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Lesson Plan by Cassie Bermel B. Ed.

Catching Fire by Suzanne Collins

This free, printable Pixton lesson plan brings popular science fiction to life with comics and storyboards.

Make popular science fiction come to life with comics!

Including these awesome activities:
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Featured Layouts

When students complete the activities in this lesson plan, they will use the following comic layout types.

  • Character Map
  • Plot Diagram
  • Storyboard
  • Mind Map
  • Poster

Your students will create amazing images like these in no time!

Pixton Lesson Plan on Catching Fire by Suzanne Collins
Pixton Lesson Plan on Catching Fire by Suzanne Collins
Pixton Lesson Plan on Catching Fire by Suzanne Collins

Main Characters

Catching Fire by Suzanne Collins

When you import any of the activities below, you can choose to share these ready-made characters with your students.

  • Katniss Everdeen from Catching Fire by Suzanne Collins
    Katniss Everdeen

    The protagonist and victor of the last Hunger Games

  • Peeta Mellark from Catching Fire by Suzanne Collins
    Peeta Mellark

    Katniss’s fellow victor from the last Hunger Games

  • Haymitch Abernathy from Catching Fire by Suzanne Collins
    Haymitch Abernathy

    Katniss’s and Peeta’s trainer

  • Effie Trinket from Catching Fire by Suzanne Collins
    Effie Trinket

    The escort of the tributes from District 12

  • Gale from Catching Fire by Suzanne Collins
    Gale

    Katniss’s closest friend and hunting partner

  • Prim Everdeen from Catching Fire by Suzanne Collins
    Prim Everdeen

    Katniss’s little sister

  • Mother (Everdeen) from Catching Fire by Suzanne Collins
    Mother (Everdeen)

    Katniss’s mother

  • Cinna from Catching Fire by Suzanne Collins
    Cinna

    Katniss’s stylist for the Games

  • Finnick Odair from Catching Fire by Suzanne Collins
    Finnick Odair

    An attractive male tribute from District 4

  • Mags from Catching Fire by Suzanne Collins
    Mags

    The 80-year-old female tribute from District 4

  • Johanna Mason from Catching Fire by Suzanne Collins
    Johanna Mason

    The sparky female tribute from District 7

  • Beetee from Catching Fire by Suzanne Collins
    Beetee

    The male tribute from District 3

  • Wiress from Catching Fire by Suzanne Collins
    Wiress

    The female tribute from District 3

  • Chaff from Catching Fire by Suzanne Collins
    Chaff

    The male tribute from District 11

  • Seeder from Catching Fire by Suzanne Collins
    Seeder

    The female tribute from District 11

  • Brutus from Catching Fire by Suzanne Collins
    Brutus

    A Career tribute from District 2

  • Enobaria from Catching Fire by Suzanne Collins
    Enobaria

    The female tribute from District 2 and another of the Career tributes

  • Plutarch Heavensbee from Catching Fire by Suzanne Collins
    Plutarch Heavensbee

    The Head Gamemaker

  • Hazelle Hawthorne from Catching Fire by Suzanne Collins
    Hazelle Hawthorne

    Gale’s mother

  • Darius from Catching Fire by Suzanne Collins
    Darius

    A peacekeeper in District 12

  • Romulus Thread from Catching Fire by Suzanne Collins
    Romulus Thread

    The Head Peacekeeper in District 12

  • Madge Undersee from Catching Fire by Suzanne Collins
    Madge Undersee

    The daughter of District 12’s mayor

  • Flavius, Octavia, and Venia from Catching Fire by Suzanne Collins
    Flavius, Octavia, and Venia

    Katniss’s hair-and-makeup prep team

  • Caesar Flickerman from Catching Fire by Suzanne Collins
    Caesar Flickerman

    The television host who interviews Katniss and Peeta before and after the Games

  • President Snow from Catching Fire by Suzanne Collins
    President Snow

    The president of Panem

Print this Teacher Guide

Teacher Guide

Catching Fire by Suzanne Collins

Step 1Class discussion with students
  • Review what dystopian fiction is. How did The Hunger Games portray this genre?

  • At the end of The Hunger Games, Katniss and Peeta both planned to eat the poisonous berries. Would you react this way? Was there another way she could have dealt with her difficult situation?

  • How is Katniss viewed by the public? By her district? By President Snow? Why are these conflicting views going to be a challenge for her in this second novel?

  • Although this story is set in the future, there are similarities in this culture to our own. What are they?
Step 2Pixton comic-making activities
  • Make a Character Map
    Character Map

    Start at the beginning of the novel, and make additions throughout the unit.

    View Activity
  • Make a Plot Diagram
    Conflict and Plot

    Complete at the end of the novel.

    View Activity
  • Make a Storyboard or Mind Map
    Major Themes

    Complete at the end of the novel.

    View Activity
  • Extension / Modification
    Poster (Extension / Modification)

    Create two Posters for your favorite tributes, other than Katniss and Peeta, advertising them for the television series.

Step 3Concluding discussion with students
  • What is the twist in this novel? Were you surprised by it? Why / why not?

  • Do you think Katniss has a right to be upset with Haymitch? How would you feel in her situation?

  • What is the meaning of the title?
Print this Activity

Pixton Activity: Catching Fire 1 Character Map

Featured Layouts

  • Character Map

Intro

Understanding characterization is an important skill that will help reinforce key attributes of the story’s characters, and help create connections with the plot and theme. The characteristics that make up the protagonist and other characters help shape the outcome of the narrative.

Instructions

Choose two of the new tributes (not Katniss or Peeta) from Catching Fire and create a Character Map for each.

  • It's important to add sufficient detail to all the parts of the map.
  • Include an appropriate illustration based on the character's attributes that are outlined in the novel.

See the rubric for grading guidelines.

Rubric: Character Map

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The character map is thoughtful; descriptions are detailed and informative. The character map is fully developed; accurate details and insightful descriptions. The character map is complete; descriptions are simple and settings are accurate. The character map includes basic details, but is not fully developed. The character map does not accurately reflect the characters.
Meaning Ideas, information and use of detail • strong point of view
• summary is clear and highly detailed
• descriptions are thoughtful and highly developed
• significant details that make characters unique and dynamic
• relevant ideas with consistent analysis
• summary is clear and accurate
• logical descriptions that clarify and develop the idea
• characters are similar; includes relevant details
• relevant ideas with some analysis
• summary is short, but accurate
• descriptions are simple and consistent
• characters similar to description
• some relevant ideas
• summary has several errors
• descriptions are brief and lack detail
• characters vaguely looks like description
• often very brief
• summary is has significant errors
• descriptions are difficult to follow
• characters do not look like description
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• images and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence • proper organization
• panels are thoughtful and detailed
• all panels are organized or logical
• all panels are present
• most panels are organized or logical
• all panels are present
• some panels are organized or logical
• some panels may be missing
• panels are not organized or logical
• panels are missing
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total
Print this Activity

Pixton Activity: Catching Fire 2 Conflict and Plot

Featured Layouts

  • Plot Diagram

Instructions

Summarize Catching Fire using a six-panel Plot Diagram.

  • Include a brief description and an illustration for each point on the plot diagram (introduction, rising action, climax, falling action, conclusion), as well as for the main conflict.
  • Be sure to identify the key points that are essential in defining that specific point in the story.
  • Think about relevant quotes that could be used to help create meaning in each panel.

See the rubric for grading guidelines.

Rubric: Conflict and Plot

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The plot diagram is focused, with advanced use of language/ideas. The plot diagram is accurate, well developed, with consistent use of details. The plot diagram is complete and accurate; lacks consistent use of specific details. The plot diagram is basic; has several errors,or lacks detail. The plot diagram is inaccurate and difficult to follow.
Meaning Ideas, information and use of detail • strong point of view
• summary is clear and highly detailed
• descriptions are thoughtful and highly developed
• relevant ideas with consistent analysis
• summary is clear and accurate
• logical descriptions that clarify and develop the idea
• relevant ideas with some analysis
• summary is short, but accurate
• descriptions are simple and consistent
• some relevant ideas
• summary has several errors
• descriptions are brief and lack detail
• often very brief
• summary is has significant errors
• descriptions are difficult to follow
Style Clarity, variety, impact of visuals and language • varies language to develop meaning
• varies sentence structure for effect
• images and characters have impact on the meaning of the panel
• language is clear with some variety
• varies sentence structure
• makes attempts to use descriptive language
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structure with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• some variety in sentence length and type
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence (beginning, middle, end) • proper organization
• sequence is highly effective and has purpose
• all panels are thoughtful and detailed
• all panels are organized or logical
• logical sequence
• all panels are present
• most panels are organized or logical
• consistent attention to sequence
• all panels are present
• some panels are organized or logical
• some attention to sequence
• some panels may be missing
• panels are not organized or logical
• no attention to sequence
• panels are missing
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total

Example Plot Diagram

Conflict and Plot of “Catching Fire” by Student
IntroductionKatniss and Peeta return home from the Hunger Games expecting things to be normal, but find out there has been an uprising in one of the districts. Main ConflictOne day, Katniss returns to her home to find President Snow there. He tells her that her berry trick in The Hunger Games has caused people to rebel, and that she must convince everyone she only did it for love, so that people will calm down. If she does not convince people, there will be a price to pay. Rising ActionPeeta and Katniss go on tour pretending to be madly in love. In District 11, Katniss honours Rue, which starts a rebellious act and results in the Peacekeepers killing a man. After that, Katniss and Peeta are very careful of what they say, and end up getting engaged in an attempt to further their love story. ClimaxThe Capitol announces that the next Hunger Games will include all former winners from the Districts. The tributes are angry, having already been through this once. Katniss and Peeta enter the games and become allies with Finnick, Mags, Joanna, Wiress, and Beetee. Mags and Wiress die early, but the rest survive. They soon figure out a weakness in the force field of the arena and make a plan. Falling ActionAt just the right moment, Katniss shoots an arrow into the weakness of the force field with a wire attached to it. The arena then explodes and begins to fall apart. Katniss is injured and unconscious, and a hovercraft picks her up, as well as Finnick and Beetee. She awakes and finds out Plutarch Heavensbee had a plan all along, and that there is a District 13 that is planning to rebel against the Capitol. ResolutionPeeta was taken by the Capitol and Katniss is angry that Haymitch and Plutarch didn't save Peeta too. Gale informs Katniss that there is no District 12 anymore, it has been bombed by the Capitol.

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Student Handout

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Conflict and Plot in “Cinderella” by Pixton
ExpositionCinderella lives a humble life with her father, and is very happy. However, soon after taking a new wife, Cinderella's father passes away. Main ConflictWith her new husband now deceased, Lady Tremaine and her two daughters take over the house. Rather than welcoming Cinderella into the family, they make her a servant and treat her cruelly. Rising ActionThe Prince, looking to get married, announces there will be a ball for all the ladies in the kingdom to attend. Cinderella plans to go but her stepsisters ruin her dress. As she sits in tears, her fairy godmother appears and gives her everything she needs for a grand experience at the ball. But there is a catch; at midnight, everything will return to how it was before. ClimaxCinderella enters the ballroom and immediately catches Prince Charming's eye. After a night of dancing, the two are in love. Cinderella loses track of time, however, and when the clock strikes midnight, she flees from the ball. Prince Charming is left with nothing but her glass slipper. Falling ActionThe prince is determined to find the mysterious woman from the ball. He sends his men to visit every household in the kingdom and have them try on the glass slipper. The woman whom the shoe fits will be the new princess. DenouementAt last, Cinderella gets a chance to try on the glass slipper and it fits perfectly. Prince Charming knows she is the one he fell in love with at the ball. He rescues her from her wicked stepfamily and they live happily ever after.
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Pixton Activity: Catching Fire 3 Major Themes

Featured Layouts

  • Storyboard
  • Mind Map

Intro

Three major themes in Catching Fire are:

  • Interdependence vs. Independence
  • Government Control
  • Rebellion

Instructions

For each major theme, identify at least two examples in the novel and depict them in a Mind Map or Storyboard:

  • Identify the theme in the title or map center
  • Identify the chapter number in the panel title
  • Create an image that summarizes the scene
  • Formulate a brief description of how the example fits the theme
  • In a final panel, briefly describe how the theme causes the reader to reflect

See the rubric for grading guidelines.

Rubric: Major Themes

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The theme is highly developed; examples have significant purpose and are highly detailed. The theme is well developed; examples are specific and provide ample support. The theme is briefly discussed; examples are accurate but not fully explained. The theme is poorly discussed; vague or irrelevant examples. The theme is not identified; lacks any supporting examples.
Meaning Ideas, information and use of detail • strong point of view
• develops ideas clearly and logically with details, examples, and descriptions
• relevant ideas with consistent analysis
• logical descriptions or examples clarify and develop the ideas
• relevant ideas with some analysis
• examples or descriptions are simple and consistent
• few relevant ideas
• examples or descriptions may be poorly developed or illogical
• ideas are not developed
• few details or descriptions
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• images and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence • proper organization
• examples are properly referenced
• panels are thoughtful and detailed
• all panels are organized or logical
• examples are properly referenced
• all panels are present
• most panels are organized or logical
• examples are properly referenced
• all panels are present
• some panels are organized or logical
• examples are not/improperly referenced
• some panels may be missing
• panels are not organized or logical
• examples are not referenced
• panels are missing
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total

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