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Catching Fire
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Unit Plan
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Note to Teachers
Components
The Catching Fire Unit Plan consists of several components, which you can use in different ways
depending on your style of teaching and the needs and abilities of your students.
Chapter Questions
There are questions for every chapter in the novel. These questions should be done on a daily basis
after students have read the relevant chapter.
Discussion Questions
There are three sets of discussion questions; one for each "part" of the book. These questions are
thought-provoking and require students to engage with the text in a deep, meaningful, and often
personal way. The discussion questions should be used periodically throughout the unit, and are a great
source for paragraph writing topics.
Vocabulary
The detailed vocabulary list should also be used on a daily basis, and will help ensure that students
understand the text and expand their own vocabulary. Try to have students learn the words before they
occur in the text. You can write words on the board and have students find definitions using
dictionaries; you can ask students to guess at definitions given the context of the words in the text; or
you can simply distribute the entire vocabulary list along with the detailed definitions.
Crosswords
There are also four vocabulary cross words. These can be used for review, with students referring to
their vocabulary lists for assistance, or can be used as assessment tools.
Assignments
The unit plan also includes several assignments that can completed while reading the text. The
Character Timeline should be revisited periodically throughout the unit, as should the Important Quotes
chart. The Theme Collage assignment should be used near the end of the novel.
Class Structure
Everything needed to teach Catching Fire is included with this unit plan. Teachers need only determine
how to use the various components. A typical daily class structure might include vocabulary work,
chapter questions, discussion, and reading.
Catching Fire Chapter Questions
Chapter 1
1.
2.
3.
4.
Why doesn't Gale hunt with Katniss during the week?
Why does Katniss miss her old life?
Why do people think Gale is Katniss' cousin?
Who is Katniss' surprise visitor?
Chapter 2
1. Why is President Snow there to see Katniss?
2. What has happened to Seneca Crane?
3. What must Katniss do to save herself and other from President Snow?
Chapter 3
1. What is the Quarter Quell?
Chapter 4
1.
2.
3.
4.
Why doesn't Katniss want to start her tour in District 11?
Why doesn't Katniss like Peeta's paintings?
What does Peeta promise to Rue's and Thresh's families?
Why is the old man executed?
Chapter 5
1. Why is Peeta angry at Katniss and Haymitch?
2. List at least three ways District 11 is different from District 12?
Chapter 6
1.
2.
3.
4.
5.
What does President Snow's headshake mean to Katniss?
What eating disorder do the Capitol party-goers have?
Why is this recreational eating-disorder especially repugnant to Peeta and Katniss?
Who is Plutarch Heavensbee?
What does Katniss learn from the Mayor's private television update?
Chapter 7
1. Why does Katniss think it is strange that the Mockingjay is popular in the Capitol?
2. What is Katniss' escape plan?
3. What does Gale think they should do?
Chapter 8
1.
2.
3.
4.
Why is Gale whipped?
What does Madge deliver for Gale?
What realization does Katniss have while she sites alone with Gale in the kitchen?
Why do you think Katniss held out the berries?
Chapter 9
1. How is the blizzard a good thing?
2. What does Katniss realize about her role in the rebellion?
3. How have things changed in District 12 since Gale's whipping?
Chapter 10
1. Who are Bonnie and Twill?
2. What do Bonnie and Twill hope to find in District 13?
Chapter 11
1. How does Katniss get over the electrified fence?
Chapter 12
1. How does Katniss know District 4 is rebelling?
2. What special twist will the 75th Hunger Games include?
Chapter 13
1. What does Katniss get from Haymitch after she learns about the Quarter Quell?
2. How do Peeta, Haymitch, and Katniss spend their time now that they know about the Quarter
Quell?
Chapter 14
1. What did Haymitch find at the end of the arena during his own Hunger Games?
2. How is Haymitch's victory similar to Katniss and Peeta's?
Chapter 15
1. Why are people in the Capitol unhappy about this Quarter Quell?
2. Describe Katniss' dress.
3. Finnick isn't interested in money. What does he "deal in"?
Chapter 16
1. What two jobs are assigned to Katniss and Peeta by Haymitch during training?
2. What is Enobaria famous for?
3. What does Katniss do in her private session with the Gamemakers?
Chapter 17
1.
2.
3.
4.
What did Peeta paint for the Gamemakers?
Why do the Gamemakers award 12's to Peeta and Katniss?
How do Katniss and Peeta spend their last day of training?
What happens when Katniss twirls in her dress?
Chapter 18
1. Why do you think Peeta made up the story about he and Katniss being already married, and
Katniss being pregnant?
2. What happens to Cinna right before Katniss is launched into the arena?
Chapter 19
1. How is the arena unique?
2. What does Katniss think is unfair about the arena?
3. Who do Peeta and Katniss ally with?
Chapter 20
1. How does Peeta come back from the dead?
2. Why doesn't Katniss tell the truth about how she knew where the force field was?
3. What is a spile?
Chapter 21
1. What does the fog do?
2. Why does Mags walk into the fog?
3. Describe the mutts.
Chapter 22
1. Why did Johanna save Wiress and Betee?
2. Why does Wiress keep saying "tick tock"? What does she realize about the arena?
Chapter 23
1.
2.
3.
4.
List the five horrors of the arena that Katniss and her allies already know about.
How do the Gamemakers disorient the Tibutes?
What does Katniss notice about how the other Tributes are acting towards Peeta?
What makes Katniss charge into the jungle?
Chapter 24
1. What is making the sounds?
2. Who is Annie?
3. Why does Peeta think it is more important for Katniss to survive than for himself?
Chapter 25
1. Describe the trap Beetee plans to set for Brutus and Enobaria.
2. How do the allies spend their afternoon off?
Chapter 26
1. Why must Katniss and Peeta split-up?
2. What does Katniss do with the remaining wire she finds with Beetee back at the lightning tree?
Chapter 27
1.
2.
3.
4.
5.
Why does Katniss intend to kill Peeta when she wakes in the hovercraft?
Describe the escape plan as explained by Haymitch.
Why did Finnick and the other allied Tributes agree to sacrifice their lives for Katniss?
Why did they also keep Peeta alive?
What does Gale tell Katniss about District 12?
Chapter Questions Answer Key
Chapter 1
1.
2.
3.
4.
Gale now works in the mines to support his family.
She misses the simplicity of it – hunting with Gale, her old home, etc.
Gale was presented as Katniss’ cousin during the Hunger Games to maintain her pure image.
President Snow.
Chapter 2
1. Snow needs to Katniss to convince Panem that she threatened suicide at the end of the Games
because she couldn’t live without Peeta. He knows she was pretending to love Peeta, and he
knows about Gale.
2. He was executed.
3. She must convince everyone on the Victory Tour that she is in love with Peeta.
Chapter 3
1. The Quarter Quell is a special Hunger Games that happens every 25 years. It always includes a
special twist.
Chapter 4
1. Rue was from District 11.
2. Peeta’s paintings show the horrible reality of The Hunger Games. They are too painful for her to
look at.
3. Peeta promises that he and Katniss wil give a portion of their winnings to Rue and Thresh’s
families every year.
4. The old man is executed for whistling the mockingjay tune Rue sang in the arena – it is a sign of
rebellion.
Chapter 5
1. Peeta is angry that Katniss and Haymitch didn’t tell him what was going on with President Snow.
2. Answers will vary.
Chapter 6
1. It means she hasn’t done enough to convince Panem she is in love with Peeta or to calm the
feelings of rebellion stirring in the Districts.
2. Bulimia.
3. In District 12, and elsewhere in Panem outside the Capitol, people struggle to survive and often
starve.
4. Plutarch Heavensbee is the new Head Gamemaker.
5. The people in District 8 are beginning to rebel.
Chapter 7
1. She thinks it is an ironic icon in the Capitol since the mockingjay is something that broke free
from Capitol control.
2. Katniss plans for her and Gale to gather their family (plus Peeta and Haymitch) and take to the
woods. They will live off the land.
3. Gale thinks they should fight the Capitol. He suggests that Katniss could lead a rebellion.
Chapter 8
1.
2.
3.
4.
Gale was hunting illegally.
Pain medicine.
Katniss realizes that running away is selfish, and that she belongs by Gale’s side.
Answers will vary.
Chapter 9
1. Katniss hopes the blizzard will keep the Peacekeepers away and give her time to strategize.
2. She realizes that many have suffered more than her and she has a responsibility to fight for
them.
3. District 12 has been totally militarized with heavily-armed Peacekeepers.
Chapter 10
1. Twill and Bonnie are two women escaping from District 8. Katniss meets them in the woods on
their way to District 13.
2. They believe there are people in 13 who have weapons and are planning to fight the Capitol.
Chapter 11
1. She climbs a tall tree and jumps over.
Chapter 12
1. Seafood from District 4 isn’t available.
2. The Tributes will all be former Victors.
Chapter 13
1. A drink.
2. Training.
Chapter 14
1. Haymitch found the arena is surrounded by a force field that sends whatever hits it straight
back.
2. Both victories involved outsmarting the Capitol.
Chapter 15
1. The Victors are celebrities and the Capitol citizens don’t want them to die.
2. It makes Katniss look like she is on fire – like smouldering coal.
3. Finnick deals in secrets.
Chapter 16
1. They have to gain allies and maintain the illusion of being in love.
2. Enobaria is famous for ripping out another Tributes throat with her teeth.
3. Katniss makes a noose and hangs up one of the figures they use to practice shooting. She writes
Seneca Crane on it using berry juice, and presents it to the other Gamemakers.
Chapter 17
1.
2.
3.
4.
Peeta painted Rue as she was after being killed.
To make them targets.
They just relax.
Her dress catches on fire and burns off. In its place is an inverse version of the original: black
instead of white. Katniss realizes that the dress makes her look like a mockingjay.
Chapter 18
1. Answers will vary.
2. He is beaten and taken away.
Chapter 19
1. It is mostly water.
2. The arena favors Tributes who swim well.
3. Finnick, and Mags.
Chapter 20
1. Finnick gives Peeta CPR.
2. Katniss doesn’t want the Gamemakers to know she can see the force field.
3. A spike used to draw liquids from trees.
Chapter 21
1. The fog burns and is poisonous.
2. She sacrifices herself so the others can escape. She doesn’t want to slow them down.
3. Evil monkeys.
Chapter 22
1. Haymitch told Johanna to save Beetee and Wiress to gain Katniss’ trust.
2. Wiress realizes the arena resembles a giant clock, with diabolical dangers making up each
segement.
Chapter 23
1.
2.
3.
4.
Lightning, blood rain, killer monkeys, poisonous fog, the wave.
Spin the Cornucopia.
The other Tributes are all trying to help and protect Peeta.
She hears Prim screaming.
Chapter 24
1. Jabberjays.
2. Annie is from District 4. She went crazy during her Hunger Games. Finnick loves her.
3. Peeta says he doesn’t have people who rely on him, while Katniss has her family.
Chapter 25
1. Beetee plans to use the wire and the lightning to electrify a targeted area.
2. They collect a seafood feast and eat and sit.
Chapter 26
1. Katniss and Johanna have to run the wire back to the beach while Peeta and Finnick protect
Beetee.
2. She attaches it to an arrow and shoots for the weak spot in the force field.
Chapter 27
1. She thinks it would more humane to kill Peeta than have him tortured to death by the Capitol.
2. Several Tributes were in on the plan to break out of the arena. Plutarch made sure the special
wire was at the cornucopia. Beetee was in charge of blowing a hole in the force field. The bread
was a code for the time of the rescue.
3. They sacrificed themselves to protect the Mockingjay – Katniss – because she is the symbol of
the rebellion.
4. They tried to save Peeta because they knew Katniss wouldn’t cooperate without him.
5. “There is no District 12.”
Catching Fire Discussion Questions
Part One
1. How have things changed for Katniss after participating in the Hunger Games? How are things
different with Gale?
2. At the end of the previous novel Katniss is unsure about her feelings towards Peeta. How does
she feel about him now? How does she behave towards him?
3. Why does President Snow make a special visit to Katniss in District 12? How is Katniss
dangerous to the Capitol?
4. How is life in the Districts different from in the Capitol?
5. What do you think Katniss should do? Should she run away, fight in the games, or start a
rebellion?
Part Two
1. Do you think the Capitol changed the Quarter Quell at the last minute to include Katniss and
Peeta?
2. What has the mockingjay come to represent throughout the districts? Why are symbols
important to people?
3. Do you think Katniss has a moral responsibility to fight against the Capitol? What about her
responsibility to protect her family?
4. Katniss often criticizes herself. Is she too hard on herself?
5. Katniss says the Quarter Quell is meant to show that "hope is an illusion." What makes the
Hunger Games and especially this Quarter Quell so oppressive?
6. Was it wise for Peeta and Katniss to deliberately offend the Gamemakers? What would you
have done?
Part Three
1.
2.
3.
4.
5.
6.
7.
Why does Katniss feel compelled to keep Peeta alive, even if she has to sacrifice herself to do it?
Why is it important to form alliances with other Tributes?
Who would you want as your allies?
What makes Katniss realize she was wrong about Finnick?
Why does Johanna want to be allies with Katniss?
What makes each member of the alliance valuable to the group?
How does the Capitol use emotional torture against the Tributes? How does it affect the
Tributes?
8. Why do you think Katniss and Peeta are so important to the rebellion? Which is more
important?
9. Why weren't Katniss and Peeta informed of the escape plan?
Catching Fire Vocabulary
Chapter 1
loathe (4)
claustrophobic (5)
retrospect (7)
exude (13)
itinerary (17)
Chapter 2
audacity (18)
dynamic (28)
Chapter 3
capricious (35)
mollify (36)
provocative (38)
Chapter 4
sodden (45)
duplicitous (51)
veranda (56)
Chapter 5
ascend (64)
billow (67)
dissent (71)
besotted (73)
Chapter 6
abhorrent (78)
subdue (81)
clandestine (83)
Chapter 7
deft (95)
rueful (103)
Chapter 8
assailant (106)
tinctures (111)
nettle (116)
Chapter 9
catalyst (124)
tepid (125)
blatantly (131)
pariah (132)
Chapter 10
tremulous (139)
fluke (141)
translucent (142)
appropriated (145)
Chapter 11
apprehend (151)
contrite (156)
hassock (158)
irrefutable (160)
odious (162)
Chapter 12
histrionics (164)
confidant (167)
culminating (170)
Chapter 13
brusquely (178)
erratic (181)
copious (184)
Chapter 14
devoid (191)
onerour (196)
Chapter 15
saunter (210)
fixated (213)
camaraderie (214)
Chapter 16
grotesque (220)
spiel (225)
initiated (233)
Chapter 17
shroud (248)
ruminate (251)
Chapter 18
tentative (253)
residual (256)
Chapter 19
unhinge (267)
awl (271)
trek (278)
Chapter 20
stealthily (288)
plaited (289)
leery (290)
divulge (293)
elusive (296)
Chapter 21
purge (304)
ominous (308)
trajectory (309)
Chapter 22
slake (314)
quicken (322)
Chapter 23
sober (335)
Chapter 24
waver (346)
configuration (349)
Chapter 25
adversaries (357)
proximity (364)
circuitous (364)
Chapter 26
arbitrary (368)
festooned (375)
Chapter 27
careen (384)
indiscretion (386)
subterfuge (387)
Catching Fire Vocabulary Answers
Chapter 1
loathe (4) - feel intense dislike or disgust for
claustrophobic (5) - suffering from claustrophobia (fear of small spaces)
retrospect (7) - to look back upon
exude (13) - to project or display conspicuously or abundantly; radiate
itinerary (17) - a detailed plan for a journey, especially a list of places to visit; plan of travel
Chapter 2
audacity (18) - boldness or daring
dynamic (28) - vigorously active or forceful; energetic
Chapter 3
capricious (35) - fanciful or witty
mollify (36) - to soften in feeling or temper, as a person; pacify; appease
provocative (38) - tending or serving to provoke; inciting, stimulating, irritating, or vexing
Chapter 4
sodden (45) - soaked with liquid or moisture; saturated
duplicitous (51) - deceitful, dishonest, cheating
veranda (56) - a large, open porch, usually roofed and partly enclosed
Chapter 5
ascend (64) - to move, climb, or go upward
billow (67) - to swell out, puff up, etc., as by the action of wind
dissent (71) - to disagree or resist
besotted (73) - drunk
Chapter 6
abhorrent (78) - causing repugnance; detestable; loathsome
subdue (81) - to overpower or restrain
clandestine (83) - done in secrecy
Chapter 7
deft (95) - dexterous; nimble; skillful; clever
rueful (103) - feeling, showing, or expressing sorrow or pity; mournful
Chapter 8
assailant (106) - a person who attacks
tincture (111) - a liquid solution containing natural or chemical drugs
nettle (116) - to irritate, annoy, or provoke
Chapter 9
catalyst (124) - a person, thing, or event that precipitates an event or change
tepid (125) - moderately warm; lukewarm
blatant (131) - brazenly obvious; flagrant; offensively noisy or loud
pariah (132) - an outcast
Chapter 10
tremulous (139) - trembling from fear; timid; timorous; fearful
fluke (141) - an accidental advantage; stroke of good luck
translucent (142) - permitting light to pass through but not totally clear
appropriated (145) - taken without permission
Chapter 11
apprehend (151) - to take into custody; arrest by legal warrant or authority
contrite (156) - showing sincere remorse
hassock (158) - a thick, firm cushion used as a footstool or for kneeling
irrefutable (160) - cannot be refuted or disproved
odious (162) - highly offensive; repugnant; disgusting
Chapter 12
histrionics (164) - overly dramatic expressions or reactions
confidant (167) - a close friend with whom secrets are shared
culminating (170) - reaching the highest point; ending or arriving at
Chapter 13
brusquely (178) - abrupt in manner; blunt; rough:
erratic (181) - deviating from the usual or proper course in conduct or opinion; eccentric
copious (184) - large in quantity or number; abundant; plentiful
Chapter 14
devoid (191) - lacking; without
onerous (196) - burdensome, oppressive, or troublesome; causing hardship
Chapter 15
saunter (210) - to walk with a leisurely gait; stroll
fixated (213) - focused on
camaraderie (214) - fellowship; companionship; friendship
Chapter 16
grotesque (220) - odd or unnatural in shape, appearance, or character; fantastically ugly or
absurd; bizarre
spiel (225) - a usually high-flown talk or speech, especially for the purpose of luring people;
sales pitch
initiated (233) - begun; started
Chapter 17
shroud (248) - a cloth or sheet in which a corpse is wrapped for burial
ruminate (251) - contemplate; ponder
Chapter 18
tentative (253) - unsure; uncertain; not definite or positive; hesitant
residual (256) - remaining; leftover
Chapter 19
unhinge (267) - to dislocate or disrupt the normal operation of; unsettle
awl (271) - a pointed instrument for piercing small holes in leather, wood, etc.
trek (278) - a journey or trip, especially one involving difficulty or hardship
Chapter 20
stealthily (288) - characterized by great caution, secrecy, etc
plaited (289) - braided, pleated, or folded
leery (290) - wary; suspicious
divulge (293) - to reveal a secret
elusive (296) - hard to catch or grasp; tricky, slippery, shifty; puzzling, baffling
Chapter 21
purge (304) - to rid of whatever is impure or undesirable; cleanse; purify
ominous (308) - predicting evil or harm; foreboding; threatening
trajectory (309) - the curve described by a projectile, rocket, or the like in its flight
Chapter 22
slake (314) - to satisfy, cool, or refresh
quicken (322) - accelerate; restore vigour; revive
Chapter 23
sober (335) - not intoxicated or drunk
Chapter 24
waver (346) - to sway to and fro; become unsteady; begin to fail or give way; to feel or show
doubt
configuration (349) - arrangement of the parts or elements of a thing
Chapter 25
adversaries (357) - enemies; opponents
proximity (364) - nearness
circuitous (364) - roundabout; not direct
Chapter 26
arbitrary (368) - founded on or subject to personal whims, prejudices, etc; capricious
festooned (375) - strung with ribbons or flowers
Chapter 27
careen (384) - to lean, sway, or tip to one side while in motion
indiscretion (386) - lack of discretion; imprudence
subterfuge (387) - a strategy used to escape or avoid a consequence
Catching Fire Part One Vocabulary Crossword Puzzle
Across
2. a detailed plan for a journey
9. soaked
11. detestable; loathsome
12. a person who attacks
13. done in secrecy
14. intense dislike
16. drunk
17. an outcast
18. radiate
19. vigorously active or forceful; energetic
21. to disagree or resist
22. afraid of small spaces
23. pacify; appease
Down
1. fanciful or witty
3. to move, climb, or go upward
4. to irritate, annoy, or provoke
5. inciting, irritating
6. large open porch
7. boldness or daring
8. dexterous; nimble; skillful; clever
9. to overpower or restrain
10. to look back upon
15. moderately warm; lukewarm
16. puff up as by the action of wind
20. something that causes an event or change
21. deceitful, dishonest, cheating
Catching Fire Part Two Vocabulary Crossword Puzzle
Across
3. begun; started
5. remaining; leftover
7. a close friend with whom secrets are shared
8. causing hardship
10. deviating from the usual course
13. to take into custody
14. cannot be refuted or disproved
17. timid; timorous; fearful
18. to walk with a leisurely gait; stroll
19. reaching the highest point
20. fellowship; companionship;
21. lacking; without
22. abrupt in manner; blunt; rough:
Down
1. taken without permission
2. focused on
4. highly offensive
6. overly dramatic reactions
7. showing sincere remorse
9. sales pitch
11. abundant; plentiful
12. stroke of good luck
15. contemplate; ponder
16. fantastically ugly or absurd
17. unsure; uncertain; hesitant
Catching Fire Part Three Vocabulary Crossword Puzzle
Across
2. braided, pleated, or folded
5. to feel or show doubt
6. to lean to one side while in motion
8. to rid of whatever is impure
10. to dislocate or disrupt; unsettle
11. hard to catch or grasp
12. characterized by great caution, secrecy,
etc
15. enemies; opponents
16. a journey involving difficulty
17. predicting evil or harm
18. lack of discretion; imprudence
19. to satisfy, cool, or refresh
Down
1. a pointed instrument for piercing small
holes in leather, wood, etc.
3. to reveal a secret
4. nearness
6. roundabout; not direct
7. accelerate; restore vigour; revive
9. a strategy used to escape or avoid a
consequence
13. founded on or subject to personal whims,
prejudices, etc; capricious
14. wary; suspicious
19. not intoxicated or drunk
Catching Fire Vocabulary Crossword
Answer Keys
Part One Crossword Answers
Across
2. Itinerary
9. Sodden
11. Abhorent
12. Assailant
13. Clandestine
14. Loathe
16. Besotted
17. Pariah
18. Exude
19. Dynamic
21. Dissent
22. Claustrophobic
23. Mollify
Down
1. Capricious
3. Ascend
4. Nettle
5. Provocative
6. Veranda
7. Audacity
8. Deft
9. Subdue
10. Retrospect
15. Tepid
16. Billow
20. Catalyst
21. Duplicitous
Part Two Crossword Answers
Across
3. Initiated
5. Residual
7. Confidant
8. Onerous
10. Erratic
13. Apprehend
14. Irrefutable
17. Tremulous
18. Saunter
19. Culminating
20. Camaraderie
21. Devoid
22. Brusquely
Down
1. Appropriated
2. Fixated
4. Odious
6. Histrionics
7. Contrite
9. Spiel
11. Copious
12. Fluke
15. Ruminate
16. Grotesque
17. Tentative
Part Three Crossword Answers
Across
2. Plaited
5. Waver
6. Careen
8. Purge
10. Unhinge
11. Elusive
12. Stealthy
15. Adversaries
16. Trek
17. Ominous
18. Indiscretion
19. Slake
Down
1. Awl
3. Divulge
4. Proximity
6. Circuitous
7. Quicken
9. Subterfuge
13. Arbitrary
14. Leery
19. Sober
Catching Fire Double Puzzle
Unscramble each of the clue words.
Copy the letters in the numbered cells to other cells with the same number.
Answers
Finnick Odair
Katniss Everdeen
Peeta Mellark
Plutarch Heavensbee
Haymitch Abernathy
Effie Trinket
Gale Hawthorne
Johanna Mason
Beetee
Wiress
Enobaria
Cinna
All have a role to play in the Quarter Quell.
Catching Fire Letter Tiles
Answer
“I wish I could freeze this moment, right here, right now and live in it forever.” – Peeta
Catching Fire Cryptograms
Solve the puzzles below. Every letter is represented by a number. Can you solve all four first?
Cryptogram Answers
1. Every fire begins with a spark.
2. "You just remember who the enemy is."
3. "This is no place for a girl on fire."
4. What goes tick tock? A clock.
Morality in Catching Fire
Definitions
Moral – Having to do with the distinction between right and wrong.
Moral Dilemma – A situation in which one must choose between two undesirable outcomes
according to what is right and wrong.
Moral Obligation – A feeling of duty or responsibility to act.
Moral Dilemmas
The following thought exercises ask you to imagine a difficult situation and decide what you think the
morally correct course of action would be. There are no truly ‘right’ answers to these questions, as
they often ask you to compare two different moral imperatives and choose which one you feel is
most important.
For example, if we accept that it is morally correct to never torture a living creature, and that it is
morally correct to save a human’s life if you have the ability to do so, how do you decide what to do if
you can only save a human’s life by torturing someone else?
1. Heather is part of a four-person mining expedition. There is a cave-in and the four of them
are trapped in the mine. A rock has crushed the legs of one of her crew members and he will
die without medical attention. She’s established radio contact with the rescue team and
learned it will be 36 hours before the first drill can reach the space she is trapped in.
She is able to calculate that this space has just enough oxygen for three people to survive for
36 hours, but definitely not enough for four people. The only way to save the other crew
members is to refuse medical aid to the injured crew member so that there will be just
enough oxygen for the rest of the crew to survive.
Should Heather allow the injured crew member to die in order to save the lives of the
remaining crew members? Explain.
2. A runaway trolley is heading down the tracks toward five workmen who will be killed if the
trolley proceeds on its present course. Molly is on a footbridge over the tracks, in between
the approaching trolley and the five workmen. Next to her on this footbridge is a stranger who
happens to be very large.
If she does nothing the trolley will proceed, causing the deaths of the five workmen. The only
way to save the lives of these workmen is to push this stranger off the bridge and onto the
tracks below, where his large body will stop the trolley, causing his death.
Should Molly push the stranger onto the tracks in order to save the five workmen? Explain.
3. Doug is on a cruise ship when there is a fire on board, and the ship has to be abandoned.
The lifeboats are carrying many more people than they were designed to carry. The lifeboat
he’s in is sitting dangerously low in the water – a few inches lower and it will sink.
The seas start to get rough, and the boat begins to fill with water. A group of old people are in
the water and ask Doug to throw them a rope so they can come aboard the lifeboat. It seems
to Doug that the boat will sink if it takes on any more passengers.
Should Doug refuse to throw the rope in order to save himself and the other lifeboat
passengers? Explain.
Conflicting Interests Catching Fire
In Catching Fire, Katniss struggles with conflicting interests – her own, her family’s, and the people’s.
What are these interests? Provide a brief summary of each by describing what is most important for
each group?
Self
Family
The People
Moral Obligation in Catching Fire
Which of the causes above is most important? To which entity does Katniss owe the greatest moral
obligation? Explain your answer with a short paragraph in the space below.
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Catching Fire Playlist
Imagine you are one of the main characters from Catching Fire, and you are creating a playlist of
your favourite songs for your MP3 player. What songs would you select? Why?
Task: Your job is to create a playlist of songs for one of the main characters in Catching Fire. You
must also explain your choices. The songs you select should reflect aspects of the character's
personality.
____________________________'s Catching Fire Playlist
(character Name)
Title: _______________________________________________________
Artist/Group: ________________________________________________
Reason for Seclection: _________________________________________________________________
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Title: _______________________________________________________
Artist/Group: ________________________________________________
Reason for Seclection: _________________________________________________________________
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Title: _______________________________________________________
Artist/Group: ________________________________________________
Reason for Seclection: _________________________________________________________________
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_________________________'s Catching Fire Playlist Continued
(character Name)
Title: _______________________________________________________
Artist/Group: ________________________________________________
Reason for Seclection: _________________________________________________________________
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Title: _______________________________________________________
Artist/Group: ________________________________________________
Reason for Seclection: _________________________________________________________________
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Title: _______________________________________________________
Artist/Group: ________________________________________________
Reason for Seclection: _________________________________________________________________
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Title: _______________________________________________________
Artist/Group: ________________________________________________
Reason for Seclection: _________________________________________________________________
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Quarter Quell Arena Maze
Help Katniss escape the Quarter Quell Arena.
START
FINISH
Name:
Works at
Recent Likes:
Lives in
Relationship Status:
Friends:
Comments:
Comments:
Comments:
Comments:
Comments:
Comments:
Comments:
Comments:
Comments:
Name and Status:
Basic Information —————————————————
About Me:
Information
Relationship Status:
Current City:
Birthday:
Hometown:
Relationship Status:
Political Views:
Religious Views:
Personal Information ———————————————
Birthday:
Current City:
Activities:
Interests:
Friends
Favorite Quotation:
About Me:
Contact Information ————————————————
Email:
IM Screen Name:
Website:
Photos
Education and Work ————————————————
School:
Occupation:
Characterization
Characterization is the method through which an author reveals and
develops the personalities of characters within a text or film.
There are three main types:
1. Direct Characterization – from the narrator
This occurs when the narrator makes direct statements about a character.
Eg. He was a brooding, temperamental teacher with a penchant for inflicting
scholastic suffering.
2. Indirect Characterization – from the character’s own words and actions
This occurs when the words and actions of a character reveals aspects of his/her
personality.
Eg.
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3. Indirect Characterization – from the words and actions of other characters
We also learn about characters from the words and actions of other characters.
Eg.
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Character Types
Type
Protagonist
Antagonist
Round
Flat
Stock
Stereotype
Foils
Confidant
Definition
Example
Protagonist—main character with whom the audience
becomes most invested.
Antagonist—character most in conflict with protagonist
Round Characters—characters that are developed and
multi-faceted
Flat Characters—characters that are one-dimensional,
have little depth, and play a limited
Role
Stock—flat characters that fit common roles. Eg. Cop,
banker, thug, etc.
Stereotype—stock characters who also fit typical
stereotypes. Eg. Blond Bimbo, gay hairdresser, hippie,
drunk sailor, etc.
Foils—two characters who are extremely different (even
opposite) and create contrast.
Confidant—character in whom the protagonist confides.
Provides insight to main character.
Character Sketch Sample
In the film Casablanca, one character dominates the
screen with personality and presence. Rick, played by
Humphrey Bogart, is a cool, cynical café owner, handsome,
impeccably dressed, and determined to protect his own
interests. Having had his heart recently broken, Rick is
careful not to become emotionally invested in anyone else.
When his girlfriend asks if she will see him later that night,
Rick replies that he “never plan[s] that far ahead.” Early in
the film, Rick exclaims (in one of many classic lines), “I
stick my neck out for no one.” However, Rick’s calloused
exterior softens when he is faced with a great moral
dilemma: whether or not to help Victor Lazlo and Ilsa
escape. Ultimately, Rick proves he is a compassionate
man, able to put the greater good ahead of his own selfish
interests. He helps Lazlo escape, and even insists that Ilsa
go with him. Though he didn’t get the girl in the end,
Casablanca’s Rick has become an icon of masculinity and
coolness.
The 75th Hunger Games Map
Draw and label a detailed map of the arena used for the 75th Hunger Games. Be sure to include all of
the Gamemakers' deadly horrors, and identify the locations of important events.
Create Your Own Mutations Assignment
Intro
Over the course of Suzanne Collins' The Hunger Games, we encounter a few of the Capitols mutations or
"mutts." These creatures are genetically designed by the Capitol to serve specific functions.
Examples
The jabberjay is used for surveillance. It is a bird that can remember
human conversations and repeat them later. The Capitol used them to
spy on the rebellious Districts. Later, after mating with common
mockingbirds, the jabberjay became the mockingjay. While it can no
longer reproduce human words, it can remember and repeat human
melodies and sounds.
Tracker jackers are mutated wasps,
designed to be especially deadly and persistent. When disturbed, they will
chase their victims for great distances, refusing to give up until they have
had their revenge. Their venom is a powerful psychedelic narcotic, and a
few stings can kill an adult human.
Assignment
Your assignment is to design a new Capitol mutt. Your creature should be
a combination of existing animals, but can have added, genetically-designed features. It should serve a
specific purpose for the Capitol.
Steps
1. Determine what kind of creature you will design. What does it look like? What is its purpose?
How does it serve the Capitol? How do the people living in the Districts deal with or avoid it?
2. Draw and label your new mutt. Labels should identify the creature's special features.
3. Write a paragraph explaining your mutation. Your paragraph must cover the following:
• Genetic building-blocks (which animals were combined).
• Purpose (what the Capitol uses it for).
• Coping techniques (how do the people living in the Districts deal with or avoid these
creatures?).
Criteria
You will be graded for creativity, presentation, detail, and writing. Your drawing must be neat and
detailed, and must have important features labelled. Your paragraph must include all of the elements
listed above.
Design a Book Cover or Movie Poster
Task
Your job is to create a book cover or movie poster for the novel. The poster or cover must include
images and information described below.
Images
Your book cover or movie poster must include an eye-catching image somehow represents important
elements of the story. The image should reflect the tone or atmosphere you want to create in order to
encourage interest in the novel or movie. Look at examples of book covers and movie posters for ideas.
Plot Synopsis
Your book cover or movie poster must also include a brief summary of the story. Who are the main
characters? What happens? Try to grab attention and create interest, but be sure not to give away the
ending.
Review Quotes
Include a few fake review quotes to help promote the novel or movie. These quotes should appear to
be taken from book or film critics. Here are a couple examples:
Brian Cardigan of News Weekly says "This is one of the best books of 2011!"
Lester Pearson of Rolling Stone calls it a "mind-blowing movie experience!"
Look at the book covers and movie posters for other examples.
The Hunger
Games
"I couldn't put it down!" - Donald Duck of
The NY Times.
Rob Cobb calls The Hunger Games a
"literary rollercoaster ride with all the thrills
and chills!"
Peeta Mellark has a crush on Katniss
Everdeen. There's only one problem - they
are trying to kill each other! The Hunger
Games is the first book in Suzanne Collins'
trilogy about Katniss, a young hunter from
District 12 who quick on her feet and deadly
with a bow and arrow. Kat takes us along
with her as she is pitted against 23 other
Tributes in a deadly reality television show
called The Hunger Games, in which teen-age
kids are forced to fight to the death.
By Suzanne Collins
Jabba Dahut of The Toronto Star says "Kat is
my new hero!"
Important Quotes
Quote
Circumstances
Significance
Theme Collage
Task
You must create a theme collage that depicts and explains important themes from the text.
Your collage should consist of carefully selected images, which represent specific aspects of the
themes you are exploring. Show that you understand the themes. It should also be somewhat
attractive – it isn’t an art project, but presentation always counts.
Steps
1. Choose several prominent themes from the text.
2. Create a collage of images that represent these themes. These images can be cut out of
magazines, drawn, or otherwise created.
3. On the back of the collage, provide explanations for at least five of your images. These
explanations should identify what the image represents, and explain why it is an important
theme in the text.
Front:
Back:
Images
Explanations
Assessment
You will be marked on the overall quality of writing and presentation, and depth of insight.
Catching Fire Unit Test Answers
Section I - Multiple Choice
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
b
b
d
a
d
b
d
a
3
a
a
d
a
c
a
a
Section II - Matching
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
G
K
N
R
O
F
L
G
P
H
D
M
J
L
Catching Fire Unit Test
Section I - Multiple Choice
1. Katniss smells what on President Snow's
breath?
a.
b.
c.
d.
Blood
Roses
Smoke
Alcohol
2. Wiress and Beetee were...
a.
b.
c.
d.
Hunters
Inventors
Farmers
Artists
3. Finnick's weapon is...
a.
b.
c.
d.
The sword
The spear
Bow and arrow
The trident
4. Who first discovers that the arena is a
clock?
a.
b.
c.
d.
Wiress
Beetee
Katniss
Finnick
5. Who sacrifices themselves to the fog to save
Peeta?
a.
b.
c.
d.
Enobaria
Finnick
Katniss
Mags
6. Who saves Wiress and Beetee from the
blood rain to get them to Katniss?
a.
b.
c.
d.
Peeta
Johanna
Finnck
No one
7. Who gets captured by the Capitol at the end
of the games?
a.
b.
c.
d.
e.
Peeta
Johanna
Enobaria
All of the above
None of the above
8. What was District 13's Trade?
a.
b.
c.
d.
Nuclear Power
Graphite
Iron
Electronics
9. How many Victors are in District 12 when
the novel begins?
a. 1
b. 2
c. 3
d. 4
10. Why did gale get whipped?
a.
b.
c.
d.
For illegal hunting
For being himself (hehe)
For underage drinking
For trying to kill peeta
11. What is the surprise for the 3rd quarter
quell?
a. All the tributes will be former victors
b. Every district will have to send two
boys and two girls
c. The tributes are to be voted upon by the
citizens
d. There is no special surprise for the 3rd
quarter quell
12. What is Katniss's symbol throughout her
second Hunger Games?
a. Bows and arrows
b. A lump of coal
c. A pearl
d. A mockingjay
13. What did Katniss find out was everyone's
motive from the beginning?
a. To keep her alive because she was the
life of the rebellion
b. To keep Peeta alive because he
deserved to die in the arena the least
c. For everyone to die to make a fool of
the capitol
d. To make her trust them so they could
easily kill her
14. What was Haymitch and Plutarch's plan
after kidnapping Katniss from the arena?
a.
b.
c.
d.
To bomb the capitol
To explore the worlds beyong Panem
To go to district 13
To go and get Gale and go kill
President Snow
15. When Katniss goes into the woods, she
finds
a. Two runaways from District 8 named
Bonnie and Twill
b. Gale and Peeta fighting
c. Prim being tortured by a Peacekeeper
d. President Snow with Gale dead in his
arms
16. Why does President Snow threaten to kill
Gale unless Katniss proves her love for Peeta?
a. Because there are uprisings in the
distrcits, and she is the cause
b. Katniss obviously favors Gale since she
got back from the Games
c. Gale was caught trying to start an
uprising
d. Many in the Capitol hate Gale
Section II - Matching
Complete this section by writing the letter that corresponds to the correct identity beside each of the
numbered descriptions. The same identity may be used more than once.
1. Isn't bothered by the jabberjays. _____
A. Katniss
2. Sacrifices her life to save Peeta from the
B. Enobaria
monkey mutts. _____
C. Brutus
3. The new Head Gamemaker. _____
D. Finnick
4. Made the mockingjay dress. _____
E. Haymitch
5. Already a skilled healer. _____
F. Gale
6. Katniss' "cousin." _____
G. Johanna
7. Smells like roses. _____
H. Beetee
8. Bashes Katniss in the head. _____
I.
Twill
9. His special talent is painting. _____
J.
Wiress
10. Volts. _____
K. Female Morphling
11. Deals in secrets. _____
L. President Snow
12. Killed by fog. _____
M. Mags
13. "Tick tock." _____
N. Plutarch Heavensbee
14. The "real enemy." _____
O. Prim
P. Peeta
Q. Madge
R. Cinna
Common Core State
Standards Alignment Grid
Grades 8-10
The following grid indicates which of the Common Core State Standards are covered in this unit plan.
You may find that you also cover other standards not listed or checked while teaching this unit. This list
is not meant to be exhaustive or restrictive, but is intended as a basic reference for teachers and
administrators needing to confirm that the lessons and activities in this unit conform to the curriculum
prescribed by the Common Core State Standards.
Standards Alignment Grid: Grade 8
Reading: Literature and Informational Text
Key Ideas and Details
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.
RL.8.2. Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide an
objective summary of the text.
RL.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.
Craft and Structure
RL.8.4. Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of specific word choices on meaning
and tone, including analogies or allusions to other texts.
RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing
structure of each text contributes to its meaning and style.
RL.8.6. Analyze how differences in the points of view of the characters and the audience or
reader (e.g., created through the use of dramatic irony) create such effects as suspense or
humor.
Integration of Knowledge and Ideas
RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful
to or departs from the text or script, evaluating the choices made by the director or actors.
RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant
evidence is introduced.
RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or
character types from myths, traditional stories, or religious works such as the Bible, including
describing how the material is rendered new.
Range of Reading and Level of Text Complexity
RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and
poems, at the high end of grades 6–8 text complexity band independently and proficiently.
Writing
Text Types and Purposes
W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
Text Types and Purposes (continued)
W.8.3. Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
Production and Distribution of Writing
W.8.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1–3 above.)
W.8.5. With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed.
W.8.6. Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate
with others.
Research to Build and Present Knowledge
W.8.7. Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused questions
that allow for multiple avenues of exploration.
W.8.8. Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format for
citation.
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Range of Writing
W.8.10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two.
Speaking and Listening
Comprehension and Collaboration
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political)
behind its presentation.
SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the
reasoning and relevance and sufficiency of the evidence and identifying when irrelevant
evidence is introduced.
Presentation of Knowledge and Ideas
SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner
with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.
SL.8.5. Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.
SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
Language
Conventions of Standard English
L.8.1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L.8.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Knowledge of Language
L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
Vocabulary Acquisition and Use
L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Standards Alignment Grid: Grades 9-10
Reading: Literature and Informational Text
Key Ideas and Details
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the
plot or develop the theme.
Craft and Structure
RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices
on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects
as mystery, tension, or surprise.
RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world literature.
Integration of Knowledge and Ideas
RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des
Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether
the reasoning is valid and the evidence is relevant and sufficient; identify false statements and
fallacious reasoning.
RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work
(e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author
draws on a play by Shakespeare).
Range of Reading and Level of Text Complexity
RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas,
and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
Writing
Text Types and Purposes
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, organization,
and analysis of content.
Text Types and Purposes (continued)
W.9-10.3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
W.9-10.4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience.
W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology’s capacity to link to other information
and to display information flexibly and dynamically.
Research to Build and Present Knowledge
W.9-10.7. Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
W.9-10.8. Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citation.
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection,
and research.
Range of Writing
W.9-10.10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
Speaking and Listening
Comprehension and Collaboration
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats
(e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
Language
Conventions of Standard English
L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.9-10.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Knowledge of Language
L.9-10.3. Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully when
reading or listening.
Vocabulary Acquisition and Use
L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 9–10 reading and content, choosing flexibly from a range of
strategies.
L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.