Title: Exploring the World of “The Hunger Games”

Objective: To engage 10th grade ESL students in pre-reading activities that will enhance their understanding and appreciation of the novel “The Hunger Games” by Suzanne Collins.

Materials: 1. Copies of the book “The Hunger Games” by Suzanne Collins 2. Whiteboard or flipchart 3. Markers 4. Internet access (optional)

Procedure:

1. Anticipation Guide (15 minutes) a. Begin by introducing the concept of an anticipation guide. Explain that it is a tool used to activate prior knowledge and stimulate interest in a text. b. Distribute copies of the anticipation guide worksheet (previously prepared). The worksheet should contain a series of statements related to themes, characters, and settings in “The Hunger Games.” c. Instruct students to read each statement and indicate whether they agree or disagree. Encourage them to briefly explain their reasoning. d. After completing the anticipation guide individually, ask students to pair up and discuss their responses with a partner. e. Facilitate a whole-class discussion, allowing students to share their opinions and reasoning. Record their responses on the whiteboard or flipchart.

2. Vocabulary Exploration (20 minutes) a. Introduce key vocabulary words from the novel, such as “dystopia,” “rebellion,” “survival,” “oppression,” etc. b. Write each vocabulary word on the whiteboard or flipchart. c. Instruct students to work in pairs or small groups to brainstorm definitions and examples of each word. d. After a few minutes, ask each group to share their definitions and examples with the class. e. Discuss and clarify any misconceptions or questions regarding the vocabulary words.

3. Visualizing the Setting (15 minutes) a. Display images of the setting from “The Hunger Games” on a screen or distribute printed copies. b. Instruct students to observe the images carefully and discuss with a partner what they notice about the setting. c. Encourage students to use descriptive language to express their observations. d. Facilitate a whole-class discussion, allowing students to share their observations and impressions of the setting.

4. Character Analysis (20 minutes) a. Introduce the main characters from “The Hunger Games,” such as Katniss Everdeen, Peeta Mellark, and President Snow. b. Provide a brief description of each character’s role in the story. c. Instruct students to choose one character and create a character profile, including physical appearance, personality traits, and motivations. d. Encourage students to support their character analysis with evidence from the anticipation guide, vocabulary exploration, and visualizing the setting activities. e. Allow students to share their character profiles with the class, promoting discussion and comparison of different interpretations.

5. Reflection and Discussion (10 minutes) a. Conclude the pre-reading activities by asking students to reflect on their initial impressions of “The Hunger Games.” b. Facilitate a whole-class discussion, encouraging students to share their expectations, questions, and concerns about the novel. c. Address any misconceptions or concerns raised by the students, providing reassurance and clarification.

Note: If internet access is available, you can also assign students to research the author, Suzanne Collins, and present a brief biography or interesting facts about her during the reflection and discussion phase.