I’ve had two recent sources of inspiration for my blog. One is Ebony Elizabeth Thomas’s Francelia Butler Lecture at ChLA 2024, during which she referenced “Rue’s Lullaby” in The Hunger Games by Suzanne Collins as she discussed speculative grief. Another is a three and a half day workshop with the Kennesaw Mountain Writing Project that I just finished called “Teaching in the Wild,” during which we spent a lot of time writing about the outdoors.
Usually, when studying The Hunger Games, my students and I read the novel together while listening to the audible recording. The part of the book where Katniss sings the farewell song to Rue when she passes away makes some students sad and even uncomfortable. However, upon closer glance, the lullaby offers a chance to study nature imagery in connection to extended metaphors throughout the book and also, as Dr. Thomas reminded us in her ChLA keynote talk, a way to understand hope amid grief. The poem also reminds us of how nature cares for us. For instance, in line 6, the song notes “here the daisies guard you for every harm.” I believe that flowers operate as an extended metaphor throughout the novel, showing that despite the cruelty and ruthlessness of the Panem government, nature can be a source of comfort for children who have to endure great harm and experience situations far too emotionally complex for their years.
Early in the book, Katniss references her and her family coming close to starvation after her father passed away in a mining accident. They are able to stay afloat in part because of the burned bread that Peeta Mellark threw her on a rainy day, despite his mother’s wishes, and in part because of Katniss’s hunter and gatherer talents, as developed by her father while he was alive. During this challenging time, when Katniss sees the dandelions growing in the spring, she realizes that she and her family would turn out okay because spring was emerging. The new season would allow for more opportunities to hunt and gather, and the dandelion “reminded me that I was not doomed” (p. 32). Throughout the book and the series, the yellow dandelion becomes a symbol of hope for Katniss, as it reminds her of spring and the promise of new beginnings that the season brings.
In both the movie and the book The Hunger Games (1), Katniss covers Rue with purple, yellow, and white wildflowers when she passes away, even though she knows that the hovercraft from the capital will soon take Rue away: “Slowly, one stem at a time, I decorate her body in the flowers. Covering the ugly wound. Wreathing her face. Weaving her hair with bright colors (p. 38-39). The wildflowers honor Rue’s passion for the natural world as well as her knowledge of plants, and they also bring beauty into the very dark and sad incident of a young child being mercilessly. Additionally, Katniss is likely doing this gesture as a way of defying the Capitol. In the movie, we see an image of her giving the signal of appreciation to the camera and citizens of District 11 responding with the same gesture, followed by some of them beginning to push over bins and destroy property as additional defiance of the Capitol. The flowers in The Hunger Games, overall, symbolize hope within terrible situations and also the children trying to hold onto their innocence amid the Capitol’s brutal decisions.
As a follow up to studying these parts of The Hunger Games, as well as other nature intensive literature and writing, I like to take my students outside to do some sensory detail writing. In particular, if there is a part of your school campus that has flowers, this can be an effective place for sparking ideas. I typically have my students fill out this sensory detail chart, with the addition of the “remember” section in case the scene sparks memories. I know many teachers use similar charts with their students; this is one that I have found to be user friendly for middle school students.
Usually, when studying The Hunger Games, my students and I read the novel together while listening to the audible recording. The part of the book where Katniss sings the farewell song to Rue when she passes away makes some students sad and even uncomfortable. However, upon closer glance, the lullaby offers a chance to study nature imagery in connection to extended metaphors throughout the book and also, as Dr. Thomas reminded us in her ChLA keynote talk, a way to understand hope amid grief. The poem also reminds us of how nature cares for us. For instance, in line 6, the song notes “here the daisies guard you for every harm.” I believe that flowers operate as an extended metaphor throughout the novel, showing that despite the cruelty and ruthlessness of the Panem government, nature can be a source of comfort for children who have to endure great harm and experience situations far too emotionally complex for their years.
Early in the book, Katniss references her and her family coming close to starvation after her father passed away in a mining accident. They are able to stay afloat in part because of the burned bread that Peeta Mellark threw her on a rainy day, despite his mother’s wishes, and in part because of Katniss’s hunter and gatherer talents, as developed by her father while he was alive. During this challenging time, when Katniss sees the dandelions growing in the spring, she realizes that she and her family would turn out okay because spring was emerging. The new season would allow for more opportunities to hunt and gather, and the dandelion “reminded me that I was not doomed” (p. 32). Throughout the book and the series, the yellow dandelion becomes a symbol of hope for Katniss, as it reminds her of spring and the promise of new beginnings that the season brings.
In both the movie and the book The Hunger Games (1), Katniss covers Rue with purple, yellow, and white wildflowers when she passes away, even though she knows that the hovercraft from the capital will soon take Rue away: “Slowly, one stem at a time, I decorate her body in the flowers. Covering the ugly wound. Wreathing her face. Weaving her hair with bright colors (p. 38-39). The wildflowers honor Rue’s passion for the natural world as well as her knowledge of plants, and they also bring beauty into the very dark and sad incident of a young child being mercilessly. Additionally, Katniss is likely doing this gesture as a way of defying the Capitol. In the movie, we see an image of her giving the signal of appreciation to the camera and citizens of District 11 responding with the same gesture, followed by some of them beginning to push over bins and destroy property as additional defiance of the Capitol. The flowers in The Hunger Games, overall, symbolize hope within terrible situations and also the children trying to hold onto their innocence amid the Capitol’s brutal decisions.
As a follow up to studying these parts of The Hunger Games, as well as other nature intensive literature and writing, I like to take my students outside to do some sensory detail writing. In particular, if there is a part of your school campus that has flowers, this can be an effective place for sparking ideas. I typically have my students fill out this sensory detail chart, with the addition of the “remember” section in case the scene sparks memories. I know many teachers use similar charts with their students; this is one that I have found to be user friendly for middle school students.
I encourage students to write at least two-three bullet points per section and to use their imagination if they do not notice immediate inspiration.
As follow up writing, there are a number of options to have students do:
Regardless of avenue, sensory details can help students to show their surroundings rather than simply telling the reader about them. I usually encourage students to utilize at least one example of figurative language in their writing to tie the conversation back to the nature symbolism we have learned about in literature. This writing encourages student appreciation for nature, showing rather than telling, sensory details, and building settings.
Poetry and vignettes can make for excellent additional connections for students. Poems I have used to encourage the use of sensory details and imagery include “Tree at my Window” by Robert Frost, "Four Skinny Trees" from Sandra Cisneros’s The House on Mango Street, “An American Sunrise” by Joy Harjo, and “Nothing Gold Can Stay” by Robert Frost, which I have connected to its use in The Outsiders by S.E. Hinton when I have taught that novel. When I have taught comics writing as a course and/or unit, I have had students represent “Nothing Gold Can Stay” as an image and/or comic, since that is a poem that is easily brought to life in this forum. Drawing activities, in addition to writing, can help students build appreciation for setting, figurative language, and sensory details. While these are some of my favorite texts to use, many others would encourage students to better understand nature as symbolism as well as a writing tool.
Reference:
Collins, S. (2008). The Hunger Games. First edition. New York, Scholastic Press.
As follow up writing, there are a number of options to have students do:
- A nature poem or sonnet
- A descriptive writing piece of the nonfiction genre
- A narrative writing piece or short story incorporating sensory details to help establish setting
- Incorporating this piece into a larger nature journal that the students add on to throughout the semester or year.
Regardless of avenue, sensory details can help students to show their surroundings rather than simply telling the reader about them. I usually encourage students to utilize at least one example of figurative language in their writing to tie the conversation back to the nature symbolism we have learned about in literature. This writing encourages student appreciation for nature, showing rather than telling, sensory details, and building settings.
Poetry and vignettes can make for excellent additional connections for students. Poems I have used to encourage the use of sensory details and imagery include “Tree at my Window” by Robert Frost, "Four Skinny Trees" from Sandra Cisneros’s The House on Mango Street, “An American Sunrise” by Joy Harjo, and “Nothing Gold Can Stay” by Robert Frost, which I have connected to its use in The Outsiders by S.E. Hinton when I have taught that novel. When I have taught comics writing as a course and/or unit, I have had students represent “Nothing Gold Can Stay” as an image and/or comic, since that is a poem that is easily brought to life in this forum. Drawing activities, in addition to writing, can help students build appreciation for setting, figurative language, and sensory details. While these are some of my favorite texts to use, many others would encourage students to better understand nature as symbolism as well as a writing tool.
Reference:
Collins, S. (2008). The Hunger Games. First edition. New York, Scholastic Press.
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