RL
RI
W
SL
L
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Reading Literary
Reading Informational
Writing
Speaking and Listening
Language
TCSS
Troup County School System
English/Language Arts Curriculum Map
Ninth Grade Literature and Composition
Thematic Unit # 2—Survival
Big Idea / Unit Goal

The goal for this unit is to explore and analyze the theme of Survival across
literary and informational texts with an in-depth focus on GSE priority standards.
Unit Essential Question(s):



How do authors respond to the idea of the “unknown”?
How is the theme of survival represented throughout various genres?
How does the theme of survival relate to the idea of the “unknown”?
Length of Unit:

9 Weeks
Unit 2 Common Assessment Blueprint
Unit 2 Checklist
Priority Standards:

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RL1, RL2, RL3, RL4, RL5, RL6, RL9
RI5, RI6, RI8
W1
L1, L2, L4
Support Standards:



RI1, RI2, RI3
W3, W4, W5, W6, W9
L5
Reading Focus: Literary or Informational
Writing Focus: Argumentative (essay) or Informational (project)
Text Resources:
Extended Text (Choose one of the following as your extended text):
Primary Writing Tasks:



The Hunger Games
The Diary of Anne Frank
*Gifted/Advanced content clusters may choose The Hot Zone or selections from
Demon in the Freezer
Short Texts (Mixture of Literary and Informational thematically connected texts.
Unless otherwise noted, these texts are from Prentice Hall Literature, Grade Nine.)

“The Most Dangerous Game” (pg. 214)

“The Sniper” OR “Poison”

“Nothing Gold Can Stay”

FEMA Terrorism Guide (choose selections to complement novel choice)

from “If I Forget thee, Oh Earth . . . ” (pg. 162)

from “Silent Spring” (pg. 167)

from Origin of the Species

“Why America Loves Reality TV” (article)

“Childhood’s End in a Brutal War” (article)
Compare and contrast extended text to a complementary short text (three topic choices
provided below) (7 pt rubric)

Read the article, “Childhood’s End in a Brutal War”. Analyze the children’s
stories and compare their experience to the protagonists in The Hunger
Games. Write an essay in which you explain how the struggle to survive can
cause the loss of innocence. Cite evidence from both texts.

Read an article summarizing Maslow’s Hierarchy of needs. Determine which
level of “need” is most relevant to the protagonist in The Hunger Games. Write
an essay is which you explain how the protagonist fulfilled the three primary
levels of need within the novel. Cite evidence from BOTH texts.

Read the poem “Nothing Gold Can Stay”. Read and annotate the poem.
Determine the theme of the poem. Decide if you agree or disagree with Frost’s
message. Considering the characters, events, and themes of The Hunger
Games, would Frost’s message be relevant for Katniss? Write an
argumentative essay in which you support or refute the relevancy of “Nothing
Gold Can Stay” in The Hunger Games. Cite evidence from BOTH texts.
Narrative Writing Tasks:

Additional Materials:


ABC news story on man lost in wilderness
NPR story on Fisherman Alone in Wilderness
Choose a fiction text to have students rewrite a selection from a different
POV/Perspective.
Research Connections:

Research materials utilized for survival guide items. Utilize research to create
TCSS
a survival kit. Students will write arguments to justify the reasoning and logic
behind the items selected for the kit.
Routine Writing (Notes, summaries, process journals, and short responses
across all genres):

Teach students to take Cornell notes to utilize them for studying.

Utilize activators and summarizers for students to have multiple writing
opportunities. Include grammar and mechanics opportunities as necessary.

Journal writing assignments
Lessons for Unit 1 (all lessons are hyperlinked below)


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
ELA9.2: Parallel Structure, Modifiers, and Phrases Lesson (May be taught at any point in this unit) (L1a, L1b, L2a)
ELA9.2.1: Focus on character development, theme, and textual evidence (RL3, RL2, RL1)
ELA9.2.2: Focus on structure and plot (RL5)
ELA9.2.3: Focus on author’s point of view and/or purpose, delineating and evaluating arguments, theme, and word meanings (RI6, RI8, RL2, RL4)
ELA9.2.4: Focus on author’s point of view and/or purpose (RI6)
ELA9.2.5: Focus on point of view or cultural experience from outside US and source material (RL6, RL9)
ELA9.2.6: Focus on character development and structure (RL3, RL5)
ELA9.2.7: Focus on textual evidence and word meanings (RL1, RL4)
ELA9.2.8: Focus on structure, point of view and purpose, textual evidence, and character development (RI5, RI6, RI1, RL3)
ELA9.2.9: Focus on structure and meaning (RL5, RL4)
ELA9.2.10: Focus on character development and theme (RL3, RL2)
ELA9.2.11: Focus on character development and theme (RL3, RL2)
ELA9.2.12: Focus on themes, structure, central idea, and series of ideas/events (RL2, RL5, RI2, RI3)
ELA9.2.13: Focus on textual evidence (RL1)
ELA9.2.14: Focus on word meanings, structure, and theme (L4, RL5, RL2)
ELA9.2.15: Focus on argument writing, writing clearly, and incorporating evidence in writing (W1, W4, W9)
Georgia Standards of
Excellence (GSE)
ELAGSE9-10RL1: Cite strong and
thorough textual evidence to support
analysis of what the text says explicitly as
well as inferences drawn from the text.
ELAGSE9-10RL2: Determine a theme or
central idea of text and closely analyze 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.
ELAGSE9-10RL3: Analyze how complex
characters (e.g., those with multiple or
conflicting motivations) develop over the
course of a text, interact with other
Essential Questions
How does the textual evidence offer
credible support to my analysis of the text
and of inferences drawn from it? How
does analyzing a text help me better
understand it?
How is theme developed, refined, and
shaped by specific details in a text? How
do I objectively summarize a text?
How do complex characters develop over
the course of a text? How do character
development and interactions advance the
plot and/or develop the theme?
Vocabulary
Cite
Textual evidence
Inferences
Explicit
Analysis
Theme
Universal theme
Central idea
Analyze
Specific details
Objective
Subjective
Summary/précis
Characters
Character motivation
Conflict
Plot
Lessons and Resources
(in addition to text resources)
ELA9.2.1
ELA9.2.7
ELA9.2.13
ELA9.2.1
ELA9.2.3
ELA9.2.10
ELA9.2.11
ELA9.2.12
ELA9.2.14
ELA9.2.1
ELA9.2.6
ELA9.2.8
ELA9.2.10
TCSS
characters, and advance the plot or
develop the theme.
ELAGSE9-10RL4: Determine the
meaning of words and phrases as they are
used in the text, including figurative and
connotative meanings; analyze the
cumulative impact of specific word choices
on meaning and tone (e.g., how the
language evokes a sense of time and
place; how it sets a formal or informal
tone).
ELAGSE9-10RL5: Analyze how an
author’s choices concerning how to
structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as
mystery, tension, or surprise.
ELAGSE9-10RL6: Analyze a particular
point of view or cultural experience
reflected in a work of literature from
outside the United States, drawing on a
wide reading of world literature.
ELAGSE9-10RL9: Analyze how an author
draws on and transforms source material
in a specific work (e.g., how Shakespeare
treats a theme or topic from Ovid or the
Bible or how a later author draws on a play
by Shakespeare).
ELAGSE9-10RI1: Cite strong and
thorough textual evidence to support
analysis of what the text says explicitly as
well as inferences drawn from the text.
ELAGSE9-10RI2: Determine a central
idea of a text and analyze 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.
ELAGSE9-10RI3: Analyze how the author
unfolds an analysis or series of ideas or
events, including the order in which the
points are made, how they are introduced
and developed, and the connections that
are drawn between them.
ELAGSE9-10RI5: Analyze in detail how
an author’s ideas or claims are developed
and refined by particular sentences,
Theme
Interaction
Allegory
Diction
Figurative meaning
Connotation
Denotation
Analyze
Tone
ELA9.2.11
ELA9.2.12
Structure
Mood/atmosphere
Parallel plots
Pacing
Flashbacks
Foreshadowing
Point of view (first person, second person,
third person limited, omniscient)
Cultural experience
ELA9.2.2
ELA9.2.6
ELA9.2.9
ELA9.2.12
ELA9.2.14
How does an author transform source
material into a specific work?
Source material
Compare/contrast
ELA9.2.5
How does the textual evidence offer
credible support to my analysis of the text
and of inferences drawn from it? How
does analyzing a text help me better
understand it?
How is a central idea developed, refined,
and shaped by specific details in a text?
Why is objectivity important in
summarizing a text , and how do I
objectively summarize a text?
Cite
Textual evidence
Inferences
Explicit
Analysis
Central idea/main idea
Analyze
Specific details
Objective
Subjective
Summary/précis
Characters
Character motivation
Conflict
Plot
Theme
Interaction
Allegory
Structure
Claims
Methods of organization
ELA9.2.8
How do I determine the figurative and
connotative meanings of words and
phrases in the text? How do words and
phrases impact an author’s meaning and
tone?
How does the structure of a text impact the
overall atmosphere/mood of the text? How
does the author use structure to create
outcomes?
How is point of view or cultural experience
reflected in a work of literature? What is
the effect of an author’s point of view on
the text?
How does the author’s development of a
central idea help me better understand the
text?
How does the author develop his claims in
a text?
ELA9.2.3
ELA9.2.7
ELA9.2.9
ELA9.2.5
ELA9.2.12
ELA9.2.12
ELA9.2.8
TCSS
paragraphs, or larger portions of a text
(e.g., a section or chapter).
ELAGSE9-10RI6: Determine an author’s
point of view or purpose in a text and
analyze how an author uses rhetoric to
advance that point of view or purpose.
What effect does an author’s point of view
or purpose have in a text? How does an
author use rhetoric to advance his point of
view or purpose?
ELAGSE9-10RI8: Delineate and evaluate
the argument and specific claims in a text,
assessing whether the reasoning is valid
and the evidence is relevant and sufficient;
identify false statements and fallacious
reasoning.
How are an author’s arguments and claims
established? How do I assess soundness,
validity, relevance, and sufficiency of the
evidence?
ELAGSE9-10W1: Write arguments to
support claims in an analysis of
substantive topics or texts, using valid
reasoning and relevant and sufficient
evidence.
a. Introduce precise claim(s), distinguish
the claim(s) from alternate or opposing
claims, and create an organization that
establishes clear relationships among
claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims
fairly, supplying evidence for each while
pointing out the strengths and limitations of
both in a manner that anticipates the
audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link
the major sections of the text, create
cohesion, and clarify the relationships
between claim(s) and reasons, between
reasons and evidence, and between
claim(s) and counterclaims.
d. Establish and maintain an appropriate
style and objective tone.
e. Provide a concluding statement or
section that follows from and supports the
argument presented.
ELAGSE9-10W3: Write narratives to
develop real or imagined experiences or
events using effective technique, wellchosen details, and well-structured event
How do I use valid reasoning and relevant
and sufficient evidence to write clear
arguments to support my claims?
How do I use narrative techniques, wellchosen details, and well-structured effect
sequences to write quality narratives?

compare/contrast

chronological

spatial

cause/effect
Point of view
Purpose

to describe

to entertain

to inform/explain

to persuade/argue
Rhetoric
Delineate
Evaluate
Argument
Claims
Valid reasoning
Relevant evidence
Sufficient evidence
Fallacies
Argument
Claim
Counterclaim
Analysis
Valid reasoning
Sufficient evidence
Organization
Transitions
Appropriate style
Objective tone
Concluding statement
Conclusion
Narrative
Engage
Orient
Point of view
ELA9.2.3
ELA9.2.4
ELA9.2.8
ELA9.2.3
ELA9.2.15
TCSS
sequences.
a. Engage and orient the reader by
setting out a problem, situation, or
observation, establishing one or
multiple point(s) of view, and
introducing a narrator and/or
characters; create a smooth
progression of experiences or
events.
b. Use narrative techniques, such as
dialogue, pacing, description,
reflection, and multiple plot lines, to
develop experiences, events,
and/or characters.
c. Use a variety of techniques to
sequence events so that they build
on one another to create a
coherent whole.
d. Use precise words and phrases,
telling details, and sensory
language to convey a vivid picture
of the experiences, events, setting,
and/or characters.
e. Provide a conclusion that follows
from and reflects on what is
experienced, observed, or resolved
over the course of the narrative.
ELAGSE9-10W4: Produce clear and
coherent writing in which the development,
organization, and style are appropriate to
task, purpose, and audience. (Gradespecific expectations for writing types are
defined in standards 1-3 above.)
ELAGSE9-10W5: Develop and
strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new
approach, focusing on addressing what is
most significant for a specific purpose and
audience. (Editing for conventions should
demonstrate command of Language
standards 1-3 up to and including grades
9-10 on page 54.)
ELAGSE9-10W6: Use technology,
including the Internet, to produce, publish,
and update individual or shared writing
products, taking advantage of technology's
capacity to link to other information and to
display information flexibly and
dynamically.
ELAGSE9-10W9: Draw evidence from
literary or informational texts to support
Narrator
Characters
Narrative techniques

dialogue

pacing

description

reflection

sequence of events
Precise words and phrases
Sensory language
Conclusion
Why is knowledge of task, purpose and
audience important to producing clear and
coherent writing?
Development
Organization
Style
Task
Purpose
Audience
Planning
Revising
Editing
Rewriting
Purpose
Audience
ELA9.2.15
How can technology enhance the
production, publication, and updating of
individual or shared writing?
Technology
Publish
ELA9.2.15
How do I use evidence from texts to
support my analysis, reflection, and
Textual evidence
Analysis
ELA9.2.15
How does utilizing the writing process
(planning, revising, editing, rewriting, etc.)
strengthen my writing? Why is a focused
address significant to purpose and
audience?
ELA9.2.15
TCSS
analysis, reflection, and research.
a. Apply grades 9-10 Reading
standards to literature (e.g.,
"Analyze how an author draws on
and transforms source material in a
specific work [e.g., how
Shakespeare treats a theme or
topic from Ovid or the Bible or how
a later author draws on a play by
Shakespeare]").
b. Apply grades 9-10 Reading
standards to literary nonfiction
(e.g., "Delineate and evaluate the
argument and specific claims in a
text, assessing whether the
reasoning is valid and the evidence
is relevant and sufficient; identify
false statements and fallacious
reasoning").
ELAGSE9-10L1: Demonstrate command
of the conventions of standard English
grammar and usage when writing or
speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun,
verb, adjectival, adverbial, participial,
prepositional, absolute) and clauses
(independent, dependent; noun,
relative, adverbial) to convey specific
meanings and add variety and
interest to writing or presentations.
research?
Reflection
Research
How do I demonstrate command of the
conventions of standard English grammar
and usage? What is parallel structure and
how do I effectively use it? How do I use
various types of phrases and clauses to
convey meaning and add variety to my
writing and speaking?
ELA9.2
ELAGSE9-10L2: Demonstrate command
of the conventions of standard English
capitalization, punctuation, and spelling
when writing.
a. Use a semicolon (and perhaps a
conjunctive adverb) to link two or
more closely related independent
clauses.
b. Use a colon to introduce a list or
quotation.
c. Spell correctly.
ELAGSE9-10L4: Determine or clarify the
meaning of unknown and multiple-meaning
words and phrases based on grades 9-10
reading and content, choosing flexibly from
a range of strategies.
How do I demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling?
How do I use a semicolon correctly and
effectively? How do I use a colon to
introduce a list or quotation?
Standard English
Parallel structure
Phrases

noun phrase

verb phrase

adjectival phrase
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participial phrase

prepositional phrase

absolute phrase
Clauses

independent

dependent

noun

relative

adverbial
Standard English
Capitalization
Punctuation
Semicolon
Conjunctive adverb
Colon
Context clues
Patterns of word changes
Reference materials (print and digital)

dictionary

glossary
ELA9.2.14
How do use a range of strategies to
determine or clarify the meaning of
unknown and multiple meaning words and
phrases?
ELA9.2
TCSS
a. Use context (e.g., the overall
meaning of a sentence, paragraph,
or text; a word's position or function
in a sentence) as a clue to the
meaning of a word or phrase.
b. Identify and correctly use patterns of
word changes that indicate different
meanings or parts of speech (e.g.,
analyze, analysis, analytical;
advocate, advocacy).
c. Consult general and specialized
reference materials (e.g.,
dictionaries, glossaries,
thesauruses), both print and digital,
to find the pronunciation of a word or
determine or clarify its precise
meaning, its part of speech, or its
etymology.
d. Verify the preliminary determination
of the meaning of a word or phrase
(e.g., by checking the inferred
meaning in context or in a dictionary).
ELAGSE9-10L5: Demonstrate
understanding of figurative language, word
relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g.,
euphemism, oxymoron) in context
and analyze their role in the text.
b. Analyze nuances in the meaning of
words with similar denotations.

thesaurus
Pronunciation
Definition
Part of speech
Etymology
How do I demonstrate an understanding of
figurative language, word relationships,
and nuances in word meanings? How can
I interpret the meanings and effects of
figures of speech such as euphemisms
and oxymorons?
Figurative language
Figures of speech

euphemism

oxymoron
Nuance
Connotation
Denotation
ELA9.1.14
TCSS
Lessons for Ninth Grade Literature Unit 2
The following pages are the lessons for the unit that have been linked at the
beginning of the document. These lessons are based on identified GSE
high-priority standards and incorporate unit texts and resources.
TCSS
ELA9.2: Parallel Structure, Modifiers, Phrases and Clauses
NOTE: This lesson does not have to be the first lesson in this unit, but it should be taught early
enough that you can refer to it in student writing. It can be blended with other lessons as you
progress in the novel. You may also want to focus on parallel structure in one lesson and return at a
later time in the unit to examine modifiers, phrases, and clauses.
Goal:
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
By the end of this lesson, students will be able to:
 use parallel structure in writing and speaking
 demonstrate command of standard English grammar and usage
when using parallel structure and modifiers in writing
Priority Standards:
ELAGSE9-10L1: Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial,
participial, prepositional, and absolute) and clauses
(independent, dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to writing or
presentations.
ELAGSE9-10L2: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two
or more closely related independent clauses.
 Student writing samples (pull from student writing folder)
 Practice worksheets
--Parallel Structure Worksheet 1
--Parallel Structure Worksheet 2
--Parallel Structure Worksheet 3
--Modifier Worksheet 1
--Modifier Worksheet 2
--Phrases and Clauses Worksheet
2 Days
How can I use parallel structure and modifiers to convey specific
meanings and add a variety of interest to my writing?
Pull student-writing samples that display the correct and incorrect use
of parallel structure, modifiers, colons, and/or semicolons. Project the
writing samples onto the board and have students analyze the errors.
(Please remove names from student work and/or ask students for
permission to use their samples).
TCSS
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
Have student’s complete practice on parallel structure, modifiers, and
punctuation.
(Choose activities that best fit student-writing needs. This should be an
opportunity to review grammar before the final exam. When possible
utilize class data to differentiate by student/period).
Take 5: What do you think the 5 most useful rules for writing should be?
TCSS
ELA9.2.1
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
I can:
 recognize that revealing aspects of characters is uncovering their
traits or background information about them
 analyze characters (e.g., flat, round, static, dynamic, stock,
archetype, antihero, etc.) and their traits
 differentiate character motivation and analyze how those
motivations influence theme or story
 recognize how complex characters develop and change over the
course of a text
 analyze how character interactions can advance the plot and theme
of a text
Priority Standards:
ELAGSE9-10RL3: Analyze how complex characters (e.g., those with
multiple or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop the
theme.
Support Standards:
 ELAGSE9-10RL2: Determine a theme or central idea of text
and closely analyze 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.
 ELAGSE9-10RL1: Cite strong and thorough textual evidence
to support analysis of what the text says explicitly as well as
inferences drawn from the text.
 Short Story: “The Most Dangerous Game”
 Unit 2 PowerPoint: Characterization
 Cornell Notes Graphic Organizer
 “The Most Dangerous Game” Double Entry Journal
 Graphic Organizer for identifying literary devices and citing
evidence to support answer
 “The Most Dangerous Game” Summary
3 Days
EQ
How do character interactions and motivations advance the plot and
theme of a text?
Activator/Connection/Warm Up
Teacher guided notes on characterization.
TCSS
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice (You
Do)
Summarizer/Closure/Evaluation of
Lesson
Complete graphic organizer to pull key details and events from the text.
Students will work with teacher to cite evidence from the text to support
answers. (Use this to review previous knowledge and assess student’s
ability to cite evidence).
Complete sections of “The Most Dangerous Game” Double Entry
Journal Assignment in collaborative pairs or differentiated groups.
Complete remaining sections of “The Most Dangerous Game” Double
Entry Journal Assignment independently. (Use this to analyze a
specific character within the text).
If you have not taught RACE yet, you may need to provide direct
instruction on citing evidence and answering constructed response
questions. Focus on structure and conventions to improve student
writing.
Utilize RACE and constructed response information. Students answer
the following question through discourse or written response: How did
the protagonist’s actions contribute to the theme of survival?
ELA9.2.2
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
I can:
 recognize how sequence of events, structure, and time are used to
create and manipulate effects in literature (e.g., mystery, tension, or
surprise)
 analyze how the author manipulates time in the text and how it
creates effects such as mystery, tension, or surprise
 analyze the effect of an author's choices on the story or drama itself
and/or the audience
Priority Standards:
ELAGSE9-10RL5: Analyze how an author’s choices concerning how
to structure a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
 Short Story Text: “Sniper” and/or “Poison”
 Unit 2 PowerPoint: Text Structure: Irony, Suspense, and Mood
(Irony is utilized to create the effect of surprise within structure
of the text)
 Cornell notes graphic organizer
 “The Sniper” Text Dependent Questions
 Irony practice Sheet
2 Day
How does text structure influence or create mystery, tension, or
surprise in the text?
Teacher guided notes on Irony, Atmosphere, and Mood of Cornell note
taking system.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson

Teacher guided modeling of analyzing the text to determine
where mystery, tension, and suspense are created. Find Irony if
applicable. (see last slides of PowerPoint)

Students will practice finding Irony, suspense, and mood. They
will turn to a partner to collaborate. Teacher will guide where
students are incorrect or undecided. (see last slides of
PowerPoint)

Students will complete the text dependent questions on “The
Sniper”. (If you choose to complete a different text, create text
dependent questions like these. Please make sure to focus on
the same skills/standards).
Students will complete the Irony Practice independently. Students will
then turn to compare answers with those of an elbow partner. Where
the answers differ, the students will hold one-on-one conversations to
provide their partner with evidence from the text that supports the
answer. The team will decide upon a final correct answer.
TCSS
ELA9.2.3
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
I can:
 recognize that the objectivity of a text can be influenced by an
author’s purpose or personal bias
 understand that authors may acknowledge other positions or
viewpoints to reinforce or contrast their own
 know that tone is the author's attitude toward the topic
 analyze the author’s point of view and purpose while analyzing
his/her relationship to the topic or central idea
 analyze rhetoric in terms of impact on purpose and how it is used to
present a specific point of view
 analyze text for word choice/phrases as it impacts meaning and
tone of text
 analyze the author’s use of fallacious reasoning in an argument
Priority Standards:
ELAGSE9-10RI6: Determine an author’s point of view or purpose in a
text and analyze how an author uses rhetoric to advance that point of
view or purpose.
ELAGSE9-10RI8: Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false statements and
fallacious reasoning.
Support Standards:
 ELAGSE9-10RL2: Determine a theme or central idea of text
and closely analyze 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.
 ELAGSE9-10RL4: Determine the meaning of words and
phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or
informal tone).
 Text: from “Silent Spring” and “If I forget, Thee oh Earth”
 Unit 2 PowerPoint: Propaganda and Fallacies
 Propaganda and “Silent Spring” Graphic Organizer
 “Silent Spring” comparison article
 Fallacy Practice
 Point of view practice activities 1, 2, 3, and 4
3 Days
How does an author’s tone and perspective affect the central idea and
purpose of a text?
Hold discussion to prompt students to recall the types of writing and
their purposes. Discuss the different things they have read to fit each
section. (may decide to utilize POV practice here to determine student
prior knowledge)
TCSS
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Look at propaganda notes. Utilize an image to analyze propaganda.
(Use to teach author’s purpose.)
After showing the PowerPoint and discussing fallacies, students should
complete the Fallacy Practice Worksheet.


Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice (You
Do)
Summarizer/Closure/Evaluation of
Lesson
Students brainstorm where in their lives they have seen different types
of persuasion and fallacies used. How did it affect them? Place
answers in Propaganda and “Silent Spring” Graphic Organizer.
Students read from “Silent Spring” and analyze the effects of the
author’s details on the reader. Also, consider, what the author’s
intended purpose was.
Read, “If I forget thee, Oh Earth”. Complete the comparison article
question. (May give POV practice here if necessary).
TCSS
ELA9.2.4
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
I can:
 recognize that authors may assert themselves as experts or
trustworthy sources but that does not mean it is true
 assess the author’s reliability as a source of information
Priority Standards:
ELAGSE9-10RI6: Determine an author’s point of view or purpose in a
text and analyze how an author uses rhetoric to advance that point of
view or purpose.
 Fact and Opinion PowerPoint
 T-Chart
 ABC news story on man lost in wilderness
 NPR story on Fisherman Alone in Wilderness
1 Day
How can a reader determine credibility and validity when reading
phrases and statements?
Fact and Opinion Notes and discussion

Watch video segments - “Lost in the Wilderness” and NPR story
on Fisherman Alone in Wilderness

Use T-Chart to compare the two articles, model and practice the
concept of credibility and validity. Teacher guides and students
have opportunities to practice with each other and individually.
(Use as an opportunity to discuss exaggeration and
overstatement if possible).

Fact and opinion work to determine bias is also a viable option
to introduce concepts.

Teachers may decide to utilize information reliability survey or
have students complete an analysis of print/media
news/advertisements for homework for extension.
2 Truths & 1 Lie: Students write down 2 truth statements and 1 false
statement about themselves. An elbow partner will determine the
credibility of a statement.
TCSS
ELA9.2.5
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
I can:
 determine which details in a particular work of literature relate to a
cultural experience or support the author's or character's point of
view
 compare and contrast the author's or character's point of view or
cultural experience from a wide variety of texts
Priority Standards:
ELAGSE9-10RL6: Analyze a particular point of view or cultural
experience reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
ELAGSE9-10RL9: Analyze how an author draws on and transforms
source material in a specific work (e.g., how Shakespeare treats a
theme or topic from Ovid or the Bible or how a later author draws on a
play by Shakespeare).
 The Hunger Games Chapter 1-2
 Theseus and the Minotaur Myth
 The Gladiators PowerPoint
 The Gladiators Article
 Class Reaping Activity
 Suzanne Collins Introductory Video
 Suzanne Collins Introductory Video document
 Vocabulary Tracker sheets
 The Hunger Games Discussion Questions (will be used
throughout the novel study)
1-2 Days
How do classical and historical allusions to inspire modern fiction?
What is a myth? What is its purpose? Hold a class discussion regarding
myths and their purpose.
Instructional Delivery



Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
If the class structure and time permits: have students view the video
clip introducing The Hunger Games.
Students will read Chapters 1-2 of The Hunger Games. After reading
these chapters, choose one of the following options to deliver additional
information.

Option 1: (Support and On-level) Show and discuss The
Gladiators PowerPoint. Ask students to consider how this
information relates to the novel and lead a discussion on this
topic. Then have students read “Theseus and the Minotaur.”
Have students write a brief summary of the selection they read
(Who, What, When, Where, Why). After reading, have students
work with a partner to find connections between the text and the
PowerPoint.

Option 2: (Advanced) Divide the students into two groups.
Have 1 group read “Theseus and the Minotaur” while the other
group reads the “Gladiator Article”. Have students write a brief
summary of the selection they read (Who, What, When, Where,
Why). Students will collaborate with a partner who had the
opposite reading selection from themselves. They will work
together to explain their selection to each other and find the
connections between the two texts. Teachers may choose to
Independent Practice
(You Do)
TCSS
have them create a joint Venn-diagram to combine their
findings.
Hold a class discussion regarding what students know/have heard
about the novel and how the previous text(s) could have been utilized
as inspiration for the novel. This would be a good time to remind
students that although some of them may have read the novel and/or
watched the movie previously for enjoyment, they are reading for a
different purpose as they are analyzing character motivations, themes,
and vocabulary. Much of the reading will be done outside of class with
opportunities for close reading of key scenes in class.
Summarizer/Closure/Evaluation
of Lesson
REMINDER: students should be tracking character changes, themes,
symbols, and vocabulary throughout each lesson as anchor activities.
Text Dependent Discussion Questions are available for each section
and teachers may create their own or have students create them.
Teachers may consider asking students to complete these activities as
daily active reading assignments, activators, summarizers, and/or
homework.
Complete the class Tesserae activity and create reaping bowls for each
class period. These bowls will be used to randomly select students to
answer questions, complete tasks, read aloud, etc.
Through the unit, students may be asked to enter their names again if
they have to collect more tesserae (borrow school supplies such as a
pencil/paper, go to the restroom, run an errand, etc.).
If a teacher chooses to conduct literature circle type activities, then
students could be reaped into groups.
TCSS
ELA9.2.6
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
I can:
 differentiate character motivation and analyze how those
motivations influence theme or story
 examine how the structure of the text creates an emotional
response from the reader
Priority Standards:
ELAGSE9-10RL3: Analyze how complex characters (e.g., those with
multiple or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop the
theme.
Support Standards:
 ELAGSE9-10RL5: Analyze how an author’s choices
concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise
 The Hunger Games Chapter 3-4
 Katniss Character Growth Chart
 Character Relationship Chart
 3 way Venn diagram for character motivations comparison
1-2 Days
How are complex characters developed over time? How do complex
characters interact with each other to develop a theme of survival?
Introduce character relationship chart. Have students fill in the
applicable characters found in chapters 1-2. (Encourage students to
write in pencil so they can make changes if necessary as the novel
progresses).
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
After reading The Hunger Games Chapter, 3-4, have students fill in
more of the character relationship chart if possible.
Give students the growth and change in Katniss activity. Work with
students to complete the first few sections in order to model citing
evidence from the text to support sound and logical answers.
Students will be asked to chart the protagonist’s feelings regarding
specific plot events, determine how the character is affected by specific
plot events, and evaluate whether or not the protagonist is changed or
grows as a result of having experiences the plot event.
REMINDER: students should be tracking character changes, themes,
symbols, and vocabulary throughout each lesson as anchor activities.
Text Dependent Discussion Questions are available for each section
and teachers may create their own or have students create them.
Teachers may consider asking students to complete these activities as
daily active reading assignments, activators, summarizers, and/or
homework.
The class has had an introduction to several major characters at this
point. Complete a 3 way Venn diagram individually, collaboratively, or
as a whole group to determine how Katniss, Effie, and Haymitch
compare and contrast to one another. Be sure to consider their
perceptions vs. reality and motivations as they relate to the theme of
survival. This will be a generic
TCSS
ELA9.2.7
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
I can:
 draw inferences from literary text to make and support an
analysis that goes beyond the obvious by using strong and
thorough evidence gathered from reading
 support their conclusions with explicit and implicit textual
evidence
Priority Standards:
ELAGSE9-10RL1: Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences
drawn from the text.
ELAGSE9-10RL4: Determine the meaning of words and phrases as
they are used in the text, including figurative and connotative meanings;
analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of time and place; how it
sets a formal or informal tone).
 The Hunger Games
 Chart of Districts and Tribute Characteristics
 Map of Panem
 Themes/Symbols Tracker Sheet
 Climate map of North America
1-2 days
How do explicit and implicit details allow the reader to draw inferences
regarding the setting and time of the text?
Have students look at the theme tracker sheet. Discuss the themes and
symbols that have occurred in the exposition of the text. Use this as an
opportunity to complete some of the theme/symbol tracker sheet and
teach drawing inferences from explicit and implicit details.
Instructional Delivery



Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
After reading Chapters, 5-7, have the students complete the District
and Tribute’s chart. Describe the tributes and the districts based on
explicit and implicit details.
Give students a blank map of North America. Have students decide
where each district would be located based on the textual evidence that
they have pulled from the text. Teachers may decide to use
informational chart/diagram regarding climates/biomes in North
America to assist students in this process.
Make sure that students write out an explanation for why they put each
district in each geographical location. Students may draw on personal
experiences to justify their explanations. (For example, if a student has
lived or visited a specific region. )
REMINDER: students should be tracking character changes, themes,
symbols, and vocabulary throughout each lesson as anchor activities.
Text Dependent Discussion Questions are available for each section
and teachers may create their own or have students create them.
Teachers may consider asking students to complete these activities as
daily active reading assignments, activators, summarizers, and/or
homework.
Use the class-reaping bowl to have students randomly share and
explain where they placed each district and why.
TCSS
ELA9.2.8
Learning Target(s):
I can:
 analyze how text structures (particular sentences, paragraphs,
or larger portions of a text) were used by an author to develop
and refine ideas and claims
 describe specific sections of text used to refine an idea or claim
 analyze the author’s point of view and purpose while analyzing
his/her relationship to the topic or central idea
 describe author’s use of rhetoric or bias in presentation of
information
 analyze rhetoric in terms of impact on purpose and how it is
used to present a specific point of view
 assess the author’s reliability as a source of information
Priority Standards:
 Support Standards
 Pre-requisite Learning

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)
Priority Standards:
ELAGSE9-10RI5: Analyze in detail how an author’s ideas or claims
are developed and refined by particular sentences, paragraphs, or
larger portions of a text (e.g., a section or chapter).
ELAGSE9-10RI6: Determine an author’s point of view or purpose in a
text and analyze how an author uses rhetoric to advance that point of
view or purpose.
Support Standards:
 ELAGSE9-10RI1: Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as
inferences drawn from the text.
 ELAGSE9-10RL3: Analyze how complex characters (e.g.,
those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the
plot or develop the theme.
 The Hunger Games
 “Why America Loves Reality TV” article
 Olympic games video or article
 T-Chart for analyzing various mentalities
1-2 days
How does the author make her point of view regarding society clear
through the character actions and plot events? What effect does an
author’s point of view or purpose have in a text? How does an author
use rhetoric to advance his point of view or purpose? How does the
author develop his claims in a text?
Have students write down the reality TV Shows that they watch and list
WHY they enjoy those shows.
After reading Chapters 8-9, have students compare the mentality of the
tributes/districts to that of the capitol/game makers using the T-Chart for
analyzing various mentalities. Lead a discussion on how authors
present information and how specific sentences and paragraphs
support authors’ claims. Additionally, talk about point of view and
purpose. Even though The Hunger Games is a literary text, use a
portion of chapter 8 or 9 to model close reading applying the concepts
of how sentences and paragraphs support author’s claims and develop
point of view or purpose. They will use this process later in the lesson
to analyze an article.
Independent Practice
Consider the following:
 Why must the tributes go through such an extensive makeover?
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery

TCSS
(You Do)



Why the televised interview process?
What does the entire process say about their society as a
whole?
Why does the capitol mandate viewing of the games?
Teachers may consider pulling informational text or video regarding the
opening ceremonies of the Olympic games. Then have students
compare and contrast the “pre games festivities” of both “games”.
Possible video link: 2014 Olympic Games Opening Ceremony
(It is not necessary to watch the entire video. Only a few minutes of the
beginning are necessary to make a comparison.)
Have students read the article “Why America Loves Reality TV.”
Provide guidance as needed to help students analyze the article. Have
students respond in written discourse to the following:
 Analyze how the author’s ideas or claims are developed and
refined by certain sentences, paragraphs, or larger portions of
the text in the article. You must provide textual evidence to
support claims.
Summarizer/Closure/Evaluation
of Lesson
REMINDER: students should be tracking character changes, themes,
symbols, and vocabulary throughout each lesson as anchor activities.
Text Dependent Discussion Questions are available for each section
and teachers may create their own or have students create them.
Teachers may consider asking students to complete these activities as
daily active reading assignments, activators, summarizers, and/or
homework.
Ask students to respond in verbal or written discourse: Do you agree
with the article regarding Reality TV? Would a real life survival show
where contestants fought to the death be successful in modern times?
What does this say about our society?
TCSS
ELA9.2.9
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
I can:
 analyze how the author manipulates time in the text and how it
creates effects such as mystery, tension, or surprise
 examine how the structure of the text creates an emotional
response from the reader
Priority Standards:
ELAGSE9-10RL5: Analyze how an author’s choices concerning how
to structure a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
ELAGSE9-10RL4: Determine the meaning of words and phrases as
they are used in the text, including figurative and connotative meanings;
analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of time and place; how it
sets a formal or informal tone).
 The Hunger Games
 Figurative Language Assignment
 Novel Comprehension Assessment for Part 1
2-3 days
How does an author use structure and language choices in order to
evoke a sense of time and space or create tension and surprise?
Have students skim through the reading chapters up until this point.
See if they can find a smile, metaphor, hyperbole, or other use of
figurative language. Use this as an opportunity to discuss why authors
use figurative language and how they contribute to the text.
After Reading Chapter 9-10.
Give students the figurative language assignment and have them
analyze the use of figurative language in Part 1 of the Text.
Use the discussion of figurative language to guide a review of
characters, plot, theme, and symbolism up until this point.


Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
REMINDER: students should be tracking character changes, themes,
symbols, and vocabulary throughout each lesson as anchor activities.
Text Dependent Discussion Questions are available for each section
and teachers may create their own or have students create them.
Teachers may consider asking students to complete these activities as
daily active reading assignments, activators, summarizers, and/or
homework.
Consider giving a comprehension assessment at the end of each Part
of the Novel so that students are not overwhelmed by information.
TCSS
ELA9.2.10
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery



Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
I can:
 differentiate character motivation and analyze how those
motivations influence theme or story
Priority Standards:
ELAGSE9-10RL3: Analyze how complex characters (e.g., those with
multiple or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop the
theme.
ELAGSE9-10RI2: Determine a central idea of a text and analyze 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.
 The Hunger Games
 FEMA Wildfire guide
 T chart for comparing skills
 Character development contribution to theme development
1-2 Days
How does character development contribute to theme and symbolism?
Have students compare and contrast Katniss and Peeta. What skills
and attributes have they exhibited so far that can contribute to their
survival?
After reading Chapters 10-13:
Have students complete the skills graphic organizer and determine how
a specific characters skillsets has contributed to the theme of survival.
Students may consider:
 Skills the person has…
 How that skill helps them survive…
 Does a specific skill or supply serve as a symbol?
REMINDER: students should be tracking character changes, themes,
symbols, and vocabulary throughout each lesson as anchor activities.
Text Dependent Discussion Questions are available for each section
and teachers may create their own or have students create them.
Teachers may consider asking students to complete these activities as
daily active reading assignments, activators, summarizers, and/or
homework.
Have students review the FEMA Wildfire guide, and create a top 5 list
for people confronted with a wildfire. Top 5 can include tips, skills, or
supplies. Choose wisely and explain why those top 5 are the most
important things you need to survive.
TCSS
ELA9.2.11
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery



Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
I can:
 analyze how the interrelationships of literary elements influence
the development of plot and subplots, complex characters,
character motivation and themes in text
 differentiate character motivation and analyze how those
motivations influence theme or story
 recognize how complex characters develop and change over
the course of a text
Priority Standards:
ELAGSE9-10RL3: Analyze how complex characters (e.g., those with
multiple or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop the
theme.
ELAGSE9-10RL2: Determine a theme or central idea of text and
closely analyze 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.
 The Hunger Games
 Conflict Practice
 Conflict graphic organizer
1-2 Days
How does conflict help develop characters, plot, themes, and symbols?
Complete conflict practice and use as an opportunity to assess student
knowledge of internal and external conflict.
After reading Chapters 14-18:
Have students complete the conflict graphic organizer.
Utilize this as an opportunity to discuss why author made certain plots
choices and how the author’s choices have helped develop the plot,
theme, and/or symbols.
REMINDER: students should be tracking character changes, themes,
symbols, and vocabulary throughout each lesson as anchor activities.
Text Dependent Discussion Questions are available for each section
and teachers may create their own or have students create them.
Teachers may consider asking students to complete these activities as
daily active reading assignments, activators, summarizers, and/or
homework.
Evaluate student theme and symbol tracker sheet to this point.
TCSS
ELA9.2.12
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery



I can:
 analyze how the interrelationships of literary elements influence the
development of plot and subplots, complex characters, character
motivation, and themes in text
 analyze how a theme or central idea develops over the course of
the text, including evidence from the text as support
 explain how specific details from the text refine or create subtle
distinctions that shape the theme
 use a range of textual evidence to support summaries and
interpretations of texts (e.g., purpose, plot/subplot, central idea,
theme)

provide an objective summary
Priority Standards:
ELAGSE9-10RL6: Analyze a particular point of view or cultural
experience reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
Support Standards:
 ELAGSE9-10RL5: Analyze how an author’s choices
concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise.
 ELAGSE9-10RI2: Determine a central idea of a text and
analyze 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.
 ELAGSE9-10RI3: Analyze how the author unfolds an analysis
or series of ideas or events, including the order in which the
points are made, how they are introduced and developed, and
the connections that are drawn between them.
 The Hunger Games
 “Hope” Poem and Analysis
 “Hope and Survival: The Power of Psychological
Resilience” Article
 Character relationship chart
1-3 days
How are universal themes and cultural experiences reflected in a wide
variety of text? How is theme developed, refined, and shaped by
specific details in a text?
Have students analyze the poem “Hope”. After annotating the poem,
what universal theme is Dickinson trying to present to the audience?
After reading Chapters 19-24:
Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Have students analyze the relationship between Katniss and Peeta.
Guided Instruction/
Differentiated Instruction
(We Do)
Students must cite evidence from the text to support their arguments.
Independent Practice
Have students determine if the relationship between Katniss and Peeta
is “Real” or “Manipulated”.
Students may also read the article “Hope and Survival: The Power of
Psychological Resilience”. They may utilize this article for discussing
the universal theme of “Hope” and/or analyzing the importance of
“Hope” to survival when answering the summarizer writing prompt.
TCSS
(You Do)
Summarizer/Closure/Evaluation
of Lesson
REMINDER: students should be tracking character changes, themes,
symbols, and vocabulary throughout each lesson as anchor activities.
Text Dependent Discussion Questions are available for each section
and teachers may create their own or have students create them.
Teachers may consider asking students to complete these activities as
daily active reading assignments, activators, summarizers, and/or
homework.
Have students respond through written or verbal discourse:
At the end of chapter 18, the Game makers announce that there can be
2 victors. Katniss yells out Peeta’s name.
Do you think that Katniss and Peeta would have been able to survive
without each other? Explain why or why not? What role does “Hope”
play in their survival?
TCSS
ELA9.2.13
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
I can:
 draw inferences from literary text to make and support an analysis that
goes beyond the obvious by using strong and thorough evidence
gathered from reading
 support their conclusions with explicit and implicit textual evidence
 synthesize evidence collected from the text to best support their
conclusions

correctly use citations to support reasoning
Priority Standards:
ELAGSE9-10RL1: Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from
the text.
 The Hunger Games
 Gender characteristics chart
 Gender quotes class discussion activity
1-2 Days
How does the author utilize gender roles and gender stereotypes to
advance claims and ideas? How does the textual evidence offer credible
support to my analysis of the text and of inferences drawn from it? How
does analyzing a text help me better understand it?
Using commonly recognized characters from The Hunger Games,
students will be able to identify actual characteristics of male and female
characters in the story, understand how these comply or do not comply
with traditional gender stereotypes, and discuss the personal and societal
value of gender equality. NOTE: The overall goal of this activity is to
educate students about gender equality, and to help them conceptualize
healthy gender roles within their own relationships.
Have students work in pairs or small groups. To begin, ask each group to
select examples from the handout for each category: personality
characteristics, behaviors, and activities. Each character can have similar
qualities and the words can be used more than once.
After students have completed The Hunger Games Character Sheet,
introduce the idea that gender is socially constructed. [Tip: post preprinted term definition sheet for Gender for student reference.] Explain
that books, movies, music and videos influence our understanding of
gender - how to look, act, dress, and relate to others can be a source that
contributes to this composition.
Possible Class Discussion Questions - Gender and Gender Stereotypes
 Ask students to share the characteristics, behaviors, or activities
they assigned to Katniss and Peeta.
 Ask students to differentiate between stereotypical characteristics
and characteristics that do not conform to traditional gender
stereotypes (i.e. Katniss “acting” to show the audience that she is
in love with Peeta (stereotypical) versus Katniss prowess as a
hunter (non-stereotypical).
 Ask students to look at the many characters in “Hunger Games”
and assess which are conforming (i.e. Glimmer and Cato) and
non-conforming to gender stereotypes (i.e. Katniss and Peeta).
REMINDER: students should be tracking character changes, themes,
symbols, and vocabulary throughout each lesson as anchor activities.
TCSS
Text Dependent Discussion Questions are available for each section and
teachers may create their own or have students create them. Teachers
may consider asking students to complete these activities as daily active
reading assignments, activators, summarizers, and/or homework.
Summarizer/Closure/Evaluation
of Lesson
Complete the quotation discussion activity regarding gender. Also,
discuss how the author’s opinions regarding gender equality are
presented in the novel.
TCSS
ELA9.2.14
Learning Target(s):
I can:
 Identify and use the appropriate suffix to maintain a concept
across a variety of sentences (e.g. after we analyzed the text,
we understood the inferred meaning. Through the analysis of
the text, we were able to establish a connection between the
two aspects of the topic.)
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
ELAGSE9-10L4: Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grades 9-10 reading
and content, choosing flexibly from a range of strategies.
Support Standards:
 ELAGSE9-10RL2: Determine a theme or central idea of text
and closely analyze 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.
 ELAGSE9-10RL5: Analyze how an author’s choices
concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise.
 ELAGSE9-10L5: Demonstrate understanding of figurative
language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron)
in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar
denotations.
 The Hunger Games
 Determining the meaning of Panem Activity
 Gamekeeper interference Graphic organizer
 What is in a name?
2-3 days
How do author specific choices help shape and refine themes?
Complete the What is in a name? activity. Most authors choose names
for their characters that reflect that person’s personality, or perhaps
give clues about that character. Look up the meanings (or historical
significance) of the following characters. How do they lend additional
meaning to each one? How does the author’s character name choice
lend additional meaning/significance to the novel? Consider whether
the name contributes to symbolism and theme?
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
TCSS
Instructional Delivery



Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
After reading Chapters 25-27:
Have students analyze author’s specific plot choices when inserting
game maker interference into The Hunger Games.
Have students consider what the game maker’s motivation is for
interfering. How does this contribute to the theme.
Then have students consider why the author would make these plot
choices. What was her motivation or goal (purpose).
Do the game maker’s interferences contribute to a theme or author
commentary regarding society?
Have students complete the “Determining the meaning on Panem”.
Students should cite specific people, events, themes, or symbols
utilized in the text that contribute to the idea of living in “Panem” and
explain each answer.
TCSS
ELA9.2.15
Learning Target(s):
I can:

Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
establish a claim that demonstrates a thorough understanding of
a topic or text
 structure arguments to support claims using reasons and
evidence
 interpret and apply evidence that supports claims
 anticipate the knowledge and concerns of the audience
 clarify the relationship between claims and reasons, reasons
and evidence, and claims and counterclaims
 maintain a formal style and objective tone
Priority Standards:
ELAGSE9-10W1: Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
Support Standards:
 ELAGSE9-10W4: Produce clear and coherent writing in which
the development, organization, and style are appropriate to
task, purpose, and audience.
 ELAGSE9-10W9: Draw evidence from literary or informational
texts to support analysis, reflection, and research.
 The Hunger Games Text
 “Childhood’s End in a Brutal War”
 “Nothing Gold Can Stay”
 Maslow’s Hierarchy of Needs
 Essay Assignment Sheet
 Essay Outline Sheet
 MLA Format Sheet
 Essay Rubric
3 days outline, write, draft, revise
2 days type (MLA format)
How can I draw evidence from text to support analysis and reflection?
Analyze the writing prompt. Determine the task.
Review with students how to write an argumentative essay. This was
taught in the first unit.
POSSIBLE ESSAY CHOICES:


Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
Thematic Connection: Survival
Read the article, “Childhood’s End in a Brutal War”. Analyze the
children’s stories and compare their experience to the protagonists in
The Hunger Games. Write an essay in which you argue how the
struggle to survive can cause the loss of innocence. Cite evidence from
both texts.
Thematic Connection: Loss
Read the poem “Nothing Gold Can Stay”. Read and annotate the
poem. Determine the theme of the poem. Decide if you agree or
disagree with Frost’s message. Considering the characters, events, and
TCSS
themes of The Hunger Games, would Frost’s message be relevant for
Katniss? Write an argumentative essay in which you support or refute
the relevancy of “Nothing Gold Can Stay” in The Hunger Games. Cite
evidence from BOTH texts.
Thematic Connection: Survival / Needs
Read an article summarizing Maslow’s Hierarchy of Needs. Determine
which level of “need” is most relevant to the protagonist in The Hunger
Games. Write an argumentative essay in which you explain how and
why ONE specific level is the key to the protagonist’s survival. Cite
evidence from BOTH texts.
It must be at least 2 pages double-spaced if typed and 3 pages if handwritten.
Summarizer/Closure/Evaluation
of Lesson
It must include an MLA heading, MLA formatting, parenthetical
citations. It must have a works cited page.
Type final draft utilizing Microsoft word and MLA format.