Jeffrey Weaver

TCH 306
Multidisciplinary Unit

The Hunger Games- Language Arts (Survival concept)

This multidisciplinary unit students will be reading the Hunger Games written by Susanne
Collins. In Language Arts, the students will be learning about the concept of character
development and choices which is a large development in this action-packed YA novel. As the
teacher of the Language Arts classroom, I have chosen two different authentic activities to assist
the student development in the character development and choices concept. One activity, the
students will fill out a character development and choices chart as we do read alouds and small
group discussions. Once we have completed the book, the students will then select a character
from the novel to do a simulation activity using their chart with small groups.

Objectives for Character Development and Choices Chart:

 The students will be able to visually organize the character’s choices.

 Students can perform a character analysis with the differences of characters in the novel.
 Students can perform a character analysis with comparing characters in the novel.

Standards for Character Development and Choices Chart:

 CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
 CCSS.ELA-LITERACY.RL.7.3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the
characters or plot).

Objectives for character simulation activity:

 Provides an authentic experience for students to gain perspective of the novel’s characters
that the text does not provide.
 The students feel connected to the characters and their choices.

Standards for character simulation activity:

 CCSS.ELA-LITERACY.L.7.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
 CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
 teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others'
ideas and expressing their own clearly.

Character Motivation Graphic Organizer. (n.d.). Retrieved from

https://www.teacherspayteachers.com/Product/Character-Motivation-Graphic-Organizer-
2987994

As the students read the Hunger Games through small group and read aloud discussions, they
will utilize and complete this chart as a guide to organize the differences between the main
characters in the novel. Additionally, I will ask the students to turn the back side of the sheet and
draw what they believe the characters appear like. This is a simple way for the students to
organize the character motivation and then draw a picture of the character based off the evidence.

Hunger Games Tribute Simulation The Hunger Games - Tribute Simulation Game. (n.d.).
Retrieved from https://www.teacherspayteachers.com/Product/The-Hunger-Games-Tribute-
Simulation-Game-210372
The Hunger Games Tribute Simulation game provides an authentic experience for students to
engage in the concept of the text in a meaningful way. Throughout the game, the students will
understand that different choices provide different outcomes. Students will almost feel like they
are the characters inside the book, however it is their “lives” on the line in the Hunger Games.

I chose the motivation chart as a reading activity to provide students with an opportunity to
organize their evidence from the text. It is a good opportunity to reinforce the motivation, traits,
and the evidence from the book. This is a good partner activity with the reading of the Hunger
Games.

I chose the Hunger Games Tribute Simulation game because it provides an authentic experience
and builds off the motivation chart activity. Students can gain a better perspective of what
experience would happen if they were a tribute of the Hunger Games. Also, the students feel
connected to this concept of the Hunger Games with how their “lives” seem on the line.

Motivation Chart Text:

Phase Description
Phase 1: Activating & Prior to the reading of the Hunger Games, I will utilize the
Connecting brainstorming activity to have students brainstorm in small
(BLL Ch. 7) groups to discuss possible character traits/motivations.
I will utilize the think aloud activity as I do the read aloud to
Phase 2: Monitoring &
the students. At this time, I will model to the students how to
Checking
fill out the motivation chart and my basic expectations of
(BLL Ch. 8)
understanding the text.
As students read the text and fill out the chart, I will utilize 3, 2,
Phase 3: Consolidating &
1 activity as students are starting to form the connection
Reconnecting
between motivation and character traits. It would be a simple
(BLL Ch. 9)
formative check to see if they are understanding the connection.
 As final activity with the motivation chart, I will utilize the
Phase 4: Extending & alternative consequences strategy as a connection to challenge
Reflecting the learners if they can write a different ending. They should
(BLL Ch. 10) take into account everything they wrote in the chart to write the
alternate consequence.

Hunger Games Tribute Game Text:

Phase Description
As a pre-activity for the Hunger Games Tribute Game I will use
Phase 1: Activating & the anticipation guide strategy as a survey of how comfortable
Connecting they are feeling with the material. Also, I will ask questions on
(BLL Ch. 7) the survey that will allow students to gain a mindset of the
motivation of themselves and the characters.
Phase 2: Monitoring & The think/pair/share activity will be a good strategy as a tool to
Checking hear how students feel about the game. I will ask questions and
(BLL Ch. 8) students will reflect on them with their pairs/whole class.
I will utilize the zooming in zooming out strategy as students
Phase 3: Consolidating &
begin to understand the concepts that they are learning about
Reconnecting
from this activity. This would be a good measure of students
(BLL Ch. 9)
understanding of the concepts.
Lastly, I would use the alternative consequences strategy for
Phase 4: Extending & students to choose what they would do if they chose a different
Reflecting path when they were playing the game. This is a good
(BLL Ch. 10) opportunity to understand how their tribute and selection would
be different.

As a formative and summative assessment, these two texts can work well together. I believe that
the motivation chart could be a summative assessment because the students would be working
every day towards finishing the chart. As a formative assessment for the game, I would break the
game into different formative assessments and students would journal everyday with what
happened to their character during the tribute selection.