Learning Experience Plan

Subject: English Unit: The Hunger Games Grade level: 12th grade Day/periods: Wednesday 3/12/2013 Per. 1 & 2

Topic: Making connections within The Hunger Games between similar themes through the use of different mediums of art (music and literature) Content Standards: Reading Standard for Literature 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. Reading Standard for Literature 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). Speaking and Listening Standard 1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. B. Work with peers to promote civil, democratic discussions and decision-making, set clear, goals and deadlines, and establish individual roles as needed. C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Learning Experience Outcomes Students will: Gain a new perspective on the text by making new connections to it through the use of different mediums of art (the text and music)

Learning Experience Assessments

Discussion questions completed in pairs/small groups Class Discussion Presentations on Thursday

Differentiation Approaching: These students will be assisted more by the teacher to make sure that understanding of the assignment has taken place.

On-level: These students will have an overall understanding of what is expected of them and they will have accomplished the task with few (if any) problems.

Beyond: These students will need no guidance from the teacher and will remain on task throughout the duration of the lesson. They may even think ahead to the homework for tomorrow.

Curriculum Integration Materials/ Resources Procedures/Strategies

Day 1 Text: The Hunger Games Journals Writing Utensils Jack Johnsons Cookie Jar lyrics Discussion Questions Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) -Upon entering class, students will answer the journal which is to be written on the board Journal: What do you think the purpose music serves when you hear it on the television and in movies? Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson) Aim: How can we use music to help us gather a new perspective and a better understanding of the text and the messages the author is trying to convey to us? Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/experience) Direct Instruction (input, modeling, check for understanding) First, teacher will have journal written on the board before the class comes in Second, as students fill out their journals, teacher will hand back all of the graded work Third, teacher will ask students to share their journals Fourth, teacher will play song, Cookie Jar by Jack Johnson and as the song is playing, teacher will ask students to write down words/phrases that stand out to them Fifth, after song ends, teacher will ask students what they wrote down that stood out to them from the song Sixth, teacher will pass out worksheet that has Cookie Jar lyrics printed on it with questions that students will answer in pairs or small groups Seventh, teacher will bring the class back together and ask the students to share their findings Eighth, teacher will give students their homework (print out lyrics of a song(s) to analyze in class on Wednesday Will present on Thursday (3 songs 1 paragraph each)

Guided Practice (how students will demonstrate their grasp of new learning) Notes taken from song and participating in class discussion about it Group work answering questions Group discussion

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close) Remind class of homework; to bring in lyrics of song(s) that can represent either a character; a moment; a theme; or a symbol of The Hunger Games so that they can work on it in class tomorrow (presentations on Thursday on 1 of their songs)

Independent Practice (what students will do to reinforce learning of the lesson) Pick your songs for presentations on Thursday and bring in printed lyrics of at least 1 song to work on in class tomorrow

Jack Johnson Cookie Jar

I would turn on the TV but it's so embarrassing To see all the other people I don't know what they mean And it was magic at first when they spoke without sound But now this world is gonna hurt you better turn that thing down Turn it around "It wasn't me", says the boy with the gun "Sure I pulled the trigger but it needed to be done Cause life's been killing me ever since it begun You can't blame me cause I'm too young" "You can't blame me sure the killer was my son But I didn't teach him to pull the trigger of the gun It's the killing on this TV screen You can't blame me it's those images he seen" Well "You can't blame me", says the media man Well "I wasn't the one who came up with the plan I just point my camera at what the people want to see Man it's a two way mirror and you can't blame me" "You can't blame me", says the singer of the song Or the maker of the movie which he based his life on "It's only entertainment and as anyone can see The smoke machines and makeup and you can't fool me" It was you it was me it was every man We've all got the blood on our hands We only receive what we demand And if we want hell then hells what well have And I would turn on the TV But it's so embarrassing To see all the other people I don't even know what they mean And it was magic at first But let everyone down And now this world is gonna hurt You better turn it around Turn it around

Discussion Questions (answered in pairs and/or small groups):

1. What were your initial thoughts when you first heard the song/read the lyrics?

2. What do you believe the message of this song is? Why?

3. Why do you think the artist titled the song Cookie Jar? Is it significant?

4. How does this song relate to the text? Choose specific words/phrases to support your reason.

Name: Getzel & DeRossi Music Assignment:

Date: ________________ Per: ________________

For this assignment, I want you to find a minimum of 3 songs, with printed copies of the lyrics, that you can connect to the text. You can make the connection with a character from the text; a moment that happens in the text; a theme from the text or a symbol from the text. I want you to think about the tone of the music and the lyrics (if there are any) of the songs you choose and I want you to answer these questions:

1. What were your initial thoughts when you first heard the song/read the lyrics? 2. What do you believe the message of this song is? Is it important? Why or why not? 3. What is the title of the song? Why do you think the artist gave it that title? Is it significant? 4. How does this song relate to the text? Choose specific words/phrases from the song to support your reason.

You only need to write-up 1-2 paragraphs for each song You are allowed to handwrite these paragraphs You will present 1 of your songs on Thursday

*When you introduced yourselves to me for the first time, the majority of you told me that you loved music, so Im hoping that you all to have fun with this as your last assignment for me! *Let me know if you have any questions!