The Hunger Games
by Suzanne Collins
Genre: Dystopian Science Fiction
Age Level: 12 & up
Grade Level: 6-8 Language Arts
Reading Level: 5.3
Backwards Design Unit
Created by Karen M. Mallow
Marian University
December, 2011
BIAS FREE CONSIDERATIONS




Activities are varied, e.g. lecture, audio recordings, discussions, projects, graphic
organizers, word journals
Small and large group discussions allow for sharing of all ideas
Students play a role in their learning, e.g. selection of vocabulary words, projects
Assessment rubrics are clear
UNIT GOALS
1. Students will be able to cite, explain and discuss the impact of the author’s
use of irony and symbolism. Use specific examples from the book and at
least one other source.
2. Students will be able to identify traits of a controlling government, describe life
under such rule and compare and contrast that to our own government. Use
specific examples from the book and at least one other source.
3. Students will recognize who or what influences one’s identity and discuss how
that explains one’s behavior. Use specific examples from the book and at
least one other source.
4. Students will be given the opportunity to read for enjoyment
ESSENTIAL QUESTIONS FOR ENDURING UNDERSTANDING
a) How does an author’s use of irony and symbolism influence the reading
experience? (Goal 1, 4)
b) How are the lives of citizens affected by government? (Goal 2)
c) What can people do to confront an oppressive government? (Goal 2)
d) Can you learn more from a good or from a bad role model? (Goal 3)
e) What makes you what you are? (Goal 3)
f) Why read for enjoyment? (Goal 4)
g) What makes a book enjoyable? (Goal 4)
DISCUSSION FORMATS


Teacher will informally observe discussion groups and record participation using
student notecards. Students are on task if their discussions are on topic.
Discussions can be held via
a) Entire class
b) Think, pair, share
c) Groups of 4-5
d) Mind mapping at various wall locations in room (kinesthetic)
DAILY ACTIVITIES




Teacher will informally document completion of daily activities on student
notecards.
Daily activities are listed on the daily planner. (attached)
Study aids and organizers are attached.
Unless indicated otherwise, materials will be collected at the end of the unit for
formal assessment.
DAILY VOCABULARY
Students use online (technology) or traditional dictionaries, thesauri, other sources to
investigate the words, find definitions and synonyms. Indicate your source(s), i.e.
internet site, book or digital dictionary, book or digital thesaurus. Be sure that at least
one definition fits the context. Include the page numbers where the words can be found
in the novel.
Daily vocabulary (unless indicated otherwise): Students select and record 3 new words
from each chapter and their meanings/synonyms in their vocab journals. Students
share (oral) their words in small groups (3-4 max). Discuss 6 student selections and
any from teacher list not previously mentioned. Add to words wall (visual).
TEACHER’S VOCABULARY SELECTIONS
CHAPTER 1 (additional student words are optional this chapter only)
These are existing words. Students should compare & contrast the popular
meanings with their unique use in the book. Indicate whether each word’s use in
the story is ironic or symbolic and explain reasoning.
a) reaping (p. 3)
b) district (p. 4 )
c) capitol (p. 6)
d) hunger games (p. 6)
e) tessera (plural: tesserae) (p. 13)
f) tribute (p. 18 )
CHAPTER 2
a) protocol (p. 22)
b) listed (p. 25)
c) plaited (p. 27)
CHAPTER 3
a) muttations (p. 42)
b) jabberjay (p. 42)
c) mockingjay (p. 42)
CHAPTER 4
a) inexplicable (p. 51)
b) incoherent (p. 56)
c) cornucopia (p. 58)
CHAPTER 5
a) sustenance (p. 65)
b) prestigious (p. 71)
c) unintelligible (p. 72)
CHAPTER 6
a) barbarism (p. 74)
b) striking (p. 77)
c) distinguished (p. 79)
CHAPTER 7
a) emaciated (p. 86 )
b) amiable (p. 92)
c) oblivious (p. 93)
CHAPTER 8
a) leniency (p. 104)
b) irredeemably (p. 104)
c) mediocre (p. 107)
CHAPTER 9
a) ludicrous (p. 114)
b) provocative (p. 125)
c) unrequited (p . 138)
CHAPTER 10
a) entourages (p. 134)
b) perceived (p. 135 )
c) shift (p. 143)
CHAPTER 11
a) grapple (p. 150)
b) serrated (p. 151)
c) arbitrary (p. 153)
CHAPTER 12
a) lapdogs (p. 161)
b) materializes (p. 163)
c) bewilderment (p. 171)
CHAPTER 13
a) circuitous (p. 174)
b) gingerly (p. 179)
c) unscathed (p. 180)
CHAPTER 14
a) reprieve (p. 186)
b) distinctive (p. 187)
c) honing (p. 190)
CHAPTER 15
a) onslaught (p. 195)
b) prestigious (p. 203)
c) offensive (p. 207)
CHAPTER 16
a) glint (p. 210)
b) obliging (p. 211)
c) mulling (p. 216)
CHAPTER 17
a) tentatively (p. 223)
b) doggedly (p. 223)
c) literally (p. 223)
CHAPTER 18
a) utterly (p. 236)
b) avenge (p. 242)
c) inducement (p. 244)
CHAPTER 19
a) dissipate (p. 247)
b) domain (p. 248)
c) incapacitated (p. 249)
CHAPTER 20
a) potent (p. 266)
b) plummeting (p. 266)
c) pang (p. 269)
CHAPTER 21
a) confrontation (p. 279)
b) calculation (p. 280)
c) irreparable (p. 281)
CHAPTER 22
a) haggard (p. 290)
b) simultaneously (p. 293)
c) sinister (p. 295)
CHAPTER 23
a) repellent (p. 306)
b) noncommittal (p. 308)
c) sniveling (p. 308)
CHAPTER 24
a) oblige (p. 323)
b) unhinged (p. 324)
c) finality (p. 326)
CHAPTER 25
a) attributes (p. 331)
b) scaling (p. 331)
c) inadvertently (p. 332)
CHAPTER 26
a) feral (p. 348)
b) prominent (p. 348)
c) cadences (p. 350)
CHAPTER 27
a) misguided (p. 360)
b) disproportionate (p. 362)
c) smacks (p. 363)
DISCUSSION QUESTIONS
Questions based on Bloom’s Taxonomy
 Knowledge
1. Tell how Katniss came to be the provider for her family. Goal #3
2. List the people important to Katniss’ life in the Seam. Tell something about
each one. Goal #3
3. Match the tributes with their special skills/knowledge. Goal #3, 4
 Comprehension
4. Explain the history of Panem and how the Hunger Games came to be. Goal
#2
5. Describe the Capitol. Goal #2
6. Predict what the sequel will be about. Be specific. Goal #4
 Application
7. Draw a map of Panem. Label the districts. Goal #3, 4
8. Pretend you are a tribute participating in the Hunger Games. What are your
special skills, how did you get/develop them and how will you use them?
Goal #4
9. Dramatize a scene from the book. Goal #4
 Analysis
10. Which character do you like or respect the least. Why? Give specific
examples from the story. Goal #3, 4
11. Compare and contrast Gale and Peeta. Goal #3, 4
12. Compare and contrast the book version of The Hunger Games with the
movie (March, 2012) version. Goal #4
 Synthesis
13. Rewrite this portion of the story from Peeta’s point of view: Peeta’s very first
interaction with Katniss (Ch. 2, p 26 ff). Goal #3, 4
14. Create your own muttation. Include the parent animals used, the mutt’s
special abilities, how it is used by the government, a defense against it or
remedy to its damage, a drawing or model (tactile) of the mutt and a name
for it. Goal #2
15. You are now a mentor, having survived the Hunger Games. Provide advice
for your tributes. Goal #3, 4
 Evaluation
16. Explain why the Hunger Games have endured for so long. Goal #2
17. Decide which character in the book has influenced Katniss’ behavior the
most. Defend your opinion with specific examples from the book. Goal #3
18. Compare the Katniss of the Seam to the Katniss of the Hunger Games.
Goal #3
19. Is Peeta Katniss’ friend, foe or ally? Explain your answer. Goal #3
20. Rate the behavior of three adults in this book. Use examples from the story
to support your opinion. Goal #3
ASSESSMENTS & RUBRICS
1. Final project
Choose one of this unit’s goals (#1-3). Show how you met this goal and
goal #4. Use anything from the unit, i.e. the novel’s themes, vocabulary, unit
activities, graphic organizers, discussions, journals, bulletin board, discussion
questions, etc. Produce a skit (kinesthetic), essay, comic strip, speech (oral),
recording (oral, technology), commercial (oral, kinesthetic), diorama (tactile),
brochure, poster or other presentation (technology) to illustrate your
understanding. All projects must be approved by the teacher. You may work
alone or with others; group work must be ok’d by the teacher.
Goals
Examples
from the book
are used
Sources
Presentation
x3
2
Two goals are
clear.
Three or more
examples are
used.
Listed.
Shows
thorough
understanding.
1
One goal is
clear.
1 or two
examples are
used.
Shows limited
understanding.
0
No goal is clear.
No examples are
used.
Not listed.
No understanding
is evident.
2. Within unit
 Character summary worksheets (attached) Goal #3, 4
Sheets are
complete
Sheets are
accurate
Quantity x2

2
Sheets are >80%
complete
Sheets are >80%
accurate
15+
1
Sheets have 20-40%
of information missing
Sheets are 60-79%
accurate
10-14
0
Sheets have >40%
information missing
Sheets are <60%
accurate
Less than 10
Tribute summary worksheets (attached) Goal #1, 2, 3, 4
Sheets are
complete
Sheets are
accurate
Quantity x2
2
Sheets are >80%
complete
Sheets are >80%
accurate
10+
1
Sheets have 20-40%
of information missing
Sheets are 60-79%
accurate
7-9
0
Sheets have >40%
information missing
Sheets are <60%
accurate
Less than 7

Government/Katniss questions (attached) Goal #2, 3
Government
Katniss

2
At least 3 examples
and effects are
discussed.
At least 2 influences
support the
description.
0
No examples and
effects are
discussed.
No influences
support the
description.
Irony/symbolism worksheet (attached) Goal #1, 2, 4
Worksheet is complete
Answers are accurate

1
1-2 examples and
effects are
discussed.
At least 1 influence
supports the
description.
2
Yes
>8 correct
1
5-7 correct
0
No
<5 correct
Mutt worksheet (attached) Goal # 1, 2, 3, 4
2
Worksheet is complete
Answers are accurate
Yes
>20 correct
1
15-19 correct
0
No
<15 correct
 Journal Goal #2, 3, 4
You are Mrs. Everdeen, Prim, Gale or Haymitch (choose one)…keep a journal of
your reactions/feelings to what you see on TV during the Hunger Games. (parts 2
& 3 of book). Final journal should be typed (technology) and submitted at the
end of the unit. Be sure to indicate the date and chapter of each entry.
Chapters represented
Entries show character’s
connectedness to Katniss
Entries show Katniss’
experiences
Journal is typed
2
14 chapters
Relationship
between Katniss
and character is
clear.
1
12-13 chapters
Some relationship
between Katniss
and character.
Experiences
being reacted to
are clear
Yes
Experiences being
reacted to are
sometimes clear
0
<12 chapters
Little to no
relationship
between Katniss
and character
shown.
Experiences being
reacted to are
rarely clear.
No
THE HUNGER GAMES DAILY PLANNER
Day Reading
1 n/a
2 n/a
3 Ch. 1
4 Ch. 2 & 3
Activity
ELA Standards
Background
SL 8.1
discussion: review
types of
government, reality
TV, identity. Start
introducing unit
tools: character
sheets, word webs,
bulletin board
(visual), etc.
Discuss setting:
Write 8.3, 10
review geography,
SL 8.1
aftermath of war,
Lang 1, 2, 3
survival skills.
Finish unit tools.
Discuss unit goals
& final project.
Start Q7 on bulletin
board.
Assign Ch. 1 vocab. Read 8.1, 2, 3, 4
Begin
SL 8.1
reading/listening
Lang 8.1, 3, 4, 5
(aural) Ch. 1 in
class. Begin
character maps.
Continue Q7.
Discuss Ch. 1
Read 8.1, 2, 3, 4, 9
vocab & Q2, 3, 4,
SL 8.1
11, 16. Begin
Lang 8.1, 3, 4, 5
muttations sheet.
Continue character
maps. Continue Q7.
Daily Objectives and Comments
Students will participate in discussion and construction of bulletin board and word
wall.
Ties to 8th grade social studies stds C.8.1, C.8.2, E.8.1, E.8.2, E.8.3, E.8.14
Students will participate in discussions and construction of bulletin board and word
wall.
Ties to 8th grade social studies stds A.8.1, A.8.2, A.8.5, A.8.8,
Students will find traditional word meanings and perform assigned activities.
Students will participate in discussions and perform assigned activities.
irony & symbolism
5 Ch. 4 & 5
Discuss Ch. 2 & 3,
SL 8.1
Q11, 19, vocab.
Lang 8.1, 3, 4, 5
Discuss mutt sheet.
Continue character
maps. Continue Q7.
6 Ch. 6 & 7
Discuss Ch. 4 & 5,
Write 8.3, 10
Q 5, 11, 19, vocab.
SL 8.1
Begin tribute webs. Lang 8.1, 3, 4, 5, 6
Continue character
maps. Continue Q7.
Assign Q8 as
narrative; due one
week.
7 Ch. 8 & 9
Discuss Ch. 6 & 7,
SL 8.1
Q5, 11, 19, vocab.
Lang 8.1, 3, 4, 5
Continue character
maps. Continue
tribute webs.
Continue Q7.
8 Ch. 10 & 11 Discuss Ch. 8 & 9.
SL 8.1
Q11 & 19, vocab.
Lang 8.1, 3, 4, 5
Begin
reading/listening
(aural) Ch. 10 in
class. Assign
journals. Continue
character maps.
Continue tribute
webs. Continue Q7.
Students will participate in discussions and perform assigned activities.
government control
Students will participate in discussions and perform assigned activities.
Students will participate in discussions and perform assigned activities.
Students will participate in discussion and perform assigned activities.
9 Ch. 12 & 13 Discuss Ch. 10 &
11. Q11 & 19,
vocab. Read
"Anthem of
Doomed Youth" in
class. Compare
and contrast
honoring those
killed in war.
Continue journals.
Continue character
maps. Continue
tribute webs.
Continue Q7.
10 Ch. 14 & 15 Discuss Ch 12. &
13. Q11 & 19,
vocab. Continue
journals. Continue
character maps for
Katniss, Peeta &
Haymitch. Continue
tribute webs.
Continue Q7.
11 Ch. 16 & 17 Discuss 14 & 15.
Q11 & 19, vocab.
Continue mutt
worksheet. Create
your own muttation
model (tactile).
Continue journals.
Continue character
maps. Continue
tribute webs.
Continue Q7.
Collect Q8.
Read 8.10
SL 8.1
Lang 8.1, 3, 4, 5
Students will participate in discussion and perform assigned activities.
SL 8.1
Lang 8.1, 3, 4, 5
Students will participate in discussion and perform assigned activities.
Read 8.9
SL 8.1
Lang 8.1, 3, 4, 5
Students will participate in discussion and perform assigned activities.
12 Ch. 18
Discuss Ch 16 &
17. Q11 & 19,
vocab. Continue
journals. Continue
character maps.
Continue tribute
webs. Continue Q7.
13 Ch. 19 & 20 Read "Hope is the
Thing with
Feathers" in class.
Discuss how it
relates to what
happened in Ch.
18. Q11 & 19,
vocab. Begin
reading/listening
(aural) Ch. 19 in
class. Continue
journals. Continue
character maps.
Continue tribute
webs. Continue Q7.
14 Ch. 21 & 22 Discuss Ch. 19 &
20. Q11 & 19,
vocab. Continue
journals. Continue
character maps.
Continue tribute
webs. Continue Q7.
Assign irony &
symbolism
worksheet; due
next class.
SL 8.1
Lang 8.1, 3, 4, 5
Students will participate in discussion and perform assigned activities.
Read 8.10
SL 8.1
Lang 8.1, 3, 4, 5
Students will participate in discussion and perform assigned activities.
Read 8.4
SL 8.1
Lang 8.1, 3, 4, 5
Students will participate in discussion and perform assigned activities.
15 Ch. 23 & 24 Discuss Ch 21 &
SL 8.1
Students will participate in discussion and perform assigned activities.
22. Q11 & 19,
Lang 8.1, 3, 4, 5
vocab. Continue
journals. Continue
character maps.
Continue tribute
webs. Continue Q7.
Collect irony &
symbolism
worksheets.
16 Ch. 25 & 26 Discuss Ch 23 &
Read 8.3, 8.6
Students will participate in discussion and perform assigned activities.
24. Q11 & 19,
Write 8.3
vocab. Continue
SL 8.1
journals through Ch Lang 8.1,2, 3, 4, 5, 6
25. Continue
character maps.
Continue tribute
webs. Continue Q7.
Assign Q13; due 2
class periods.
17 Ch. 27
Discuss Ch. 25 &
SL 8.1
Students will participate in discussion and perform assigned activities.
26. Q11 & 19,
Lang 8.1, 3, 4, 5
vocab. Begin
reading/listening
(aural) Ch. 27 in
class. Continue
mutt worksheet.
Continue character
maps. Continue
tribute webs.
Continue Q7.
Collect Q13.
18 n/a
Discuss Ch. 27 and
Read 8.10
Students will participate in discussion and perform assigned activities.
entire book. Q10,
SL 8.1
15, 17, 18, 20,
Lang 8.1, 3, 4, 5
vocab. Read and
discuss "The Road
Not Taken." Q6.
20 n/a
21 n/a
22 n/a
23 n/a
24 n/a
Begin watching
movie version in
class (visual).
Discuss Q12. Work
on final projects.
Continue watching
movie version in
class (visual).
Discuss Q12. Work
on final projects.
Finish watching
movie version in
class (visual).
Discuss Q12. Work
on final projects.
Complete final
projects.
Present randomly
selected final
projects.
Read 8.7
Students will participate in discussion and perform assigned activities.
Write 8.1, 4, 5, 9, 10
SL 8.1, 4, 5, 6
Read 8.7
Students will participate in discussion and perform assigned activities.
Write 8.1, 4, 5, 9, 10
SL 8.1, 4, 5, 6
Read 8.7
Students will participate in discussion and perform assigned activities.
Write 8.1, 4, 5, 9, 10
SL 8.1, 4, 5, 6
Write 8.1, 4, 5, 9, 10 Students will perform assigned activities.
SL 8.1, 4, 5, 6
SL 8.1, 4, 5, 6
Students will listen/participate in presentations.
Draw names as time allows. Not all will be presented.
MUTTATIONS
NAME
Jabberjay
Mockingjay
Tracker jacker
Mutt
My Muttation
PURPOSE
DANGER
REMEDY
WHERE FOUND
IMPORTANCE TO
STORY
MUTTATIONS
(completed)
NAME
PURPOSE
Jabberjay
Used as spies
Mockingjay
Came about by
accident; repeat bird
and human songs
Tracker jacker
Capitol control
Mutt
Confuse & kill
My Muttation
DANGER
Memorize and
repeat human
conversations
Used as signals in
the districts; only
respond to certain
people
Poisonous venom,
hallucinations, track
their disturber
Ruthless, look like
fallen tributes
REMEDY
WHERE FOUND
IMPORTANCE TO
STORY
Lie to them
Nowhere, mated with
mockingbirds
Led to mockingjays
none
everywhere
Katniss’ mascot; used as
a signal between Katniss
& Rue
Specific
chewed leaf
Everywhere outside of
the Capitol
Nearly killed Katniss,
killed other tributes, how
Rue & Katniss met
Kill them first
Cornucopia at end of
story
“Final” challenge of the
games
TRIBUTE WEB
DISTRICT
NAME
SIGNIFICANCE
SKILL
CHARACTER
ROLE
RELATIONSHIP
TO KATNISS
OTHER INFO
IRONY & SYMBOLISM
Indicate whether each item as used in The Hunger Games is an illustration
of irony (I) or symbolism (S). Explain your answer according to the story.
1. Haymitch is a drunk ____
because ________________________________________________
2. Katniss is also a plant with arrow-shaped leaves ___
because ________________________________________________
3. A tribute can be way of honoring someone ___
because ________________________________________________
4. A tribute can be a tax ___
because _______________________________________________
5. In Greek & Roman times a tessera was a type of ticket ___
because _______________________________________________
6. Jabberjays ___
because _______________________________________________
7. The cornucopia in the arena ___
because _______________________________________________
8. The Career’s provisions are destroyed in an explosion ____
because _______________________________________________
9. Rue means to feel regret or sorrow ___
because _______________________________________________
GOVERNMENT & KATNISS
1. Panem has a totalitarian government. Give examples from the story
of the Capitol’s actions that illustrate this. Also discuss how citizens of
Panem are affected by this type of government.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
2. Katniss could be described as independent, focused, protective,
responsible, resilient, self-sufficient or dangerous. Discuss any one of
these descriptions or one of your own. Who and/or what influenced
her?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Character: _____________________
Ideas: _______________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Hopes/vision: ______________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
Strengths: ________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
Feelings: ____________
____________________
____________________
____________________
____________________
____________________
Words: _________________________
_______________________________
_______________________________
_______________________________
_______________________________
Actions_________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Weaknesses: _______________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Movement: _____________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
POETRY SELECTIONS
1. The poem’s author considers choices and decisions of the past. How is this relevant to our
story?
Robert Frost—“The Road Not Taken”
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveller, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I-I took the one less traveled by,
And that has made all the difference.
(www.amandashome.com/road.html)
2. Consider how those lost in war were honored in the poem versus those lost in
the Hunger Games. What are the similarities? What are the differences?
Wilfred Owen—“Anthem1 for Doomed Youth”
What passing-bells2 for these who die as cattle?
Only the monstrous anger of the guns.
Only the stuttering rifles' rapid rattle
Can patter out3 their hasty orisons.4
No mockeries5 now for them; no prayers nor bells;
Nor any voice of mourning save the choirs, –
The shrill, demented6 choirs of wailing shells;
And bugles7 calling for them from sad shires.8
What candles9 may be held to speed them all?
Not in the hands of boys but in their eyes
Shall shine the holy glimmers of goodbyes.
The pallor10 of girls' brows shall be their pall;
Their flowers the tenderness of patient minds,
And each slow dusk11 a drawing-down of blinds.12
A
September - October, 1917
Notes for students
1 Anthem - perhaps best known in the expression "The National Anthem;" also, an important religious song (often
expressing joy); here, perhaps, a solemn song of celebration
2 passing-bells - a bell tolled after someone's death to announce the death to the world
3 patter out - rapidly speak
4 orisons - prayers, here funeral prayers
5 mockeries - ceremonies which are insults. Here Owen seems to be suggesting that the Christian religion, with
its loving God, can have nothing to do with the deaths of so many thousands of men
6 demented - raving mad
7 bugles - a bugle is played at military funerals (sounding the last post)
8 shires - English counties and countryside from which so many of the soldiers came
9 candles - church candles, or the candles lit in the room where a body lies in a coffin
10 pallor - paleness
11 dusk has a symbolic significance here
12 drawing-down of blinds - normally a preparation for night, but also, here, the tradition of drawing the blinds in a
room where a dead person lies, as a sign to the world and as a mark of respect. The coming of night is like the
drawing down of blinds.
Notes from Out in the Dark - Poetry of the First World War in Context edited by David Roberts. Copyright ©
David Roberts 1998. Free use by individual students for personal use only.
(www.warpoetry.co.uk/owen2.html)
3.
Which character in the book could this poem be about? Tell why you think so.
Emily Dickinson—“Hope is the Thing with Feathers”
Hope is the thing with feathers
That perches in the soul,
And sings the tune without the words,
And never stops at all,
And sweetest in the gale is heard;
And sore must be the storm
That could abash the little bird
That kept so many warm.
I've heard it in the chilliest land
And on the strangest sea;
Yet, never, in extremity,
It asked a crumb of me.
(www.online-literature.com/dickinson/827/)