EDUC 673 UNIT PLAN

Complete each section of the template. Submit as ONE document for the team
in each members Livetext along with the individual curriculum mapping by content area.

UNIT PLAN: CONTEXT FOR INTERDISIPLINARY UNIT PLAN

Subject / Grade / Topic

Subjects

English

Grade

8th Grade

Unit Topic
State/National Standards
Include all standards for the entire unit here.
In the individual lesson plans you will
identify which specific unit standards apply
in that particular lesson. This may seem
redundant, but it shows that you can relate
your learning activities to standards both
holistically for the unit and also specifically
for each lesson.

Mission Statement
List your school mission statement.

World War II Panem Wants You!

VA SOL E8.1 The student will use interviewing techniques to gain information.
VA SOL E8.2 The student will develop and deliver oral presentations in groups and individually
VA SOL E8.3The student will analyze, develop, and produce creative or informational media messages.
VA SOL E8.4 The student will apply knowledge of word origins, analogies, and figurative language to extend
vocabulary development within authentic texts
VA SOL E8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry.
VA SOL E8.6 The student will read, comprehend, and analyze a variety of nonfiction texts.
VA SOL E8.7The student will write in a variety of forms, including narration, exposition, persuasion, and
informational.
VA SOL E8.8The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
VA SOL E8.9 The student will apply knowledge of appropriate reference materials to produce a research
product.

The purpose of this curriculum is to provide and empower students with an education conducive with a
technology-enriched 21st century learning environment, and to prepare students with a foundation of readiness
to excel and retain commitment between teacher, student, parent, and community to work together in a
cooperative effort.

Character Principles
List four character principles with scripture
that will be addressed in this unit.

1. Character Principle: Duty: Greater love has no one than this, that someone lay down his life for his
friends. John 15:13 Lessons will make connections throughout the unit using past and present situations in
relation to World War II and The Hunger Games with regards to the duty of citizenship and how decisions
impact life. Students will read, watch movies, and engage in individual and group activities that demonstrate
both positive and negative duties.
2. Character Principle: Cooperativeness: For where two or three are gathered in my name, there am I among
them. Matthew 18:20 Teachers not only join together in unity to instruct students to recall and make
connections throughout their courses, students are also introduced to lessons that recognize mutual
interdependence upon one another and our actions towards one another. Using the theme May The Odds
Ever Be In Your Favor from The Hunger Games, relationships to World War II provides the students with the
impact and understanding of how critical it is to cooperate with one another economically, emotionally,
physically, and intellectually.
3. Character Principle: Citizenship/Patriotism: Remind them to be subject to rulers, to authorities, to be
obedient, to be ready for every good deed Titus 3:1 Lessons will recall events from both World War II and
The Hunger Games in relation to propaganda and how Americans emotions were played on by authority.
Discussions will prompt what it means to be a good citizen and to be patriotic.
4. Character Principle: Courage: Have I not commanded you? Be strong and courageous. Do not be
frightened, and do not be dismayed, for the Lord your God is with you wherever you go. Joshua 1:9 The
lessons build on duty and cooperative as citizens; relationships are made between World War II and The
Hunger Games. Students will understand that these principles take courage; courage to promote growth in
society; courage to understand that any contribution, whatever it may be, can rescue a nation (for World War
II, it was America; for The Hunger Games, it was Panem).

General Goals
Identify broad, general goals for the unit of
instruction that appropriately build towards
the identified standards.

Specific Objectives
Identify the specific objectives that
correspond to the incorporated lesson plans.

Collaborating with other colleagues to improve the overall learning of students, students will be able to recall
prior knowledge from World War II, seek out events from life experiences and interests, and develop and
implement the most appropriate methods to meet even the most diverse learning needs through The Hunger
Games for student learning.
Recalling events from World War II and making connections in the 21 st century through The Huger Games, students
will be able to
describe how consumers, businesses, and government decision makers face scarcity of resources and must
make trade-offs and incur opportunity costs;

Key Concepts
Identify key concepts to be covered by the
unit that appropriately correspond and build
toward to the goals and the objectives.
Concepts are the thoughts, ideas, skills and
principles that will addressed. A simple list
will do. One aspect of this includes main
vocabulary words students need to know in
order to be successful in the unit.

examine and understand the laws of supply and demand;

make connections of a workers skills and knowledge in relation to market value;
describe strategies for achieving national economic goals and the governments role in stabilizing the economy;
define the role of money;
explain how certain historical events have influenced the banking system and other financial institutions;
describe how advertising and marketing impacts consumer demand and decision making in the global
marketplace;
Recalling World War II and connecting the 21st century Hunger Games, the teacher aims to connect to students
emotions of how propaganda played a key factor in the decision-making of citizens during a time where Patriotism
fueled spending and rebuilt America. Collaborating with colleagues, students will make personal connections through
emotions of persuasiveness and identify with past and present day events and experiences through music, reading, and
innovation of technology and science.
Key Terms: propaganda, scarcity, opportunity costs, decisions, resources, demand, law of demand, supply, law of
supply, human capital, unemployment, unemployment rate, recession, depression, expansionary phase, contractionary
phase, durability, portability, divisibility, uniformity, limited supply, acceptability, commodity money, fiat money, bank,
credit union, intermediaries, and money supply.

Curriculum Mapping

Day 1

Day 2

Day 3

Day 4

Day 5

Include a detailed list of concepts and topics

connecting the units central theme to the
each members individual map

VA SOL E8..1

VA SOL E8.1

VA SOL E8.1

VA SOL E8.1

VA SOL E8.1

INTERVIEW
TECHNIQUES

INTERVIEW
TECHNIQUES

INTERVIEW
TECHNIQUES

INTERVIEW
TECHNIQUES

INTERVIEW
TECHNIQUES

Day 6

Day 7

Day 8

Day 9

Day 10

VA SOL E8.1

VA SOL E8.1

VA SOL E8.1

VA SOL E8.1

VA SOL E8.1

INTERVIEW
TECHNIQUES

INTERVIEW
TECHNIQUES

INTERVIEW
TECHNIQUES

INTERVIEW
TECHNIQUES

INTERVIEW
TECHNIQUES

THEN, Highlight in yellow section of your

curriculum map which content was used
here.

Day 11

Day 12

Day 13

Day 14

Day 15

VA SOL E8.2

VA SOL E8.2

VA SOL E8.2

VA SOL E8.2

VA SOL E8.2

ORAL
PRESENTATIO
N

ORAL
PRESENTATIO
N

ORAL
PRESENTATIO
N

ORAL
PRESENTATIO
N

ORAL
PRESENTATIO
N

Day 16

Day 17

Day 18

Day 19

Day 20

VA SOL E8.2

VA SOL E8.2

VA SOL E8.2

VA SOL E8.2

VA SOL E8.2

ORAL
PRESENTATIO
N

ORAL
PRESENTATIO
N

ORAL
PRESENTATIO
N

ORAL
PRESENTATIO
N

ORAL
PRESENTATIO
N

Day 21

Day 22

Day 23

Day 24

Day 25

VA SOL E8.3

VA SOL E8.3

VA SOL E8.3

VA SOL E8.3

VA SOL E8.3

MEDIA
LITERACY

MEDIA
LITERACY

MEDIA
LITERACY

MEDIA
LITERACY

MEDIA
LITERACY

Day 26

Day 27

Day 28

Day 29

Day 30

VA SOL E8.3

VA SOL E8.3

VA SOL E8.3

VA SOL E8.3

TEST

MEDIA
LITERACY

MEDIA
LITERACY

MEDIA
LITERACY

MEDIA
LITERACY

E1, E2, E3

Day 31

Day 32

Day 33

Day 34

Day 35

VA SOL E8.4

VA SOL E8.4

VA SOL E8.4

VA SOL E8.4

VA SOL E8.4

READING
VOCAB,
WORD
ORIGINS, &

READING
VOCAB,
WORD
ORIGINS, &

READING
VOCAB,
WORD
ORIGINS, &

READING
VOCAB,
WORD
ORIGINS, &

READING
VOCAB,
WORD
ORIGINS, &

FIGURATIVE
LANGUAGE

FIGURATIVE
LANGUAGE

FIGURATIVE
LANGUAGE

FIGURATIVE
LANGUAGE

FIGURATIVE
LANGUAGE

Day 36

Day 37

Day 38

Day 39

Day 40

VA SOL E8.4

VA SOL E8.4

VA SOL E8.4

VA SOL E8.4

VA SOL E8.4

READING
VOCAB,
WORD
ORIGINS, &

READING
VOCAB,
WORD
ORIGINS, &

READING
VOCAB,
WORD
ORIGINS, &

READING
VOCAB,
WORD
ORIGINS, &

READING
VOCAB,
WORD
ORIGINS, &

FIGURATIVE
LANGUAGE

FIGURATIVE
LANGUAGE

FIGURATIVE
LANGUAGE

FIGURATIVE
LANGUAGE

FIGURATIVE
LANGUAGE

Day 41

Day 42

Day 43

Day 44

Day 45

VA SOL E8.5

VA SOL E8.5

VA SOL E8.5

VA SOL E8.5

VA SOL E8.5

COMPREHEN
D AND
ANALYZE
FICTION
TEXTS

COMPREHEN
D AND
ANALYZE
FICTION
TEXTS

COMPREHEN
D AND
ANALYZE
FICTION
TEXTS

COMPREHEN
D AND
ANALYZE
FICTION
TEXTS

COMPREHEN
D AND
ANALYZE
FICTION
TEXTS

Day 46

Day 47

Day 48

Day 49

Day 50

VA SOL E8.5

VA SOL E8.5

VA SOL E8.5

VA SOL E8.5

VA SOL E8.5

COMPREHEN
D AND
ANALYZE
FICTION
TEXTS

COMPREHEN
D AND
ANALYZE
FICTION
TEXTS

COMPREHEN
D AND
ANALYZE
FICTION
TEXTS

COMPREHEN
D AND
ANALYZE
FICTION
TEXTS

COMPREHEN
D AND
ANALYZE
FICTION
TEXTS

Day 51

Day 52

Day 53

Day 54

Day 55

VA SOL E8.6

VA SOL E8.6

VA SOL E8.6

VA SOL E8.6

VA SOL E8.6

COMPREHEN
D AND
ANALYZE
NONFICTION

COMPREHEN
D AND
ANALYZE
NONFICTION

COMPREHEN
D AND
ANALYZE
NONFICTION

COMPREHEN
D AND
ANALYZE
NONFICTION

COMPREHEN
D AND
ANALYZE
NONFICTION

Day 56

Day 57

Day 58

Day 59

Day 60

VA SOL E8.6

VA SOL E8.6

VA SOL E8.6

VA SOL E8.6

Test

COMPREHEN
D AND
ANALYZE
NONFICTION

COMPREHEN
D AND
ANALYZE
NONFICTION

COMPREHEN
D AND
ANALYZE
NONFICTION

COMPREHEN
D AND
ANALYZE
NONFICTION

E4, E5, E6

Day 61

Day 62

Day 63

Day 64

Day 65

VA SOL E8.7

VA SOL E8.7

VA SOL E8.7

VA SOL E8.7

VA SOL E8.7

NARRATION,
EXPOSITION,
PERSUASION,
AND

NARRATION,
EXPOSITION,
PERSUASION,
AND

NARRATION,
EXPOSITION,
PERSUASION,
AND

NARRATION,
EXPOSITION,
PERSUASION,
AND

NARRATION,
EXPOSITION,
PERSUASION,
AND

INFORMATION INFORMATION INFORMATION INFORMATION INFORMATION

AL WRITING
AL WRITING
AL WRITING
AL WRITING
AL WRITING

Day 66

Day 67

Day 68

Day 69

Day 70

VA SOL E8.7

VA SOL E8.7

VA SOL E8.7

VA SOL E8.7

VA SOL E8.7

NARRATION,
NARRATION,
NARRATION,
NARRATION,
NARRATION,
EXPOSITION,
EXPOSITION,
EXPOSITION,
EXPOSITION, EXPOSITION,
PERSUASION, PERSUASION, PERSUASION, PERSUASION, PERSUASION,
AND
AND
AND
AND
AND
INFORMATION INFORMATION INFORMATION INFORMATION INFORMATION
AL WRITING
AL WRITING
AL WRITING
AL WRITING
AL WRITING

Day 71

Day 72

Day 73

Day 74

Day 75

VA SOL E8.8

VA SOL E8.8

VA SOL E8.8

VA SOL E8.8

VA SOL E8.8

GRAMMAR
AND
PARAGRAPH
WRITING

GRAMMAR
AND
PARAGRAPH
WRITING

GRAMMAR
AND
PARAGRAPH
WRITING

GRAMMAR
AND
PARAGRAPH
WRITING

GRAMMAR
AND
PARAGRAPH
WRITING

Day 76

Day 77

Day 78

Day 79

Day 80

VA SOL E8.8

VA SOL E8.8

VA SOL E8.8

VA SOL E8.8

VA SOL E8.8

GRAMMAR

GRAMMAR

GRAMMAR

GRAMMAR

GRAMMAR

AND
PARAGRAPH
WRITING

AND
PARAGRAPH
WRITING

AND
PARAGRAPH
WRITING

AND
PARAGRAPH
WRITING

AND
PARAGRAPH
WRITING

Day 81

Day 82

Day 83

Day 84

Day 85

VA SOL E8.9
RESEARCH
METHODS

VA SOL E8.9
RESEARCH
METHODS

VA SOL E8.9
RESEARCH
METHODS

VA SOL E8.9
RESEARCH
METHODS

VA SOL E8.9
RESEARCH
METHODS

Day 86

Day 87

Day 88

Day 89

Day 90

VA SOL E8.9
RESEARCH
METHODS

VA SOL E8.9
RESEARCH
METHODS

VA SOL E8.9
RESEARCH
METHODS

VA SOL E8.9
RESEARCH
METHODS

Test

Unit/Duration Planning

Detail a schedule for

implementation of the concepts mapped
out above by day. In this chart, list

Skills
Knowledge
Dispositions
Concepts
Themes

Day #1:

CONTENT 1

CONTENT 2

General Music

E&PF

Students will listen to and

analyze music while making
a personal connection.

Students will be introduced

to the term propaganda and
how it impacted the past
and effects present day
decision-making.
WW II & The Hunger
Games will connect
relationships of propaganda.

CONTENT 3

E7, E8, E9

CONTENT 4

English

The students will be able to

discuss about the Hunger
Games and they can describe
their feeling according to their
level.

Safety
Measurement

Students will recall and

relate that both aim to
achieve economic growth
and goals.

It is possible that your unit might last longer

than 10 days. If so, outline here how many
days it will be.

Students are asked to recall

propaganda from The
Hunger Games watched in
English/Reading class.

Your daily lessons, activities about

what the student will do and what
the teacher will do WILL BE PUT
IN A CHART FORMAT.
Day #2:

Students will listen to and

analyze music to identify
evoked emotions due to
stylistic features of songs.

Students will use a VENN

Diagram to compare and
contrast WWII & The
Hunger Games.
Students will engage
students in an online
discussion in Padlet
introducing the fiscal policy
and how it relates to the unit
study.

Day #3:

Day #4:

Day #5:

The students will express their

emotion about certain colors,
fashion, and give reasons about
why the fashion.

Students will listen to and

analyze music in effort to
identify possible persuasive
motives to songs from the
WWII era.

A local speaker makes

connections for students
about how WWII rebuilt
America after The Great
Depression and how the
fiscal policy influenced
changes in the banking
industry and how it has
impacted society today.

The students will articulate their

opinion and reasoning skills for
their opinions after watching 30
minutes of the movie Hunger
Games..

Students will examine the

role music played as
propaganda during WWII.

Building upon the speaker,

students will review and be
introduced to key terms
relating to WWII & The
Hunger Games in relation
to the role of money.

The students will use the

information of Morse Code
according to their level. They
will learn how it correlates to
WW2.

Students will review music

as a persuasive art form and
the role music played in
propaganda during WWII.
Students will also complete

Students examine the

impact of advertising and
marketing on consumer
demand and decision
making in the global

The students will understand

what makes good advertisement
and why certain techniques are
used more often. They will also
learn how this correlates to

Safety
Measurement

Safety
Measurement

Safety
Measurement
Safety
Measurement

marketplace.
a quiz.

Day #6:

Day #7:

Students will begin

watching The Hunger
Games: Mockingjay Part 1
and complete handout.

Students will finish

watching The Hunger
Games: Mockingjay Part 1
and complete handout.

Students will gain concepts

of advertisements that are
either beneficial or
misleading.
Students will make
connections with skills
needed (human capital) to
advance science and
technology. Connections
will be made from WWII
and The Hunger Games in
relation to the 21st century.
Students will engage in an
discussion on supply and
demand, scarcity, choices,
and opportunity cost
making connections with
WWII and The Hunger
Games to further understand
how events and experiences
impact consumer and
producer decision-making.

WW2.

The students will use adjectives

to describe feelings and/or use
adjectives to influence emotions
in their writing and speech.

Graphs

The students will understand the

way The Hunger Games was
designed with the maps they
have made. They will also view
the maps of WW2.

Graphs

The students will use

comparisons and contrasts in
their writing and sppech as well
as apply them to certain ideas.

Research

Students will respond to

questions on Padlet.

Day #8:

Day #9:

Students will begin

collaborating with peers to
create a group presentation
for Day 10.

Students will finish

collaborating with peers to
create a group presentation
for Day 10.

Students will begin

watching The Hunger
Games: Mockingjay Part 2.
Students will complete an
exit ticket.
Students will finish
watching The Hunger
Games: Mockingjay Part 2.
Students will complete an
essay making connections
to what we have studied in

The students will create

advertisements and slogans in
order to try to persuade certain
ideas. They will understand the
purpose of advertisements and

Research

this unit utilizing all

economic factors.

Day #10:

Students will present

presentation in groups
concerning the role of
music as propaganda in
WWII, todays society, and
The Hunger Games:
Mockingjay Part 1.

Students will engage in a

game of Kahoot for review
(15 min.)
Students will take a quiz;
either online or paper and
pencil for assessment of
content knowledge.

its ability to influence the mind.

The students will use the
advertisements and slogans as a
presentation in class. They will
also present their persuasion
papers and they will be hung up
on the hallway wall. This will
be their assessment.

Research/Test

Angela Bucek General Music/History

Day 1
VA SOL GM 8.10
MU: Re9.1.8a

Day 2
VA SOL GM 8.10
MU: Re7.1.8a

Day 3
VA SOL GM 8.8
MU: Re7.2.8a/b

Day 4
VA SOL GM 8.8
MU: Re7.2.8a/b

Day 5
VA SOL GM 8.8/8.10
MU: Re7.2.8a/b

GM
ST/D/LI: Students will listen to
instrumental audio of The
Hanging Tree as performed in
The Hunger Games:
Mockingjay Part 1.
The teacher will ask students a
series of questions about how
the music made them feel, if
the must evoked any particular
emotions, and if the must was
trying to tell us something.

GM
ST/LI: Students will watch a
YT video of The Hanging
Tree as performed in The
Hunger Games: Mockingjay
Part 1. The teacher will ask
students a series of questions
about the songs meaning,
emotions evoked, and how the
meaning makes connections to
other things.

GM
ST: The teacher will begin with
a brief review about the
significance of music during
specific time periods or events
and how it impacts individuals.
Students will answer the review
question on Padlet.

GM
ST/D: The teacher will begin
the lesson by asking students to
volunteer their responses from
Day 3s IP activity. Students
will share and discuss various
forms of propaganda during
WWII and in todays society.

GM
ST: The teacher will begin by
explaining there will be a pop
quiz today. Students will be
relieved to know that there will
be a review before the quiz and
that students may use any notes
in their Music Journal (even
notes they take today).

I/T/HS: The teacher will use a

PowerPoint presentation (also
provided to students in their
email) to further discuss the
role of music during wartime
particularly WWII. The main
idea is that music can be used
as propaganda.

I/T/HS: The teacher will use a

PowerPoint presentation (also
provided to students in their
email) to examine music from
Germany, Russia, Japan, and
the United States during WWII
and how it affected the war or
was affected by the war.

GP/DI: Students will complete

a worksheet including a vein
diagram, fill-in-the-blanks, and
multiple choice questions based
on information in the
PowerPoint presentation.

GP/T/LI: The teacher will

play YT videos and guide
students in completing a
handout concerning the stylistic
features and possible
propaganda meanings of each
piece.

I/D/LI: The teacher will talk

about the various ways in
which music can evoke
emotion and be persuasive
using The Hanging Tree as
an example. Students will be
asked to share examples of
times when music made them
feel a certain way and the
teacher will prompt students to
answer why they think music
has such a powerful effect.
Ideas will be compiled on the
whiteboard.
GP/W/DI/T/LI: The teacher
will play audio of Safe and
Sound from The Hunger
Games. Students will use
Padlet or their Music Journal to
write a reflection (4-6
sentences) about the song.
Students may also draw a
picture if they choose. Students
will describe what the song
lyrics and music are trying to
convey and how the mood of
the music and lyrics make them
feel.
IP/PS/LI: Students will
choose two contrasting songs,
describe the similarities and
differences, and explain what
emotions arise from listening to

I/D/LI: The teacher will

discuss the significance of
music as a means of influence
and meaning. The teacher will
play several audio examples
from the 1940s era of music
and open a discussion
concerning the importance and
purpose of the songs. The
teacher will ask student to
guess when the songs were
written, revealing the songs
were written during WWII
through student prompting.
GP/DI/GA/LI: Students will
divide into small heterogeneous
groups as assigned. Students
will be tasked to come up with
(as a group) three ways Praise
the Lord and Pass the
Ammunition may have been
influenced by WWII.
IP/T/PS/LI: Using their
laptops and search engines,
students will research to find 5
songs or musical works written
during WWII. Students will
list two meanings, influences,
or emotions connecting each
piece to WWII and the how
they feel the piece impacted
listeners.
C: The teacher will recap the

IP/T: Students will use Padlet

to respond to a writing prompt
concerning the types of
propaganda in WWII and how
they think propaganda has
changed in the 21st century.
C: The teacher will review the
answers to the worksheet
completed during the GP
activity. Students will grade
their own work and make
changes to ensure correct
answers are present. Students
will keep the worksheet in their
Music Journal for future
reference.

IP/T/LI/PS: Students will

choose one of the GP audio
samples to further examine by
researching specific
information about the song
(questions will be provided for
each particular song). Each
student will respond by posting
their findings in complete
sentences on Padlet. Each
student must respond to at least
one of their classmates
findings.
C/E: The teacher asks students
to sign on to Kahoot to
participate in a game. The
game is designed to reveal
review questions that will
appear on tomorrows pop quiz.
Students will be encouraged to
review the two PowerPoint

GP/DI: The teacher will first

review the various ways that
music may be emotional and
persuasive. Next, the teacher
will review the PowerPoint
presentation from Days 3 & 4.
Students will be encouraged to
take notes and ask questions for
clarification.
IP/DI/E: Students will
complete an interactive quiz on
ProProfs. Students may work
individually or at the teachers
pace (reading each question
aloud).
C: The teacher will ask
students how they felt about the
quiz and reveal that students
wishing to achieve a high score
may retake the quiz
individually before the next
class period.

Angela Bucek General Music/History

Day 6
VA SOL GM 8.7
MU: Re7.2.8a/b STANDARD
GM
ST: The teacher will explain
that students will be watching
The Hunger Games:
Mockingjay Part 1 over the
next two class periods.
GP/DI: The teacher will pass
students a handout to be
completed while watching the
move. The handout will
challenge students to identify
the different songs (with
teacher assistance), actively
listen to stylistic features of the
songs, analyze
meaning/propaganda behind
the songs, and reflect on each
song. Students will turn the
handout in by the beginning of
Day 8.
IP/DI/T: While students watch
the movie, the teacher will
project a series of questions to
prompt students to successfully
answer the movie handout.
Additionally, the teacher will
pinpoint each new songs
beginning, helping students
with song identification.
C: The teacher will collect all
handouts and ask students if
they are enjoying the music in
the movie.

Day 7
VA SOL GM 8.7
MU: Re7.2.8a/b

Day 8
VA SOL GM 8.7
MU: Re8.1.7a

Day 9
VA SOL GM 8.7
MU: Re8.1.7a

Day 10
VA SOL GM 8.7
MU: Re8.1.7a

GM
ST: The teacher will pass
students their movie handout
and encourage students to work
on the handout while
listening/watching the movie
(not leaving it until the end to
complete). The teacher will
review the first song and ask
for student volunteers to
explain their answers to each
question for that song.

GM
ST: The teacher will collect
any movie handouts from
students who took the handout
home. The teacher will also
reveal that students will present
a group project on Day 10.

GM
ST: The teacher will remind
students to review the required
components for the
presentation as outlined in the
presentation rubric.

GM
ST: Students will sign up on
the whiteboard for the order of
presentations. The teacher will
give the first group about 10
minutes to set up for the
presentation. The teacher will
hand out 4 presentation
evaluations to each student to
complete concerning their
peers presentation.

IP/DI/T: Students will

continue to watch the movie
and complete the movie
handout. The teacher will
project the series of prompting
questions and pinpoint the
beginning of each song for the
students.
C: At the end of the movie, the
teacher will briefly ensure all
students have identified each
song and are answering all
questions. Students may take
the handout home to complete
it if they have not finished it.

I/GA/DI: The teacher will

divide students into small
heterogeneous groups, ensuring
that each group has a strong
writer and tech savvy
individual. Students will
receive a presentation rubric to
guide their planning and
selected information.
GP/CC/EN/HS/EPF/S:
Students will work together to
create a 5-7 minute
presentation concerning the
role of propaganda (literature,
science, economics, history) in
WWII, todays society, and in
The Hunger Games:
Mockingjay Part 1. The
teacher will circulate between
groups, assisting with ideas,
prompting creative and critical
thinking and helping groups
identify student roles for the
presentation. Students are
encouraged to be creative in
their presentations and use at
least one form of technology
(PowerPoint presentation,
audio sample, YT video, etc.).

GP/CC/EN/HS/EPF/S :
Students will continue working
together to create a 5-7 minute
presentation concerning the
role of propaganda (literature,
science, economics, history) in
WWII, todays society, and in
The Hunger Games:
Mockingjay Part 1. The
teacher will circulate between
groups, assisting with ideas,
prompting creative and critical
thinking and helping groups
identify student roles for the
presentation. Students are
encouraged to be creative in
their presentations and use at
least one form of technology
(PowerPoint presentation,
audio sample, YT video, etc.).
The groups will have the
opportunity to practice their
presentation in practice rooms
within the band room.
C: The teacher will ensure that
all groups are wrapping up
their efforts with approximately
20 minutes left in the class
period.

I/GA/OL/E: Each group will

present their presentation
concerning the role of
propaganda in WWI, todays
society, and in The Hunger
Games: Mockingjay Part 1.
Students will evaluate their
peer groups in a constructive,
positive manner. The teacher
will evaluate each group as a
whole.
C/W: The teacher will ask
students what they enjoyed
about the unit. Students will
reflect about the unit and its
contents on Padlet. Students
will be required to respond to at
least on classmate as well.

Ruth Sholes Economics & Personal Finance

Day 1
VA SOL EPF.5d
describing strategies for
achieving national economic
goal;
EPF/AS The teacher
introduces the term propaganda;
ideas, facts, or allegations spread
deliberately to further ones
cause or to damage an opposing
cause.
D/CP/PS Teacher engages
students in a discussion about
how propaganda impacted WWII
through consumer and producer
spending, saving, rationing,
scarcity, emotions, etc. Students
are then asked to think critically
and compare and contrast
strategies used today to impact
the economy and achieve
national economic goals,
including full employment, stable
prices, and economic growth.
T/CM/C With examples of
WWII posters hung in the
classroom, students will use the
computer to further research of
WWII posters. Students will pair
up and using the Poster Analysis
WS, each group will critically

Day 2
VA SOL EPF.7b
describing governments role in
stabilizing the economy;
EPF/WU/CC/D/EN Knowing
the students have completed
watching The Hunger Games in
English on Day 1 & 2, the
teacher instructs students to think
about the assignment and
discussions from the previous
day and asks, Can you name
some propaganda used in the 1st
movie of The Hunger Games?
Persuasion? Control? How
did this impact the Districts
emotions towards one another?
Towards the Capitol? What
role in the movie did the Capitol
play on stabilizing the economy
of each District represented in
Panem? Discussion continues
recalling the poster analysis
assignment. Students will engage
in relationship and
comprehension of the meaning
behind the posters.
TPS/GA/EN/GM/S Students
are asked to pair up (with a
different partner than from the
previous day). Students are

Day 3
VA SOL EPF.12h
explaining how certain historical events
have influenced the banking system and
other financial institutions;

EPF/WU/D/CP Teacher begins

by asking students to reflect on
their HW assignment about fiscal
policy. Students make
connections about how the
historical events of the Great
Depression impacted and
influenced the banking system
and other financial institutions. A
discussion continues by recalling
posters that influenced spending
that funded the war; bonds,
stamps, etc.
CI/LI A local speaker from the
banking industry speaks with the
students and informs them of the
major influences that changed the
banking system and how it has
impacted society today, to
include technological advances.
Q&A The speaker engages
students in a Q&A for
understanding.
HW/CC Students are given the
handout Impact on Economic

Day 4
VA SOL EPF.6a
defining the role of money;

EPF/D/CP - The teacher begins

the lesson with a lecture on the
role of money. Reflecting on the
speakers knowledge of the
banking industry, terms are
reviewed and introduced;
durability, portability,
divisibility, uniformity, limited
supply, acceptability, commodity
money, fiat money, bank, credit
union, intermediaries, and
money supply. Connections are
brought in from WWII and The
Hunger Games.
D/CP Teacher begins a
discussion asking questions such
as; What represented the role of
money in The Hunger Games?
Who was the intermediary in
World War II and in The Hunger
Games? What was the result of
limited supply? Students should
gain the concept and make the
connection between historical
events of World War II and the
role of money in todays society.

Day 5
VA SOL EPF.10h
examining the impact of advertising and
marketing on consumer demand and
decision making in the global
marketplace;

EPF/D/CP The teacher begins

discussing with students the
impact of advertisement in
todays society. The teacher asks,
What advertisements today are
powerful in your decisionmaking? Do you believe
advertisements can be
misleading? How?
TPS/GA Students are asked to
pair up and think about ways
producers and the government
advertises to citizens. Students
will come up with two
advertisements that are beneficial
to their spending and two that are
misleading. Students will then
share ideas during discussion
with teacher.
D/CP The teacher engages
students in a discussion about
advertising. Students are asked to
recall the poster assignment,
What market strategies were
most powerful during World War
II? Why? The teacher makes

think about the impact their

posters had on Americans during
WWII; a total of 5 posters/WS
will be completed per group.
DA Gifted students are asked to
collaborate with students who
struggle with comprehension and
technology.
Students are asked to keeps their
worksheets to build on
tomorrows lesson.

instructed to complete a Venn

Diagram comparing propaganda
in WWII and The Hunger
Games. Questions from the
Poster Analysis WS should be
considered, as well as classroom
discussions.
HW Students are instructed to
go to Padlet.com, make
connections, and complete the
following questions: What is
fiscal policy? What theory is it
based on? What does it
influence? Why and when was
it enacted?

Decision-Making and asked to

begin filling in each section as it
relates to lessons from each class
they have and will learn
throughout the unit.

HS/T Students are asked to

survey an adult outside of school
older than 60 and ask, Can you
recall an advertisement that
impacted spending during
WWII? What is the most
influential advertisement you can
think of in the 21st century that
impacts spending? Students will
text their answers to Mrs. Sholes.
DA For students who do not
own a phone, they can email
answers.

connections with The Hunger

Games, as well as addresses the
impacts of marketing strategies
on consumer decisions, with
emphasis on advertising features
that may be informative and
features that may be misleading
(e.g., infomercials, celebrity
endorsements). Were any of the
marketing strategies used by the
government during World War II
misleading? If so, how?

Ruth Sholes Economics & Personal Finance

Day 6
VA SOL EPF.4a
examining the market value of a
workers skills and knowledge;

EPF/WU/D/CP The teacher

begins asking the question,
What skills were needed by
Katniss in the movie The Hunger
Games? Students are
encouraged to think about
physical, educational, intellectual
skills, etc. The discussion
furthers into skills and
knowledge needed during WWII.
LI - The teacher will introduce
key terms related to the unit:
and gives a hand-out on human
capital for a study guide.
CC/S Making connection with
science and concepts being
taught with regards to disease,
innovation, and technology
during WWII and in The
Hunger Games, students are
asked to list 3 advances from
each era/event. Students are

Day 7
VA SOL EPF.1a & 3a
examining the laws of supply and
demand; describing how
consumers, businesses, and
government decision makers face
scarcity of resources and must
make trade-offs and incur
opportunity
EPF/LI/GM/T
The costs;
teacher plays
a podcast
http://www.stlouisfed.org/educati
on_resources/economiclowdown-podcastseries/opportunity-cost/
that introduces scarcity, choice,
and opportunity cost.
D/CP Teacher engages students
in a discussion relating and
introducing the concept of supply
and demand to scarcity, choices,
and opportunity cost. Teacher
stresses the importance of the
market process and how
consumers decide whether to
purchase a good, how producers
decide whether to supply it, and
how both respond to
changes/events in the price of a
good. Connections are made with
WWII and The Hunger Games for
further understanding. The

Day 8
VA SOL EPF.1a, 3a, 4a, 5d, 6a,
7b, 10h, & 12h

Day 9
VA SOL EPF.1a, 3a, 4a, 5d, 6a,
7b, 10h, & 12h

EPF/LI/T Students begin

watching The Hunger Games;
Mockingjay Part 2.

EPF/LI/T - Students finish

watching The Hunger Games;
Mockingjay Part 2 Movie.

ET/W In what ways did the

propaganda from the series of
The Hunger Games that you
have watched these past two
weeks impact todays society?
Consider both the consumer and
the producer.

HW/W/EN Write an essay

answering the question, How
does the movie relate to what we
are studying in class? Be
specific; use critical-thinking
skills connecting all economic
factors and persuasive concepts
studied in English. Students will
follow the 5.5.5 Rule

Day 10
VA SOL EPF.1a, 3a, 4a, 5d, 6a,
7b, 10h, & 12h

EPF/GA/T/GM/EN/S - Students
will engage in a game of Kahoot
for review connecting all themes
from all classes (15 min.).
E - Students will take a quiz
format; either online or paper
and pencil for assessment of
content knowledge (summative).
DA Students are offered
multiple ways to take quiz;
online, paper or pencil, or
through discussion with Q&A.

reminded to think about military

advancements and technology
with the production of the film
industry. Students are instructed
to list 3 skills beside each
advancement that was needed to
be successful.

teacher asks, Like the skateboard

in the podcast, what did it take to
make bombs, bullets, and even
heal wounded military men and
women in WWII?"
HW Students are instructed to
go to Padlet.com, make
connections with WWII and The
Hunger Games, and complete the
following questions: What
scarcity did Americans (Districts)
face? What choices did
Americans (Districts) face due to
scarcity? and What opportunity
costs did Americans (Districts)
incur as a result of their choices
due to scarcity?

Jennifer Strout - English

Day 1
VA SOL E8.7
NATIONAL

Day 2
VA SOL E8.7

Day 3
VA SOL E8.7

Day 4
VA SOL E8.7

Day 5
VA SOL E8.7

GE- Introduction to
Propaganda and persuasion
within the book "The Hunger
Games. The class will also
watch 30 minutes of the first
film "The Hunger Games". The
teacher will - -Discussion
within the classroom:
- How did persuasion
and control play a part
in The Hunger
Games?
- How does the fact that
the tributes are always
on camera affect their
behavior from the
time they are chosen?
Does it make it easier
or harder for them to
accept their fate? How
are the career
tributes different
from the others?
SE- The students will
discuss their feelings
about what they hear
and/or see with the
video of Hunger
Games
Why do they think
they feel the way they
feel?
Is it the color of the
scenery?
Is it the emotion
shown in the film?
ELL- The students
will learn 5 emotions
English words and
will describe their
emotion after seeing
the first 30 minutes of
the film.
C- The students will
be assessed by how
well they can describe
their feeling according
to their level.

GE- The teacher will then

introduce the first movie "The
Hunger Games" for about 30
minutes. After that, the students
will be asked several
questionsWhy are the
tributes given stylists and
dressed so elaborately for the
opening ceremony? Does this
ceremony remind you of events
in our world, either past or
present, such as World War 2?
Compare those ceremonies in
real life to the one in the story
SE- The students will be able
to see different examples of
fashion and write or say their
emotions about the costumes.
ELL- They will be asked to
write 5 adjectives to describe
certain styles of clothing and
what emotion matches to what
color.
C- The students will be
assesssed by their ability to
express the emotion about
certain colors, fashion, and
reason about why the fashion.

GE- The students will write a

persuasion paper of a theme of
their choice. The students will
also watch 20 minutes of the
movie and discuss key
elements of the story that is
being observed.
SE- The students will speak of
why they enjoy their favorite
season and why other people
should enjoy it as well and give
reasons.
ELL- They will practice using
the adjectives that are learned
into writing and use for
persuasive comparatives.
C- The students will be
assessed by how well they can
articulate their opinion and
reasoning skills for their
opinions.

GE- Battles of Belief thru

Radio- Telegraph
The teacher will discuss the
importance of radio during the
WWII and the implications it
had on the development of the
EL at the time and how it
persuaded people.
The teacher will use virtual
telegraph STOP and help
students send each other
telegram-type messages STOP.
Makes children be aware of
fullstops STOP.
SE-The students will be able to
match certain sounds to certain
letters. They will be successful
if they can get 5 letters correct.
If deaf, recognize touch to a
certain beat of touch on the
hand with Morse Code.
ELL- Students will spell out 5
English words using morse
code
C- Students will be assessed by
how well they can use the
information of Morse Code for
their level.

GE- German Propaganda

and American PropagandaAdvertising Panem
Products Students will make a
series of billboards for products
created in Capitol City and
used by Hunger Games
participants. Before completing
this activity, students should
brainstorm a list of items which
might be used in Capitol City
or in the arena. They can use
poster-sized paper or simply
add their ads on card stock.
Students should provide a
picture of the product, an
explanation of what it does, and
include a catchy phrase to
promote their product. For
more advertising ideas,
students will browse through
magazine ads.
SE- The students will select the
best advertisement and explain
why it is best one.
ELL- The will do the same
project but make a poster
relevant to their culture to show
a global culture
C- The students will be
assessed by how well they
understand what makes good
advertisement and why certain
techniques are known

Jennifer Strout - English

Day 6
VA SOL E8.7
NATIONAL STANDARD
GE- You could write 'found'
poetry where children look at
Day 1
poems written by others about
VA
SOL
PS.1and
war and collect words
phrases from them and then
their ownwill
poetry
by 30
GScreate
- Students
watch
selecting
rearranging
minutes
ofand
Hunger
Games
could(Catching
be linking itFire)
to freezemovie
framing.
SE- Introduce
three
new into
Students
will be
divided
adjectives
and
ask
the
student
groups, discuss the movie.
to select 5 items on an iPad or
computer screen of which
Students will divided into
adjective describes which
small
groups and measure
object
various
in paces
ELL- objects
Students will
seek to and
find
in meters.
25 English words that rhyme
The student will then draw a
http://galileo.phys.virginia.e
picture to describe the English
du/outreach/8thGradeSOL/M
word.
etricMeasureFrm.htm
C- The students will be
assessed by how well they can
SPuse
- Students
will
be
adjectives to
describe
provided
group
feelings small
and/or use
adjectives
instruction.
to influence emotions
Assessment
1. Did any of your
measurements agree with
measurements of the other
groups? Which ones
agreed?

Day 7
VA SOL E8.7

Day 8
VA SOL E8.7

Day 9
VA SOL E8.7

GE- Visualize
GE/ GA- Walker
The students-will
be
GE- Japanese PropagandaTashon
Science
Setting While students read the gathered into two teams and
Design WW2 campaign posters
Day 2
Day 3
Day 4
novel The Hunger Games,
they will work on making a
and slogans. The teacher will
VA
SOL
PS.
1
VA
SOL
PS.
1
VA
SOL
PS.The
1
encourage visualization of the
persuasive argument Androids
use Glogster for this.
setting by asking them to create vs. iPhones
teacher should look at this site
maps
locations found
within GS
SE/ -ELLThey will
for lots
of lesson ideas
about
GS -ofStudents
will watch
Students
willpractice
watch
GS
- Students
will watch
the
OnceoftheHunger
novel is
comparisons
out a
using
the campaign
posters 30 novel.
minutes
30
minutesby
offilling
Hunger
30
minutes
of Hunger
completed,
ask them
to revisit
worksheet
and asking
each
This activity
is rather
suitable
Games movie
(Catching
Games
movie
(Catching
Games
movie
(Catching
their
maps,
have
them
explain
other
if
they
like
one
thing
for
all
levels.
Fire)
Fire).
Fire)
at which part of the story
better than the other.
SE- They will choose their
meaning
became
clarified,
and
CThe
student
will
be
assessed
favoritediscussion
advertisement
Class discussion of
Compare living
Class
offrom a
make
corrections
as
needed.
by
how
well
they
can
contrast
magazine
and
will
draw
it and
movie.
conditions in District 12
movie.
-All of Panem
and
compare
certain
ideas.
present
it
on
the
bulletin
board.
with living conditions in
-District
12
ELLThe
students
will
make
Activity 1: Graphing
World War II
Fighting Invisible
-The
advertisements
with the new
the Arena
Average Rainfall
concentration camps.
Enemies
(antibiotics)
SEThe student will be making Diseases from poor living lesson
words being used and apply it
or Average
up
a map of their choice.
It can conditions: typhus and
with their new advertisments
Temperature
of Two
http://www.discoveryedu
be
a
real
map
or
even
a
treasure
and slogans they are making.
Cities
tuberculosis.
cation.com/teachers/free
map.
C- The stduents will be
Students will view
-lesson-plans/fightingELL- Students will be doing
assessed by how well they
slideshow about
invisible-enemies.cfm
http://www1.brunswic
the
activity of GE
understand the purpose of
infectious disease.
k.k12.me.us/bjh/depar
CThe students will be
advertisements and its ability to
http://www.slideshare.net Discuss illness, medicine,
t/curric/graph8.html
assessed
by how well they
influence the mind
/allsaintsscience/8thmedication. Discuss
understand the way The
grade-ch-5-sec-1antibiotics. Divide class
Hunger Games was designed
infectious-disease
into small groups to
with the maps they have made.
research on internet.
SE will be assessed by how
Topics: Typhus,
well they understand direction
Assessment:
tuberculosis, antibiotics,
and how well they apply it.
Students will write 3
penicillin, Bubonic
things a fellow student
plague, Virus.
might misunderstand
about the topic.

Day 10
VA SOL E8.7
GE/ GA- Two teams will have
a topic to develop to try to
Day 5
persuade a chosen audience
VA
SOL
within the classroom.PS.
They1
must work together as a team
as they
develop their
to last
GS
- Students
willideas
watch
try to
win the audience
through
25
minutes
of Hunger
Games
the use of
posters, logic,
movie
(Catching
Fire)
evidence, propaganda, catchphrases,discussion
etc. After the
Class
of movie.
presentation of ideas, their
ideas will be
posted within
the
Fighting
Invisible
Enemies
hallways
of
the
school.
(antibiotics) lesson
SE- The students will work
with their assigned
teams
in
Students
will work
within
organizing
posters
and the
groups
tothe
write
paper
on their
propoganda, depending on the
topic.
disability.
G:
Have students do research
ELLThe students
be
to
discover
how will
penicillin
and
joining
the
team
and
will
beto
other antibiotics work
involved by the presentation of
destroy bacteria.
the material and using the new
English words they have
SP: Students will be provided
learned during the week.
small group instruction.
C- The students will be
assessed by how well they
understand persuasion writing,
how well they work together as
a team, and whether they
understand how persuasion
plays a part in the events of the
world

2. Which method of
measurement gave the
widest range of
measurements?
3. What reason can you give
for these differences in
measurements?

Tashon Walker - Science

Day 6

Day 7

Day 8

Day 9

Day 10

VA SOL PS. 1

VA SOL PS. 2

VA SOL PS. 2

VA SOL PS. 2

VA SOL PS. 2

GS - Fighting Invisible
Enemies (antibiotics) lesson
Each group will share their
report in front of the class.

GS - Students will
discuss how food was
used in the Hunger
Games.
Students will discuss
posters from WWII that
urged people to save
grease and use food
wisely.
Discuss propaganda and
examples in our world
today.

GS - Students will learn

about the amount of
calories a person needs
to survive. Hunger
Games lack of food. WWII
soldiers ate Field ration
D-Bar to make sure they
did not starve. Chocolate
that could not melt.
Students will discuss
melting point and what
factors affect it.

GS - Students will
conduct experiment to
find out if the
temperature of chocolate
changes the melting
time.
http://lessonplanspage.c
om/scienceexmeltingcho
colatemo68-htm/
Assessment:
Students write answers
to following questions:
What did we do?
Why did we do it?
What did I learn today?
How can I apply it?
What questions do I still
have about it?
https://docs.google.com/
presentation/d/1nzhdnyM
Qmio5lNT75ITB45rHyLIS
HEEHZlHTWJRqLmQ/pub?
start=false&loop=false&
delayms=3000#slide=id.
gb1e798ac_12012

GS - Assessment
True/false, multiple choice,
and short answer quiz.

LEGEND
AS - Anticipatory Set
CClosing
CPCollaboration with Peers
CCCollaboration with Colleagues
CICommunity Involvement Collaboration with the community
CM- Communication
DDiscussion
DADifferentiation/Accommodation
EEvaluation
EL - English Language
ELL English Language Learner
EN - English
ET - Exit Ticket
EPF/M-Economics & Personal Finance
GA- Group Activity
GM/HS- General Music/History
LIListening
HSHome/School Connection Collaboration with families
HW- Homework
MMath
MU- Music
PSProblem Solving/Critical thinking
Q&A- Questions & Answers
RReading
SScience
SC - School/Home Connection Collaboration with families
SE - Special Education
TTechnology
TPS - Think-Pair-Share
TXText
WWriting
WU- Warm-Up

References
Collins, S. (Producer) & Ross, G. (Director) (2012). Hunger Games. County of the United States: North Carolina.
Collins, S. (Producer) & Ross, G. (Director) (2013). Hunger Games: Catching Fire. County of the United States: Georgia, Hawaii, & New Jersey.
Collins, S. (Producer) & Ross, G. (Director) (2014). Hunger Games: Mockingjay Part 1. County of the United States: Georgia. Country of France:
Paris.
Collins, S. (Producer) & Ross, G. (Director) (2015). Hunger Games: Mockingjay Part 2. County of the United States: Georgia. Country of France:
Paris.
Dorough, P., & Gordon, C. (1995). Music: The new curriculum. Champaign, Ill.: Stipes Pub.
German WWI Music & Pictures. (n.d.). Retrieved 2016, from https://www.youtube.com/watch?v=v4y-AwR935M
HITLER'S GERMANY (World War II Propaganda Newsreel). (n.d.). Retrieved January 2, 2016, from https://www.youtube.com/watch?
v=QT8MEXdr6tw
Howard, J. N., (2014). Air raid drill. On The hunger games: Mockingjay pt. 1 (Original motion picture score) [CD]. New York, NY: Republic
Records.
Howard, J. N., (2014). District 8 hospital. On The hunger games: Mockingjay pt. 1 (Original motion picture score) [CD]. New York, NY: Republic
Records.

Howard, J. N., (2014). District 12 ruins. On The hunger games: Mockingjay pt. 1 (Original motion picture score) [CD]. New York, NY: Republic
Records.
Howard, J. N., (2014). The hanging tree [Recorded by Jennifer Lawrence]. On The hunger games: Mockingjay pt. 1 (Original motion picture score)
[CD]. New York, NY: Republic Records.
Howard, J. N., (2014). Jamming the capital. On The hunger games: Mockingjay pt. 1 (Original motion picture score) [CD]. New York, NY:
Republic Records.
Howard, J. N., (2014). Katniss nightmare. On The hunger games: Mockingjay pt. 1 (Original motion picture score) [CD]. New York, NY: Republic
Records.
Howard, J. N., (2014). Ladder song [Recorded by Lorde]. On The hunger games: Mockingjay pt. 1 (Original motion picture score) [CD]. New
York, NY: Republic Records.
Howard, J. N., (2014). The mockingjay. On The hunger games: Mockingjay pt. 1 (Original motion picture score) [CD]. New York, NY: Republic
Records.
Howard, J. N., (2014). Snows speech. On The hunger games: Mockingjay pt. 1 (Original motion picture score) [CD]. New York, NY: Republic
Records.
Japanese Military Song. (n.d.). Retrieved 2016, from https://www.youtube.com/watch?v=kRCqwgE60C8
Johnston, R. (1984). Folk songs North America sings: A source book for all teachers. Toronto: E. C. Kerby.

Praise the Lord and Pass the Ammunition. (n.d.). Retrieved December 30, 2015, from https://www.youtube.com/watch?
v=TUOPvtVZwo8&list=PLA86C2DA5F0C1DB7E
Propaganda: Your Job in Germany. (n.d.). Retrieved January 3, 2016, from https://www.youtube.com/watch?v=1v5QCGqDYGo
Rice-Linn, P. (2012, July 12). Novel ideas for teaching "The Hunger Games": Student activities. Retrieved December 31, 2015, from Bright Hub
Education: www.brighthubeducation.com/middle-school-english-lessons/111784-the-hunger-games-student-activities-and-games/
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"The Sacred War" - Soviet Military March - WW2. (n.d.). Retrieved January 2, 2016, from https://www.youtube.com/watch?v=JalL85dAxaQ
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http://galileo.phys.virginia.edu/outreach/8thGradeSOL/MetricMeasureFrm.htm
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v=cHcunREYzNY&list=PLB5527AFF1E45FFDB

Wees, D. (n.d.). 56 different examples of formative assessment. Retrieved from

https://docs.google.com/presentation/d/1nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ/pub?
start=false&loop=false&delayms=3000#slide=id.gb1e798ac_12012
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Reflections of Jennifer Leigh Strout
This has been a very rewarding experience for me for it has taught me the value of working with other teachers while still benefiting my
students with the knowledge that they need for the class. As a person that has always worked by myself and not usually correlates with other
teachers with whatever material that they may be using for their students, it really shows how working together can really be an asset and be an
exciting part of teaching to students.
I have discovered that it is really important to make sure that everything flows together so that it does not confuse the students. Within my
lesson plans, I am required to show bits and pieces of the first movie and then apply the art of persuasion to show how persuasion works in the real
world and how it affected World War 2.
The most frustrating part of this project is the fact that I did not have enough time to actually dig deep like I really wanted to. Also the format
of the lesson plan and having to use the template was also a bit confusing but I quickly adjusted to it when I could.
Despite its challenges, I did find that the best way to make sure that the lesson plan goes smoothly is make sure that a common goal is kept
into mind. If teachers work together and keep to a common goal, they can find different avenues in achieving that goal.

In the end, it really taught me how to observe other teachers, admire what they can bring to the table in teaching students, and that it can
actually further your skills as a teacher. We can support each other, help each other, and achieve what we all want for our students. This reminds me
so much of how the church is supposed to work together. Not everybody has the same skills, but everyone can work towards the same goal and
cause, which is make Christ known in a world that is lost and without hope. All of us are part of the body of Christ with different skills. When we
learn to collaborate with each other, we can not only achieve the goal, but excel.

Poster Analysis Worksheet

1. What are the main colors used in the poster?_____________________________________________________________________________
2. What symbols (if any) are used in the poster?____________________________________________________________________________
3. If a symbol is used, is it
a. Clear (easy to interpret)?_______________________________________________________________________________________
b. Memorable?________________________________________________________________________________________________
c. Dramatic?__________________________________________________________________________________________________
4. Are the messages in the poster primarily visual, verbal, or both?_____________________________________________________________
5. What do you think is the intended audience for the poster?_________________________________________________________________
6. What emotions do you believe Americans felt when viewing this poster?______________________________________________________
7. What does the government hope the audience will do?_____________________________________________________________________
8. What government purpose(s) and logic is served by the poster?______________________________________________________________

________________________________________________________________________________________________________________
9. The most effective posters use symbols that are unusual, simple, and direct. Is this an effective poster?_______________________________
_________________________________________________________________________________________________________________
Designed and developed by the
Education Staff, National Archives and Records Administration, Washington, DC 20408.

VENN DIAGRAM
The Hunger Games

World War II

Impact on Economic Decision-Making

World War II

Hunger Games

21st Century

What are the greatest economic

factors that impact(ed) each event?
Social Impact
Physical Impact
Emotional Impact
Psychological Impact
Intellectual Impact
List 3 technological advances in each
section.
How did and has science played a role
in each section? Make sure to make
the connection with economics.
Factors Think critically! Think about persuasion, control, and evidence. Concentrate on propagandaI want details that you have learned from not only this
class, but General Music/History, English, and Science.