UNIT PLAN TEMPLATE (adapted from Thompson Rivers University)

Unit Title: The Hunger Games: A Novel study Number of Lessons: 9 Time: (in weeks) 5 weeks (lessons
twice a week)

Name: Aylish Marchand and Kendra Doyle Subject(s): Literacy (novel study) Grade(s): 8

Rationale:

It is important to teach the struggles involved in poverty and loss. Students will learn the important of relationships, family, and honor.
Students will learn the skills to navigate in some political debates, and real world situations. This is important because some of the issues of
the novel are found in our world today.

Overview and Concept Map: (attached at back)

Prescribed Learning Outcomes:

Grade 8: GCO #1
Students will be expected to speak and listen to explore, extend, clarify,
and reflect on their thoughts, ideas, feelings, and experiences.

SCOs:
1. Consider and reflect upon the
contribution of others ideas
during discussions

2. Ask questions that probe for

accuracy, relevancy, and validity;
respond thoughtfully and
appropriately to such questions

3. State a point of view in a

convincing manner, offering
relevant information to support
that viewpoint

4. Listen carefully to identify key

points in oral presentations, and
evaluate the relevancy of
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supporting details

5. Demonstrate competence in the

frequent use of writing and
representing strategies to extend
learning; to explore their own
thoughts and consider others
ideas; to reflect on their feelings,
values, and attitudes; and to
identify problems and describe
logical solutions

Prerequisite Concepts and Skills:

Students must be familiar with chapter formats.

Students must be able to differentiate characters, plot, setting, and themes.
Students must be familiar with writing reports and conducting research.
Students will have prior group work skills.
Students will be familiar with presentations to the class.
Students will be expected to partake in class discussions and oral speaking.
Students will be familiar with Hot Seat activity.
Students are family with journaling.

Teacher Preparation Required:

Read the novel
Watch the movie
Research on vocabulary
Discuss with Social Studies teacher on topic of class struggle and poverty.
Prepare lessons and activity for Hot Seat
Find information on author for lesson.
Create vocabulary quizzes
Prepare questions and discussion to prompt student involvement
Create rubric for final project assessment.

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Resources:

25 Novels
Bristol Boards Project:
Scissors
Glue sticks
Pencil Crayons
Pictures from internet of Characters and district information to use for project
Magazines for collage assignment
Props for Hot Seat activity

Overall Unit Assessment:

Weekly chapter journals
Vocabulary quizzes
District poster project

Cross-Curricular Connections:
- Social studies
- Health / Family studies

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Overview of Lessons:
Lesson # Outcomes in lesson (a) Outcomes in Assessment Lesson Activities Materials
and Title Student Friendly Strategies (Specific to This
(time in minutes) Terms Lesson)
(b) Teaching
Strategies
Lesson #1 Considerandreflectuponthe A) Students will be Teacher will Wholegroup:Student 25 Novels
Author contributionofothersideas able to discuss pay attention willreadauthor Author bio handout
(40 Minutes) duringdiscussions ideas and ask to class biography,followedby
questions while discussion and theteachergivinga
Askquestionsthatprobefor reflecting on what students lessonaboutthe
accuracy,relevancy,andvalidity; their own have learned backgroundofthe
respondthoughtfullyand learnings. from the bio author.
appropriatelytosuchquestions B) reading.

Lesson #2 Demonstrate competence in the A) Students will be Writing Weekly Journals: 25 novels
Journals/ write frequent use of writing and able to create and assessments Student will have 25 journals
up representing strategies to extend demonstrate their for journal journal entries weekly
(40 Minutes) learning; to explore their own learnings by (Formative) after every chapter to
thoughts and consider others exploring in their check for understanding,
ideas; to reflect on their feelings, own thoughts. 5 page write and to ensure content is
values, and attitudes; and to identify They will also up read. They will be
problems and describe logical provide (summative) collected every Friday.
solutions. explanations for
their choices. 5 page write up: choose
State a point of view in a B) a favourite character and
convincing manner, offering write about if you were
relevant information to support in their shoes. What
that viewpoint would you do
differently? would you
follow their actions?

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Lesson #3 Listen carefully to identify key A) Students will be Writing Report: students will 25 novels
Plot, Themes, points in oral presentations, and able to listen to assessment: write a report on what
and setting evaluate the relevancy of explanations, and Report they believe are the 5
review supporting details gather (Summative) most important themes
(40 Minutes) understanding on within the novel.
State a point of view in a key points. This
convincing manner, offering will allow them
relevant information to support to make decisions
that viewpoint on key concepts
B)

Lesson #4 Consider and reflect upon the A) Students will be Discussion Small group discussion: 25 Novels
Reflection on contribution of others ideas able to discuss assessment: In groups, students will
relationships and during discussions ideas and ask Walk around discuss how the
personal questions while each group, relationships affect the
connections Ask questions that probe for reflecting on their listen for overall plot? what
(40 Minutes) accuracy, relevancy, and validity; own learnings. understanding relationships are most
respond thoughtfully and and come back important in the
appropriately to such questions together to story? (Share some
brainstorm ideas with class)
ideas.

Lesson #5 Ask questions that probe for A) Students will be Teacher will Whole class/ "Hot Seat" Props for
Hot Seat accuracy, relevancy, and validity; able to discuss assess activity: Each table will characters
(40 Minutes) respond thoughtfully and ideas and ask students discuss and look at a 25 novels
appropriately to such questions. questions while knowledge of character. Will then Character bios
reflecting on their characters share in "Hot seat"
Consider and reflect upon the own learnings. while in the activity the class to
contribution of others ideas B) Learning hot seat. share information about
during discussions Strategy hot their character.
seat will be
used.

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Lesson #6 Consider and reflect upon the A) Students will be Teacher will Computer Lab: students 25 novels
Research / Real contribution of others ideas able to discuss walk around to are required to find real Websites: to connect
world issues in during discussions ideas and ask ensure students world examples of the to real world lessons
the novel and questions while are on the authority figures and and authority
society today Ask questions that probe for reflecting on their proper class struggle from the lessons.
(40 Minutes) accuracy, relevancy, and validity; own learnings. websites, and book from provided Reserve computer
respond thoughtfully and writing down websites. (Discuss lab
appropriately to such questions information to similarities and Websites:
share in their connections to explain http://www.globalres
small groups. the choice) earch.ca/the-
economic-and-
Once in small Small group: Following social-crisis-
groups, teacher research lab contemporary-
will again, information, students capitalism-and-
walk around to will discuss their class-
ensure students findings in groups. struggle/5330758
have
information, http://www.wsws.or
comprehension g
, and are on
topic. https://the-
spark.net/magazine.
html

http://www.thefamo
uspeople.com/politic
al-leaders.php

Lesson #7 Consider and reflect upon the A) Students will be Teacher will Class discussion on 25 Novels
Personal view on contribution of others ideas able to discuss probe students antagonists in novel. Trump, Hitler, and
authority figures/ during discussions ideas and ask understanding (quick review of President Snow
power holders questions while through comprehension of Hitler handout / worksheet:
(40 Minutes) Ask questions that probe for reflecting on their questions. and Trump) with quotes and
accuracy, relevancy, and validity; own learnings. actions of each
respond thoughtfully and B) As a class we Class comparison of political leader
appropriately to such questions will go novel antagonists to real
through world political figures in
handout and handout. Students will
discuss. be required to identify
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 and discuss which
quotes and actions go
with which figure.
Lesson #8 Consider and reflect upon the A) Students will be Assessment on Small group: students District Project:
Oral contribution of others ideas able to listen to small group will create a collage for Scissors
communication/ during discussions. explanations, and collages: the setting of a district Glue sticks
presentation/ gather Teacher will of their choosing. Pencil
(40 Minutes) Listen carefully to identify key understanding on collect each Crayons
points in oral presentations, and key points. This students District project: Pictures from
evaluate the relevancy of will allow them collage for Students will be divided internet of
supporting details. to make decisions marking into groups of 2 (of their Characters
on key concepts. (summative) choosing) to create any and district
Demonstrate competence in the B) form of visual information
frequent use of writing and representation for the to use for
representing strategies to extend Teacher will specific district of their project
learning; to explore their own have students choosing form the
thoughts and consider others present their novel. (all districts must Magazines for
ideas; to reflect on their feelings, district have at least one collage assignment
values, and attitudes; and to identify projects, will presentation)
problems and describe logical mark on 25 Novels
solutions. presentation,
as well as
State a point of view in a visual
convincing manner, offering representations
relevant information to support (Creativity)
that viewpoint.

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