Kimberly Rodriguez

3-Day Lesson Plan

Book: The Hunger Games
Grade: 8th

Day 1: Fix-Up Strategies

Rationale
When students encounter a breakdown in comprehension, fix-up strategies will allow them to
have methods to help them figure out what is going on in the text, regardless of the type of text.

Standards
CCSS.ELA-LITERACY.W.8.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to capture the
action and convey experiences and events.

Objectives
SWBAT identify key events in the first chapter of The Hunger Games.
SWBAT apply fix-up strategies to the first chapter of the novel.
SWBAT use strategies in the RWN.

Procedure (60 minutes)

Mini lesson (7-10 minutes)
- Introduce fix-up strategies via a PowerPoint presentation.
- Include hand outs that have the three strategies you will discuss:
- Rereading
- Read Ahead
- Context Clues
- The PowerPoint includes the description of each strategy and a sample passage from the
novel.
Modeling (10 minutes)
- The teacher will do a think aloud to demonstrate how each strategy should look like with
different passages from the first chapter they read (this was their homework for this class).
- The students will follow along in their books as the teacher does each strategy:
- Rereading: I dont understand why Peeta chooses to help Katniss. Now I will reread the
passage where they meet again.
 - Read Ahead: I see that Katniss is describing her dads clothes, but if he passed away, why
is this important? Let me read ahead to see if this is important to the plot or her as a
character.
- Context Clues: The wording in this section makes this a bit unclear for me. But in the
sentence before this, it explains what a district is, so I can conclude that each district is
different.
Group work (20 minutes)
- In groups of 3, students will apply the fix-up strategies to a small passage the teacher will hand
out.
- Each group should write for each strategy their process while applying that strategy to the text.
- Each member of the group will share how their group applied the strategy to the text and how
it helped them figure out what was happening.
- As students work on the task, the teacher will circle around groups and observe the
discussions.
Whole Class Discussion (15-20 minutes)
- Each group shares their findings and technique for each strategy.

Reader-Writer Notebook:
- For homework, students will apply the strategies as they continue to read The Hunger Games.
- They must annotate when they use a fix-up strategy and write what their thought process was.
- For guidance as to what they should write:
- Ask yourself: How would I explain what Im thinking and doing to someone else? Make
this response as descriptive and clear as possible.

Materials
- Fix-up strategies PowerPoint
- Fix-up strategies worksheet
- The Hunger Games novel

Future Connections
If a more difficult text is introduced that students struggle with, these strategies can be revisited.
It will a smoother step to take if the strategies are introduced at an early step instead of when the
text is already too complex.
Day 2: Questioning (B-D-A Model)

Rationale
When students learn to pose questions, they will be more readily able to form arguments on what
they read.

Standards
8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.

Objectives
SWBAT formulate questions before, during, and after reading.
SWBAT create a BDA chart in their RWN.

Procedure (60 minutes)

Mini Lesson (10 minutes)
- Introduce the B-D-A Model to students.
- Write out Before, During, After on a poster and put it on the classroom wall so students
always have it as a resource.
- For each letter, have sample questions for students to use as guides.
- Questions should be about:
- Characters
- Plot points
- Confusion
- Predictions
- Meaningful questions often answer the 5 Ws.
- Why? Who? What? Where? When?
- The most valuable questions start with why and how.
- Include sample questions in mini lesson that begin with why and how.
Modeling (10 minutes)
- The teacher will use a short passage on a worksheet to demonstrate the creation of the
questions.
- Before:
 - Students can create Before questions before reading a new chapter or they read something
and feel like they know what could happen next.
- These questions are gathered from reading the title, looking at pictures/covers/graphs, and
reading headings.
- These questions can also be based on the last reading if its a chapter book.
- During:
- Students should ask questions as they read to guide their reading.
- These questions can be about predictions, confusion.
- After:
- Students can pose questions about the plot choices the author made.
- Questions can also ask how something occurred in the story if it was not explained clearly.
- Students can ask how this will affect the story later on or make predictions as to how it will.

Group Work (25 minutes)

- Each group will create 2 questions for each category for short story.
- Each group will have a different short story so each one can share with the class their
questions.
- All groups should prepare a brief summary of the short story along with the questions.
- As groups work on the assignment, the teacher will circle around and assist with the types of
questions they should be asking.

Presentation (15 minutes)

- Groups will each present one question from each question type along with the summary.
- As students explain their questions, the teacher should reinforce the fact that the questions are
according to each reader and what they have gained from the reading.
- The teachers will also explain that questions that express confusion are perfectly okay and
encouraged.

Readers-Writers Notebook:
- Students, for homework, will add the B-D-A Strategy to their annotations as they read.
- They must have at least 2 questions for each category a week.
- They must continue to apply the Fix-Up Strategies to the reading as well.

Materials
Worksheet with short passage
The Hunger Games novel
Short stories

Future Connections
Questioning the story and plot will assist students with posing valuable questions to create
arguments. In higher education, and outside of the classroom, questions help students not accept
statements at face value. Questioning will develop their critical thinking and assist them with
asking questions that will bring them a deeper understanding of material.

Day 3: Inferences

Rationale
By practicing predicting, students will more readily identify key components of the plot in what
they read. Inferencing also teaches students to closely read the text to make assumptions and
connections as they read.

Standards
CCSS.ELA-LITERACY.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text.

Objectives
SWBAT make inferences about The Hunger Games.
SWBAT use evidence to support their inferences.
SWBAT apply all strategies to the WRN as they continue to read.

Procedures (60 minutes)

Mini Lesson (10 minutes)
- Define the word inferences to the students.
- Connect the definition to predictions.
- Clarity that inferences require evidence to support those claims.
- Via PowerPoint, show students an example of an inference you made for an earlier chapter in
the book.
- The inference should include:
- A sentence describing what you think will happen
- A quote that supports this inference
 - The quote should be the reason why you made the inference; it is a hint or a
foreshadow.
- Demonstrate what good quotes look like using the example.
- All inferences should have evidence that supports those predictions.

Individual Work (30 minutes)

- Using a short story, have students write inferences about what they think will happen next.
- Keep the PowerPoint on the board where the necessary parts of an inference is displayed.
- Walk around and assist students who need help with making inferences.
- Guide students as they work to make at least 3 inferences with textual evidence.

Whole Class Discussion (15-20 minutes)

- Have several students participate their inferences
- Let those who participate come up to the board and write one of their inferences down
- Have each student who participated talk about why they chose this inference and the quote
- Ask the class if they made the same inference
- Discuss how their inferences affected how much they enjoyed the story

Reader-Writer Notebook:
- For their notebook, students should include annotations for all strategies learned so far.
- They can use post-its, writing in the margins, or any method that works for them.
- They must have at least 2 inferences per week in their RWN.

Materials
- Short story
- PowerPoint presentation
- The Hunger Games novel

Future Connections
Making inferences will prepare students to identify textual evidence that accurately supports
their conclusions. Knowing how to find valid evidence will assist students when writing research
or argumentative essays. Outside of the classroom, students will know how to create arguments
and support their positions with evidence that supports their claims.