Lesson 7 - BOLT

Lesson 7Harrison Bergeron & The Hunger Games-- Dystopian and Utopian Societies

Monday, December 10, 12

Comprehension Quiz- # 1

✤ Name 3 qualities of a Utopian Society.


Comprehension Quiz- #2

✤ Name 3 qualities of a Dystopian Society.



✤ What is the significance of Katniss’s personal training session with The Games Keepers?


courtneywetzel

Sticky Note

INSTAC STANDARDS: RELFECTIVE PRACTICES:-- Using these comprehension quizzes are to check the students understandings of what is going on, as well as a reflection aspect for me as the teacher-- if students are struggling understanding and answering the quiz questions it will allow me to reflect on my ways of teaching and have to re-evaluate ways to help my students fully comprehend aspects.


✤ What is the significance of Peeta wanting to train alone on their last training session with Haymitch?



✤ Boys: If you were Peeta-- How would you feel after getting the scores back knowing Katniss scored higher than you? Why would you feel this way?

✤ Girls: If you were Katniss-- What would your emotions be scoring higher than Peeta? Why would you feel this way?


About The Author: Kurt Vonnegut

✤ Born November 11, 1922-- Indianapolis, Indiana

✤ Died April 11, 2007

✤ Known mostly for his story “Slaughterhouse Five”-- based on his experiences in WWII

✤ Considered one of the most influential American Novelists in the 20th century

✤ Blended literature with science fiction & humor, and the absurd with pointed social commentary

✤ Created his own unique world and characters in all of his novels and short stories


courtneywetzel

Sticky Note

INTASC STANDARDS: PLANNING:-- Using author information when planning and talking about a new and supplemental author comes into play because students will get a better understanding of a novel if they are immersed in the background information of an author.-- Also when planning this aspect of the unit, I wanted to give author information because it could spark students to want to read more from this author if they like the HB readings.

About The Author: Kurt Vonnegut

✤ Enlisted in the U.S Army

✤ Fought in the Battle of the Bulge & was captured as a Prisoner of War

✤ Escaped with other Prisoners of War and returned to the U.S to marry his High School sweetheart!


courtneywetzel

Sticky Note

INTASC STANDARDS: ASSESSMENT:-- Using informal assessment, I will be making sure students are on task while discussing questions about what was previously stated and probing questions to make sure students are on task and getting full understanding.

Story Elements: Antagonist

✤ A person who opposes or competes with the main character.

✤ Usually the bad guy

✤ Question: Who would be the antagonist in The Hunger Games?


courtneywetzel

Sticky Note

INTASC STANDARDS: COMMUNICATION AND TECHNOLOGY:-- Using the KeyNote while explaining the different aspects of story elements allows me to have a visual for the students to see instead of trying to copy down notes as I speak, and it also allows students to ask question.-- It allows for collaboration and interaction with asking students to relate questions having to do with story elements with the Hunger Games and their own lives.

Story Elements: Character

✤ A person or being in the story


Story Elements: Conflict

✤ Opposing elements or characters in a plot

✤ Question: What’s the conflict in The Hunger Games?

✤ Question: Name a conflict you have encountered in your life.


Story Elements: Conflict: Person vs. Person

✤ A character has a problem with one ore more of the other characters

✤ Question: Where do we see this type of conflict in The Hunger Games?

✤ Question: Where have you experienced a Person vs. Person conflict?


Story Elements: Conflict:Person vs. Society

✤ A character has a problem with a form of society: The school, and accepted way of doing things, the law etc.

✤ Question: Where do we see this type of conflict in The Hunger Games?

✤ What type of experience have you had with this type of conflict?


Story Elements: Conflict:Person vs. Self

✤ A character has a problem determining what to do in a situation

✤ Question: Where / who has this conflict in The Hunger Games?

✤ Question: Name a conflict that you have had like this.


Story Elements: Conflict:Person vs. Nature

✤ A character has a problem with nature: natural disasters, extreme heat, freezing temperatures.

✤ Question: Where do we see this conflict in The Hunger Games?

✤ Question: Where have you experienced this type of conflict?


Story Elements: Conflict:Person vs. Fate (God)

✤ A character has to battle what appears to be an uncontrollable problem that is attributed by fate or God.

✤ Question: Where do we see this conflict in The Hunger Games?

✤ Question: Where have you experienced this type of conflict?


Story Elements: Denouement

✤ The outcome or resolution of a plot in a story.


Story Elements: Plot

✤ The structure of a work of literature; the sequence of events

✤ Question: Name an aspect of the plot in The Hunger Games.


Story Elements: Plot: Exposition

✤ The introduction of the story


Story Elements: Plot: Rising Action

✤ Reveals complications/ conflict in the story

✤ Question: Where do you think the rising action starts in The Hunger Games?


Story Elements: Plot: Climax

✤ The turning point in the story


Story Elements: Plot: Falling Action

✤ Results of the climax


Story Elements: Plot: Resolution

✤ Reveals the final outcome of the conflicts in the story


Story Elements: Protagonist

✤ The main character or hero of a written work

✤ Question: Name our protagonist ( there can be more than one)


courtneywetzel

Sticky Note

INTASC STANDARDS: MOTIVATION AND MANAGEMENT:-- Because this is a long lesson and will be broken up over a few days, keeping the students motivated with different questions and allowing for students to relate to the elements and the text is key.-- Also keeping them motivated and having them follow along with supplemental worksheets will keep them on task to fully understand what is being taught.

Story Elements: Setting

✤ The time and place in which the story occurs


SQ3R: Reading Strategy

✤ We are going to be using this reading strategy throughout the year as well as while we read Harrison Bergeron and The Hunger Games!

✤ Fill out the following note taking handout as we go through it together as a class!


courtneywetzel

Sticky Note

INTASC STANDARDS: MULTIPLE INSTRUCTIONAL STRATEGIES:-- Using different reading strategies will foster to different students readings and allow them to explore and understand the text better

S: SQ3R

✤ Survey:

✤ Student previews the short story/chapter to look at the organization of the information


Q: SQ3R

✤ Question:

✤ Student examines the chapter headings and sub-headings and replaces them with questions


3: SQ3R

✤ The 3 R’s

✤ Read

✤ Recite

✤ Review


R: SQ3R

✤ Read:

✤ The student reads one section of the chapter at a time selectively, primarily to answer the questions

✤ Recite:

✤ The student answers each question in his or her own words and writes the answers in their notes (This is repeated for every section)

✤ Review:

✤ The student immediately reviews what has been learned.


Talking To The Text Reading Strategy:

✤ This is another key reading strategy that we will be using while reading Harrison Bergeron as well as The Hunger Games

✤ While reading you will be asking and answering questions you may have while reading.

✤ Look at the hand-out for some useful questions to use while reading!


courtneywetzel

Sticky Note

INTASC STANDARDS: DIVERSE LEARNERS: -- This type of reading strategy tailors to different and diverse readers, because every student reads and comprehends information differently. Allowing and showing studetns different ways to read will tailor to these different learners/

Talking To The Text Reading Strategy:✤ A question I have is...

✤ Does this make sense?

✤ I agree/disagree with....

✤ Something important is...

✤ Aha! Now I see....

✤ What does this word mean?

✤ It reminds me of....

✤ I predict.....

✤ I can visualize....

✤ The big picture is...

✤ The reminds me of...

✤ This relates to my life...

✤ I’m confused about....


Introduction to Harrison Bergeron

✤ This story is fictional (meaning it’s not real)

✤ It was written in a future society based off of 2081

✤ Everyone is meant to be the same/equal

✤ Everyone is made equal by the government

✤ People are called “handicapped” and are meant to average

✤ Harrison challenges this system


Brainstorm Questions about Harrison Bergeron:

✤ What would the world be like if everyone were the same---average in intelligence, talents, appearance, and strength-- and no one was better than everyone else?

✤ How do you think people would feel and act towards one another?

✤ Would people be happy and satisfied being equal and all the same?


courtneywetzel

Sticky Note

INTASC STANDARDS: STUDENT DEVELOPMENT:-- Allowing students to brainstorm allows them to grow on every level of personal and intellectual development.-- intellectually they are expanding and making predictions about what will happen in the text, allowing them to grow their minds and think outside of the box.-- on a personal level they are learning and engaging in pre-reading strategies that will help them in future reading not only in ELA but other classes as well.

Brainstorm Questions about Harrison Bergeron

✤ Name the advantages of everyone being the same--exactly average.

✤ Name the disadvantage of everyone one being the same--exactly average.


Drawing Conclusions with Harrison Bergeron

✤ Drawing Conclusions:

✤ Making judgements based on the story details and previous experiences in your own life

✤ Fill out the following worksheet:

✤ Details about society: what’s happening in the story

✤ “My Reactions” your reactions to the story

✤ Take note to the results from the society’s practices and law

✤ Apply your own knowledge to figure out why societies officials act the way they do.


courtneywetzel

Sticky Note

INTASC STANDARDS: CONTENT PEDAGOGY:-- Looking at different reading concepts in key in ELA study, and also relating it and using it as pre-reading for a new story keeps the students engaged and build suspense to the reading.

Vocabulary Study for Harrison Bergeron

✤ Vigilance:

✤ alert attention, watchfulness

✤ Sentence: The teacher exercised vigilance as the students crossed the street


courtneywetzel

Sticky Note

NCATE/NCTE STANDARDS: 4.7:-- The idea of vocabulary study is really important in fostering the idea of language use. If students use the same words over and over again their writing and speaking become redundant and will never grow. Using the vocabulary study will expand their vocabulary and language use in writing and everyday life.


✤ Wince:

✤ to shrink or flinch involuntarily, especially in pain

✤ Sentence: most people wince when getting a shot



✤ Consternation:

✤ confused amazement or fear

✤ Sentence: The thought of the ordeal filled her with consternation.



✤ Cower:

✤ to crouch down in fear

✤ Sentence: The girl cowered in the corner.



✤ Synchronize:

✤ to match the timing of

✤ Sentence: Let’s synchronize our watches



✤ Neutralize:

✤ to counteract or cancel the effect of

✤ Sentence: Preventive measures helped neutralize the impact of the storm


Harrison Bergeron Interactive Reading Questions:

✤ Vocabulary: Vigilance

✤ What is the purpose of the Handicapper General agents vigilance?



✤ Draw Conclusions:

✤ Add this to your drawing conclusions chart:

✤ Write your opinion of the society

✤ Reread lines 1-22 underline details that describe society in 2081


courtneywetzel

Sticky Note

NCATE/NCTE STANDARDS: 4.9:-- students will be using the interactive readers to read the story of HB-- this will open up to different reading strategies allowing the students to open up to new reading strategies -- this will be useful when they have to view the movie and film adaptation of HB.


✤ Vocabulary: Wince:

✤ Why did two of the ballerina’s wince at the same time as George?




✤ Reread lines 29-49

✤ Circle words and phrases that how how the society affect the thoughts and reactions of the people

✤ What can you conclude about the different ways in which people are affected by the society?



✤ Plot and Conflict:

✤ George’s thoughts in lines 61-63 reveal more about the conflict between Harrison and the society

✤ On the basis of what you’ve read so far, what behavior might be viewed as abnormal or illegal





✤ Underline George’s reasons for not lightening his handicap bag

✤ What are his beliefs about the society?



✤ Pause and Reflect:

✤ Notice the difficulties Hazel and George experience in simply trying to have a conversation

✤ What point does this help reinforce about the society?




✤ Circle words and phrases in lines 99-112 that tell you more about the society

✤ How do the rules of the society affect peoples job performance?




✤ The rising action begins in lines 117-121

✤ What do you learn about the conflict between Harrison and the society?





✤ Circle statements that reveal how Harrison views himself in relation to other people

✤ How do his views put him in conflict with the government?




✤ The ballerina and the musician risk punishment by cooperating with Harrison

✤ Why would they take such a risk?




✤ Underline words and phrases in lines 200-213 that indicate how the narrator views this rebellion against the laws

✤ The describe this view in your own words





✤ How is the conflict resolved?




✤ How do George and Hazel react to their sons death?


Relate Harrison Bergeron To Self

✤ Would you be happier if no one were better (or worse) than anyone else? Why?

✤ Where do we see this type of behavior in our society?

✤ How would this affect us if it was our society?

✤ Positive why?

✤ Negative why?


Relate Harrison Bergeron to The Hunger Games

✤ What can we see that’s the same so far between The Hunger Games and Harrison Bergeron? Why?

✤ What’s different between Harrison Bergeron and The Hunger Games? Why?

✤ What characters in Harrison Bergeron and The Hunger Games seem similar?

✤ Yet how do they differ?


Utopian& Dystopian Society

✤ Would we qualify Harrison Bergeron to be Dystopian? Why or Why not?

✤ Would we qualify Harrison Bergeron to be Utopian? Why or Why not?


Homework: Journal Entry

✤ Use either “Talking to The Text” or “SQ3R” while reading for homework tonight. Post notes in Journal Entry


Homework: Reading

✤ Read chapters 11-13


Lesson 7 - BOLT

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