance of the quotes in relation to the topic sentence. 3 The paragraphs have topic sentences that relate to the thesis (argument), and have quotes from the novel, and explain the significance of the quotes in relation to the topic sentence. 2 The paragraphs have topic sentences that relate to the thesis (argument) and have quotes from the novel. The quotes are discussed. 1The paragraphs have topic sentences that relate to the thesis (argument). The paragraphs have quotes from the novel that support the thesis statement. Using The Hunger Games as evidence, write a paragraph arguing Collins’s view on class issues.

22. 2 October 2014 Learning Target:  I can identify common elements of survival tales by reading The Hunger Games and completing graphic organizers. Expectations:  Students will have electronic devices out only during silent reading.  Students will work quietly and independently for the first part of the period.  Students will work collaboratively and equitably on their worksheet. Homework:  Read Chapter 19 of The Hunger Games

23. A dystopia is a community or society, usually fictional, that is in some important way undesirable or frightening. Read each descriptor of a dystopian society and find textual evidence that supports it in The Hunger Games. Cite specific examples and page numbers. Pressure to Conform Urban Setting Isolation of Characters Totalitarian Government Hero Questions Society Backstory of war, revolution, and destruction.

24. 6 October 2014  “Everyday Survival” and Sheet

25. 7 October 2014 Learning Target:  I can develop an interpretation of a story by inferring from passages. Expectations:  Students will read quietly and independently.  Students will keep their electronic devices put away after silent reading.  Students will work collaboratively on analyzing the novel. Homework:  The Hunger Games Chapter 23

26. Find evidence in the text to support each of the following claims regarding the relationship between Katniss and Peeta. Cite your support The relationship is realThe relationship is false

27. 8 October 2014 Learning Target:  I can develop an interpretation of a story by inferring from passages.  I can develop an argument that considers the opposing point of view. Expectations:  Students will work collaboratively on analyzing the novel.  Students will work independently on their writing. Homework:  The Hunger Games Chapter 24 Agenda:  Paper Rubric  “Everyday Survival” Closure  Relationship Writing

28. 9 October 2014 Learning Target:  I can develop an argument that considers the opposing point of view. Expectations:  Students will work independently on their writing. Homework:  The Hunger Games Chapters 25-26 Agenda:  SSR  Paragraphs

29. Follow Up Writing  Pick a side, is the relationship real or false? Using your chart, in two body paragraphs justify your claim and explain why the opposing claim is incorrect.  Make sure that you explain how your chosen quotes prove the position.

30. 10 October 2014 Learning Target:  I can develop an argument that considers the opposing point of view. Expectations:  Electronic Devices will be put away.  Students will work collaboratively and supportively to critique paragraphs.  Students will work independently on their writing. Homework:  Finish reading The Hunger Games / Continue working on your papers (Library Lab next week) – Part 3 Quiz on Monday Agenda:  Kahoot Review  Paragraph Sharing  Paragraph Revising

31. Paragraph Sharing  In your group, pass your paragraphs clockwise. Read the paragraphs, and using the rubric on the next slide, score the paragraph (4-0) and place the number in the upper right corner. When you receive your paragraphs back, find your average score. Each group will then share one person’s paragraphs with the class, so choose wisely.

32. ScoreDescription 4 The paragraphs have topic sentences that relate to the thesis (argument), have a quotes from the novel that are introduced and properly cited (citations), and explain the significance of the quotes in relation to the topic sentence. 3 The paragraphs have topic sentences that relate to the thesis (argument), and have quotes from the novel, and explain the significance of the quotes in relation to the topic sentence. 2 The paragraphs have topic sentences that relate to the thesis (argument) and have quotes from the novel. The quotes are discussed. 1The paragraphs have topic sentences that relate to the thesis (argument). The paragraphs have quotes from the novel that support the thesis statement.

33. Body Paragraph Example Adhering to many of the rules in Laurence Gonzales’s “Everyday Survival” Article, Katniss increases her chances for survival. For instance, she does “the Next Right Thing” following the death of Rue, “I give myself a series of simple commands to follow, like ‘Now you have to sit up, Katniss. Now you have to drink water, Katniss.’ I act on orders with slow, robotic motions. ‘Now you have to sort the packs, Katniss’...Now you have to hunt, Katniss, I tell myself” (240- 1). By getting her brain to think sequentially with directed action, she is focusing on surviving rather than dwelling on the trials she has already faced. She is preparing herself for the next round of eventualities, which in turn will allow her to react swiftly and decisively. It may seem simplistic, but these simple commands aid Katniss in the competition. Main Idea Quote Introduction Quote Explanation

34. 7 October 2015 Learning Target:  I can properly use MLA format in a written paper. Expectations:  Students will keep food and drink put away.  Students will use the computers for academic work only. Homework:  Finish your literary theory paper by 10/12

35. Header  Should only be your last name and page number on the right.

36. Paragraph  Set line spacing to “Double”  Check to make sure that both “Before” and “After” are set to “0 pt” (a failure to do this will mean a loss of points).

37. Heading and Title In the upper left: Your Name Ms. Nieland Adventures in Literature Date Title (centered), remember to give it a title that shows insight into your paper and to italicize the title of the novel.

38. Quotations and Citations  When you quote or paraphrase the novel, immediately after the quote (or paraphrase) use parenthesis and page number(s). “In the Capitol they call it the Launch Room. In the districts, it’s referred to as the Stockyard. The place animals go before slaughter” (Collins 144). Or …The place animals go before slaughter” (144). Notice, there is no period right before the last quotation mark.  At the end of your paper, put a works cited entry: Collins, Suzanne. The Hunger Games. New York: Scholastic, 2008. Print.