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Name: Michael Duncan Title of the lesson: Catching Fire: Character Journals and Costume Design Grade Level: 11 Four Part Performance Objective: Given the book Catching Fire, paper, pencils, rubrics, and previously completed student-made costume designs, students will be able to take the perspective of a character within the novel and create a journal entry, by reading Catching Fire, examining costumes, writing a one page minimum journal entry about the experience of getting ready for the Hunger Games parade or interviews while giving emphasis to the idea of Appearances and how the costume either portrays the district or portrays a certain image attempting to be achieved, and using the rubric to achieve writing at 100% following content and format and 90% accuracy of grammar and punctuation. Part 2: Standards and Background Information Common Core State Standards for English Language Arts/ Ohios New Learning Standards Reading standards for Literature, Grade 11 Key Ideas and Details, Standard (RL.11-12.1) - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain Key Ideas and Details, Standard (RL. 11-12.3) - Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Writing Standards, Grade 11 Text Types and Purposes, Standard (W.11-12.3) - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing, Standard (W.11-12.4) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. Research to Build and Present Knowledge, Standard (W.11-12.9) Draw evidence from literary or informational texts to support analysis, reflection, and research.

Language Arts Strands Reading- Students will be reading Catching Fire by Suzanne Collins. Writing- Students will write a journal entry describing the costume they are wearing to either the tribute parade or the interview before the Hunger Games. The journal entry should describe the how the costume makes them feel and the effect that it has on the way people perceive the tribute or their district. Viewing- Students will look at the costume they designed in the anticipatory set before writing their journal entry describing the costume. Primary Domains: All domains will be addressed in this lesson. Psychomotor- Students will create a costume based off of a tribute from Catching Fire by sketching a design, or creating a design board. Affective- Students will look at the costumes they designed in order to evoke feelings or emotions about what it would be like to wear this costume in front of people and how it would cause them to be perceived. Cognitive- Students will read scenes in Catching Fire and The Hunger Games before writing their journal entries to understand the personality types of the tributes and the importance of the costumes for both the parade and the interviews. Skill Level (both basic and critical levels of Blooms taxonomy will be addressed) Remembering: Students will recall events that happened in Catching Fire. Comprehension: Students will identify emotional characteristics of the various tributes before writing journal entries. Creating: Students will design a costume based off textual clues in Catching Fire. Students will compose journal entries from the point of view of a tribute in the novel. Multiple Intelligences Verbal/Linguistic: Students will be reading Catching Fire and composing journal entries. Visual/Spatial: Students will design/draw costumes for the tribute parade or interviews based off the novel. Developmental Context Students must be able to write or type their journal entries. At this point, students should be reading, or have completed, Catching Fire. Students must able to able to have basic drawing skills.

 Timing This lesson would be done while students are reading the novel, and have a majority of it completed. In order for the students to grasp the character personalities and the motives of all parties in the novel they should read a large portion of the novel so that the journal entries are well-developed. Resources & Materials 25-30 copies of Catching Fire 25-30 journal rubrics Colored pencils White construction paper Notebook paper Pencils 5-10 computers (computer lab) 1 Printer 1-5 white poster boards Glue sticks Markers Part 3: Instruction Procedures Anticipatory Set The anticipatory set for this lesson will be an art project to allow the students to be as artistically creative as possible. After reading Catching Fire, students will draw/design a costume that would be worn at the tribute parade, or the interviews with Caesar Flickerman. This will not be graded on artistic ability but the students comprehension of what an actual tribute costume may look like. In order to give students even more creative freedom they can storyboard their costume on a poster board along with fabric samples and actual garments if desired. Key Concept The key concept of this lesson is for students to be able to take a characters perspective and to think about the theme appearances. The practice of journal writing will also help students become more comfortable with the genre of epistolary novels. Instructional Method This is a lesson that I would spread out over the span of two (2) days with the possibility of a third day for student writing. Student Preplanning: (Students will have about two (2) days of advanced notice)

I will tell the class that we will be doing a project that relates to costume design. If some of the students want, they can gather fabric samples in order to create story board that details their tribute costume. Day One: (Discuss novel and assign costume project) 1. Class will begin with a discussion of Catching Fire. Emphasis of discussion will revolve around the tribute parade, interviews, and character emotions. All comments made by students should be grounded in textual evidence, and students will be asked for page numbers. (15-20 minutes) 2. After the discussion of the novel I will assign the costume design project. At this point students will work independently to draw their costume design, or create their storyboard if they chose to do so. Extra credit will be assigned to students who create a thorough storyboard since it is above and beyond the requirements of the original costume design project. (30-35 minutes) 3. At the end of class I will collect the costume designs and story boards. This anticipatory set will only be given one class period for completion. Day Two: (Novel recap and character journals) 1. At the beginning of class we will quickly discuss key points in the novel before working on journals. (5 minutes) 2. I will pass out the rubrics and discuss the journal assignment. Students will be able to write about any emotion or thought as long as it pertains to the tribute parade or interview, and how their costume makes them feel and the effect it has on outside parties. The journal entry provides a relationship to the theme of appearances. (5 minutes) 3. Students will work independently to complete their journal entries. If they finish writing before the end of class then they will be able to type out their journal entry. Some students may not finish during class so an additional writing day will be planned for. (40 minutes) Day Three: (Only if needed) 1. Students who did not complete the writing assignment will be allowed to finish the assignment on this day. (Entire period) 2. Students who completed the writing assignment will use the class period for independent reading. Students will not be allowed to work on assignments from other classes. Modeling In order to model this lesson, I will guide class discussions around topics that should be mentioned in the journal entries. I will also provide the students with examples

of costume designs and journal entries that they can model their work after. However, this lesson allows students to maintain a high level of creativity with what they choose to draw or discuss in their journal. Check for Understanding Throughout the lesson, I will scan the classroom for nonverbal cues that the students understand the material being covered. Discussing the novel on the first day will also allow me to gage student knowledge. During the discussion, random names will be called in order to prevent the same students from leading the discussion. During independent work I will also be able to walk around the classroom and examine student progress. The major way that I will be able to check understanding is when students turn in their completed assignments (costume design and journal entry). Guided Practice I will help students practice the concepts discussed in the lesson by providing them with examples of completed assignments. I will also be sure to thoroughly discuss the rubrics to ensure that my classes understand what is being assigned. The majority of the lesson revolves around allowing the students to be creative with their work. Independent Practice Independent practice will be achieved while students design their tribute costumes and compose their journal entries from a tributes perspective. In order for them to be successful with their assignments they will have to read Catching Fire. Closure In order to wrap up the lesson I will have a small discussion about both of the projects completed in class. Discussion will be focused on characters in Catching Fire along with textual examples that guided the students writings. What characters were involved in the interviews/tribute parade? How did the tributes costume reflect their district? Does their costume portray the tribute in a certain way?

Costume Design Project

Fashion plays a BIG role in the Hunger Games competition. Follow these guidelines to design a costume for a tribute competing in the 75th Annual Hunger Games. 1. Choose a tribute and an event they are attending (Parade or Interview) 2. Based off the event your tribute is attending, design a costume that would be fitting for the situation. Remember: a. The tribute parade showcases the district your tribute is from. Your costume should draw inspiration from the goods/products that your district is known for. b. The interviews are a time for tributes to work on gaining sponsors. This is a time where their costume should reflect a personality trait that the tributes mentor wants them to portray. (For example, in The Hunger Games Katniss dress enchanted the audience with the flames) 3. Your costume should reflect an actual tribute in Catching Fire. The costumes do not have to be the ones described in the novel, but they must be realistic representations of that character. (For example, we know Finnick plays up his good looks so were obviously not going to put him in layers of bulky clothes.) One last thing

May the odds be ever in your favor.

Tribute Journal Assignment

For this assignment you must create a journal entry from the perspective of a tribute in the novel. In order to guide your writing, think about these questions while writing:

What does your costume look like? How does this costume represent you OR your district OR both? Does your costume accurately represent your personality? What do you think viewers are saying about your costume?
This journal will be graded on creativity and the ability to accurately take the perspective of a character within the novel. Your journal must sound like it was actually written by the tribute you chose. Peeta is not arrogant and cocky in the novel, so dont make him appear that way in your journal.

Tribute Journal Rubric

Character development and believability

10-9
The character in the journal accurately portrays a character discussed in the novel. Journal entry in thorough and provides reasoning drawn from the text. The journal is extremely creative and provides vivid imagery from the tributes perspective. Journal entry provides detailed description of the tributes costume. Without a visual representation the can still be imagined. The costume described in the journal directly relates to the costume students designed.

8-6
The character in the journal exists in the novel, but not in the way they are represented in Catching Fire. Few examples of textual evidence.

5-0
The character in the journal is completely made up. Does not follow the text.

Creativity

The journal is Journal lacks creative, but not creativity. fully developed. Does not fully feel like a personal journal entry. Journal entry includes a description of the tributes costume but does not pay attention to its importance. Description of costume is vague and only slightly imaginable. Journal entry does not provide a description of the tributes costume. Minimal emphasis is placed on the importance of the costume.

Costume Integration

Mr. Duncan 3rd Period English Tribute Journal 2/9/2013 Finnick Journal, I cant believe that Im doing this Hunger Games thing again. I thought I was done after the first one. Oh wellnothing I can really do about it now. Guess I just have to look on the bright side. I got to see my costume for the parade this year. Its a good thing that Ive been working out a lot. Basically, Im wearing a fishing net. I feel completely exposed, yet totally confidant. I know that I look good and I really dont have a problem showing my body off to Panem. The fishing net is black and they plan to spray some type of liquid on parts of my body to make it look like I just got out of the water. Somehow the liquid doesnt dry which is kind of cool. I mean, it doesnt compare to that girls fake flames from last year, but its still pretty cool the things that they do for fashion. I get theyre trying to do. Maggs did a similar thing at my last games. They want to play off my looks. I guess nobody wants the good-looking guy to lose. I really dont mind them playing off my looks. Ill do whatever it takes to not die. I won in the past, and I should be able to do it again. Well, its time to start getting things ready for the parade tomorrow.

Finnick