The Hunger Games Lesson Plan for 5th Grade Students

Topic: The Hunger Games

Objectives & Outcomes

• Students will be able to compare and contrast the food eaten in the districts with the food eaten in the Capitol in The Hunger Games trilogy. They will use this comparison to relate the difference to something in today's current world climate.

Materials

• Copies of The Hunger Games trilogy for each student
• Chart paper and markers
• Food samples from different countries or regions (optional)

Warm-up

• Begin the lesson by asking students if they have heard of The Hunger Games trilogy. Ask them if they know what the story is about and what kinds of places and characters they encounter in the books.
• Next, introduce the concept of cultural food diversity and the concept of survival of the fittest. Explain that in The Hunger Games trilogy, the Capitol and the districts have very different food cultures. The Capitol is a wealthy, luxurious place whereas the districts are poor and underdeveloped.
• Ask them if this reminds them of a setting they have encountered.

Direct Instruction

• Next, show students images or videos of the different types of food that appear in The Hunger Games trilogy. Ask them to identify which district each food comes from and why they think the food from each district is different.
• As a class, brainstorm reasons why the food from each district is different. Possible reasons include:
• Districts that are farther away from the Capitol may not have access to as many resources, so they may have to make do with fewer or less luxurious ingredients.
• Districts that have to survive on their own may have to be more creative and resourceful in using whatever they have available to them.
• Districts with different climates and environments may have access to different types of ingredients.
• As a class, create a chart or list of the different types of food from each district and the reasons why they are different.

Guided Practice

• Divide the class into small groups and assign each group one of the districts from The Hunger Games trilogy (12 Districts - 1 group per district).
• Have each group create a menu for their assigned district, including at least 3 main dishes and 3 side dishes. The main dishes should include a mixture of proteins, carbohydrates, and healthy fats, and the side dishes should include at least 1 vegetable and 1 healthy starch.
• Have each group present their menus to the class and explain their choices.

Independent Practice

• Assign a project to each student in which they must create a hypothetical district in The Hunger Games universe and create a menu for that district. The hypothetical district should be based on a real society (past or present) and should include at least 3 main dishes and 3 side dishes. The main dishes should include a mixture of proteins, carbohydrates, and healthy fats, and the side dishes should include at least 1 vegetable and 1 healthy starch.
• Have the students present their menus to the class and explain their choices.

Closure

• Review the different types of food consumed in the districts and the Capitol.
• Ask the students to reflect on how the different types of food consumed in The Hunger Games universe compared to our world.
• Ask the students to consider how the different types of food consumed in the districts and the Capitol affect the characters in The Hunger Games.

Assessment:

• Observe the students during the independent practice activity to assess their understanding of the different types of food consumed in The Hunger Games and their impact on the characters.
• Collect and review the students' posters or presentations on the different types of food consumed in their district or the Capitol to assess their understanding of the significance of the different types of food.
• Administer a short quiz on the different types of food consumed in The Hunger Games and their significance to the characters.