The Hunger Games : A Moral Dilemma

1. The Hunger Games: A Moral Dilemma Unit Portfolio Presentation Grades 9-10: English Stacy Burch Scholastic Press Images

2. Unit Summary • http://www.youtube.com/watch?v=p-5ANq4sAL0 • After reading The Hunger Games by Suzanne Collins, students connect the novel’s theme to the world today through whole class discussion, group research, and informative writings. Students must analyze the theme from multiple points of view and produce a group Wiki page from assigned perspectives. For the culminating project, groups participate in a Mock Trial defending and/or condemning the moral dilemma of the novel’s characters for an audience of local lawyers, judges, and other law officials.

3. Curriculum-Framing Questions The Mockingjay Whistle

4. What Students Will Gain(Common Core Standards) • RL/I.9-10.2: Students will determine thetheme of The Hunger Games and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. • W.9-10.2: Students will write an informative/explanatory essay to examine and clearly convey the complex theme of moral dilemma; this essay will be used as evidence for the Mock Trial. • W.9-10.6: Students will use technology, including the Internet (such as a Wiki page), to produce, publish, and update individual or shared writing products. • W.9-10.7: Students will conduct both short and sustained research to answer the Essential Question; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject. • SL.9-10.1: Students will initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led), building on others’ ideas and expressing their own clearly and persuasively. • SL.9-10.4: Students will present information, findings, and supporting evidence clearly, concisely, and logically for an appropriate purpose, audience, and task during the Mock Trial.

5. What Students Will Gain (21stCentury Skills) • Creativity and Innovation • Demonstrate originality and inventiveness in work • Develop, implement and communicate new ideas to others • Be open and responsive to new and diverse perspectives • Act on creative ideas to make a tangible and useful contributions • Communication and Collaboration • Articulate thoughts and ideas clearly and effectively through speaking and writing • Demonstrate ability to work effectively with diverse teams • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal • Assume shared responsibility for collaborative work

6. What Students Will Gain(21st Century Skills continued) • ICT (Information, Communications and Technology) Literacy • Use digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate, and create information. • Use technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information • Initiative and Self-Direction • Monitor one’s own understanding and learning needs • Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise • Demonstrate initiative to advance skill levels towards a professional level • Define, prioritize and complete tasks without direct oversight • Utilize time efficiently and managing workload • Demonstrate commitment to learning as a lifelong process

7. Vision of What Will Be Accomplished • Students will be able to: • Analyze the theme of The Hunger Games and analyze its development throughout the novel in addition to its relation to other forms of literature and modern-day examples of moral dilemmas. • Participate effectively and utilize time efficiently in collaborative discussions about the novel and shared work on a Wiki page about moral dilemmas and differing perspectives. • Use technology to conduct research and synthesize multiple sources about the judicial system, government control, and moral decisions, demonstrating understanding of the reoccurring theme by producing, publishing, and updating a Wiki page. • Write an informative/explanatory text that clearly and effectively articulates moral dilemmas in The Hunger Games and the world today in addition to evidence defending/condemning morally ambiguous characters. • Present information responsibly on morally ambiguous characters for appropriate purpose, audience, and task in the form of Mock Trial.

8. Characteristics of Project-Based Learning in the Unit • Students are at the center of the learning process. • The project focuses on important learning objectives aligned with the Common Core Standards and 21st Century Skills. • The project is driven by Curriculum-Framing Questions. • The project involves ongoing and multiple types of assessments. • The project involves connected tasks that take place over a period of time (2 weeks). • The project has real-world connections to morals, making choices, different perspectives, the judicial system, and government. • Students demonstrate knowledge and skills through products and performances such as a group Wiki page, informative essay, and a Mock Trial. • Technology supports and enhances student learning through research, Wiki pages, (insert WEB 2.0 Tools), and the Showing Evidence Tool. • Thinking Skills are integral to the project work. • Varied Instructional strategies support multiple learning styles.

9. Gauging Students’ Needs Step 1: Brainstorming through Discussion (Formative Assessment) Communication_Checklist.doc Checklist will allow the teacher to see if all students participate and how they view themselves. Mediator 9 Project This project will allow the teacher to see if students understand the theme and concepts presented in the novel. • Use the CFQs to begin a whole-class discussion on the theme (moral dilemma) in the novel and the world today. • Use the Communication Rubric to have students gauge their discussion abilities (complete only discussing and listening sections at this time). • Have students complete the Mediator 9 Project as a novel and theme review.

10. Gauging Students’ Needs Step 2: Organizing Information & Research (Formative Assessment) Mind_Map.pdf Allows teacher to see if students understand the theme. Wiki_Rubric.doc Allows teacher to see progress on Wiki and if students understand tasks. Collaboration_Checklist.doc Allows teacher to see how well students interact. • Assign students groups and a character per group. Have groupsbrainstorm ideas about the theme (moral dilemma) from their assigned perspective; students use the graphic organizer before beginning research and posting to the Wiki page. • Have students track their own progress on collaboration for the Wiki page using the checklist. The Wiki page is to be constructed from the assigned perspective (character page); have students check input using the Wiki Rubric.

11. Summative Assessment Step 3: Informatory Writing & Mock Trial • Once finished with the research and Wiki Page, have students watch the PowerPoint Presentation explaining the Mock Trial and complete the drafting on Web 2.0 tools. • Have students write a final copy of their information on their assigned character’s moral ambiguity in an informatory essay, which will be used as evidence for the Mock Trial. • Have students create their Mock Trial presentations, focusing on the assigned perspective of defense or prosecution, complete with opening/closing statements, witnesses, lead lawyer, and assisting lawyer(s). • Conduct the Mock Trial with local judges, lawyers, and other law officials as the judge and jury.