Web viewDystopian Literature. Designed by: Carly Zacharias. Length of Unit: 3 weeks. Subject/Content/Texts to be Read: The Lottery by Shirley Jackson and

ENG 398 Final Project: Teaching Unit120 points

Stearns Winter 2014: Adapted from – Understanding by Design Template 2.1 - © Grant Wiggins & Jay McTighe 2011

Dystopian LiteratureDesigned by: Carly Zacharias Length of Unit: 3 weeks

Subject/Content/Texts to be Read: The Lottery by Shirley Jackson and The Hunger Games by Suzanne Collins

Grade Level: 11

Unit Overview

“Dystopian Literature” is a three-week unit that covers the short story The Lottery by Shirley Jackson and the novel The Hunger Games by Suzanne Collins. To launch the unit, we will first discuss a common theme found in both of the texts: the way that our society continues to practice traditions that have become irrelevant as we have progressed over time. We will examine this phenomenon as well as many other defining characteristics of dystopian societies over the course of three weeks. We will also infer the authors’ meaning behind these dystopian texts as we discuss their criticisms of our current society. Lastly, we will discuss how real-life dystopias have been created as a result of utopian ideas.

The main instruction strategies that will be used are whole class discussions, group discussions, and class debates. Journal entries will be used as assessments, as well as creative essays in which students will write a story about their own dystopia, criticizing one aspect of life. Daily reading quizzes will be given as a way of inviting students to summarize the text as well as a way to assess their understanding of it.


Stage 1: Desired Results

Common Core State Standards met:

RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including where the text leaves matters uncertain.

RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)

RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

Big ideas covered in this unit:

Why does society practice outdated traditions? What makes a place ideal or imperfect? Is a utopia possible? Is a dystopia avoidable or inevitable? Downfalls of society today and what can be done to fix them

Students will think critically about what makes a place good or bad, ideal or imperfect. They will consider the abundance or the absence of human necessities and basic rights that either deems a place a utopia or a dystopia. Shirley Jackson’s short story The Lottery will provide students with an example of a dystopia that is disguised as a utopia. While reading Suzanne Collins’s The Hunger Games, students will draw connections between the futuristic, dystopian nation of Panem and their own. They will also be asked to interpret the author’s message of the text, and decide whether or not they agree with her criticisms and concerns. Lastly, students will research dystopias of the past and the present, and how they came to be.

Learning Objectives

ENG 398 Final Project: Teaching Unit120 pointsRL.11-12.5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL.11-12.6: Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.11-12.5: Develop and strengthen writing as needed by planning, revising,

While reading The Lottery and The Hunger Games, students will determine the main themes of the texts, and how they build on one another. They will also analyze the author’s choices regarding how to develop and relate elements of the story such as the authors’ choices for setting their stories in the future. Students will be able to cite strong and thorough textual evidence found throughout the texts, and they will think critically about the author’s purpose of what he or she says explicitly, as well as any underlying criticisms or concerns that must be inferred.

By working in pairs, small groups, and the class as a whole, students will participate effectively in a range of collaborative discussions to build on others’ ideas and express their own persuasively. Through class discussions, students will be able to draw evidence from the literary texts to make connections between the fictional dystopias in the texts and the real world around them. They will reflect on the real-world dystopias of the past and present such as the Holocaust and the current happenings of North Korea. During the class debate, students will evaluate a speaker’s point of view, reasoning, use of evidence, and assess his or her overall stance.

While working on the assigned essay, students will write narratives to develop imagined events using well-chosen details and structures sequences. They will produce clear, coherent writing that is appropriate to task, purpose (to criticize one aspect of life), and audience (their teacher and their peers). To help develop and strengthen writing, students will work in editing workshops in class where they will plan, revise, edit, and rewrite their essays. By using their writing journals, students will write routinely over extended time frames, which will allow for reflection on the possibility of both utopias and dystopias. In their final journal, they will use what they have learned from The Hunger Games to write an argument in which they use valid reasoning from the novel.

Unit Rationale

ENG 398 Final Project: Teaching Unit120 pointsediting, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.11-12.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.11-12.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks and purposes.

SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SL.11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Unit Rationale:

By looking closely at the defining characteristics of utopias and dystopias, I want students to clearly see the connection between them. A dystopia is not simply the opposite of a utopia; rather, it is a society characterized by oppression and misery that is propagandized as actually being a utopia. I also want students to come to the conclusion that a perfect utopian society is impossible. In order to achieve this, they must first consider how a perfect society operates. Then, they will compare that social dynamic with our own society today, and see where we fall short.

On the first day of the lesson, students answer the following questions in the writing journal: Is a dystopia inevitable? (Is a utopia possible?) I ask these questions on the first day to see how optimistic or pessimistic students are as we begin the lesson, and I want them to be able to go back and reflect on their initial views once the unit is complete. At the end of the unit, we will have a class debate on this same topic, and I want students to evaluate if/why their responses have or have not changed.

The teaching strategies employed in this unit are mostly class and group discussions, because I truly believe that they create fun, interactive learning atmospheres in which students grow. I’ve assigned about 2-3 chapters of The Hunger Games for students to read for homework every night. I have the utmost faith that students will be able to complete the reading, because the chapters are quite short and the novel itself is absolutely captivating. I would rather spend class time discussing the novel as a class rather than simply reading it.

I have also incorporated a couple assessments that allow students the freedom to be creative. I believe that interpreting Shirley Jackson and Suzanne Collins’ concerns and criticisms is just as important as allowing students to express their own. The short story that I’ve assigned will be based largely in creativity, as they need to create their own


dystopian society in which they critique one aspect of life.

Most importantly, I want students to grasp the fact that dystopias are not always fictional. Not only did Hitler and his followers spark the dystopian Holocaust that changed the world, but they did so with a utopian vision in mind: a world without Jews, homosexuals, gypsies, etc. I want students to understand that one person’s idea of a utopia will never represent everyone’s idea of a utopia, which is why a perfect society is unattainable. Furthermore, students will study actual dystopian societies of the present, and not only come to the understanding that dystopias could still happen in our world today, but that they are happening today, right now. I hope to make them aware of social and political conflicts that are going on all around the world, and how as a result, people are living in oppression.

Works Cited

Alvermann, Donna E., Victoria Ridgeway. Gillis, and Stephen F. Phelps. Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms. 7th ed. Boston, MA: Pearson, 2013. Print.

Anderson, Jeff. Mechanically Inclined: Building Grammar, Usage, and Style into Writer's Workshop. Portland, ME.: Stenhouse, 2005. Print.

Blau, Sheridan D. The Literature Workshop: Teaching Texts and Their Readers. Portsmouth, NH: Heinemann, 2003. Print.

Bomer, Randy. Building Adolescent Literacy in Today's English Classrooms. Portsmouth, NH: Heinemann, 2011. Print.

Wiggins, Grant P., and Jay McTighe. Understanding by Design. 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development, 2005. Print.


Stage 2: Unit Outline

Calendar: Outline of lessons, goals, & activities

Day Lesson Name Goal Activities Assessment

1- Monday What is a Dystopia? To show students that some societies still follow traditions that no longer have any relevance

To show students that sometimes, society needs to re-evaluate the traditions it practices

To introduce students to dystopian literature by first defining the characteristics of dystopian (and utopian) societies

PowerPoint: Traditions and Their Relevance in Society

Worksheet to go along with the PowerPoint

Jump-in reading: The Lottery

Whole-class collaboration: create a list of defining characteristics of a dystopia (and consequently, a utopia)

Homework: The Lottery reading questions

2- Tuesday Introduction to The Hunger Games

To reinforce the theme of yesterday’s lesson

To see where students stand on social and political topics

To provide students with a source of reflection after

As a class, go over The Lottery reading questions

The Hunger Games anticipation guide

Journal entry: The Hunger Games story impression

The Hunger Games anticipation guide

Journal entry: The Hunger Games story impression


the novel is finished To promote critical

thinking through prediction

3- Wednesda

y

The Hunger Games: Ch. 1-3 To prompt students to provide a summary of the assigned reading

To ensure that students have a good understanding of the setting and characters of the novel

To let students observe how/why their initial beliefs might have changed

Reading quiz Go over quiz answers as

a class Journal entry: How does

Katniss feel about the country of Panem? Why does she feel this way?

In pairs, go over the last column of the anticipation guide.

As a class, discuss any changes in opinion.

Class discussion: Setting and laws of District 12

Reading Quiz: Ch. 1-3

Journal entry Class discussion

4- Thursday



To make clear the contrast between life in District 12 and the Capitol


a class Class discussion of the

Capitol citizens’ obsessions with food and appearance.

Journal entry: Where would you rather live: District 12 or the Capitol? Make a list of pros and cons for each.


Journal entry Class discussion

5- Friday The Hunger Games: Ch. 6-7 To prompt students to identify a passage, its context,


a class


“Symbolism in The


and its importance To ensure that

students have a good understanding of the setting and characters of the novel

To make clear that Collins’ is using the people of the Capitol to represent U.S. citizens

Reading quiz Warm-up: What did you

think of Katniss’s shooting demonstration at the end of Ch. 7?

Small groups: Complete the Symbolism worksheet to draw connections between the novel’s characters and people in our world

Class discussion: symbolism

Hunger Games” worksheet – The Capitol

Small group and class discussions

6-Monday The Hunger Games: Ch. 8-10 To prompt students to identify a passage, its context, and its importance


To make clear that Collins’ is using the people of the District 12 to represent people living in third-world countries

Reading quiz Small groups: Complete

the Symbolism worksheet to draw connections between the novel’s characters and people in our world

Class discussion: symbolism


“Symbolism in The Hunger Games” worksheet – District 12

Class discussion

7-Tuesday The Hunger Games: Ch. 11-12 To prompt students to provide a summary of the assigned reading


a class Journal entry

Reading quiz: Ch. 11-12

Journal entry: What are some



To show students that Collins is also criticizing U.S. citizens’ obsession with reality television

YouTube video: Survivor Reward Challenge: Water Slaughter

Class debate: Shows like Survivor are either harmless or immoral.

competitions in our society that are similar to The Hunger Games? Why are they so entertaining?

Class debate

8-Wednesda

y



To make clear my expectations of the essay and address any questions or concerns


a class Warm-up: What are

some of our society’s biggest problems today? How can we solve them?

Class discussion: Downfalls of society today and ways to improve upon them

Explain short story assignment (go over expectations and answer questions)

Provide rubric


Class discussion

9-Thursday The Hunger Games: Ch. 16-17 To prompt students to provide a summary of the assigned reading

To ensure that


a class Warm-up: Does Katniss

really have feelings for


Worksheet: “Creating a Dystopian Society”


students have a good understanding of the setting and characters of the novel

To provide students with an opportunity to scaffold their short stories while focusing on a single critique of American society

Peeta? Have you ever been in a situation where you can relate to either Katniss or Peeta?

“Creating a Dystopian Society” worksheet

10-Friday The Hunger Games: Ch. 18-19 To prompt students to provide a summary of the assigned reading


To make clear how to correctly construct a thesis statement as well as its importance


a class Warm-up: Why does

Rue’s death affect Katniss so much? What was Collins trying to say through her death?

PowerPoint: Short Story Introductions

Journal entry


Journal entry: Draft the first 1-2 paragraphs of your short story

11-Monday The Hunger Games: Ch. 20-22

Short Story Work Day

To prompt students to provide a summary of the assigned reading

To ensure that students have a good understanding of the setting and


a class Work on short stories



characters of the novel

To allow students sufficient time to work on their stories and address any concerns they might have

12-Tuesday



To make clear the theme of defiance in the novel

To promote critical thinking through prediction


a class Warm-up: in pairs,

make a list of acts of defiance that we’ve seen up to this point in the novel

Class discussion: Defiance

Exit slip


Class discussion Exit Slip: Predict the

ending of The Hunger Games

13-Wednesda

y




a class Warm-up: What makes

a hero? Who is someone that you think of as a hero? Does Katniss qualify as a heroine? Why or why not?

In groups of 3: What


Group work Class discussion


To show students that a single person can spark incredible change

responsibilities or pressures face Katniss as she is labeled the “mockingjay”?

Class discussion: Heroes/mockingjays

YouTube video: “American Experience: Freedom Riders: The Movement

14-Thursday

Class debate: Is a dystopia inevitable?

Essay Work Day:Editing and revising

To show students that greed, power, and selfishness are the reasons why a utopia is not attainable

To promote discussion in which students can argue their positions as well as understand those of others.

To provide students with an opportunity to learn from their peers’ suggestions and improve their stories

Class debate: Is a dystopia inevitable? (Is a utopia possible?)

Journal entry: Reflect on the class debate. 1) Why is a dystopia avoidable or inevitable? OR 2) Why is a utopia possible or impossible? Have your thoughts changed since the first day of the unit? Why or why not?

Mentor text: Use a student’s story to point out excellent writing. Peer edit stories

Journal entry Rough drafts signed

by two peer editors

15-Friday Past and contemporary dystopias

To show students that dystopias have been created in the past, as a result of a utopian idea, and that they could happen again

Warm-up: What role does hope play in The Hunger Games? Can you think of a real-world example in which hope is used in the same way?

Group work “Contemporary

Dystopias” worksheet

Final draft of essays due (Rough drafts to be stapled


Pair and Share: In pairs, discuss the warm-up by comparing and contrasting answers.

YouTube video: “Hitler’s Speeches with English Substitles”

YouTube video: “Holocaust Photos”

Group work: Completion of “Contemporary Dystopias” worksheet

underneath)

Daily PlansOutline of Lessons

Title of today’s lesson: What is a Dystopia? (Monday, Day 1)

Overview: We will kick off the unit by first evaluating why our society continues to practice outdated, irrelevant traditions. We will relate those traditions to the one that is practiced in The Lottery, and discuss how sometimes, society needs to re-evaluate its choices.

Anticipated student conceptions or challenges to understanding:

My PowerPoint is full of personal stories and pictures from my own life, which could create a very laid-back, informal atmosphere. Although that is not necessarily a bad thing, it could potentially take away from the connections I’m trying to make.

Materials/Sources:

Student copies of “Traditions and Their Relevance in Society” worksheet Students copies of The Lottery by Shirley Jackson


Student copies of The Lottery reading questions

Instructional Sequence:

1. Introduce PowerPoint: “Today’s lesson will be a way to lead into the next short story we will be reading and our next unit as a whole. We’re going to be discussing why certain traditions start, if they are still relevant today, and if we should re-evaluate their place in society.”

2. Present “Traditions and Their Relevance in Society” PowerPoint (15 minutes total) This PPT will be a way to “hook” students into the unit. Students should complete the worksheet at the appropriate times during the lesson. To begin, ask students to list 5 traditions that they practice as well as their reasons on the worksheet. Once finished, have students turn to a partner and share them. Afterwards, ask for volunteers to share with the class. (5 minutes)

3. On the worksheet, have students list reasons why traditions start. Ask them to share before revealing the reasons on the PPT.4. Continue with PPT presentation. This lesson should be very interactive, so ask for a lot of participation as a way to assess

students’ understanding informally.5. At the end of the lesson, students should understand why the origins of some traditions bear no relevance in today’s society.

On their worksheet, they should list examples of ways that out society has changed certain traditions for the sake of progress.6. PPT conclusion: (Last slide) “Keep these questions in mind as we move forward in our unit of dystopian literature. In the texts

that we will be reading, The Lottery and The Hunger Games, we will see examples of oppressed societies that are blindly following outdated traditions.

7. Jump-in reading: Pass out student copies of The Lottery by Shirley Jackson. Begin reading the short story aloud. After a few paragraphs, pause, and let a student continue. Continue this process until the whole story has been read. (20 minutes)

8. As a class, create two collaborative lists on the white board of characteristics of a dystopia and a utopia. (10 minutes)9. Take away: “Remember what we’ve learned about dystopias so far. They are oppressed societies that, among other things,

might practice outdated traditions such as the one in The Lottery.10. Homework: Students should complete The Lottery reading questions worksheet, which will be due tomorrow.

Assessments: I will informally assess students’ prior knowledge about traditions through class participation during the PowerPoint. The Lottery reading questions worksheet will be collected tomorrow as a formal assessment of the reading.


Traditions and Their Relevance in Society (PowerPoint)

What are some common traditions? Individually, make a list of 5 traditions you practice. Next to each tradition, write the reason why you practice it.

Make sure the reason is not “Because I always have.” It is okay if you don’t know the real reason.

Turn to a partner and share them. Volunteers?

Why do traditions start? Religious reasons Financial reasons Holidays Superstition Family fun/inside jokes

My Traditions Carving pumpkins Homecoming dances Tailgates Easter Bunny Christmas tree


Waving to Santa

What’s wrong with this picture?(Man and woman kissing before wedding ceremony)

Benefits in Today’s Society Build anticipation Make the moment more romantic or memorable

The Real Story Marriages = Business arrangements between the father and the groom. The deal: the woman stopped being a daughter and became a wife. Why might the groom want to back out? The original purpose of the bride’s veil

Benefits in Past Society The groom did not have time to back out of the arrangement. The father had successfully provided his daughter with a rich, land-owning husband who

would provide for her. The groom received a wife (attractive or not) who would provide him with babies.

Disadvantages in Today’s Society Does this tradition still bear relevance today? Some people think this outdated tradition is chauvinistic because of its superficial roots. Are you going to practice this tradition on your wedding dayAre traditions always

right? What are some examples of our society stepping back and re-evaluating certain

traditions? Traditional marriages between a man and a woman Gender roles Racial equality

Dystopian Literature The Lottery by Shirley Jackson and The Hunger Games by Suzanne Collins When do traditions become outdated? Why might people want to change traditions? Why might they want to keep them the same? Does The Lottery or The Reaping benefit society?

ENG 398 Final Project: Teaching Unit120 points Are The Lottery and The Reaping fair?


Name: _____________________________

Date: _____________________________

Traditions and Their Relevance in Society

1. What are some common traditions that you practice? For each tradition, also list the reason why you practice it.

Tradition: Reason:

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

2. For what reasons do traditions generally start?

3. What are some examples of our society re-evaluating and changing certain traditions?

ENG 398 Final Project: Teaching Unit120 points"The Lottery" (1948)By: Shirley Jackson

The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o'clock; in some towns there were so many people that the lottery took two days and had to be started on June 2nd. But in this village, where there were only about three hundred people, the whole lottery took less than two hours, so it could begin at ten o'clock in the morning and still be through in time to allow the villagers to get home for noon dinner.

The children assembled first, of course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous play, and their talk was still of the classroom and the teacher, of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones and Dickie Delacroix-- the villagers pronounced this name "Dellacroy"--eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at rolled in the dust or clung to the hands of their older brothers or sisters.

Soon the men began to gather, surveying their own children, speaking of planting and rain, tractors and taxes. They stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed. The women, wearing faded house dresses and sweaters, came shortly after their menfolk. They greeted one another and exchanged bits of gossip as they went to join their husbands. Soon the women, standing by their husbands, began to call to their children, and the children came reluctantly, having to be called four or five times. Bobby Martin ducked under his mother's grasping hand and ran, laughing, back to the pile of stones. His father spoke up sharply, and Bobby came quickly and took his place between his father and his oldest brother.

The lottery was conducted--as were the square dances, the teen club, the Halloween program--by Mr. Summers, who had time and energy to devote to civic activities. He was a round-faced, jovial man and he ran the coal business, and people were sorry for him, because he had no children and his wife was a scold. When he arrived in the square, carrying the black wooden box, there was a murmur of conversation among the villagers, and he waved and called. "Little late today, folks." The postmaster, Mr. Graves, followed him, carrying a three- legged stool, and the stool was put in the center of the square and Mr. Summers set the black box down on it. The villagers kept their distance, leaving a space between themselves and the stool, and when Mr. Summers said, "Some of you fellows want to give me a hand?" there was a hesitation before two men. Mr. Martin and his oldest son, Baxter came forward to hold the box steady on the stool while Mr. Summers stirred up the papers inside it.

The original paraphernalia for the lottery had been lost long ago, and the black box now resting on the stool had been put into use even before Old Man Warner, the oldest man in town, was born. Mr. Summers spoke frequently to the villagers about making a new box, but no one liked to upset even as

ENG 398 Final Project: Teaching Unit120 pointsmuch tradition as was represented by the black box. There was a story that the present box had been made with some pieces of the box that had preceded it, the one that had been constructed when the first people settled down to make a village here. Every year, after the lottery, Mr. Summers began talking again about a new box, but every year the subject was allowed to fade off without anything's being done. The black box grew shabbier each year: by now it was no longer completely black but splintered badly along one side to show the original wood color, and in some places faded or stained.

Mr. Martin and his oldest son, Baxter, held the black box securely on the stool until Mr. Summers had stirred the papers thoroughly with his hand. Because so much of the ritual had been forgotten or discarded, Mr. Summers had been successful in having slips of paper substituted for the chips of wood that had been used for generations. Chips of wood, Mr. Summers had argued, had been all very well when the village was tiny, but now that the population was more than three hundred and likely to keep on growing, it was necessary to use something that would fit more easily into he black box. The night before the lottery, Mr. Summers and Mr. Graves made up the slips of paper and put them in the box, and it was then taken to the safe of Mr. Summers' coal company and locked up until Mr. Summers was ready to take it to the square next morning. The rest of the year, the box was put way, sometimes one place, sometimes another; it had spent one year in Mr. Graves's barn and another year underfoot in the post office, and sometimes it was set on a shelf in the Martin grocery and left there.

There was a great deal of fussing to be done before Mr. Summers declared the lottery open. There were the lists to make up--of heads of families, heads of households in each family, members of each household in each family. There was the proper swearing-in of Mr. Summers by the postmaster, as the official of the lottery; at one time, some people remembered, there had been a recital of some sort, performed by the official of the lottery, a perfunctory, tuneless chant that had been rattled off duly each year; some people believed that the official of the lottery used to stand just so when he said or sang it, others believed that he was supposed to walk among the people, but years and years ago this part of the ritual had been allowed to lapse. There had been, also, a ritual salute, which the official of the lottery had had to use in addressing each person who came up to draw from the box, but this also had changed with time, until now it was felt necessary only for the official to speak to each person approaching. Mr. Summers was very good at all this, in his clean white shirt and blue jeans, with one hand resting carelessly on the black box. He seemed very proper and important as he talked interminably to Mr. Graves and the Martins.

Just as Mr. Summers finally left off talking and turned to the assembled villagers, Mrs. Hutchinson came hurriedly along the path to the square, her sweater thrown over her shoulders, and slid into place in the back of the crowd. "Clean forgot what day it was," she said to Mrs. Delacroix, who stood next to her, and they both laughed softly. "Thought my old man was out back stacking wood," Mrs. Hutchinson went on, "and then I looked out the window and the kids was gone, and then I remembered it was the twenty- seventh and came a-running." She dried her hands on her apron, and Mrs. Delacroix said, "You're in time, though. They're still talking away up there."

Mrs. Hutchinson craned her neck to see through the crowd and found her husband and children standing near the front. She tapped Mrs. Delacroix on the arm as a farewell and began to make her way through the crowd. The people separated good-humoredly to let her through: two or three people said in voices just loud enough to be heard across the crowd, "Here comes your, Missus, Hutchinson," and "Bill, she made it after all." Mrs. Hutchinson reached

ENG 398 Final Project: Teaching Unit120 pointsher husband, and Mr. Summers, who had been waiting, said cheerfully. "Thought we were going to have to get on without you, Tessie." Mrs. Hutchinson

said, grinning, "Wouldn't have me leave m'dishes in the sink, now, would you. Joe?” and soft laughter ran through the crowd as the people stirred back into position after Mrs. Hutchinson's arrival.

"Well, now," Mr. Summers said soberly, "guess we better get started, get this over with, so's we can go back to work. Anybody ain't here?""Dunbar." several people said. "Dunbar. Dunbar."Mr. Summers consulted his list. "Clyde Dunbar." he said. "That's right. He's broke his leg, hasn't he? Who's drawing for him?""Me, I guess," a woman said, and Mr. Summers turned to look at her. "Wife draws for her husband." Mr. Summers said. "Don't you have a grown boy to do it for you, Janey?" Although Mr. Summers and everyone else in the village knew the answer perfectly well, it was the business of the official of the lottery to ask such questions formally. Mr. Summers waited with an expression of polite interest while Mrs. Dunbar answered."Horace's not but sixteen vet." Mrs. Dunbar said regretfully. "Guess I gotta fill in for the old man this year.""Right." Sr. Summers said. He made a note on the list he was holding. Then he asked, "Watson boy drawing this year?"A tall boy in the crowd raised his hand. "Here," he said. "I'm drawing for my mother and me." He blinked his eyes nervously and ducked his head as several voices in the crowd said things like "Good fellow, jack." and "Glad to see your mother's got a man to do it.""Well," Mr. Summers said, "guess that's everyone. Old Man Warner make it?" "Here," a voice said, and Mr. Summers nodded.

A sudden hush fell on the crowd as Mr. Summers cleared his throat and looked at the list. "All ready?" he called. "Now, I'll read the names--heads of families first--and the men come up and take a paper out of the box. Keep the paper folded in your hand without looking at it until everyone has had a turn. Everything clear?"

The people had done it so many times that they only half listened to the directions: most of them were quiet, wetting their lips, not looking around. Then Mr. Summers raised one hand high and said, "Adams." A man disengaged himself from the crowd and came forward. "Hi. Steve." Mr. Summers said, and Mr. Adams said. "Hi. Joe." They grinned at one another humorlessly and nervously. Then Mr. Adams reached into the black box and took out a folded paper. He held it firmly by one corner as he turned and went hastily back to his place in the crowd, where he stood a little apart from his family, not looking down at his hand.

"Allen." Mr. Summers said. "Anderson.... Bentham.""Seems like there's no time at all between lotteries any more." Mrs. Delacroix said to Mrs. Graves in the back row."Seems like we got through with the last one only last week." "Time sure goes fast,” Mrs. Graves said."Clark.... Delacroix" "There goes my old man." Mrs. Delacroix said. She held her breath while her husband went forward."Dunbar," Mr. Summers said, and Mrs. Dunbar went steadily to the box while one of the women said. "Go on, Janey," and another said, "There she goes.""We're next." Mrs. Graves said. She watched while Mr. Graves came around from the side of the box, greeted Mr. Summers gravely and selected a slip of

ENG 398 Final Project: Teaching Unit120 pointspaper from the box. By now, all through the crowd there were men holding the small folded papers in their large hand, turning them over and over

nervously. Mrs. Dunbar and her two sons stood together, Mrs. Dunbar holding the slip of paper."Harburt... Hutchinson.""Get up there, Bill," Mrs. Hutchinson said, and the people near her laughed."Jones.""They do say," Mr. Adams said to Old Man Warner, who stood next to him, "that over in the north village they're talking of giving up the lottery."

Old Man Warner snorted. "Pack of crazy fools," he said. "Listening to the young folks, nothing's good enough for them. Next thing you know, they'll be wanting to go back to living in caves, nobody work any more, live hat way for a while. Used to be a saying about 'Lottery in June, corn be heavy soon.' First thing you know, we'd all be eating stewed chickweed and acorns. There's always been a lottery," he added petulantly. "Bad enough to see young Joe Summers up there joking with everybody.""Some places have already quit lotteries." Mrs. Adams said."Nothing but trouble in that," Old Man Warner said stoutly. "Pack of young fools.""Martin." And Bobby Martin watched his father go forward. "Overdyke... Percy.""I wish they'd hurry," Mrs. Dunbar said to her older son. "I wish they'd hurry.""They're almost through," her son said."You get ready to run tell Dad," Mrs. Dunbar said.Mr. Summers called his own name and then stepped forward precisely and selected a slip from the box. Then he called, "Warner.""Seventy-seventh year I been in the lottery," Old Man Warner said as he went through the crowd. "Seventy-seventh time.""Watson" The tall boy came awkwardly through the crowd. Someone said, "Don't be nervous, Jack," and Mr. Summers said, "Take your time, son.""Zanini."

After that, there was a long pause, a breathless pause, until Mr. Summers, holding his slip of paper in the air, said, "All right, fellows." For a minute, no one moved, and then all the slips of paper were opened. Suddenly, all the women began to speak at once, saving. "Who is it?" "Who's got it?" "Is it the Dunbars?" "Is it the Watsons?" Then the voices began to say, "It's Hutchinson. It's Bill," "Bill Hutchinson's got it.""Go tell your father," Mrs. Dunbar said to her older son.

People began to look around to see the Hutchinsons. Bill Hutchinson was standing quiet, staring down at the paper in his hand. Suddenly. Tessie Hutchinson shouted to Mr. Summers. "You didn't give him time enough to take any paper he wanted. I saw you. It wasn't fair!"

"Be a good sport, Tessie." Mrs. Delacroix called, and Mrs. Graves said, "All of us took the same chance." "Shut up, Tessie," Bill Hutchinson said."Well, everyone," Mr. Summers said, "that was done pretty fast, and now we've got to be hurrying a little more to get done in time." He consulted his next list. "Bill," he said, "you draw for the Hutchinson family. You got any other households in the Hutchinsons?""There's Don and Eva," Mrs. Hutchinson yelled. "Make them take their chance!"

ENG 398 Final Project: Teaching Unit120 points"Daughters draw with their husbands' families, Tessie," Mr. Summers said gently. "You know that as well as anyone else."It wasn't fair," Tessie said."I guess not, Joe." Bill Hutchinson said regretfully. "My daughter draws with her husband's family; that's only fair. And I've got no other family except the kids.""Then, as far as drawing for families is concerned, it's you," Mr. Summers said in explanation, "and as far as drawing for households is concerned, that's you, too. Right?""Right," Bill Hutchinson said."How many kids, Bill?" Mr. Summers asked formally."Three," Bill Hutchinson said."There's Bill, Jr., and Nancy, and little Dave. And Tessie and me.""All right, then," Mr. Summers said. "Harry, you got their tickets back?"Mr. Graves nodded and held up the slips of paper. "Put them in the box, then," Mr. Summers directed. "Take Bill's and put it in.""I think we ought to start over," Mrs. Hutchinson said, as quietly as she could. "I tell you it wasn't fair. You didn't give him time enough to choose. Everybody saw that."Mr. Graves had selected the five slips and put them in the box, and he dropped all the papers but those onto the ground, where the breeze caught them and lifted them off."Listen, everybody," Mrs. Hutchinson was saying to the people around her."Ready, Bill?" Mr. Summers asked. And Bill Hutchinson, with one quick glance around at his wife and children, nodded.

"Remember," Mr. Summers said. "Take the slips and keep them folded until each person has taken one. Harry, you help little Dave." Mr. Graves took the hand of the little boy, who came willingly with him up to the box. "Take a paper out of the box, Davy." Mr. Summers said. Davy put his hand into the box and laughed. "Take just one paper." Mr. Summers said. "Harry, you hold it for him." Mr. Graves took the child's hand and removed the folded paper from the tight fist and held it while little Dave stood next to him and looked up at him wonderingly.

"Nancy next," Mr. Summers said. Nancy was twelve, and her school friends breathed heavily as she went forward switching her skirt, and took a slip daintily from the box "Bill, Jr.," Mr. Summers said, and Billy, his face red and his feet overlarge, near knocked the box over as he got a paper out. "Tessie," Mr. Summers said. She hesitated for a minute, looking around defiantly, and then set her lips and went up to the box. She snatched a paper out and held it behind her.

"Bill," Mr. Summers said, and Bill Hutchinson reached into the box and felt around, bringing his hand out at last with the slip of paper in it.The crowd was quiet. A girl whispered, "I hope it's not Nancy," and the sound of the whisper reached the edges of the crowd."It's not the way it used to be." Old Man Warner said clearly. "People ain't the way they used to be." "All right," Mr. Summers said. "Open the papers. Harry, you open little Dave's."

Mr. Graves opened the slip of paper and there was a general sigh through the crowd as he held it up and everyone could see that it was blank. Nancy and Bill. Jr. opened theirs at the same time, and both beamed and laughed, turning around to the crowd and holding their slips of paper above their heads.

"Tessie," Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill Hutchinson, and Bill unfolded his paper and showed it. It was blank.


"It's Tessie," Mr. Summers said, and his voice was hushed. "Show us her paper, Bill."Bill Hutchinson went over to his wife and forced the slip of paper out of her hand. It had a black spot on it, the black spot Mr. Summers had made the night before with the heavy pencil in the coal company office. Bill Hutchinson held it up, and there was a stir in the crowd.

"All right, folks." Mr. Summers said. "Let's finish quickly."

Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. The pile of stones the boys had made earlier was ready; there were stones on the ground with the blowing scraps of paper that had come out of the box Delacroix selected a stone so large she had to pick it up with both hands and turned to Mrs. Dunbar. "Come on," she said. "Hurry up."

Mr. Dunbar had small stones in both hands, and she said, gasping for breath. "I can't run at all. You'll have to go ahead and I'll catch up with you."

The children had stones already. And someone gave little Davy Hutchinson few pebbles.Tessie Hutchinson was in the center of a cleared space by now, and she held her hands out desperately as the villagers moved in on her. "It isn't fair," she said. A stone hit her on the side of the head. Old Man Warner was saying, "Come on, come on, everyone." Steve Adams was in the front of the crowd of villagers, with Mrs. Graves beside him.

"It isn't fair, it isn't right," Mrs. Hutchinson screamed, and then they were upon her.


Name: _______________________________

Date: _________________________

"The Lottery" Reading Questions

1. Why has Jackson chosen common people for her characters? Could she have chosen characters from social classes with the same effect? What is the irony of the tone of this story?

2. What seems to have been the original purpose of the lottery? What do people believe about it?

3. Is it important that the original paraphernalia for the lottery has been lost? What do you suppose the original ceremony was like? Why have some of the villages given up this practice? Why hasn't this one?

4. What is the significance of Tessie's final scream, "It isn't fair, it isn't right"? What aspect of the lottery does she explicitly challenge? (Specifically, what is she referring to what she says, “it”?)

5. What elements (such as Mrs. Hutchinson's attempt to have her daughter, Eva, draw with the family) might take on a different meaning after reading the story a second time?


6. Is the lottery a collective act of murder? Is it morally justified? Is tradition sufficient justification for such actions? How would you respond to cultures that are different from ours that perform "strange" rituals?

7. Describe the point of view of the story. How does the point of view affect what we know about the situation? How does it preserve the story's suspense?


Title of today’s lesson: Introduction to The Hunger Games (Tuesday, Day 2)

Overview: Today, we will reinforce yesterday’s lesson by reviewing and discussion The Lottery reading questions. I will also introduce the class to themes found in The Hunger Games through an anticipation guide that will double as a source of reflection after they have finished reading chapters 1-3.


Some students might have already read The Hunger Games, so I need to warn them to not spoil the book for others.

Materials/Sources:

Students copies of The Hunger Games anticipation guide Students copies of the novel The Hunger Games


1. As a class, go over The Lottery reading questions. Ask for volunteers to share their answers. (15 minutes)2. When finished, collect worksheets and connect The Lottery to The Hunger Games: “In The Lottery, we read about a society

that follows an unnecessary, outdated tradition simply for the sake of tradition. We will see this same theme in the dystopian novel, The Hunger Games, so be on the lookout.”

3. Pass out copies of The Hunger Games anticipation guide. One by one, read each statement aloud. Give students a few moments to fill out the first two boxes for each. Once finished, ask for volunteers to share their opinions. Do this until the whole worksheet (except the last column) is complete. (20 minutes)

4. Story impression – On the board, write the following words: Katniss, the Reaping, tribute, the Hunger Games, the Capitol, mockingjay, the careers, Peeta, berries. In their writing journals, have students predict the plot of the novel by writing a paragraph that incorporates all of these words. (10 minutes)

5. If students finish their story impressions, they can begin silently reading chapters 1-3 of the novel.6. Homework: “Please read chapters 1-3 of The Hunger Games and fill out the last column of the anticipation guide. Take notice

of how your initial beliefs might have changed after reading the beginning of the book. As we move along, it’s important to remember that rules and laws are all relative to each given situation.”

ENG 398 Final Project: Teaching Unit120 pointsAssessments:


The Hunger Games anticipation guide will be used to assess where students stand on politics before we start reading the novel. For homework, they will read chapters 1-3 and fill out the last column of the table, through which I can formally assess their

knowledge of the section. The story impression will be used as an informal assessment through which they can be creative as well as use critical thinking

through prediction.

Name: ________________________

Statements Agree or Disagree Explanation of your philosophy

After reading Chapters 1-3, do you feel the same or

differently from Katniss?

Older siblings need to take care of younger siblings.

Poaching is wrong.

Having children is always a good decision.

Reality television is an exciting form of entertainment.


The Hunger Games Anticipation Guide Date: ____________________

Statements Agree or Disagree Explanation of your philosophy

After reading Chapters 1-3, do you feel the same or

differently from Katniss?

There are some situations in which it is okay to break the

law.

It is never okay to kill humans.

If the government is wrong, it is the citizens’ responsibility

to do something about it.

Plastic surgery is a personal choice, and could be viewed

as a fashion statement.


ENG 398 Final Project: Teaching Unit120 pointsTitle of today’s lesson: The Hunger Games: Ch. 1-3 (Wednesday, Day 3)

Overview: Today will begin the first of many reading quizzes, which I will use to assess students’ understanding of the reading. We will also review yesterday’s anticipation guide as a class and observe any changes in thinking before discussing the first three chapters.


Some students might not be as open-minded as I would like them to be when discussing the anticipation guide. Perhaps, they will not be willing to change their views simply because the world of Panem is fictional, and in their minds, could never exist.

Materials/Sources:

Student copies of The Hunger Games Student copies of The Hunger Games Reading Quiz #1


1. Reading quiz #1 (Ch.1-3): Have students complete the quizzes individually. (5 minutes)2. After students have turned in their quizzes, go over the answers as a class. (5 minutes)3. Journal entry: How does Katniss feel about the country of Panem? Why does she feel this way? (5 minutes)4. In partners, review the last column of yesterday’s anticipation guide as a class. (10 minutes)5. As a class, make a list on the board of the setting, laws, and ways of life in District 12. (10 minutes)6. As a class, discuss any changes in opinion that students might have had after reading chapters 1-3. (20 minutes)

“Should older siblings always watch over younger siblings? Is it actually their responsibility? When did Katniss do this?” “Poaching is illegal, but why does Katniss do it? Do you think she is justified?” “What are some situations in which having children is a bad idea? Where do we see this in the novel?” “Is reality television a good form of entertainment? Is it a bit ridiculous? Could our reality tv ever escalate into something

like the Hunger Games?” “What are some possible situations in which it is okay to break the law? When do we see Katniss doing this?” “Is it ever okay to kill a person? If so, when?” “Are citizens responsible for correcting the government? Have we seen this in our society?” “Is plastic surgery artistic or vain? What does it accomplish? Would you ever get plastic surgery? Why or why not?”

7. Take away: “Most of us have changed our minds since making our initial agree/disagree responses on the anticipation guide.


Please keep this in mind as we move forward. Katniss seems like a great character, but she does break a lot of laws. However, she only breaks them because she has to. Remember that all laws and rules are relative to each unique situation.”

Assessments:

The reading quiz will be used to formally assess students’ understanding of the beginning of the novel. The journal entry will be used as an informal way to assess students’ views of the main character. Not only will they describe

how she feels, but why she feels that way, given her situation.


Name: ______________________

Date: ____________________

The Hunger Games Reading Quiz #1

Chapter 1

Katniss Everdeen lives in _______________ of the nation, _______________, in what used to be

______________________________. Katniss crawls under the electric fence to ____________ with her best friend,

________________. Afterwards, Katniss and her sister, ____________, attend the ________________ in the town square.

President ____________ explains how the Hunger Games are a punishment after a ______________ many years ago.

_____________ draws ____________’s name to be entered in the Games.

Chapter 2

______________ volunteers as tribute for _____________. The male tribute is _______________ ________________.

Katniss has a flashback to the rainy day when he threw _____________ to her.

Chapter 3

Katniss’s four visitors are: ________________, ________________, ______________, and ____________________. The tributes

head towards the __________________ by train. Katniss realizes that the pin that ________________ gave her is a

_____________________. The tributes’ mentor is _______________, who will help them both before and during the

Games.


Title of today’s lesson: The Hunger Games: Ch. 4-5 (Thursday, Day 4)

Overview: After completing a reading quiz, we will discuss the importance of the Capitol people’s obsession with food and appearance, and what it suggests about them. In a journal entry, students will weigh the positives and negatives of living in District 12 and the Capitol.


I have dedicated a total of 20 minutes of the hour to class discussion. Although I believe it is the best way to foster learning, I fear that some students will not participate.

Materials/Sources:

Student copies of The Hunger Games Student copies of The Hunger Games Reading Quiz #2


1. Reading quiz #2 (Ch. 4-5): Have students complete the quizzes individually. (5 minutes)2. After students have turned in their quizzes, go over the answers as a class. (5 minutes)3. As a class, discuss the importance of the paragraphs in which Cinna receives a meal at the push of a button, while Katniss

thinks of how long it would take her to create a similar one. (10 minutes) “What does this section imply about the Capitol people?” “Should Katniss consider herself lucky to be in the Capitol? Would you?” “Why doesn’t the Capitol share their abundance of food with the districts?”

4. As a class, discuss the importance of appearance in the Capitol. (10 minutes) “What is the importance of the tributes’ costumes during the opening ceremony?” “Why do Katniss and Peeta stand out from the other tributes?” “What effect does them holding hands have?” “What does this imply about the Capitol people?” “Explain the difference between how Katniss and Peeta look in the Capitol people’s eyes vs. how they actually are.”

5. Journal entry: Where would you rather live: District 12 or the Capitol? Make a list of pros and cons for each. (15 minutes)6. Students can begin silently reading chapters 6 and 7. (10 minutes)

ENG 398 Final Project: Teaching Unit120 pointsAssessments:

The reading quiz will be used to formally assess students’ understanding of the beginning of the novel. The journal entry will be used to informally assess students’ opinions of the novel, as well as their values. They will explain

why they would rather live in District 12, an oppressed society full of loving people, or in the Capitol, a wealthy society full of superficial people.


Name: ______________________

Date: ____________________


Chapter 4

_______________ helps clean up ________________. __________________ throws the bag of ___________________ out

the train window. Katniss remembers the time when she and her family survived off of the roots of the

________________ plant. Peeta becomes angry with Haymitch for not giving them any real advice besides

“____________________________.” After he punches Peeta, Katniss _______________________________________________ to

prevent Haymitch from drinking more liquor. As the train pulls into the Capitol, Peeta

_______________________________________________.

Chapter 5

Katniss is waxed and washed before she meets her stylist, ___________________. Unlike the other Capitol

people, he wears no makeup, except for a bit of _______________________________. He designs Katniss and Peeta’s

costumes for the opening ceremony, which will look like ___________________. He is the reason for Katniss’s

nickname, “________________________________.” Katniss and Peeta get a huge response from the crowd when they

shock everyone and decide to ______________________________.


Title of today’s lesson: The Hunger Games: Ch. 6-7 (Friday, Day 5)

Overview: After completing the reading quiz, we will build upon yesterday’s lesson while discussing whom the Capitol citizens could possibly represent, and Collins’s reasoning behind her use of symbolism.


I anticipate that some students will struggle to draw parallels between the fictional nation of Panem and the real world. I anticipate that some students will have difficulty understanding that the Capitol represents the United States.

Materials/Sources:

Student copies of The Hunger Games Student copies of The Hunger Games Reading Quiz #3 Student copies of “Symbolism in The Hunger Games- The Capitol” worksheet


1. Reading quiz #3 (Ch. 6-7): Have students complete the quizzes individually. (5 minutes)2. After students have turned in their quizzes, go over the answers as a class. (5 minutes)3. Warm-up: What did you think of Katniss’s shooting demonstration at the end of Ch. 7? Why did she do this? (5 minutes)4. Have volunteers share their responses (5 minutes)5. “Yesterday, we discussed life in both the Capitol and District 12. Today, we are going to consider why Suzanne Collins made

those characters the way they are. We’re going to look at how the author uses symbolism in the novel to represent and comment upon people and society in the real world.”

6. In groups of 3, have students complete the “Symbolism in The Hunger Games-The Capitol” worksheet. (15 minutes)7. As a class, discuss who/what students put in each column. Lead students to the conclusion that the Capitol represents the U.S.

(20 minutes) “Lots of you wrote down that the Capitol citizens are obsessed with food. They also don’t have to work for it—their meals

pop up at the push of a button. What country could the Capitol represent? (Hint: What country has the highest level of obesity?”)

“The Capitol citizens also love crazy fashion. Who in our world dresses like Effie?” (Lady Gaga, Cher, etc.) “They also have power. The Districts are completely at the mercy of the Capitol. Which country would you say is the most


powerful in the world?”8. Take-away: “Remember, although we talk about the characters like they are real people, it’s important to remember that they

are fictional—they have been created by Collins, who uses them to get her comments across to us. As we move forward, please remember who Collins is criticizing and who she sympathizes with in the real world.”

Assessments:

The reading quiz will be used to formally assess students’ understanding of the assigned reading. The warm-up will be used to informally assess students’ thoughts and responses of the novel. The worksheet will be used to assess students’ abilities to draw possible connections between Katniss’s world and their own,

as well as possible critiques/criticisms that Collins’s makes through her characters.


Name: ______________________

Date: ____________________


Identify the speaker of each quote. Explain its context and importance.

Chapter 6

“I can’t place a name or time to the girl’s face. But I’m certain of it. The dark red hair, the striking features, the porcelain white skin. But even as I utter the words, I feel my insides contracting with anxiety and guilt at the sight of her, and while I can’t pull it up, I know some bad memory is associated with her. The expression of terror that crosses her face only adds to my confirmation and unease. She shakes her head in denial quickly and hurries away from the table.”

Chapter 7

“Suddenly I’m behind the bakery and I can feel the chill of the rain running down my back, the hollowness in my belly. I sound eleven years old when I speak. ‘But only because someone helped me.’”


Name: ________________________

Date: ______________________

Symbolism in The Hunger Games – The Capitol

In groups of 3, complete the following tables. In the first column, use yesterday’s notes as a reference to list characteristics of people from the Capitol. In the second column, write who or what you think is represented in the real world through Collins’s symbolism. In the third column, explain why Collins is commenting upon them. (What is she trying to say?)

Characteristics of the Capitol citizens

Who do you think they could represent?

What is Collins saying about them?

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.


Title of today’s lesson: The Hunger Games: Ch. 8-10 (Monday, Day 6)

Overview: After completing the reading quiz, we will build upon Friday’s lesson while discussing whom the District 12 citizens could possibly represent, and Collins’s reasoning behind her use of symbolism.


I anticipate that some students will struggle to draw parallels between the fictional nation of Panem and the real world.

Materials/Sources:

Student copies of The Hunger Games Student copies of The Hunger Games Reading Quiz #4 (Ch. 8-10) Student Copies of “Symbolism in The Hunger Games – District 12” worksheet


1. Reading quiz #4 (Ch. 8-10): Have students complete the quizzes individually. (10 minutes)2. After students have turned in their quizzes, go over the answers as a class. (5 minutes)3. Have volunteers share their responses (5 minutes)4. “On Friday, we discussed how Suzanne Collins uses the people of the Capitol to represent American citizens. Today, we

are going to use the same thought process, but this time, we are going to look at who she represents through the citizens of the Districts.”

5. In groups of 3, have students complete the “Symbolism in The Hunger Games-District 12” worksheet. (15 minutes)6. As a class, discuss who/what students put in each column. Lead students to the conclusion that the Districts represent third-

world countries. (20 minutes) “You all wrote down how the people of District 12 don’t have a lot of food. What are some areas of the world where

starvation is a very real danger?” (“There are starving kids in Africa…”) “The people of District 12 are also under the control of the Capitol. What are some real societies that have little or no

power?”


7. Take away: “Now we have not only identified whom Collins is representing through the people of the Capitol and the Districts, but why she is doing so. Please keep her reasons in mind as we move forward, and when you read, do not simply read about what a character does or says. Think about why Collins made them do or say that.”

Assessments:

The reading quiz will be used to formally assess students’ understanding of the assigned reading. The worksheet will be used to assess students’ abilities to draw possible connections between Katniss’s world and their

own, as well as possible comments that Collins’s makes through her characters.


Name: ______________________

Date: ____________________



Chapter 8

“I’d been trying to use snares all summer with no success, so I couldn’t help dropping my sacks to examine this one. My fingers were just on the wire above one of the rabbits when a voice rang out. ‘That’s dangerous.’”

Chapter 9

“Betrayal. That’s the first thing I feel, which is ludicrous. For there to be betrayal, there would have to have been trust first.”

Chapter 10

“That boy just gave you something you could never achieve on your own.”


Name: ________________________

Date: ______________________

Symbolism in The Hunger Games – District 12

In groups of 3, complete the following tables. In the first column, list characteristics of the people from District 12. In the second column, write who or what you think is represented in the real world through Collins’s symbolism. In the third column, explain why Collins is commenting upon them. (What is she trying to say?)

Characteristics of District 12 citizens

Who do you think they could represent?

Why is Collins saying about them?

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.


Title of today’s lesson: The Hunger Games: Ch. 11-12 (Tuesday, Day 7)

Overview: After completing the reading quiz, we will discuss Collins’s opinions about what reality television has become, and have a debate about whether or not we agree with them.


I anticipate that some students will struggle to view reality television shows in a negative light. They are so popular, that it could be hard to see them as one step away from being barbaric, as Collins suggests.

Materials/Sources:

Student copies of The Hunger Games Student copies of The Hunger Games Reading Quiz #5 (Ch. 11-12)


1. Reading quiz #5 (Ch. 11-12): Have students complete the quizzes individually. (5 minutes)2. After students have turned in their quizzes, go over the answers as a class. (5 minutes)3. Journal entry: What are some shows or competitions in our society that are similar to the Hunger Games? Why are they so

entertaining? (10 minutes)4. Have one or two volunteers share.5. “I’m sure that almost all of you mentioned the show Survivor in your journals. I used to absolutely love that show, but

now, I have mixed feelings about it. In my opinion, I think it’s a little barbaric. One time, during a reward challenge, I remember watching a woman pull another woman’s arm out of its socket, knowing that she had had shoulder surgery before. As a person who has been through (and has spent thousands of dollars on) a total of 3 shoulder surgeries, I know that nothing—definitely not a bag of rice—is worth doing that to someone. The immunity and reward challenges are brutal, with names like ‘Basketbrawl’ and ‘Water Slaughter.’ Now, we’re going to watch a reward challenge and form our own opinions.”


6. YouTube Video: Survivor Reward Challenge: Water Slaughter (10 minutes)7. Class debate: Reality shows such as Survivor are: harmless or immoral (20 minutes)8. Lead students to the conclusion that Collins is suggesting that our reality television shows are one step below the Hunger

Games. What are some older reality TV shows? How do they compare to current ones? Are they more or less violent? Why are shows like Survivor so entertaining? How are they similar to the Games? Would you ever want to go on Survivor? What about The Challenge? Why did Collins decide to set The Hunger Games in the future?

9. Take-away: “Although shows like Survivor do not involve murder, Collins believes that they are only one step below a competition such as the Hunger Games. She set the story in the future as a warning—as a way to tell us where we are headed as our obsession with reality television and violent increase.”

Assessments:

The reading quiz will be used to formally assess students’ understanding of the assigned reading. Class participation is a way of informally assessing students’ abilities to be open-minded and consider different

opinions regarding entertainment. The class debate will be used to informally assess students’ opinions, and whether or not they align with Collins’s

beliefs.


Name: ______________________

Date: ____________________


Chapter 11

The Hunger Games begin! The tributes stand in a semicircle around the __________________ for ________ seconds before they are released. Katniss struggles to follow __________________’s instructions when she notices a ___________ that is up for grabs. Peeta seems to read her mind and _______________________________________. After fighting with a couple tributes and dodging a knife in the back, Katniss grabs a _______________ and runs toward the ________________. At night, the Capitol’s ______________ plays and the fallen tributes’ images are projected in the sky. Katniss spends the night in a ___________ and finds out that _____________ has teamed up with the _______________. She stays silent as they murder a tribute nearby.

Chapter 12

Identify the speaker of the quote. Explain its context and importance.

“So as I slide out of the foliage and into the dawn light, I pause a second, giving the cameras time to lock on me. Then I cock my head slightly to the side and give them a knowing smile. There! Let them figure out what that means!


Title of today’s lesson: The Hunger Games: Ch. 13-15 (Wednesday, Day 8)

Overview: After completing the reading quiz and warm-up, students will begin thinking creatively about the short story that they will write, which utilizes a dystopian society in order to criticize one aspect of life today.


I anticipate that a few students will struggle to brainstorm a writing topic, and many will struggle to think of how they will go about criticizing it.

I anticipate that students will be tempted to explicitly reveal which aspect of society they decide to criticize.

Materials/Sources:

Student copies of The Hunger Games Student copies of The Hunger Games Reading Quiz #6 (Ch. 13-15) Student copies of short story prompt Student copies of short story rubric


1. Reading quiz #6 (Ch. 13-15): Have students complete the quizzes individually. (5 minutes)2. After students have turned in their quizzes, go over the answers as a class. (5 minutes)3. Warm-up: What are some of society’s biggest problems today? What can be done to fix them? (10 minutes)4. Class discussion/Brainstorming session: Downfalls of society (10 minutes)5. Explain essay prompt, expectations, and rubric. Answer questions and address any concerns. (25 minutes)

Assessments:

The reading quiz will be used to formally assess students’ understanding of the assigned reading.


The warm-up and class discussion will be used to informally assess and build upon students’ ideas as they begin to think about essay topics.


Name: ______________________

Date: ____________________


Chapter 13

Katniss runs from the fire that she guesses was started by ___________________. She badly injures her hands and a fireball also grazes her ________________. When she’s soothing her wounds in a pond, she sees ________________ coming. Katniss notices that _________________ has the bow and arrows. Katniss climbs a tree to get away from them. _____________ and then ____________ try to climb after her with no success. _______________ suggests that they simply wait her out. Just before nightfall, Katniss notices _______________, who points to something above Katniss’s head.


Chapter 14

“This girl, so breathtakingly beautiful in her golden dress the night of the interviews, is unrecognizable.”

Chapter 15

“Oh,” says ____________ with a sigh, “I’ve never had a whole leg to myself before.”


Short Story: Create Your Own DystopiaAs we’ve been discussing, Suzanne Collins created the fictional, dystopian nation of Panem in order to comment upon and/or criticize our world today. She uses the citizens of the Capitol to express her negative views of American society, and uses the citizens of the Districts to portray how she views the rest of the world in comparison with the U.S.

Now, it’s your turn to get creative! I want you to think like Collins—What is one aspect of our society today that you would like to see changed? (Look at your warm-up and think back to our discussion for ideas.) Once you have your topic, you will write a 4-5 page short story in which you will criticize that aspect of life through a dystopian society. Develop a few characters that are living in this oppressed society, and explain what their daily lives look like, as well as a tradition or ritual (such as the Hunger Games). Please make clear what you are criticizing, although your explanation does not have to be explicit. In other words, do not say, “I think our society needs more equality.” Instead, maybe create a society in which people are forced to think and behave exactly the same.

Remember, this is a short story. You do not need to develop an entire novel such as The Hunger Games. If Suzanne Collins were doing this assignment, maybe she would just explain the beginning of her story—the setting of District 12, the role of the Capitol, her days spent hunting, her friends and family, and overview of the Games, and the Reaping.

Main Writing Points:

1. Criticize one aspect of American society by making a dystopian society2. Include 1-2 main characters in your short story3. Describe the setting of your story in depth (Remember, dystopian stories are

often set in the future)4. Explain one main event that is vital to your society (ex. The Reaping/The

Hunger Games)

As always, let me know if you have any questions. Good luck, and may the odds be ever in your favor!



Title of today’s lesson: The Hunger Games: Ch. 16-17 (Thursday, Day 9)

Overview: After completing the reading quiz and warm-up, students will begin to brainstorm possible short story topics.


I anticipate that some students might struggle staying on task while preparing their paper. While completing the worksheet, they need to answer every question with their critique of society in mind.

Materials/Sources:

Student copies of The Hunger Games Student copies of The Hunger Games Reading Quiz #7 (Ch. 16-17) Student copies of “Creating a Dystopian Society” worksheet


1. Reading quiz #7 (Ch. 16-17): Have students complete the quizzes individually. (5 minutes)2. After students have turned in their quizzes, go over the answers as a class. (5 minutes)3. Warm-up: Does Katniss really have feelings for Peeta? Have you ever been in a situation similar to that of either Katniss

or Peeta? (5 minutes)4. Students can use the rest of the hour to complete the “Creating a Dystopian Society” worksheet. (40 minutes)

“Remember to answer each of these questions with your specific criticism in mind. The goal is to create a foundation of your society while remaining focused on exactly what you are critiquing.”

5. If students finish early, they can begin sketching an outline of their paper in their journals.

Assessments:

The reading quiz will be used to formally assess students’ understanding of the assigned reading. The “Creating a Dystopian Society” worksheet will be used to not only help students organize their thoughts, but will

be used to allow me to assess how well they are sticking to the task.



Name: ______________________

Date: ____________________



Chapter 16

“I keep telling you, forget about him. I know where I cut him. It’s a miracle he hasn’t bled to death yet.”

Chapter 17

Describe Rue and Katniss’s relationship. Why does their alliance seem to work? Why do they trust each one another? Would you ever team up with someone if you knew it could only be a short-term agreement?


Name: ___________________________Date: ____________________________

Creating a Dystopian Society

Please use this worksheet to describe your dystopia while keeping your criticism of our society today in mind. Let me know if you have any questions!

1. Setting: Where is your society located? During which year does it take place?

2. Government: Who runs your country? 1 person? A few? How is this decision made?

3. Population:

4. Size/Layout: (Is your society big or small? What is it comprised of?)

5. Infrastructure: Is your society self-contained? (Do the inhabitants of your land all work there? Are there more societies elsewhere? Is there communication between them?)


6. Values (3) and consequences for violating values (3):

7. How are resources distributed? Are they divided equally? Do you earn what you keep?

8. Types of jobs: Are salaries the same from job to job?

9. Housing: What do homes look like? Are they all the same?

10. Education/knowledge: (Who is taught? What is taught? How is it taught?)

11. Who or what is a threat to your society? Why?


Title of today’s lesson: The Hunger Games: Ch. 18-19 (Friday, Day 10)

Overview: After completing the reading quiz and warm-up, we will discuss what makes a good short story introduction, then students will begin to brainstorm their own.


I anticipate that students might become so emotionally invested in characters like Rue that they will struggle to remember that they are Collins’ creations, and that she uses them to suggest other things—not just tell a great story.

Materials/Sources:



1. Reading quiz #8 (Ch. 18-19): Have students complete the quizzes individually. (5 minutes)2. After students have turned in their quizzes, go over the answers as a class. (5 minutes)3. Warm-up: Why does Rue’s death affect Katniss so much? What was Collins trying to accomplish through Rue’s

death? (5 minutes)4. Have one or two volunteers share their answers. Afterwards, give my opinion. (5 minutes)

“Rue reminds Katniss of Prim, correct? I think that Collins created Rue’s character to show us (and Katniss) what would have happened to Prim if Katniss had not volunteered for her.”

5. PowerPoint: Short Story Introductions (15 minutes) Use Ch. 1 of The Hunger Games as a mentor text Before revealing answers, ask students, “What do we know from this sentence?”

6. Journals: Have students write a rough draft of the first 1-2 paragraphs of their short stories, while referencing their “Creating a Dystopian Society” worksheets. (20 minutes)

7. Take-away: “Remember, although we know that Collins is criticizing society through her novel, she never explicitly


tells us this—she does it through the characters, setting, and story. That is exactly what I’m asking you to do. Be creative, stay on task, and have fun!”

Assessments:

The reading quiz will be used to formally assess students’ understanding of the assigned reading. The journal entries will be used to informally assess students’ progress as they move into writing their short stories.


Name: ______________________

Date: ____________________


Chapter 18

Describe what Katniss does to Rue’s body after her death. Why is this so monumental?

Chapter 19

1. What is the recent rule change that Claudius Templesmith has announced?

2. Who is Katniss’s remaining competition? (There are 4 people)

3. What does Katniss do to receive a gift from Haymitch?

ENG 398 Final Project: Teaching Unit120 pointsShort Story Introductions PowerPointThe Hunger Games: Chapter 1

What does Collins do? Describes the setting and characters Hints at ways of life in District 12 without fully explaining them yet Leaves readers wanting more information

First Sentence “When I wake up, the other side of the bed is cold. My fingers stretch out, seeking

Prim’s warmth but finding only the rough canvas cover of the mattress. She must have had bad dreams and climbed in with our mother. Of course, she did. This is the day of the reaping.”

Breaking it Down “When I wake up, the other side of the bed is cold. My fingers stretch out, seeking

Prim’s warmth but finding only the rough canvas cover of the mattress.”o Sisters sharing a bed – Suggests small homes or impoverished living

conditionso Rough canvas - Suggests poor living conditions

Breaking it Down “She must have had bad dreams and climbed in with our mother. Of course, she

did.”o Bad dreams – Suggests that something is troubling Prim. Something bad

is coming.o Collins has already introduced 3 characters in only 2 sentences.

Breaking it Down “This is the day of the reaping.”

o Confirms the reason for Prim’s bad dreams.o Confirms that something bad will happen today.o Hints at a main event in Katniss and Prim’s society, without fully

explaining it yet

Take-Aways Remember, for your short stories, you are basically writing something similar to

chapters 1 and 2 of the novel—not the entire Hunger Games. Try to mimic Collins by explaining the characters and setting while

simultaneously describing an oppressed society.


Title of today’s lesson: The Hunger Games: Ch. 20-22 (Monday, Day 11)

Overview: After completing the reading quiz and warm-up, students will have the rest of the hour to work on their short stories and address any concerns they might have.


I anticipate that some students might not utilize the designated work time the way that they should.

Materials/Sources:

Student copies of The Hunger Games Reading Quiz #9 (Ch. 20-22) A laptop for each student


1. Reading quiz #9 (Ch. 20-22): Have students complete the quizzes individually. (5 minutes)2. After students have turned in their quizzes, go over the answers as a class. (5 minutes)3. Warm-up: Find a partner, and describe your society in as much detail as possible. Then, let your partner guess what aspect

of life you are criticizing. After discussing possible improvements, switch roles. (10 minutes)4. Work day: Students have the rest of the hour to work on their short stories. (35 minutes)

Assessments:

The reading quiz will be used to formally assess students’ understanding of the assigned reading. The warm-up will be used as a way to informally assess whether or not students’ criticisms are clear enough for

readers to infer them.


Name: ______________________

Date: ____________________



Chapter 20

“’They’re sweet as syrup,’ he says, taking the last spoonful. ‘Syrup.’ His eyes widen as he realizes the truth.”

Chapter 21

Katniss leaves Peeta and makes it to the ___________________ for the ________________. She watches a table appear with a few __________________ on it. ____________________ immediately grabs the first one and runs away. Katniss sprints for hers, but ___________________ throws a knife at her and pins her down to the ground. ___________________ says that she is going to kill Katniss just like they killed ________________. __________________ overhears this, and kills the tribute by hitting her in the head with a ___________________. Katniss grabs her prize and runs back to the cave. Right before she passes out, Katniss sees that inside, is a _____________________________.

Chapter 22

“You don’t have much competition anywhere.”


Title of today’s lesson: The Hunger Games: Ch. 23-24 (Tuesday, Day 12)

Overview: After completing the reading quiz and warm-up, we will discuss the theme of defiance in The Hunger Games.


I anticipate that some students might not participate in the class discussion, which is why I first ask them to work in partners.

Materials/Sources:



1. Reading quiz #10 (Ch. 23-24): Have students complete the quizzes individually. (5 minutes)2. After students have turned in their quizzes, go over the answers as a class. (5 minutes)3. Warm-up: Find a partner, and create a list of all the acts of defiance we have seen up to this point in the novel. (10 minutes)4. Class discussion: Defiance. (20 minutes) On the white board, create a list of all the acts of defiance that the students came up with.

Be sure to include: Katniss and Gale’s illegal hunting The existence of the Hob The gesture of respect that the District 12 citizens give Katniss after she volunteers for Prim The symbol of the mockingjay Peeta’s hopes to keep his individuality as he enters the Games Katniss’s respectful decoration of Rue’s body

5. Ask: Why is defiance so important in this novel? (10 minutes)6. Take-away: “We have seen a lot of acts of defiance throughout this entire novel. This is a major theme in the book, because as

we’ve discussed, The Hunger Games takes place in a dystopian society. That means that the citizens are living in an oppressed, miserable society that desperately needs a positive change. Through these acts of defiance, it seems as if Suzanne Collins suggests


that defying the corruption is the only way to create a change. Also, please notice that none of these acts of defiance involve violence. No one is sinking down to the Capitol’s level to fight fire with fire. Quite often, they are peaceful and respectful, such as Katniss decorating Rue’s body. Please keep your eyes open for at least one more act of defiance in the book.”

7. Exit slip: Predict the conclusion of The Hunger Games (5 minutes)

Assessments:

The reading quiz will be used to formally assess students’ understanding of the assigned reading. The warm-up and class discussion will be used to informally assess which acts of defiance that students remember, as well as

their importance. The exit slip will be used to informally assess students’ predictions about the ending of the novel, and whether or not they

incorporated today’s lesson into their predictions.


Name: ______________________

Date: ____________________



Chapter 23

“’What? I haven’t even seen her since the first day,’ he says. ‘How could I have killed her?’In answer, I hold out the berries.”

Chapter 24

What is the last major act of defiance that we see in the novel?


Title of today’s lesson: The Hunger Games: Ch. 25-27 (Wednesday, Day 13)

Overview: After completing the reading quiz, we will connect the theme of heroes in The Hunger Games to examples of real-life heroes in our society.


I anticipate that some students will not want to participate in the class discussion, which is why I first ask them to work in groups of 3.

Materials/Sources:



1. Reading quiz #10 (Ch. 25-27): Have students complete the quizzes individually. (5 minutes)2. After students have turned in their quizzes, go over the answers as a class. (5 minutes)3. Warm-up: What makes a hero? Does Katniss qualify as a heroine? Why or why not? (10 minutes)4. In groups of 3: Discuss the following prompt: What kinds of responsibilities or pressures come with Katniss’s label of the

“mockingjay”? (10 minutes)5. Class discussion: Heroes/Mockingjays. (25 minutes) Who are some real-life heroes? What have they done for our

society? How have they done this? Make a collaborative list on the board, and be sure to include: Martin Luther King Jr. Rosa Parks Nelson Mandela Anne Frank Harriet Tubman


6. Show YouTube video: “American Experience: Freedom Riders: The Movement” (4 minutes)7. Take-away: “You have all helped to make a list of truly heroic people. These heroes or “mockingjays” have undoubtedly

changed our society for the better in many different ways. However, they all have one thing in common: defiance. How they sparked change is just as important as the change itself. They all peacefully defied the oppression that they were faced with, which caused other people to take notice, and join their cause. These heroes are real-life examples of what we saw in The Hunger Games: that a single person can spark a great change.”

Assessments:

The reading quiz will be used to formally assess students’ understanding of the assigned reading. The small group work and class discussion will be used to informally assess students’ abilities to connect the theme of

heroism found in The Hunger Games to real life, and to make connections between the two.


Name: ______________________

Date: ____________________


Chapter 25

_________________, ________________, and __________________ all run from the ________________________, which have been engineered by the Capitol to kill the tributes. They climb the ___________________ to escape, and Katniss realizes that the creatures’ __________________ resemble those of the fallen tributes. After a lot of fighting, ________________ puts ______________ in a headlock. _________________ shoots him in the _______________, and he falls to the ground. _______________ and ______________ spending the night waiting for morning when ______________ finally kills _______________. Claudius Templesmith announces that the previous rule has been revoked, so the remaining tributes attempt to eat _______________________ before being declared winners of the 74th annual Hunger Games.

Chapter 26

What is Cinna’s hidden motivation behind dressing Katniss in a simple, yellow dress?

Chapter 27


“He’s kissing me and all the time I’m thinking, Do you know? Do you know how much danger we’re in?


Title of today’s lesson: Is a dystopia inevitable? (Thursday, Day 14)

Overview: Today, we will have a class debate, addressing the following prompts: “Is a dystopia inevitable?” and/or “Is a utopia possible?” Students will also have time to peer edit one another’s short stories and make improvements.


I anticipate that some students will not want to participate in the class debate.

Materials/Sources:

Each student will need to bring a rough draft of their short story


1. Class debate: Is a dystopia inevitable/Is a utopia possible? (15 minutes) Talking points:

o Do we live in a dystopia or a utopia?o Is everyone’s idea of a dystopia/utopia the same?o What are some things that prevent a utopia from being possible?

2. Ask: “Have anyone’s initial thoughts regarding utopias and dystopias changed since Day 1 of the unit?” Have volunteers share. (5 minutes)

3. Mentor text: Use a student’s short story to point out excellent writing—introduction, grammar, creativity, etc. (5 minutes)4. Peer editing: Students will work in groups of three, and will take turns reading each group member’s short story, making

corrections and providing suggestions for improvement. (30 minutes) Remind students to sign the bottom of the papers that they edited. Each student will eventually turn in their rough draft,

complete with two signatures.5. Reminder: “We’ve spent a good amount of time editing our short stories today, so please make sure to look over your

peers’ corrections and suggestions as you touch up your stories. Your final drafts will be due tomorrow, along with your


rough drafts.”

Assessments: The class debate will be used to informally assess students’ thoughts on utopias and dystopias, and it will also be a

source of reflection for students as they consider their initial thoughts from the beginning of the unit. The signed rough drafts will be a way to formally assess whether or not students took into account their peers

suggestions and corrections while writing their final drafts.


Title of today’s lesson: Past and contemporary dystopias (Friday, Day 15)

Overview: Today, we will wrap up the entire unit by looking at real-life dystopias of the past and present. First, we will discuss how Hitler’s utopian ideas created a real-life dystopia for millions of people during the Holocaust. Afterwards, students will research a real-life dystopia of the present.


I anticipate that some students will not want to participate in the class discussion, which is why I also have them work in small groups.

Materials/Sources:

One laptop for each student 5 copies of the “Contemporary Dystopias” worksheet (1 per group) Final drafts of dystopian short stories (to be turned in)


1. YouTube video: “Hitler’s Speeches with English Subtitles” (10 minutes)2. YouTube video: “Holocaust Photos” (3 minutes)3. Class discussion (15 minutes): Lead students to the conclusion that one person’s idea of a utopia is not everyone’s idea

of a utopia. Sometimes, a utopia for one person is a dystopia for another. What are some words to describe Hitler’s speech? What was Hitler’s idea of a utopia? What was the reality of the Holocaust?

4. “Remember, the Holocaust was not that long ago. I showed you those videos to remind you that dystopias are not always fictional. In the past, we have created horribly oppressive societies that were disguised as utopias—the Holocaust is just one of them.”

5. Ask: “Do you think people could create another dystopian society?” (Allow volunteers to answer) “It may surprise some


of you that we actually have created numerous dystopian societies since the Holocaust. People are living in oppression and terror all over the world right now.”

6. Group work (15 minutes): In groups of 5, students will research a contemporary dystopia in our world today. Assign each of the 5 groups a place to research:

Sochi, Russia Central Africa North Korea Venezuela China

7. Have each group complete the “Contemporary Dystopias” worksheet. (1 per group)8. Have groups share their findings with the class (10 minutes)9. Take-away: “What I want all of you to take away from today’s lesson, and this unit, is the fact that although we don’t see

or hear about them everyday, there are real-world dystopias in our world right now. Human beings have created dystopias in the past, we currently have them in the present, and we will create more in the future. Dystopian stories such as The Hunger Games are often set in the future, as a sort of warning. Through dystopian literature, authors are saying, “This is where we are headed if we don’t change something. They are warning us against creating another Holocaust, another LRA, another North Korea, etc. At the same time, remember another theme we saw in The Hunger Games: the power of defiance. Although we’ve created dystopias, we also have the power to stop them”

Assessments: Group work and the “Contemporary Dystopias” worksheet will be used to formally assess students’ research about

real-life dystopias in our world today. Final drafts of short stories will be used to formally assess what students have learned about the defining

characteristics of dystopias.


Group members: _______________________________________________________

Date: ____________________

Contemporary Dystopias

Assigned location: __________________

1. Why might some people describe your assigned society as a dystopia?

2. Are people being oppressed? Are they living in fear? Explain.

3. Is there any major political corruption?

4. What are the living conditions like?

5. Do some people believe this society is a utopia? Who are they?

6. Are there any people/groups/organizations that are trying to improve this society? Who are they? What exactly are they doing?

Documents

Web viewDystopian Literature. Designed by: Carly Zacharias. Length of Unit: 3 weeks. Subject/Content/Texts to be Read: The Lottery by Shirley Jackson and