Strength of Character
North Dakota Middle School Common Core
Aligned to Eighth Grade Standards
Essential Question: Do characters have the inner strength to challenge
society’s norms?
Introduction to the Unit: The intent of this unit is to explore and examine how specific pieces of literature,
both informational and fictional, address social issues in the past and the present. The research component
of this unit will help students to gain background knowledge about particular topics as well as develop
writing and/or speaking skills. Throughout the unit students will respond both in writing and through
discussion as they learn to use the text to provide evidence to support their interpretations. Multiple pieces
of short informational text will complement the extended text as the Common Core State Standards require
that more emphasis be placed on informational text. This unit is aligned to the eighth grade standards but
could be adapted for multiple grade levels.
Extended Text
The Hunger Games by Suzanne Collins
Short Texts
 “The Lottery” by Shirley Jackson
 “Theseus and the Minotaur” (myth)
 “The Most Dangerous Game” by Richard Connell
Informational Texts
D.I.Y. Biology, on the Wings of the Mockingjay: Article on the idea of genetically engineering organisms.
http://www.nytimes.com/2012/05/15/science/the-hunger-games-mockingjay-fiction-for-now.html
American dystopia more reality than fiction
http://www.cbsnews.com/8301-215_162-57425179/american-dystopia-more-reality-than-fiction/
Informational text on surviving through difficult situations. Discussions or writing prompts could focus on how strength
of character made a difference in survival. Students will be able to draw connections between these people and what
the characters in The Hunger Games did to survive.
Flight 571
http://www.viven.com.uy/571/eng/historia.asp
The Donner Party
http://www.pbs.org/wgbh/americanexperience/films/donner/
Routine Writing:
(All prompts could be used as questions to ponder or journal writing)
 Create a poem about personal sacrifice. Include imagery, metaphors, and similes based on the novel.
o Citation: Herman, Linda. The Hunger Games: Teacher Guide. Bulverde: Novel Units Inc, 2011.
 If you were a sponsor of the Hunger Games, what would you send to Katniss or Peeta and why?
 Katniss had to sensationalize her relationship with Peeta to get gifts from the sponsors. What is it about human nature that we
want everything to be sensationalized? Apply this to your own lives as well as television and movies.
 Are there limits to what you would do to survive?
 Choose a character other than Katniss and retell the story from their point of view. (This character could be someone watching the
games as well as someone participating in them.)
Analyses:
(Sample Analysis Questions for either discussion or writing)
 According to dictionary.com the following are definitions of tribute.
o a gift, testimonial, compliment, or the like, given as due or in acknowledgment of gratitude or esteem.
o a stated sum or other valuable consideration paid by one sovereign or state to another in acknowledgment of
subjugation or as the price of peace, security, protection, or the like.
o a rent, tax, or the like, as that paid by a subject to a sovereign.
o any exacted or enforced payment or contribution.
o obligation or liability to make such payment
 In looking at these definitions, how could you apply each one to The Hunger Games?
 The teenagers sent to the Hunger Games were called tributes. Which definition do you feel the districts would apply to the
meaning of tribute? Which definition would the Capitol apply? Why?
 At the beginning of the Hunger Games, Katniss has to decide whether to run into the trees or to grab a bow and arrow. Write an
argumentative paragraph stating what decision should have been made using the text to support your answer.
 What was the purpose of the tesserae? How do you think your family would decide whose name would go into the drawing if you
needed more supplies?
 How do the game makers ensure that they maintain power throughout the games? At times, how do the individual characters
thwart this power?
 Do you feel the game makers manipulated the games to make sure that Peeta and Katniss were the last two alive? Cite evidence
from the text to back-up your answer.
Research Projects:
 Compare and contrast the Capitol and the Hunger Games to the Roman Empire and the Coliseum gladiators. Hold a classroom
competition to see who can find the most Roman references in the novel.
o Citation: Herman, Linda. The Hunger Games: Teacher Guide. Bulverde: Novel Units Inc, 2011.
 Make a sketch of both the arena in the Hunger Games as well as a Roman Coliseum. After looking at the sketches, compare and
contrast what it would have been like to fight in these places.
Discussion Prompts:
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What are some “norms” of our society? What are some “norms” of middle school? How does technology affect our
“norms”?
Using a Socratic Seminar, discuss the similarities and differences between the opening ceremonies of the Olympics and The
Hunger Games. Lesson plan follows unit.
How did Katniss have to fight against the “norms” of her society?
o Kill or be killed idea – killing other people is not a natural part of human nature. (Further reading on this idea http://greatergood.berkeley.edu/article/item/hope_on_the_battlefield/)
o
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The Capitol – how were their norms different than what Katniss was used to in District 12? How does she defy the
Capitol’s norms?
o One of the norms of the Capitol was their fancy dress. How do they prepare Katniss to fit their norms?
After reading articles on The Donner Party and Flight 571, discuss how those people had to go against the “norms” of society
to survive. How do they compare to the competitors in the Hunger Games?
Katniss manipulated the audience by playing up her relationship with Peeta. Was this fair to Peeta? Was it fair to the
audience?
o There are many reality tv shows today. Do you feel the audience is manipulated into liking or not liking certain
people on these shows?
o Many people watch reality tv shows. Do you feel the appeal is because we are all right with having a loser and a
winner as long as it is not us?
o What is the difference between manipulating someone and bullying?
o If you view the movie, how is Peeta’s character different in the movie versus the book? Does he seem more
manipulative in one or the other?
o So much of the book is Katniss’s inner dialogue. How did the absence of the inner dialogue affect the movie?
Common Core Vocabulary
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Infer
Theme
Characters
Setting
Plot
Allusions
Dramatic irony
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Irony
Foreshadow
Flashback
Point of view
Genre
Study and Apply Vocabulary
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Dystopian genre
Reaping
Cornucopia
Adversary
Standards covered in unit
8th Grade Standards
Primary Standards covered in the unit
Reading Literature
RL.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn
from the text.
RL.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or
provoke a decision.
RL.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.*
RL.6 - Explain how differences in the point of view of characters and the audience or reader (e.g., created through the use of
dramatic irony) creates such effects as suspense or humor.
Reading Informational Text
RI.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn
from the text.*
RI.2 - Determine a central idea of a text and analyze its development over the course of the text, including its relationship to
supporting ideas; provide an objective summary of the text.
RI.7 - Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to
present a particular topic or idea.
Writing
W.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories;
include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and
examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3.)
W.7 – Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of exploration.
W.8 – Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following
a standard format for citation.
W.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of
events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the
material is rendered new.").
b. Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a
text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant
evidence is introduced.").
Language
L.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., verbal irony, puns) in context.*
b. Use the relationship between particular words to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful,
firm, persistent, resolute).
Secondary Standards
Reading Literature
RL.5 – Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to
its meaning and style.
RL.7 - Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script,
evaluating the choices made by the director or actors.
Reading Informational Text
RI.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn
from the text.*
RI.2 - Determine a central idea of a text and analyze its development over the course of the text, including its relationship to
supporting ideas; provide an objective summary of the text.
RI.7 - Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to
present a particular topic or idea.
Speaking and Listening
SL.1 - .Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define
individual roles as needed.
c. Pose questions that connect the ideas of several speakers and elicit elaboration, and respond to others’ questions and
comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views and
understanding in light of the evidence presented.
SL.8.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid
reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.8.5 - Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add
interest.
Language
L.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.
L.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g.,
emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
L.4 - Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content,
choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede,
secede).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or
in a dictionary).
L.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
*This unit was developed by a group of North Dakota 6-8 ELA teachers who have used, adapted, and
interpreted a variety of sources.
Lesson Title: Having an Academic Discussion on The Hunger Games
Grade level/Course: 8th grade Language Arts
Length of lesson: Two days
Common Core State Standards
Primary Standards
 SL.1 - .Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
a) Come to discussions prepared, having read or researched material under
study; explicitly draw on that preparation by referring to evidence on the topic,
text, or issue to probe and reflect on ideas under discussion.
b) Follow rules for collegial discussions and decision-making, track progress
toward specific goals and deadlines, and define individual roles as needed.
c) Pose questions that connect the ideas of several speakers and elicit
elaboration, and respond to others’ questions and comments with relevant
evidence, observations, and ideas.
d) Acknowledge new information expressed by others, and, when warranted,
qualify or justify their own views and understanding in light of the evidence
presented.
 SL.8.4 - Present claims and findings, emphasizing salient points in a focused,
coherent manner with relevant evidence, sound valid reasoning, and well-chosen
details; use appropriate eye contact, adequate volume, and clear pronunciation.
Secondary Standard
 RI.1 - Cite the textual evidence that most strongly supports an analysis of what the
text says explicitly as well as inferences drawn from the text.*
Lesson Summary
This lesson will focus on collaborative discussions using Socratic Seminar.
Resources/Preparation Needed
 Students will be introduced to Socratic Seminar ground rules which can be found in
Teaching Reading in the Content Areas: If not me, then who? or various other sources
including the internet.
 Student observer checklist can be found in Teaching Reading in the Content Areas: If
not me, then who? or on the internet.
 Students have read chapters 1- 10 in The Hunger Games
 View a video clip of the Olympic games opening ceremony. (Clips can be found on
You Tube)
Guiding Question:
What are the similarities between the opening ceremonies of the Olympic games and of The
Hunger Games?
Learning Objective:
Students will know and understand the process for an academic discussion which includes
speaking and listening.
Sequence of activities that comprise the lesson:
Opening activity to check prior knowledge:
Use a Venn Diagram to compare and contrast the opening ceremonies of the Olympic
games and The Hunger Games.
Student Engagement with the Content
 Using a Socratic Seminar method, divide students into two equal groups forming an
inner circle and an outer circle.
 Students in the inner circle will use Socratic Seminar rules to engage in a discussion
comparing the two ceremonies. Students must cite evidence from the text and video
clip.
 Each student in the outer circle will actively listen and evaluate one student from
the inner circle.
 After a predetermined amount of time, outer circle students share observations with
inner circle students.
 Reverse roles and repeat process.
Summarization of the Lesson
Bring students together to discuss the process:
 How difficult was it to be in the inner circle?
 How did it feel to evaluate a classmate?
 Was it easier to be in the inner circle the second round after listening to the first
discussion?