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THE HUNGER GAMES

Teaching Ideas



Pre-Lesson Assignment

-Read the book.
-Read Feed by M.T. Anderson
-Lead a discussion on the differences in how the use of technology and entertainment effects the protagonists in both novels.

Lesson Template                                           


 Lesson Title:   Our Own Hunger Games:  Reality TV in Our Homes




Subject:­­­­­­­­­­­­­ High School English Unit: Literature
                                                                                                         
Essential Academic Learning Requirements-(EALRs) (put number and write out):

-EALR 2: The student understands the meaning of what
is read. (Comprehension)

-EALR 3: The student reads different materials for a variety
of purposes. (Types of text: literary and informational)
                                                                                                         
Purpose (goal of lesson):

Reality TV has been a part of the entertainment world since the early days of television (Candid Camera and the Miss America Pageant) but in the 21st century there has been a tremendous growth of competitive shows and survival shows (Scholastic). My purpose is to discuss this phenomenon with respect to The Hunger Games.
Behavioral Objective (what you want students to accomplish):


-Students should be able to understand the aspects of how our popular culture is reflected in the book.
-Students should be able to argue for or against the claim above.

Time (total time) – (make sure to include time for each activity):


-1 hr. max.
Materials Needed:

-A notebook
-Pencil/Pen
-An recorded episode of Fear Factor.

Timing

Anticipatory Set (spark class interest?):


-As a class, have students generate a list of Reality TV shows they watch or know of.
-Ask questions:
                 -What is entertaining about these shows?
                 -Why and how does it appeal to audiences?

 

5-10min.

Timing for each activity
Instructional Content


-Watch an episode of the reality TV show and have students record their “gut-hits” (what are their first emotional reactions while watching the episode).









-Have students break up into groups and have them answer these questions:

                   -Share your “gut-hits” with members of your group.
                   -Do you consider this show cruel show and why?
                   -What do you think studios consider to be the entertainment                             
                    value of this show?
                   - Can you see parallels between this show and the Games?





-Have groups get together as a class and share their findings with other students and teacher.




25-30min.








15 min.











15min.


5min.
Closure (end of lesson):

-Hand out essay prompt and go over assignment with the class.
Assessment (how will you evaluate? know if students reached the objectives?:

-Watch a reality TV show on your own time at home and answer the following questions individually in your essay. What do you think studios consider to be the entertainment value of this show? Can you see parallels between this show and the Games? Use textual evidence to support your claim/opinion.
Multiple Intelligences Used in Lesson:

Howard Gardner viewed intelligence as 'the capacity to solve problems or to fashion products that are valued in one or more cultural setting' (Gardner & Hatch, 1989). He reviewed the literature using eight criteria or 'signs' of an intelligence.

-Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.

-Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.

-Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.
-Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.