Welcome to the

Hunger Games!
By Kelsey Gupton, Kelsey Valdez and Nicole Stuehm

Introduction
Welcome to the Hunger Games! You are lucky
enough to be the game maker. You will use your
knowledge of math, art, and English to craft an arena for
the tributes. As you know, your arena will be where the
tributes will face their fate, so you should design your
arena in a way that reflects a diverse playing field,
danger, and excitement. You should also be prepared to
explain to us the way that your arena will work and what
the tributes will face. It should be divided into two
rectangles of equal area with different dimensions where
there are different effects that take place in each. And of
course, may the odds be ever in your favor!

English
1.

Introduction:
Students, you will be creating a narrative description of what the arena that you created will look like. You will also be expected to describe some of the challenges that competitors will face. Finally, you will present your arena in an
art walk. In this presentation, you will explain to your audience the math used to design your arena, the art techniques you used to create your arena, and you will create a speech that stems from the narrative you wrote about the
obstacles challengers would face.

2.

Standards and objective:

Standard: 1. Oral Expression and Listening
a.

Oral presentations require effective preparation strategies

i.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

ii.

Use verbal and nonverbal techniques to communicate information

Standard: 3. Writing and Composition

Literary and narrative texts develop a controlling idea or theme with descriptive and expressive language
iii.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences

iv.

Write literary and narrative texts using a range of poetic techniques, figurative language, and graphic elements to engage or entertain the intended audience

v.

Review and revise ideas and development in substantive ways to improve the depth of ideas and vividness of supporting details

Objective:
a.

I can use my knowledge of narrative writing and imagery to create a description of arena.

b.

This means that I understand that I need to show my audience a scene rather than telling them about it.

a. I can be prepared for a presentation about my arena.

b. This means that I will practice impromptu speeches and create a speech based off of my narrative to describe the arena I created.
1.

2.

3.

4.

Big ideas/essential understandings:

a.

Students will be able to understand that content areas are interconnected.

b.

Students will demonstrate an understanding of imagery within narrative writing.

c.

Students will practice presentation skills.

Inquiry questions:
a.

How can I use visual imagery to describe a setting?

b.

How can I articulate to an audience what I have created?

c.

How can I use narrative writing to tell a story?

Possible Misconceptions:
a.

It is impossible to incorporate other content areas into a cohesive project.

b.

I can tell a good story without using imagery.

c.

I can give a good presentation without preparation.

Formative assessment ideas:

a.

Description: In order to assess if students understand imagery within narrative writing, we will first review narrative writing elements, and then we will read a poem as a class and mark all of the instances of imagery.
i.

Evidence outcome: Students will be able to articulate the aspects of narrative writing within our discussion. they will also be able to correctly mark instances of visual imagery on their poems, which I will
collect and then adjust my instruction to fit the needs of the students.

b.

Description: In order to assess presentation skills, we will do quick one minute speeches in which students choose a topic out of a hat and must present on the spot. Through this, I will be able to see who is comfortable
presenting and who needs more work.
i.

Evidence outcome: Students will be able to speak clearly and comfortably in front of their peers and myself.

Math: Designing your Arena

1.
2.

3.

4.

5.

6.

Introduction:
a.
Because you are Game Maker of the Hunger Games, you must design an arena for which tributes will compete in. You must separate this arena into two different rectangles of equal area with
different dimensions of each. This way, when you are deciding what effects each section of the arena will have, they will affect the same amount of space.
Standards and Objectives:
a.
Standards
i.
Grade 6: Standard 1: Number Sense, Properties, and Operations
2. Formulate, represent, and use algorithms with positive rational numbers with flexibility, accuracy, and efficiency
b.
Objectives/Learning Targets:
i.
I can find the greatest common factor of two whole numbers less than or equal to 100.
1.
This means that I will use prime factorization or a table to find the factor of two numbers that is the largest.
ii.
I can find the least common multiple of two whole numbers less than or equal to 12.
1.
This means I will use prime factorization or a table to find the least common multiple of two numbers and make this the area of my rectangles.
Big Ideas/Essential Understandings:
a.
Students will understand how to find and relate least common multiples and greatest common divisors of two numbers to the area of two rectangles.
b.
They will have to create two different dimensions of two different rectangles that will have the same area, where the area is the least common multiple of the dimensions. They will find the
desired height of each rectangle to make this possible.
Inquiry Questions:
a.
How can you find the least common multiple of two numbers?
b.
How can the least common multiple of two numbers be related to the area of a rectangle?
c.
Why must the greatest common factor and least common multiple be used when finding two rectangles of equal area?
Possible Misconceptions:
a.
Students might have factors and multiples switched around. It is good to clarify what the definitions of both of these are. Also, what does least common and greatest common mean?
b.
Students might not understand why the area is the least common multiple of the bases. It is important that they find the factors of the least common multiple to know the height of the
rectangles too.
Formative Assessment Ideas:
a.
Description:
i.
Students will decide what they want the base of both of their rectangles to be, and find the least common multiple of those two numbers to determine the area.
ii.
Then after finding the area, they will find the factors of that multiple to know the height of each rectangle for the area desired.
b.
Evidence Outcome:
i.
Students will create pictures of their rectangles as well as a chart of their multiples.
ii.
After deciding their base, students will list the multiples of those numbers until they find the smallest one that they both have in common. This will be their area.
iii.
Then students will find the two factors of that multiple that will give the correct dimensions corresponding with the area of their rectangles.

Art
1.
2.

3.
4.

5.
6.

Introduction:
a.
You are a Game Maker for the Hunger Games. The president is wanting your ideas for the next arena. You need to build a three dimensional model of what your arena is going to look like. You need to include the kinds of obstacles
that the Tributes will be up against during their time in the games.
Standards and Objectives:
a.
Standards
i.
Standard: 1. Observe and Learn to Comprehend
1.
1.1. Visual art has inherent characteristics and expressive features
ii.
Standard: 3. Invent and Discover to Create
1.
3.2. Assess and produce art with various materials and methods
b.
Objectives
i.
Using examples from the Hunger Games, students will be able to describe in detail characteristics of competition arenas.
1.
I can describe in detail characteristics of competition areas based on the Hunger Games.
a.
This means that I know the kinds of things that I should be including in my arena.
ii.
Using the characteristics of competition arenas, students will be able to create their own competition arenas through found object sculptures.
1.
I can create a competition arena by building a found object model.
a.
This means that I understand that art can be created by using unusual materials.
Big ideas/Essential/Questions:
a.
Art can be planned in two dimensions and then translated into three dimensional formats
Inquiry Questions:
a.
Why is planning an important part of art making?
b.
What role do the inherent characteristics of art play in art making?
c.
How are inherent characteristics of art used outside of art?
d.
Does all art have to be made out of the same material?
e.
Can you use more than one material in a single piece of art?
f.
What are some kinds of materials that can be used to make art?
Possible Misconceptions:
a.
Arenas have to be oval shaped.
b.
Art has to be made out of either, clay, pencil or paint.
Formative Assessment:
a.
Description:
i.
During in class discussions as students work, there will be individual discussions about how the project is going. How the student is creating their arena, their thinking behind their arena design, etc.. Is there anything the
student needs help with, any problem solving that they have had to do.
ii.
Halfway through the project, there will be an in progress critique. This will give students to present their thinking on the project so far. They will describe what their plan for their arena was at the beginning of the project
and whether or not their arena is turning out they way that had planned. What is working, what is not working. What are you going to be working on for the rest of the time we have?
b.
Evidence Outcomes:
i.
In class discussions
1.
As students work, teacher will be walking around classroom, talking to students on an individual level to see how their project is progressing, where they think they need/ want their project to go, and
problem solving they have done.
ii.
In progress critique
1.
Students will have preliminary drawings and ideas from Math class.
2.
Students will write down at least three ways that their model is communicating ideas from their original drawing.
3.
Students will write down at least three ways their model is not meeting their initial goals.
4.
Students will write down their thinking process; how they have constructed their model so far and where they think they want their model to go.
5.
Students will share their thinking outloud in a small group discussion.

Summative Assessment: Art Walk

This project will incorporate elements of English, math, and art. Students will have read The Hunger
Games in their English classes and will be familiar with the idea of a competition arena. They will use
this information to craft their very own arena. To incorporate math, students will use their knowledge of
factors and multiples to design their arenas that are made of two rectangles equal in area with different
dimensions. Then, students will take their designs and create a 3-D model in art class. As a way of
demonstrating mastery of English and presenting their work, students will participate in an art walk that
they have prepared for by writing a narrative description of what the arena that you created will look like.
You will also be expected to describe some of the challenges that competitors will face. Finally,you will
create a speech that stems from the narrative you wrote about the obstacles challengers would face.

Summative Assessment
Rubric
Cate
gory:

Advanc
ed

Proficient

Develo
ping

Unsatisfa
ctory

Usag
e of
imag
ery

Student
s use
vivid
imagery
that
allows
the
reader
to feel,
see,
smell,
taste,
and
hear the
events
of the
arena

Students
often use
vivid
imagery
to
describe
the
events of
the
arena,
but there
are a few
instances
in which
they tell
rather
than
show

Student
s, more
often
than
not,
tell us
about
an
event or
setting
rather
than
show
us

Students
do not
use
imagery
to
describe
their
arena or
the
events in
their
arena

Desc

Student

Students

Student

Students

Rubric Continued
Speech:

Cate Advan
gory: ced

Profici
ent

Develo Unsatisf
ping
actory

Stude
Pres nts
entat appea
ion
r calm
and
collect
ed,
they
are
prepar
ed
and
have
practic
ed

Stude
nts
may
be
nervo
us and
stumbl
e over
their
words,
or
appea
r to
have
practic

Stude
nts
mistak
es are
visible
and
distrac
ting
and
they
appea
r to
need
more
practic

Student
s
mistake
s make
the
present
ation
poor
and the
student
appears
to have
not
practice
d

Rubric Continued
Designing the arena:
CATEG Advan

Profici

Develo

Unsatis

ORY

ced

ent

ping

factory

Tables

Tables

Tables

Tables

Tables

and

and

and

and

and

sketches

sketche

sketches

sketches

are clear

s are

are

are

and

clear

somewh

difficult to

greatly

and

at

understa

add to

easy to

difficult

nd or are

the

underst

to

not used.

reader\'s

and.

understa

Sketch
es

understa

nd.

nding of
the
procedur
e.

Neatne

The

The

The

The work

ss and

work is

work is

work is

appears

presente

present

presente

sloppy

d in a

ed in a

d in an

and

neat,

neat

organize

unorgani

Organi
zation

Rubric Continued
Crite
ria

Adva
nced
(4)

Profi
cient
(3)

Deve
lopin
g (2)

Basi
c (1)

Ideat
ion

Studen
t has a
well
thought
out
drawin
g and
plan
from
math
class
that
can be
used
as a
referen
ce
during
buildin
g.

Studen
t has a
drawin
g and
plan
from
math
class
that
can be
used
as a
referen
ce
during
buildin
g.

Studen
t has
part of
a
drawin
g and
plan
from
math
class
that
can be
used
as a
referen
ce for
buildin
g.

Studen
t does
not
have a
drawin
g or
plan
from
math
class
to use
as a
referen
ce
during
buildin
g.