Teaching Argumentative Writing Unit: The Hunger Games
Unit Rationale
The Hunger Games Unit would belong in an eleventh grade American Literature course, which
would be the standard course for all eleventh graders. This course would be dedicated to writing,
grammar, and works of literature written by American authors, both classical and modern. This
unit could fit almost anywhere within a semester, but would be most efficient after a classroom
community has been built and after reading and writing strategies have been discussed
thoroughly with students taking notes to reference throughout the year. Units prior that would be
useful in the development of this one could be from a wide range, at least in looking at what texts
would be used to teach them. However, the main goals of these units should be based around
character development and analysis, finding textual evidence, examining symbolism and theme
within a text, and forming thoughts into concise sentences. By starting with simpler texts and
moving to more complex ones throughout the year, students will be able to not only learn these
skills, but master them through their repeated use. To define the use of simpler texts, it would be
beneficial to begin with a poetry unit using a book such as Poetry Speaks: Who I am which is “an
anthology of poetry meant for middle and high school” (Quote from goodreads review:
http://www.goodreads.com/book/show/6491391-poetry-speaks-who-i-am). This text uses
canonical and contemporary poems with themes that are relevant for young adults; allowing the
poetry to be more accessible and interesting to this age group. From there it would be interesting
to move to play such as Streetcar Named Desire by Tennessee Williams. Not only would this be
a change of pace for students and peak their interests, it would also allow a performance element
to symbols, themes, and characters to provide an ease in finding and analyzing them. Next could
be a short story like The Great Gatsby by F. Scott Fitzgerald which is a classic, as well as a quick
read for students. This gives them another chance to re-examine their abilities in analyzing a text
and all of its elements before moving on to a longer and more complex novel such as The
Hunger Games. With this example year, The Hunger Games would be involved as the fourth full
unit, not counting possible mini-units of grammar review and reading/writing strategies. This
would most likely be the last big unit of the semester, being a sort of culmination of skills that
the students have been gaining through the past months. By using the final assessment with The
Hunger Games Unit of being both a mock trial and a paper, the last overall grade would be able
to set a wide range for all of the skills of the class, allowing everyone to learn and succeed.
Unit Overview
Essential Questions:
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How much control should the government have over its citizens?
Are there justifiable reasons for killing another human being?
What does control mean in The Hunger Games?
Do certain people in our country have more opportunities or advantages than others?
How can we compare the novel’s class struggles to our own?
When is rebellion necessary?
How much control does the media have over society?
What aspects of our popular culture are reflected in The Hunger Games?
Can we compare historical events to the Games and the society that condones them?
How do power and identity play a role in this novel?
Student Outcomes:
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Students will be able to make claims by gathering ideas and information, organizing,
proofreading, revising, and editing.
Students will be able to defend claims based on textual evidence and well formed
arguments.
Student will be able to discuss concepts of media, society, suspense, and control with
competency.
Students will become familiar with literary devices and thematic elements.
Content Focus:
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Argumentative writing and debating
Discussing social and political issues
Vocabulary and Grammar instruction
Connecting classroom practices and concepts to real world examples
Collaboration with peers
MI State Standards:
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1.2 Use writing, speaking, and visual expression for personal understanding and growth.
1.5 Produce a variety of written, spoken, multigenre, and multimedia works, making
conscious choices about language, form, style, and/or visual representation for each
work.
3.1 Develop the skills of close and contextual literary reading
3.4 Examine mass media, film, series fiction, and other texts from popular culture
3.3 Develop as a reader, listener, and viewer for personal, social, and political purposes,
through independent and collaborative reading.
Common Core Standards
Reading
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RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one
another to produce a complex account; provide an objective summary of the text.
RL.11-12.4. Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.
Writing
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W.11-12.1. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
o Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences claim(s), counterclaims, reasons, and
evidence.
o Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant evidence for each while pointing out the strengths and limitations of both
in a manner that anticipates the audience’s knowledge level, concerns, values, and
possible biases.
o Provide a concluding statement or section that follows from and supports the
argument presented.
 W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant
for a specific purpose and audience.
Speaking and Listening
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SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
o Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
o Work with peers to promote civil, democratic discussions and decision-making,
set clear goals and deadlines, and establish individual roles as needed.
o Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue;
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clarify, verify, or challenge ideas and conclusions; and promote divergent and
creative perspectives.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the
investigation or complete the task.
Intended Activities:
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The unit itself is very discussion driven. As the students read through The Hunger Games
they will discuss guiding questions. This includes whole class discussion, group
discussion, and fishbowl activities.
Short argumentative writing assignments and discussions/activities surrounding social,
political, and cultural issues within the context of the book, as well as the world.
Group activities targeted towards novel themes, characters, setting, and language
A mock trial to develop positions and arguments. The trial will allow students to see how
effective or ineffective their arguments are while they demonstrate the work they have
done to craft their stance.
Final Assessments
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The mock trial is one final assessment. The students will be displaying the work they
have put into their role in the mock trial as well as the work they put into their arguments.
It will allow the instructor to see their understanding of both the text and the development
of the argument.
The second final assessment is a formal argumentative essay in which the students
document their stance. This is another opportunity for students to display their
understanding of the material and their arguments. It is also a reiteration of the tasks and
skills involved in developing an argument.
Semester Long Threads-Grammar/Vocabulary
Lessons on vocabulary and grammar are peppered into the lessons. Specifically, there will be
grammar and vocabulary instruction involved in the work shopping to demonstrate argument
specific writing. Also, concepts like suspense, control, media, and society are explored
throughout the semester.
UNIT CALENDAR
Hayley-Days 1&2
Sam-Days 3&4
Monique-Days 5&6
Nick-Days 7&8
Jillian-Days 9&10
M-Day 1
Introduce Hunger
Games using a
Student Survey
about the
controversial themes
within the novel.
Have discussion
over student
responses of survey.
Do some sort of
reading activity as a
class/individually,
have students read
through Chapter 5
for next day.
T-Day 2
Open minutes,
ask students if
there were any
issues from
reading/any
problem
questions. Minilesson on how to
cite a novel.
Have students get
into groups of 3
or 4 to find
textual evidence
over their chosen
main character.
Create life size
characters, using
evidence to draw
and describe
them. Open up
for discussion at
end of activity.
W-Day 3 Students
will read chapters 68. Class discussion
will follow. Students
must come prepared
with their own
discussion questions
but a few key
questions will be
provided in case they
are not covered.
Group work:
Compare/Contrast
District 12 and The
Capitol.
Short writing
assignment arguing
for/against reality
television shows.
TH-Day 4
Students will
read chapters 910
Again class
discussion will
follow.
Group Work:
Map of Panem.
F-Day 5
M-Day 6
T-Day 7
Open minutes to
talk about last
night’s reading.
Find a working
definition of
suspense as a
class. Use the
working
definition of
suspense to
explore how
Collins uses it
throughout the
W-Day 8
Open minutes to talk
about last night’s
reading. Class
discussion: How
does Peeta and
Katniss’ relationship
develop in the novel?
How does it look to
the audience? How
does it look to us as
readers? How do
they overlap? Is
Katniss sure about
TH-Day 9
Read chapter
21 in class.
Practice
argumentative
writing: get
with a partner to
answer the
following
question:
Should Katniss
have gone into
the Cornucopia?
(one partner
F-Day 10
Discussion
(fishbowl
activity).
Questions are
uploaded to
wiki.
novel especially
in chapters 16 18.
how she feels about
Peeta? How do you
know
argues yes and
one argues no)
M-Day 11
Discuss aspects of
trial, discuss roles,
show clip possibility
HW: Have students
think of the role they
want to play in trial
T-Day 12
Have sign-up
sheet for roles,
have students
create a brief
argument of why
they want the role
they want in case
there are multiple
students going
for one role, get
in corresponding
groups to work
on their role
rubric.
W-Day 13
Have students get
into their groups.
Work on roles in
library.
TH-Day 14
Work on roles
in library.
Brainstorm
ideas about how
a trial works (on
the board).
Watch a clip of
a trial in a
movie. (Legally
blonde? Mr.
Smith goes to
Washington?
My cousin
Vinnie?)
F-Day 15
Trial (Teacher
puts on board
rules of the
trial) Students
should be left
to execute the
trial by
themselves, but
the teacher
should step in
as judge when
necessary. The
trial should last
most of the
period with the
paper assigned
at the end of
the period.
M-Day 16
Workshop papers.
Students will work
in groups or
individually on their
papers. Teacher
should float around
and discuss
approach and
execution.
T-Day 17
Workshop
papers. Students
will work in
groups or
individually on
their papers.
Teacher should
float around and
discuss approach
and execution.
W-Day 18
Peer review. Students
will work in pairs,
read each other’s
papers and offer
constructive
criticism, possible
edits, and revision.
Final Edits. Students
can work in groups
or individually on the
final revisions of
their paper. Each
student should talk to
the instructor
individually about
concerns and their
revisions.
TH-Day 19
Watch the
Hunger Games
movie. Give
students the
opportunity to
work on their
papers if they
want.
F-Day 20
Finish the
movie. Still
give students
opportunities to
work on their
paper. Remind
the students the
paper is due
Monday. Give
counsel to
students if
needed to go
over finishing
touches on their
papers if the
student wants.
M-Day 21
Paper Due. Debrief
includes group
reflection on
struggles,
difficulties,
successes, and
feelings. Open
forum about
possible changes to
the rubric or the
assignment for
future students.
T-Day 22
W-Day 23
TH-Day 24
F-Day 25
Rubric for courtroom roles: Each group of students will fill out the remainder of the rubric as
they see fit.
3
2
1-0
Group
participation
I have done a superb
job working in my
group. I have
contributed a lot for my
role.
I have done an OK job
working in my group. I
have contributed
something for my role.
I have contributed little
to nothing to my group.
Voice
It is clear through my
presentation that I care
about my role. I have
pride in my role.
I show some pride in my I do not have pride in
role and my presentation my role.
somewhat exhibits my
pride.
Your group will create the rubric for your role. You will decide what you should be graded on,
and what the most important components to your role are. I have filled in some for you, but it’s
up to you to finish the rest as a group.
Note: You will be divided into two groups: prosecution and defense. You will elect your
witnesses and prosecutor/defense attorneys. Those of you who are not acting, you will do
the front-loading for this trial. This means that you will be researching and creating the
questions/answers for your actors to use.
Agenda for the Trial
(Courtroom Procedures)
1. Prosecutor opening statement
2. Defense opening statement
3. Prosecution Witnesses
a. Prosecution’s witness
b. Defense’s cross-questioning
c. Prosecution’s witness
d. Defense’s cross-questioning
e. Prosecution’s witness
f. Defense’s cross-questioning
4. Defense Witnesses
a. Defense’s witness
b. Prosecution’s cross-questioning
c. Defense’s witness
d. Prosecution’s cross-questioning
e. Defense’s witness
f. Prosecution’s cross-questioning
5. Prosecutor closing statement
6. Defense closing statement
Courtroom Vocabulary Definitions
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Judge: A public official appointed to oversee cases in a court of law.
Lawyers
o Prosecutor: The attorney who reviews cases for filing and presents evidence to
establish whether or not defendant is guilty.
o Defendant: Defends or denies an accusation.
Cross-Examination: Questioning of the other side’s witnesses while they are under oath.
Witnesses: People who are called upon to testify in court to what s/he has seen and heard.
Opening Statement: An introductory statement made by both attorneys at the start of the
trial. It is an opportunity to provide an overview of the case to the jury and introduce the
evidence for each stance.
Closing Argument: References the opening statement and reaffirms the arguments that
were made by reinforcing the evidence to defend each case.
Prompt for Final Paper:
Throughout this unit, we have collaborated with each other to discuss the themes prevalent in
The Hunger Games. More specifically, you all have discussed the problems that exist in this
post-apocalyptic society. From our activities, group projects, and discussion, you have decided
that the most important themes in this novel address the issues of oppression, fighting for
survival, and the struggle for power and identity. You have witnessed a trial in this classroom in
which Katniss and Peeta were being tried for murder, but both were claiming that they were
acting in self-defense. Now it’s your turn to decide.
You are going to decide if Katniss and Peeta are innocent or guilty for their actions in the
Games. You will write an argumentative essay that convinces your audience of your decision.
You can use evidence from our trial, but you will need to use at least 3 pieces of textual evidence
to support your claims. Remember: this is an argumentative paper, so you must convince your
audience of your decision. To do this, I would like you to form your paper as such (ordered by
paragraphs):
1. Thesis statement (State your claim here. Are they innocent or guilty?)
2. Con idea 1 -----> Refutation (This supports your thesis. Use 1 textual evidence to support
your claim here)
3. Con idea 2 -----> Refutation (use 1 textual evidence to support your claim here)
4. Con idea 3 -----> Refutation (use 1 textual evidence to support your claim here)
5. Conclusion (Wrap everything up)
Paper Requirements
3-5 pages
3 pieces of textual evidence
3 statements to support your argument
3 statements to refute your argument
Works Cited attached to the back of your paper (MLA format)
Rubric for The Hunger Games Argumentative Essay
The claim
Reasons in
support of
claim
Reasons
against the
claim
4
I make a claim
and explain why it
is controversial
I give at least 3
clear and accurate
reasons in support
of my claim
I discuss the
reasons against
my claim and
explain why it is
valid anyway
I use at least 3
quotations that
exceptionally
shape my
argument.
Organization My writing has a
compelling
opening, and
informative
middle, and a
satisfying
conclusion
I am passionate
Voice and
about my
tone
argument. I tell
how I think and
feel about it.
Quotations
MLA
formatting
& works
cited page
There is a works
cited page and I
properly cite my
sources in MLA
formatting. There
are no errors in
citation.
3
I make a claim but
don’t explain why
it is controversial
I give reasons in
support of my
claim, but I
overlook
important reasons
I discuss the
reasons against
my claim but
neglect some or
don’t explain why
the claim still
stands
I use at least 2
quotations that
help shape my
argument.
2-1
My claim is buried,
confused, and/or
unclear.
I give 1 or 2 weak
reasons that don’t
support my claim
and/or irrelevant or
confusing reasons
I say that there are
reasons against the
claim, but I don’t
discuss them.
0
I don’t say what
my argument or
claim is.
I don’t give
reasons in
support of my
claim.
My writing has a
beginning, a
middle, and an
end
My organization is My writing is
rough but workable. aimless and
I may sometimes
disorganized.
get off topic.
It sounds like I
care about my
argument. I tell
how I think and
feel about it.
My writing is
bland. There is no
hint of a real person
in it.
There is a works
cited page and I
adequately cite
my sources in
MLA formatting.
There is one error
in citation.
There is a works
cited page and I
adequately cite my
sources in MLA
formatting. There
are multiple errors
in citation.
I don’t
acknowledge or
discuss the
reasons against
my claim.
I use quotations,
I don’t use any
but they do not help quotations.
shape my argument.
My writing is
too formal or
informal. It
sounds like I
don’t like the
topic of the
essay.
I have not
included a
works cited
page, nor do I
use MLA
formatting.
There are ten or
more errors in
citation.
Paper
Conventions
I have written at
3-5 pages
I have written less
than 3 pages
I have written less
than 2 pages
I have written
less than 1 page