Lesson Plan (Direct Instruction)

Teacher: Miss Lily Subject/Grade:7th Grade Date: 31 October

Literature Week:
Standard:
Content:
 7.RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text
 7.RL.2 Determine a theme or central idea of a text and analyze its development over the course
of the text; provide an objective summary of the text
 7.RL.4 Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of specific word choices on meaning
and tone, including rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse
or stanza of a poem or section of a story or drama.

Objective (Explicit):
 Students will determine the meaning and usage of the following words using context clues and a
vocab activity: encroaching, tesserae, odds, sustenance, and obliterated.
 Students will identify and evaluate the use of the literary elements of mood, tone, and
characterization in The Hunger Games excerpt and support their findings with evidence from the
text.
 Students will compare and contrast the dystopian atmosphere of their previous readings, The
Lottery, and The Giver, to the dystopian atmosphere of The Hunger Games

Sub-objectives, SWBAT (Sequenced from basic to complex):

 Students will apply their understanding of Dystopia and Utopia to create their own utopian
society and infer the reasons why it may turn into a dystopia
 Students will annotate the text for suspense, characterization and mood
 Students will discuss their annotations and supplement each other’s knowledge through class
discussion
 Students will achieve a better understanding of Dystopian literature and what it teaches

Evidence of Mastery (Measurable, include variety of methods of checking for understanding):

 Bellwork: Paragraph/picture/poem/other medium describing their personal utopian society and
how it might collapse into a dystopian scoiety
 Annotations in consumable StudySync book
Key vocabulary: Dystopia, Utopia, Encroaching, Materials: Study Sync online module,
Tesserae, Odds, Sustenance, Obliterated, Reaping Consumable Study Sync book, Literature
noteooks, Projector, Computer
Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real
life)
Teacher will:
1. Gather class, ask them to recall the two previous texts that were covered in previous lessons, The
Giver and The Lottery
2. Ask students what they remember about those readings: plot?, characters?, circumstance?
Ex. What do you remember about The Giver/The Lottery? What kind of society did it take place in?
Utopia/Dystopia/both?
Were the people happy? Why/why not?
What changed?
3. Ask students to define Utopia, Dystopia.
4. Write Dystopia and Utopia on the board
5. Ask students to take out their bell work notes and spend the next few minutes brainstorming their
own Utopias, and consider how they may become Dystopian environments over time.
6. Model the activity by giving example of own personal utopia (City full of puppies), and how it may
collapse (too much dog poop).*****
7. Give students 5-7 minutes to work
8. Ask students to share their ideas/societies
9. Explain that they will be reading about another Dystopian society and that they will use evidence to
compare and contrast their previous readings to their reading for the day, The Hunger Games.

DIFFERENTIATION*****: Picasso (student alias) and any other student can draw, write a poem, or
express their utopia in another medium

Student will:
1. Participate in class discussion and recall previous readings
2. Share their background and previous knowledge about The Giver and The Hunger Games (film or
text)
3. Recall the definitions of Utopia and Dystopia from previous lessons
5. Create their own Utopian societies and anticipate how they may develop into Dystopian societies
6. Share their ideas with their classmates in class discussion
Instructional Input

Teacher Will: Student Will:

1. Introduce The Hunger Games 1. Take out their notebooks and textbooks
-Ask students to take out their text books and 2. Share their background knowledge about
open up to page 162 The Hunger Games in a class discussion.
- Ask students to take out their Literature 3. Watch introduction video on screen
notebooks and open up to a new page
2. Ask how many students have seen the
movies/read the books
- Pull down projection sheet and turn on
projector
4. Direct student attention to the screen and
play the introductory/summary video

TRANSITION TO GUIDED VOCAB ACTIVITY

Differentiation
Students can read along with the introductory video transcript in their books.
Students can write down what they know about the reading instead of sharing with the class if
they’re more comfortable
Guided Practice
Teacher Will: Student Will:
VOCABULARY: 1. Write down new vocab words from screen
1. Open up the vocabulary activity and put it on in literature notebook: Encroaching, Tesserae,
the screen. Odds, Sustenance, Obliterated
-Show list of vocab without definitions: 2. Find and mark where vocab words are in
Encroaching, Tesserae, Odds, Sustenance, excerpt.
Obliterated 3. Read/listen to classmate read sentences
2. Instruct students to write down the words, with vocab words in them out loud
then find them and mark them in the excerpt of 4. Raise hand and infer meaning of words
The Hunger Games before reading the story. from context clues
3. After students have found and marked all the 5. Students will raise hands and choose the
vocab words, call on them one by one to correct definition for each word.
A. Find the first vocab word 6. Students will write definitions in their
B. Read the sentence it is in out loud notebooks
C. Infer the meaning from context clues
Continue this until all vocab words have been
inferred
*** Give guided feedback but do not give away
definition
4. After going through all words, bring up Vocab
game on screen and complete it with class
-Ask students to pick correct definition for first
word from definition bank
-Drag and drop the definition next to the word
5. Instruct students to write definitions down
into notebooks

Differentiation
Students can look up words in their dictionaries (under their desks)
Students can draw pictures of what the words mean in their notebooks
Students can make cards with the words and definitions on them instead of using their notes
 Independent Practice
Teacher Will: Student Will:
1. Instruct students to put their notebooks down 1. Read along with audio recording of the
and read along in their textbooks to an audio story
recording of the excerpt 2. Annotate for mood and dystopian elements
2. Instruct students to annotate their text as 3. Listen to audio recording of excerpt
they go along, looking for dystopian elements 4. Answer comprehension questions in class
and the mood of the excerpt discussion using evidence from the
3.Play the audio recording (6:41 minutes) text/paraphrasing
4. When audio recording is finished, ask 5. Re-read and annotate the text for
students to share their reactions foreshadowing devices, characterization and
-How did that excerpt make you feel? infer how Katniss’ character will perform in the
-What was the mood of the excerpt, why? future of the novel based off of her actions in
-Where do we see that feeling? (student’s will the excerpt.
quote passages etc)
-What is the setting like?
-What is the attitude of the people?
5. Ask students Think question #1:
Refer to details in paragraph 1 and 7 to make
inferences about what the reaping is and why
Katniss thinks Prim is safe from it.
6. Ask students how the word “reaping” affects
the mood of the story.
7. Instruct students to re-read the excerpt and
annotate for foreshadowing devices,
characterization and make inferences about
Katniss’ character and her performance in the
rest of the novel

Differentiation
Students can get into small groups and read the story aloud again to each other if need be.

Closure/Lesson Summary:
Teacher Will:
1. Call class to attention
2. Ask their reaction after second read
3. Ask what they found in the text that set the mood, could be foreshadowing, characterized Katniss
4. Allow students to share with classmates in class discussion
5. Ask students to make inferences about Katniss’ character and how she will fare in the rest of the
novel based off of how she acts in the excerpt
6. Use Venn diagram to compare the The Giver/ The Hunger Games on the whiteboard and have
students come up and fill it out
7. Have students discuss their findings
Student Will:
1. Participate in class discussion
2. Share their evidence from the text as appropriate
3.Compare The Giver/ The Hunger Games by filling out a Venn diagram on the white board.
4. Discuss the Venn Diagram with their classmates in a closing discussion.