|
Post by Fluffy on Dec 27, 2010 14:28:51 GMT -5
Dunno how many of you still read YA - I do, but I have the excuse that I need to know my bookshop's merchandise - but those of you who do, have you read The Hunger Games yet? Because if you haven't... wow, run do not walk to the nearest library.
|
|
Calantha
Gryffindor Alumni
My name is Luck, this is my song, I happened by when you were gone
Posts: 4,493
|
Post by Calantha on Dec 28, 2010 13:06:08 GMT -5
I made my AP kids read it this year for fun. I taught it with 1984 and Brave New World, and wow, they loved it. I loved it. It brought in a lot of discussion about the power of the government and transparency (a lot also about Wikileaks and Assange). But we also talk about the intricacies of human interactions and relationships, first loves, and personal sacrifices in literature (and why we love it so much).
|
|
|
Post by Fluffy on Dec 28, 2010 14:00:30 GMT -5
What a great idea! I should have my young patrons do the same so we can talk about it too. So far, most of our talk about Hunger Games has been about violence as entertainment (I was explaining about "bread and circuses" the other day), but your triad of titles would open up a lot more discussion ground.
|
|
Calantha
Gryffindor Alumni
My name is Luck, this is my song, I happened by when you were gone
Posts: 4,493
|
Post by Calantha on Dec 28, 2010 14:20:50 GMT -5
Very cool. They had the option of exploring reality tv and violence as entertainment in their independent projects...a few neat ones came out of it, including one on reality tv that analyzed the rating of shows and the use of violence/aggressiveness.
I thought of how there was a thread on the board (was trying to find it just a second ago) about categorizing characters into the four houses. I'm just starting archetype with my sophomores, who were the ones in the first place who convinced me to read the series, and I'm pretty sure I could probably uses the houses and The Hunger Games to talk about it!
You'll have to let me know how your discussions go.
|
|