The Hunger Games
Thematic Unit
Joni Taylor
Novel Thematic Unit
RDNG 4241
Spring 2013
1/1/2013
The Hunger Games Thematic Unit 2013
The Hunger Games: A Summary
The Hunger Games, by Suzanne Collins, is a dystopian novel that takes place in
Panem, a nation that has risen from the ashes of the self-destructed United States.
(Collins, 2008) In this unhappy future, the Capitol (positioned in the Rockies) is
surrounded by 13 Districts, which are heavily regimented by the Capitol. As punishment
for an uprising 74 years prior to the beginning of the novel, the Treaty of Treason
demands a randomly chosen male and female tribute from each District. These teenage
tributes are then thrown into the arena of the Hunger Games, where they fight to the
death.
Our unlovable heroine, Katniss, volunteers as tribute of District 12 to replace her
younger sister, Prim. Katniss is joined by the baker’s son, Peeta, who bestowed upon
Katniss a life-changing kindness years before. Katniss’s advantage once the Games begin
is the fact that she has been hunting to provide food for her family for several years. She
climbs trees easily and uses a bow and arrow to her great advantage.
The book follows Katniss, Peeta, and the other tributes through the Games. The
characters struggle with ideas of power (both personal and political), poverty, love, and
the role of media in society. The book concludes with Katniss unwittingly setting the
stage for a rebellion against the Capitol.
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The Hunger Games Thematic Unit 2013
The Hunger Games Reading Schedule for Mrs. Taylor’s
8th Grade Classroom
Week 1:
Part 1, Chapters 1-5, Section Assessment





Reading/Language Arts:
Begin portfolio (journal, vocabulary, project information, etc…)
Daily journal with prompts
Vocabulary collection
Begin character map
 Math:
 Odds and probability
 Social Studies:
 Geography
 Science:
 Appalachian ecosystem
Week 2:
Part 1, Chapters 6-9, Unit 1 Assessment






Reading/Language Arts:
Portfolio
Daily journal with prompts
Vocabulary collection
Character mapping
Setting, Tone, Mood

Math:
 Social Studies:
 U. S. Government (current U.S. gov’t, democracy, totalitarianism, federal control)
 Science:
 Ecosystems around the US
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The Hunger Games Thematic Unit 2013
Week 3:
Part 2, Chapters 10-14, Section Assessment






Reading/Language Arts:
Portfolio
Daily journal with prompts
Vocabulary collection
Character mapping
Figurative language, descriptive language, symbolism
 Math:
 Social Studies:
 Continuation of U.S. government (propaganda, war posters)
 Science:
 Biology and life science (how much damage can a body withstand, wilderness
survival)
Week 4:
Part 2, Chapters 15-19, Unit 2 Assessment
Week 5:
Part 3, Chapters 20-24, Section Assessment
Week 6:
Part 3, Chapters 25-29, Unit 3 Assessment
Week 7:
End of book assessment
Project presentation
Screen film
Grading:
Journal
Completed Portfolio (journal entries, vocabulary, related handouts/notes, project ideas)
Quizzes/Tests
Related Activities
Project
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The Hunger Games Thematic Unit 2013
The Hunger Games Vocabulary Week 1
1. Supple- moving and bending with ease
2. Forage- the act of searching for food and provisions
3. Venture- proceed somewhere despite the risk of possible
dangers
4. Execute- murder in a planned fashion
5. Incite- provoke or stir up
6. Ration- a fixed portion that is allowed
7. Apothecary- a health professional trained in the art of preparing
and dispensing drugs
8. Remedy- a medicine or therapy that cures disease or relives pain
9. Devoted- zealous in devotion or affection
10. Compliment- a remark expressing admiration
11. Meager- deficient in amount or quality or extent
12. Cumulative- increasing by successive addition
13. Mandatory- required by rule
14. Tribute- something given or done as an expression of esteem
15. Treaty- a written agreement between two states or sovereigns
16. Treason- a crime that undermines the offender’s government
http://www.vocabulary.com/lists/148645#view=notes
(Thinkmap, Inc., 2013)
Instructor Notes: Students are given the words only, with access to the vocabulary.com
or other resources. They are expected to write the words in a designated section of their
portfolio. Students are expected to use vocabulary when composing journal entries.
Accommodations: Students can explore the words more thoroughly on vocabulary.com
(and listen to pronunciation). Selected words can be removed (remedy, apothecary,
cumulative, meager…). Students can be given this list, if writing the words and
definitions is a problem.
8.1.06 Expand reading vocabulary.
(TN Department of Education, 2013)
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The Hunger Games Thematic Unit 2013
The Hunger Games Vocabulary Quiz Week 1
Supple
Incite
Devoted
Mandatory
Forage
Ration
Compliment
Tribute
Venture
Apothecary
Meager
Treaty
Execute
Remedy
Cumulative
Treason
Write the vocabulary word that matches each definition.
***Each vocabulary word will only be used once.
1. A medicine or therapy that cures disease or relieves pain
_______________________________________
2. Deficient in amount or quality or extent _______________________
3. Moving and bending with ease ________________________________
4. A fixed portion that is allowed ________________________________
5. A written agreement between two states or sovereigns
________________________________________
6. Zealous in devotion or affection _______________________________
7. Increasing by successive addition _____________________________
8. A health professional trained in the art of preparing and
dispensing drugs ____________________________________________
9. Required by rule ____________________________________________
10. The act of searching for food and provisions
_________________________________________
11. A remark expressing admiration _____________________________
12. Proceed somewhere despite the risk of possible dangers
__________________________________________
13. Something given or done as an expression of esteem
__________________________________________
14. Provoke or stir up ____________________________________________
15. A crime that undermines the offender’s government
__________________________________________
16. Murder in a planned fashion __________________________________
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The Hunger Games Thematic Unit 2013
The Hunger Games Vocabulary Quiz Week 1 (Modified)
Supple
Incite
Devoted
Mandatory
Forage
Ration
Compliment
Tribute
Venture
Apothecary
Meager
Treaty
Execute
Remedy
Cumulative
Treason
Circle the vocabulary word that matches each definition.
***Each vocabulary word will only be used once.
1. A medicine or therapy that cures disease or relieves pain
Remedy
Meager
2. Deficient in amount or quality or extent
Mandatory
Meager
3. Moving and bending with ease
Supple
Forage
4. A fixed portion that is allowed
Incite
Ration
5. A written agreement between two states or sovereigns
Treason
Treaty
6. Zealous in devotion or affection
Devoted
Execute
7. Increasing by successive addition
Incite
Cumulative
8. A health professional trained in the art of preparing and dispensing drugs
Apothecary
Remedy
9. Required by rule
Mandatory
Incite
10. The act of searching for food and provisions
Forage
Tribute
11. A remark expressing admiration
Incite
Compliment
12. Proceed somewhere despite the risk of possible dangers
Forage
Venture
13. Something given or done as an expression of esteem
Tribute
Treason
14. Provoke or stir up
Incite
Devoted
15. A crime that undermines the offender’s government
Devoted
Treason
16. Murder in a planned fashion
Execute
Forage
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The Hunger Games Thematic Unit 2013
The Hunger Games Quiz Week 1
Fill in the blank
1.
In what country does The Hunger Games take place?
_____________________________________________________________
2. Who is Katniss’s best friend in her District?
___________________________________________________________
3. What District does Katniss live in?
___________________________________________________________
4. With whom does Katniss live?
___________________________________________________________
5. Who is the mentor for Katniss and Peeta?
____________________________________________________________
6. How does Katniss support her family?
____________________________________________________________
7. How does Katniss know Peeta before the Games?
____________________________________________________________
8. What skill does Katniss possess that gives her an advantage in the Games?
____________________________________________________________
9. Why does Katniss take Prim’s place at the Reaping?
____________________________________________________________
10. Who does Katniss refer to as “the Careers”?
_____________________________________________________________
1.08 Use active comprehension strategies to derive meaning while reading and to check for
understanding after reading
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The Hunger Games Thematic Unit 2013
The Hunger Games Quiz Week 1 Answer Key
Fill in the blank
1.
In what country does The Hunger Games take place?
____Panem__________________________________________
2.
Who is Katniss’s best friend in her District?
____Gale____________________________________________
3.
What District does Katniss live in?
____District 12__________________________________________
4.
With whom does Katniss live?
____Her mother and sister, Prim____________________________________
5.
Who is the mentor for Katniss and Peeta?
____Haymitch_______________________________________
6. How does Katniss support her family?
_____Hunting illegally______________________________________
7.
How does Katniss know Peeta before the Games?
______He gave her bread when she was starving__________________
8. What skill does Katniss possess that gives her an advantage in the Games?
_____Bow and arrow___________________________________
9. Why does Katniss take Prim’s place at the Reaping?
_____Because she is protective older sister; because Prim is weaker_______
10. Who does Katniss refer to as “the Careers”?
Tributes from districts closer to the Capitol who are trained from an early age
Modifications: verbal testing, extended time, alternate multiple choice test if necessary
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The Hunger Games Thematic Unit 2013
The Hunger Games Writing Prompts Week 1
Chapter 1
1. Describe District 12.
2. What illegal activity does Katniss participate in doing? Why does she need to do
this?
3. What is the reaping? Do you think this practice is fair? Explain.
Chapter 2
1. How does Katniss save her sister from the reaping?
2. What kind of person do you think Peeta is? What evidence from the book led you
to come to this conclusion?
Chapter 3
1. What instructions does Katniss leave for her mother?
2. What advice does Gale give Katniss about surviving the games?
Chapter 4
1. Do you think Haymitch will be helpful as a mentor? Why or why not?
2. What does Katniss mean when she says: “A Kind Peeta Mellark is far more
dangerous to me than an unkind one”?
Chapter 5
1. In the Capitol, people are dressed flamboyantly. How is this reflected in the
Games?
2. Compare and contrast life in the Capitol to life in District 12.
http://novelnovice.com/2012/03/20/the-hunger-games-study-guide-questionschapters-1-27/
(Novel Novice, 2012)
8.1.08 Use active comprehension strategies to derive meaning while reading and
check for understanding after reading.
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The Hunger Games Thematic Unit 2013
The Hunger Games Writing Prompts Instructions and Rubric
For each chapter, pick at least one writing prompt. Write 2-3 paragraphs
about each chapter. You may write 3 paragraphs using one prompt, or you
may use several prompts to write a description of the chapter. The prompts
are ideas to get you started. I expect quality writing for every journal entry,
since this will count as part of your grade for this unit. Include your writing
in the “journal” section of your portfolio. You will receive a weekly grade
based on the following rubric.
http://rubistar.4teachers.org/index.php?ts=1360861482
(ALTEC at University of Kansas, 2008)
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The Hunger Games Thematic Unit 2013
Teacher Name: Mrs. Taylor
Student Name:
CATEGORY
________________________________________
4
3
Focus
Topic/subject is
clear, though it
may/may not be
explicitly stated.
Topic/subject is
Topic/subject may be
generally clear though vague.
it may not be
explicitly stated.
Topic/subject is unclear or
confusing.
Organization
Organizational
structure establishes
relationship
between/among
ideas/events.
Organizational
structure establishes
relationships between
ideas/events, although
minor lapses may be
present.
Organizational
structure establish
some relationship
between/among some
of the ideas/events. The
structure is minimally
complete.
Organizational structure
does not establish
connection between/among
ideas/events. The overall
stucture is incomplete or
confusing.
Support
Support information
is related to and
supportive of the
topic/subject.
Support information
has minor weaknesses
in relatedness to
and/or support of the
topic/subject.
Support information
has major weaknesses
in relatedness to
and/or support of the
topic/subject.
An attempt has been made
to add support information,
but it was unrelated or
confusing.
Vocabulary
Exhibits skillful use
of vocabulary that is
precise and
purposeful. Uses 5
or more vocabulary
words in correct
context.
Exhibits reasonable
use of vocabulary that
is precise and
purposeful. Uses 3-4
vocabulary words in
correct context.
Exhibits minimal use of
vocabulary that is
precise and purposeful.
Uses 1-2 vocabulary
words in correct
context. Uses several
vocabulary words, but
not in correct context.
Lacks use of vocabulary that
is precise and purposeful.
Uses no vocabulary words.
Uses vocabulary words
incorrectly throughout.
Conventions
Correct use of
grammar, spelling,
and punctuation.
1-3 grammar, spelling, 4-5 grammar, spelling,
or punctuation
or punctuation
mistakes.
mistakes.
Fluency
Demonstrates
skillful sentence
fluency (varies
length, good flow
rhythm, and varied
structure).
Demonstrates
reasonable sentence
fluency.
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2
1
More than 5 grammar,
spelling, or punctuation
mistakes.
Demonstrates minimal Sentence fluency is lacking.
sentence fluency.
The Hunger Games Thematic Unit 2013
The Hunger Games Character Mapping
As a group, we will keep a graphic organizer to identify the characters in the
novel. We will keep a poster displayed and add new characters as they are
introduced. Use sticky notes to add ideas about the characters as we read. We
will discuss your ideas and include many of them on our map. Ask: Who is this
character? Why is he/she important to the story? What is his/her relationship
with Katniss?
8.1.08 Use active comprehension strategies to derive meaning while reading and
check for understanding after reading.
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The Hunger Games Thematic Unit 2013
The Hunger Games Character Mapping Example
Haymitch
Prim
Katniss
Peeta
Katniss’s Mother
Gale
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The Hunger Games Thematic Unit 2013
The Hunger Games Geography
Part 1
The Hunger Games takes place in the country of Panem, which is a nation that rises from
the implied destruction of the United States. Work with a partner (or group) to complete
the U.S. map. Use textbook pages ###-### to help you. Fill in all states, major rivers,
mountain ranges, etc. Use a dark marker to section the country into regions (the
Southwest, the Northeast…).
Part 2
Using the U.S. map, your prior knowledge, and the websites listed below, work with a
partner to create a map of Panem. Consider the local natural resources. District 4, for
example, is known for fishing. This District is most likely not located in a desert climate.
The 2nd and 3rd books in the trilogy give better descriptions of the Districts, but these
websites should be a big help.
http://wiki.answers.com/Q/What_did_each_district_in_The_Hunger_Games_repr
esent
http://www.hungergameslessons.com/2011/01/my-updated-map-of-panemhunger-games.html
http://thehungergames.wikia.com/wiki/Panem
Keep in mindThere is no right or wrong answer on part 2. Please use (but don’t copy) the resources
available.
That being said, I still expect high quality work. Think of this as a persuasive essay, with
fewer words. You should have sound reasoning behind your map.
8.3.01 Understand how to use maps, globes, and other geographic representations, tools,
and technologies to acquire, process, and report information from a spatial perspective.
8.3.02 Know the location of places and geographic features, both physical and human, in
Tennessee and in the United States.
(TN Department of Education, 2013)
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The Hunger Games Thematic Unit 2013
The Hunger Games: The United States (label the states)
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The Hunger Games Thematic Unit 2013
The Hunger Games: Panem (create the Districts of Panem)
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The Hunger Games Thematic Unit 2013
The Hunger Games Probability
Use the dice to see if the odds are in your favor.
Name:_________________________________________________
Age:___________________ (preselected according to your group)
How many times will your name go in this year?_______________
(12=1; 13= 1+2; 14=3+3; 15=7+4…)
Your family’s economic status:_______________________________
(Roll both dice: Odd numbers=no tesserae; Even numbers= tesserae for each
family member since you have turned 12)
How many family members do you have?_________________ (Roll both dice)
How many times has your name been entered for tesserae? ___________
How many total times will your name be entered for the Games this year?
Classwork:
Total slips of paper for the entire class __________________________
What is the probability your name will be drawn? _______________________
How does wealth make a difference?______________________________
How is this system flawed?__________________________________
GLE 0806.1.2 Apply and adapt a variety of appropriate strategies to problem solving,
including estimation, and reasonableness of the solution
GLE 0806.1.3 Develop independent reasoning to communicate mathematical ideas and
derive algorithms and/or formulas
(TN Department of Education, 2013)
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The Hunger Games Thematic Unit 2013
The Hunger Games End of Unit Description
Your end of unit grade will depend on:
1. Portfolio:
Divide your portfolio into the following sections. Please look at the rubric.
a. Journal
b. Vocabulary
c. Related Activities (including movie essay)
d. Project proposal, ideas, and description
2. Project:
You may pick any ONE of the following projects. You may work with a
partner, alone, or in a small group (3-4). Your project proposal is due March
11. Your project will be due the week of March 25. Be prepared to talk to the
class about your project. Please look at the rubric.
a. Propaganda: Create a TV or newspaper advertisement for the Games
b. Diorama: Create a diorama depicting the Arena or District 12
c. Play: Write and perform a short skit about what happens when the
74th Games are over (can be prerecorded or live in class)
d. Essay: Write a fully developed essay (5-7 paragraphs, including an
introduction and conclusion) about one of the books big ideas
(power, wealth, government control…).
e. Create a digital essay (PowerPoint, Weebly, or similar) about one of
the big ideas
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The Hunger Games Thematic Unit 2013
The Hunger Games Portfolio Rubric
Student Name: ___________________________________________
Vocabulary
Section
Journal Section
Related Activities
Section
Project Section
3
All vocabulary
words and
definitions are
present. Work is
moderately neat.
All journal entries
present. Work is
moderately neat.
Includes most
notes, handouts,
and activities.
Movie-book
comparison essay
included. Work is
moderately neat.
All components
included. Work is
moderately neat.
2
Most vocabulary
words and
definitions are
present. Work is
moderately neat.
Most journal
entries are
present. Work is
moderately neat.
Includes many
notes, handouts,
and activities.
Movie-book
comparison essay
included. Work is
moderately neat.
Missing some
components.
Work is
moderately neat.
1
Many vocabulary
words and/or
definitions are not
present. Work is
not neat.
Many journal
entries are
missing. Work is
not neat.
Missing many
notes, handouts,
or activities.
Movie-book
comparison essay
not included.
Work is not neat.
Missing many
components.
Work is not neat.
Final thoughts, notes:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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The Hunger Games Thematic Unit 2013
The Hunger Games Project Rubric
Student Name/s: __________________________________________
Content
Conventions
(written work)
Neatness
Oral
3
Good ideas, well
developed
2
Ideas are good, but
not developed
enough
Mostly correct
A few grammar,
grammar, spelling, spelling, and
and punctuation
punctuation
mistakes
Careful
Good
construction, neat construction,
work
could use some
polishing
Great presentation Good presentation
delivery
delivery
1
Lacking in critical
thinking or
development
Multiple grammar,
spelling, or
punctuation
mistakes
Minimal effort
evident
Fair presentation
delivery
Final thoughts, notes:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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The Hunger Games Thematic Unit 2013
Possible Resources:
http://www.wired.com/wiredscience/2012/04/probability-and-game-theory-in-thehunger-games/
http://www.youtube.com/watch?v=b3cGpkJDcD8
http://www.huffingtonpost.com/2012/09/12/hunger-games-for-mathner_n_1878320.html
http://www.tampabay.com/news/education/k12/math-problems-fuel-hungergames-style-competition-at-paul-r-smith-middle/1253905
http://www.teachersnotebook.com/product/sphillips/hunger-games-probability
http://www.panempropaganda.com/
http://www.hungergameslessons.com/2011/02/hunger-games-projectsencourage.html
https://pinterest.com/mrsorman/teaching-the-hunger-games/
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The Hunger Games Thematic Unit 2013
Bibliography
ALTEC at University of Kansas. (2008). Rubistar. Retrieved Feb. 20, 2013, from 4teachers.org:
http://rubistar.4teachers.org/index.php
Collins, S. (2008). The Hunger Games . New York: Scholastic.
Novel Novice. (2012, March 20). "The Hunger Games": Study Guide Questions. Retrieved Feb. 19, 2013,
from Novel Novice: http://novelnovice.com/2012/03/20/the-hunger-games-study-guidequestions-chapters-1-27/
Thinkmap, Inc. (2013). "The Hunger Games" Vocabulary from Chapter 1. Retrieved Feb. 19, 2013, from
Vocabulary.com: http://www.vocabulary.com/lists/148645#view=notes
TN Department of Education. (2013). Mathematics. Retrieved Feb. 20, 2013, from tn.gov:
http://www.tn.gov/education/ci/ss/index.shtml
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