The Hunger Games and Dystopia

Unit Plan & Activating Prior Knowledge.

Students learn about Dystopian genre by experiencing a variety of texts. They identify key characteristics of dystopias and analyze text to develop an understanding of the concepts freedom, control and identity. Students express their ideas using a variety of forms including: graphic organizers, posters, and a final video project.

Before Reading Outcomes:

  • I identify various forms and genres of oral, print and other media texts, and describe key characteristics of each. 2.3.1
  • I reflect on, revise and elaborate on initial impressions of oral, print and other media texts, through subsequent reading, listening and viewing activities. 2.2.12
  • I discuss connections among plot and subplot, main and supporting characters, main idea and theme in a variety of oral, print and other media texts. 2.3.3
~Hunger Games Unit Plan: LA 7

"The Scarecrow" - Identify Key Characteristics of a Dystopia

  • Propaganda is used to control the citizens of the society.
  • Information, independent thought, and freedom are restricted.
  • A figurehead or concept is worshipped by the citizens of the society.
  • Citizens are perceived to be under constant surveillance.
  • Citizens have a fear of the outside world.
  • Citizens live in a dehumanized state.
  • The natural world is banished and distrusted.
  • Citizens conform to uniform expectations. Individuality and dissent are bad.

Video and Short Story Activities

Students find images to represent each characteristic and then screen take screenshots from “The Scarecrow” to show their understanding.

They use the Guiding Quesitions Organizer to organize their thinking about the concepts of freedom, control and identity.

Copy of Characteristics of a Dystopian Society
Copy of KEY: Characteristics of a Dystopian Society

Short Stories: Identifying Key Characteristics in a Dystopia

harrison_bergeron.pdf

Harrison Bergeron

The_Lottery_with_questions_Shirley_Jackson.pdf

The Lottery

The Pedestrian short story.pdf

The Pedestrian

The Veldt

The Veldt

"Hunger Games" During Reading Activities

Break the novel into five sections and have students read with a purpose for each secion.

Section 1, Chapter 1-4: Compare Self to character

Section 2, Chapter 5-11: Understanding Character's Perspective & Literary Elements

Section 3, Chapter 12-16: Understanding Narrator's Perspective and Predictions

Section 4, Chapter 17-21: Symbolism & Effects

Section 5, Chapter 22 - 27: Understanding connection between Plot, Character Setting, Main Idea and Theme

Outcomes:

  • Section 1: I compare the choices and behaviours of characters portrayed in oral, print and other media texts with those of self and others. 2.2.6
  • Section 2 : I discuss how techniques, such as colour, shape, composition, suspense, foreshadowing and flashback, are used to communicate meaning and enhance effects in oral, print and other media texts. 2.2.10
  • Section 3: I identify the narrator's perspective, and explain how it affects the overall meaning of a text. 2.3.4
  • Section 3: I reflect on, revise and elaborate on initial impressions of oral, print and other media texts, through subsequent reading, listening and viewing activities. 2.2.12
  • Section 4: 1.2.2 I use talk, writing and representing to examine, clarify and assess understanding of ideas, information and experiences.
  • Section 5: I discuss connections among plot and subplot, main and supporting characters, main idea and theme in a variety of oral, print and other media texts. 2.3.3
Panem Propaganda Assignment
Literary Elements Evidence from the Text Tiles

Section 2: Literary Elements (individual sheet and group Post-it Note placemat)

Character Comparison Boxing Match Style

After Reading: Adobe Spark Video

Students create an Adobe Spark Video to show their understanding of the key characteristics of a Dystopian Genre and their opinion about control vs. freedom. Students use the planner to organize their voice over and during production they use the TAG feedback to make improvements to their work.

Outcomes:

  • 1.2.3 I talk with others to elaborate ideas, and ask specific questions to seek helpful feedback.
Spark Video Rubric

Other Possible Activities

The Hunger Games Cards
Choose your Own Adventure Character Choices
74th Hunger Games Tributes