Setting Analysis Lesson Plan for The Hunger Games by Suzanne Collins-Adapted from

Teachers Pay Teachers original lesson by S_u_r_v_i_v_i_n_g_ _t_o_

_T_h_r_i_v_i_n_g_ _L_j_L C_o_p_y_r_i_g_h_t_ _ _2_0_1_3_ _for ETEC 512 UBC
MET program

Purpose: To demonstrate the application of constructivist, developmental, and

behaviorist approaches.

Learning Outcomes:
*Students will demonstrate the concept of setting through data collection
*Students will build models and blueprints of their favorite setting
*Students will present both their initial data collection but also their final building project

I. Finding the Setting Information of District 12, The Capitol The

Arena
a. Gather setting information from 3 sections of the book using graphic
organizer
b. Timer set for each setting analysis (earn points)
c. Establishing the speaker/presenter

II. Presentation of Findings

a. Presenter demonstrates their findings to the class
b. Students self/peer evaluate other groups presentation (earn points)
c. Designation of roles for the extension project

EXTENTION ACTIVITY
III. Physical Construction of favourite setting
a. Blueprint of area and building supplies list
b. Time allotment for building (earn points)
c. Public vote on best display

CRITIQUE
Constructivist and Developmental Approach are representing in:
I. Finding the Setting Information & III. Extension Activity

Before students gathered information in their groups, I had previously created a

seating plan that had table groups. Though the students were unaware, I purposely mixed
in students who had individualized education plans with writing adaptations so they
would feel supported. Also so they would feel like they could still contribute to the
project. This is supported by a Vygotskian approach where learners construct meaning
through social interactions and by exploring through aesthetic representations of thought
or as (John, Steiner & Mann, 1996) described as Vygotskys theory of semiotic
mediation. Through this, the physical construction of three settings represented in The
Hunger Games the students will be able to apply their thought in the form of a physical
model. A Piagetian theoretical argument can be made under Piagets Formal Operational
Phase, where the learner understands the connection and relation of the object to the
classification or association and knows how to display or demonstrate it. This is always
interesting in both of my humanities classes, as I have two students who are in the
concrete operational stage and still cant connect the higher level thoughts or questions
to a model or diagram of a situation so that is why the formation of groups is huge in my
class because it bolsters their confidence. This goes for their peer and self-assessments
because the adapted learners are no different than their non-adapted peers.

Behaviourist and Developmental Approaches in:

I. Finding the Setting Information II. Presentation of Findings & III. Extension
Activity

I have implemented a point system to keep motivation and accountability in check

for this lesson. As students are a part of the information-gathering phase awarding points
for completion of three graphic organizers was important to make sure that students were
not wasting time in this phase. The structure of the table group, and the number of
settings (three) also allowed the group to assign specific jobs to specific people so there
was another aspect of group accountability as well. Also, at this point in the year I had
implemented the use of Fresh Grade that demonstrates learning as a timeline of artefacts
for example, pictures, videos, and other media, in this particular grading system students
achievements are highlighted, they can also pick and choose which items they want
highlighted or shared with their parents or tagged with their classmates. As
demonstrated by (White, 2010) where a points system has a huge impact on learning
environments for much older students than my grade eights. In terms of a developmental
approach the idea of presenting publicly a display of their final thoughts makes the less
motivated students dig deep as they want to look stronger in front of their peers and feel a
sense of pride. External motivations as (Piaget, 1932) theorizes about how children
respond to external motivations or what he describes as responsibility and justice
(p.327) depicts what I believe are the individualistic motivators or buttons that tap into
group accountability. That is why I sympathize with (Glassman, 1994) arguments that
Vygotskys social learning theories are very closely tied to Piagets notion of motivation.

References:

John-Steiner, V. & Mahn, H. (1996). Sociocultural approaches to learning and

development: A Vygotskian framework, Educational Psychologist, 31, 191-206.

Glassman, M. (1994). All things being equal: the two roads of Piaget and
Vygotsky. Developmental Review, 14, 186-214. Available
online: http://ezproxy.library.ubc.ca/login?url=http://dx.doi.org/10.1006/drev.1994.1008

Piaget J. (1997). The Moral Judgment of the Child. New York: The Free Press; (Original
work published 1932)