Wendy+Draft+Part+2

  General Materials:  -Poster board*  -Markers, pens, pencils*  -Tape and glue*  -Construction paper*  -Rulers*  -Scissor*  -Felt and/or cloth  Texts:  -A class set of __The Hunger Games__ by Suzanne Collins*  -“The Road Not Taken” by Robert Frost*  -A range of propaganda from a variety of locations and time periods*  Multimedia:  -Flip camera*  -YouTube (student created video will be uploaded here, if I have consent forms) <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> -Computer lab <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> -Overhead or document camera* <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> -__The Hunger Games__ movie trailer <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> -Comparing __The Hunger Games__ and “The Road Not Taken” <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> -The district debate <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> -Blue Diamond Assessment <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> -Study of Nazi and American propaganda during WWII <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> -Class Hunger Games parade <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> -Creation of propaganda posters <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> -Breakdown of the districts <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> -Literature circles <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> -__The Hunger Games__ discussions <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> -District presentations <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> -Strategy meetings <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> -Training camp activities <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> -Taking virtual field trips to each district <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> -Free writes <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> -Exit slips <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> This unit combines literature with political elements. The unit will begin with an introduction to the book and an introduction into the idea of propaganda. I am functioning under the idea that the students have no previous knowledge of propaganda, but there is defiantly room for students to present their knowledge. I want the students to really feel like they can express their ideas, opinions and knowledge, so I am prepared for certain tangents to accommodate how the students want the class to go (to a certain extent). <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> The first day will, of course, require some basic paperwork when handing out the novels to the kids and recording who has which book etc. I also want to go over the basic outline of the next several weeks with the kids, including deadlines, goals, and projects. After this I want to go over the basic definition of propaganda. I want to see what the kids know (if anything) and create a basis for many of the ideas we will explore through the book. The kids will be asked to begin reading and will most likely be required to read the first chapter over the weekend. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> Once the first chapter is completed we can begin to form an idea of what the world of Katniss Everdeen looks like. We can begin to see places in which she steps away from what she is supposed to think or do and makes her own way in the world. This chapter also introduces the idea of the hunger games as a government instituted event. We will discuss how Katniss’s life is different from the lives of the students. I want to see the students’ relationships with the characters, so we will do a free-write about the first thoughts then had when reading the chapter. I plan to sprinkle free-writes throughout the unit to see how, if at all, the students’ relationships with the characters and/or the story are changing. The students will be asked to read chapter two as homework (I originally planned to assign ten pages, but the chapter is only thirteen pages long). <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> In addition to discussing the reading assignment, students will vote for what district they would like to represent. I will provide an over view of what each district specializes in (such as coal mining, producing citrus fruit etc.) and then the students will fill out a ballet for which district they would like to represent. Of course, not everyone can get their first pick, so they will choose several and order them. I will figure out the groupings overnight. Students will complete a worksheet the outlines the main characters as they have been presented so far. This will be kept as a reference as the book develops. The students will be asked to read chapter three for homework. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> We will start the day with a free write in which the students will think about how they would react to their sibling’s name being called for the hunger games. Afterwards the students may share if they want. Then we will do an activity dealing with the propaganda surrounding the hunger games. Students be broken into groups and will look at the similarities between the spectacle of the hunger games and the spectacle in current events (such as the Olympics). Are there similarities with the propaganda? Towards the end of class we will discuss their findings about the propaganda and they will find out which district they will represent. They will be asked to read chapters four and five over the next two days. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> This is a work day. Groups are to meet to discuss how they want to create their costumes and posters. Costumes may simply be pieces of clothing from home or the students may want to create costumes or patches using felt and/or cloth (depending on availability of supplies). <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> The kids get to be creative today. I want the students to draw what they think some of the people who live in the capital look like. Then we will have a debate about whether the way they modify their bodies is thinking for themselves or following the crowd. The kids will be split into two debate sides (the concept of debate is previous knowledge). We will then have a 25-30 minute debate, where each side presents two idea and two rebuttals. They will be required to read chapters six and seven over the weekend.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Possible Unit Materials and Supplementary Texts: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Possible Activities/Instructions Strategies  **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Unit Map and Narrative **
 * // <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Day One (Lesson Plan Provided) // **
 * // <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Day Two // **
 * // <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Day Three // **
 * // <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Day Four // **
 * // <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Day Five // **
 * // <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Day Six (Lesson plan provided) // **