This unit plan is for teaching 8th grade students about other countries and cultures through the novel "The Hunger Games". The students will be assigned countries to research and will present information on the country's culture, traditions, imports, exports, and political issues. They will also participate in a mock debate on whether a revolution, as depicted in the novel, is a good idea or not. Throughout the unit, students will read sections of the novel each day and discuss events. They will use computers and presentation tools to research their country and present their findings to the class.

1. Unit Plan
“The Hunger Games”

2. The Learner
8th grade students
Middle income level, with a few outliers
14 students from WV, 1 from Kentucky
All English speaking.
One African American Student
7 with mild ADD or ADHD
Mix of boys and girls

3. Main Objective
The 8th grade students will learn about other countries and
cultures, and how our country works closely with others by
presenting the trades, traditions, culture, norms, and other
pieces of a country as a group, to the class. Students will take
this further in depth by also researching their main imports and
exports and how those countries work with the United States.
8th grade students will also practice persuasive discussion,
informally in groups by preparing arguments through discussion
either in favor or against the revolution. We will then hold a
mock debate on the subject. Students will be able to describe the
pros and cons of a revolution in the novel, and understand the
importance of persuasive arguments with 98% accuracy.

4. Monday
Students will have read/listened to chapters 1-6 over the
weekend.
Students will be assigned their group of 3 and their country.
Students will go to the computer lab to research their assigned
countries culture, lifestyle, imports, exports, political issues,
traditions, celebrations, holidays, etc.

5. Tuesday
Students will have read/listened to chapters 7-12 during reading
time and in the evening.
Students will partner with another student and come up with
points in favor or against the revolution.

6. Wednesday
Students will have read/listened to chapters 13-18 during
reading time and in the evening.
The class discusses the death of Rue, and the change in rules to
the game, and why these events occurred.
Students will break into their group and work on their assigned
countries presentation.

7. Thursday
Students will have read/listened to chapters 19-24 during
reading time and in the evening.
Students will finish their group project on their assigned
country.
Students will meet with their group for the mock debate and
practice their arguments.

8. Friday
Students will have finished the book during reading time or in
the evening.
Student groups will present their country.
Students will hold a mock debate, presenting all their points in
favor or against a revolution in “The Hunger Games.”

9. Use of technology
Students will use computers to research and learn about their
assigned country. They will also be required to show at least 1
video during the presentation.
Students will use some sort of presentation tool, such as Prezi,
PowerPoint, or a poster.
Students will type their final draft of the persuasive essay onto
WV Writes.

10. Citations
“The Hunger Games,” background.
“The Hunger Games,” chapter review.