Hunger Games: Designing a Sci-Fi Literature Course
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Hunger Games: Designing a Sci-Fi Literature Course

Grade 8English20 days
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This 8th-grade English project, "Hunger Games: Designing a Sci-Fi Literature Course," uses Suzanne Collins' novel to explore literary devices, complex characters, and the setting of Panem. Students analyze themes relevant to our society and support their interpretations with textual evidence. Through activities like debates, simulations, and portfolio assignments, students delve into character motivations, ethical dilemmas, and the impact of setting on plot and character development.
Dystopian LiteratureLiterary DevicesCharacter DevelopmentThematic AnalysisTextual EvidenceHunger GamesSetting of Panem
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.In what ways does Suzanne Collins use literary devices, develop complex characters, and create the setting of Panem to explore themes relevant to our society, and how can we use textual evidence to support our interpretations?

Essential Questions

Supporting questions that break down major concepts.
  • How does the author use literary devices to create a futuristic world?
  • What are the common themes explored in dystopian literature, and how are they relevant to our society?
  • How can we use textual evidence to support our interpretations of the text?
  • In what ways do the characters in The Hunger Games challenge or conform to societal norms?
  • How does the setting of Panem influence the plot and character development in The Hunger Games?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Analyze literary devices in 'The Hunger Games' and explain their impact.
  • Examine themes in 'The Hunger Games' and relate them to society.
  • Develop arguments using textual evidence from 'The Hunger Games'.
  • Evaluate the influence of setting on plot and character development.
  • Analyze character development and their relationship to societal norms in 'The Hunger Games'.

Common Core Standards

CCSS.ELA-Literacy.RL.9-10.5
Primary
Analyze how an author's choices concerning how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how characters are introduced and developed) contribute to its meaning as a whole.Reason: The project focuses on analyzing literary devices, character development, and setting in 'The Hunger Games,' aligning directly with this standard.
CCSS.ELA-Literacy.RL.9-10.1
Primary
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reason: The project requires students to use textual evidence to support their interpretations, aligning directly with this standard.
CCSS.ELA-Literacy.RL.9-10.2
Secondary
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.Reason: The project involves identifying and analyzing themes in 'The Hunger Games,' aligning with this standard.

Entry Events

Events that will be used to introduce the project to students

Panem Perspectives Debate

Stage a debate where students take on the roles of different characters from The Hunger Games (e.g., Katniss, President Snow, Gale) and argue for their perspectives on the morality of the Games and the best path forward for Panem. This encourages critical analysis of character motivations, ethical dilemmas, and the complexities of revolution.

Utopian Marketing Campaign

Present students with a seemingly utopian society, similar to the Capitol before its flaws are revealed, and ask them to create a marketing campaign designed to attract new citizens. However, they soon discover hidden inequalities and ethical dilemmas within this society, forcing them to confront the complexities of power, privilege, and propaganda, as seen in the Hunger Games.

District 13 Simulation

The classroom is transformed into a 'District 13' refugee camp, complete with sparse rations, limited resources, and strict rules. Students must collaborate to survive and rebuild while uncovering clues about the outside world and the events that led to their displacement. This immersive experience fosters empathy and critical thinking about societal collapse and resilience.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Character Deep Dive

Students will create a character profile for a major character in 'The Hunger Games,' detailing their traits, motivations, and relationships.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a main character from 'The Hunger Games' (e.g., Katniss, Peeta, Gale, Haymitch).
2. Identify key traits, motivations, and relationships of the character.
3. Find direct quotes from the book that exemplify these traits and relationships.
4. Write a character profile that includes an introduction, analysis supported by textual evidence, and a conclusion.

Final Product

What students will submit as the final product of the activityA detailed character profile, including quotes from the text to support their analysis.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-Literacy.RL.9-10.1 by requiring students to cite textual evidence.
Activity 2

Panem Unveiled: Mapping the Dystopia

Students will analyze the setting of Panem and its districts, examining how the environment, social structures, and political systems impact the characters and plot.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the different districts of Panem and the Capitol.
2. Analyze how the setting influences the characters' lives and the plot of the story.
3. Create a detailed map of Panem, labeling each district and key locations.
4. Write annotations for each location, explaining its significance and impact on the story.

Final Product

What students will submit as the final product of the activityAn illustrated map of Panem with detailed annotations explaining the significance of each district and location.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-Literacy.RL.9-10.5 by focusing on how the setting of Panem influences the story.
Activity 3

Thematic Threads: Unraveling Dystopian Themes

Students will explore a major theme in 'The Hunger Games,' such as oppression, rebellion, or survival, and trace its development throughout the novel.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a major theme from 'The Hunger Games' (e.g., oppression, rebellion, survival, sacrifice).
2. Identify key scenes and events in the book that relate to the chosen theme.
3. Analyze how the theme develops and evolves throughout the story.
4. Write an essay that includes an introduction, analysis supported by textual evidence, and a conclusion.

Final Product

What students will submit as the final product of the activityA thematic essay that analyzes the chosen theme, using textual evidence to support their claims.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-Literacy.RL.9-10.2 by analyzing themes and their development.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Character Deep Dive Rubric

Category 1

Character Analysis

Assesses the student's ability to create a detailed character profile for a major character in 'The Hunger Games,' detailing their traits, motivations, and relationships, using textual evidence.
Criterion 1

Character Understanding

Demonstrates understanding of the chosen character's traits, motivations, and relationships.

Exemplary
4 Points

Demonstrates an insightful and comprehensive understanding of the character's traits, motivations, and relationships, providing nuanced interpretations supported by strong textual evidence.

Proficient
3 Points

Demonstrates a thorough understanding of the character's traits, motivations, and relationships, providing clear interpretations supported by relevant textual evidence.

Developing
2 Points

Demonstrates a basic understanding of the character's traits, motivations, and relationships, but interpretations may be superficial or lack sufficient textual support.

Beginning
1 Points

Demonstrates a limited understanding of the character's traits, motivations, and relationships, with minimal or irrelevant textual support.

Criterion 2

Use of Textual Evidence

Effectively uses textual evidence (quotes) to support analysis and interpretations.

Exemplary
4 Points

Selects and skillfully integrates a wide range of relevant quotes that powerfully support analysis and interpretations, demonstrating a deep understanding of the text.

Proficient
3 Points

Selects and integrates relevant quotes that clearly support analysis and interpretations, demonstrating a good understanding of the text.

Developing
2 Points

Includes some quotes, but they may be poorly integrated or not directly relevant to the analysis and interpretations.

Beginning
1 Points

Includes few or no quotes, or the quotes are irrelevant and do not support the analysis and interpretations.

Criterion 3

Organization and Insight

Presents a well-organized and insightful character profile with a clear introduction, analysis, and conclusion.

Exemplary
4 Points

Presents a meticulously organized and exceptionally insightful character profile with a compelling introduction, a sophisticated analysis supported by strong evidence, and a thought-provoking conclusion.

Proficient
3 Points

Presents a well-organized and insightful character profile with a clear introduction, a thorough analysis supported by evidence, and a logical conclusion.

Developing
2 Points

Presents a somewhat disorganized character profile with a weak or unclear introduction, a superficial analysis with limited evidence, and a vague conclusion.

Beginning
1 Points

Presents a poorly organized character profile with a missing or confusing introduction, a minimal analysis with little to no evidence, and an abrupt or absent conclusion.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How has your understanding of dystopian literature evolved through this project, and what specific insights did you gain from analyzing 'The Hunger Games'?

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Question 2

Which portfolio activity (Character Deep Dive, Panem Unveiled, or Thematic Threads) was most challenging for you, and what strategies did you use to overcome those challenges?

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Question 3

To what extent do you believe the themes explored in 'The Hunger Games' are relevant to contemporary society, and what evidence from current events supports your perspective?

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Question 4

In what ways did your participation in the entry event (Panem Perspectives Debate, Utopian Marketing Campaign, or District 13 Simulation) deepen your understanding of the characters, themes, or setting in 'The Hunger Games'?

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Question 5

What is one skill related to literary analysis (e.g., citing textual evidence, analyzing literary devices, identifying themes) that you feel you improved during this project, and how can you apply this skill in future academic or personal endeavors?

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