Scheme of Work - Hunger Games

Title:
Hunger Games
Year:
7
Term:
Summer Term
Duration:
7 weeks
Overview of Unit:
This popular dystopian novel by Suzanne Collins is a popular with KS3 classes. This will act as a
class reader, encompassing assessments in analysis and descriptive writing.
Cross-curricular links/ ICT/ Citizenship/ SMSC:
The novel can provoke discussions on morality – e.g. when Katniss volunteers instead of Prim.
Issues with relationships can also be tackled with her on-off relationship with Peeta Mellark. These
issues can be relatable to the students’ lives, and can be approached through the novel.
ICT can be utilised, using Kahoot quizzes to check for understanding and can also produce posters
(e.g. propaganda posters to promote Katniss as a winner)
Key Concepts:
Competence Students will be able to develop their reading ability by using reciprocal reading strategies and
class reading. This variation will allow students to expand their capabilities when reading, and be
able to question, predict and clarify their reading. This will also promote competence in spelling,
punctuation and grammar, and is challenging so that they can find words or phrases that they do
not understand.
Creativity As The Hunger Games is a dystopian novel, and has also been made into a film, this can be
exploited to do several activities. I am going to do activities which exploit the different districts and
their wealth, activities around the reaping, and monologues to present to the world.
Cultural
understanding
The Hunger Games deals with sensitive issues such as death of a family member, and hardship in
their lives. This can be used to feel empathy for the main character, and activities can be made to
think about understanding in our lives.
Critical
understanding
Analysis of key parts of the text in detail and several PEE exercises. This consists of collaborative
activities such as quote quests, finding quotes and sharing them with the class as a carousel and
using technology to find quotations.
Texts and Resources:
• The Hunger Games – Suzanne Collins
• The Hunger Games PPT
• iPads – NearPod
• Kahoot Quizzes
• The Hunger Games film

Teaching strategies and activities:
• Reciprocal Reading
• Collaborative learning
• Independent writing
• Monologues
• Quote Quests
• Think-Pair-Share
Assessment outcomes and criteria:
• Diary Entry
• Monologues
• Twitter pages
• Creating their own tribute
• PEE paragraphs
Lesson 1
Learning outcomes:
1) To have used your ‘discussion skills’ to consider some of the
problems of the 21st Century world.
2) To be able to explain what is meant by the term ‘dystopian novel.’
3) To be able to explain why the novel we are studying this term fits
into the category.
4) To have begun to create your own dystopia.

Starter (10 minutes)
Students make a list of 5 things which they would want in their ideal world.
Class feedback. Teacher asks whether they could guess what ‘dystopia’ means – opposite of utopia. Teacher poses
the question ‘what concerns you in the 21
st
century?’ Students discuss in their pairs. Pictures will come up to prompt
those who do not have any ideas.
Main
5minutes
Teacher explains the meaning on the word ‘dystopia’ and pupils copy definition into their books.
5minutes
Show example of how 21
st
century problems can be used to create a dystopia and give pupils time to work with their
peers to come up with their own. Take whole class feedback.
5minutes
Ask if any of the pupils can think of any books/films they have seen which include dystopias. They have to justify
why they think the book/film is dystopian.
Ideas to share: Wall:E, Terminator, Noughts and Crosses, I-Robot, The Matrix, Never Let Me Go
5minutes
Show quotes people have said about The Hunger Games and why it is a dystopian novel. Students think about the
different dystopian themes that it might have in it.
15minutes
Discuss with partner what elements of reality TV shows they think might lend themselves to dystopian novel.
Watch two clips (big brother and I’m a celebrity) and jot down any similarities they can see between them and the
plot of The Hunger Games.
Big Brother
https://www.youtube.com/watch?v=0LjZw2dZGfg
I’m a Celebrity
https://www.youtube.com/watch?v=cpq27IOrcAU
10 minutes
Students create their own dystopian world using their senses. Prompts around the room (visuals)
Plenary (5 minutes)
Peer assessment – students swap books and rate their dystopian world out of 5 – 1 being the least frightening
compared to 5 being the most. Students have to give 2 reasons why they gave this rating.

Lesson 2
1) To be able to explain what is meant by the terms ‘theme’ and ‘motif’
2) To be able to list some of the major themes and motifs of the book in order to be able
to recognise them throughout the reading of the story.
Silent Reading (10 mins)
Starter (5 minutes)
There is a list of common themes from novels on the IWB. Discuss with their partner what the definition of a
‘theme’ might be and do they recognise any of the themes from books that they’ve read/heard of. Challenge for
those who are more able – what themes might occur in the book? Class feedback.
Main
5minutes Read out lesson objectives. Copy definition of ‘theme’ into exercise book.
10minutes Watch trailer from Hunger Games twice and write down any themes that you can think of that might
be key in the book (use prior knowledge of any pupils who have read the books/seen the films). Think-Pair-Share.
15 minutes Explain that you have picked 5 key themes that you are going to consider whilst you are reading the
book together. Each table has a different theme on their table that they will present to the rest of the class after
they have discussed it following the prompt questions on the ppt.
Themes= Deception, Identity, Rebellion, Reality vs. The Games, Humanity
Get every pupil to write down each one of the themes as a title on a new page in their exercise book (these will be
added to as they study the whole book)
5minutes Copy down definition of motif
10 minutes Give each group a different motif to brainstorm everything it could symbolise on paper. Get every
pupil to write down each one of the motifs as a title on a new page in their exercise book (these will be added to as
they study the whole book)
Motifs = birds, flowers, food, fire
5 minutes Plenary – On a post-it note, write down what you think the most important theme and motif is
Lesson 3
1) How does the author create tension in the opening paragraph?
2) Can I understand, respond and reflect upon the text as a piece of dystopian writing?
Silent Reading – 10 minutes
Starter
• Mindmap of ‘what makes a good paragraph?’ – students will discuss in pairs, thinking
about books that they have read/are reading at the moment
• Teacher questioning – teacher will probe using questions posed using the opening

paragraph of The Hunger Games
• Identification of positive and negative words – students have to pick out positive and
negative words in the opening paragraph
• Writing one PEE paragraph – to demonstrate that they can explain how the author has
created tension, students will write a PEE paragraph picking one word that they have
chosen.
• Pick an imaginary world and include positive or negative words – students will
demonstrate that they can consciously change their piece of writing by including their
own lexical choices.
Key Terminology:
• Dystopia
• Utopia
• Hunger Games
• PEE
Resources:
• Opening paragraph – The Hunger Games slips
(x30)
Homework and practice:
• Using the opening paragraph, write a second paragraph (at least 10 lines on
paper) following on from what has happened
• Use positive or negative words to create tension
• Challenge: include imagery, onomatopoeia and senses
• Due Wednesday 20th
April
Lesson 4
1) What do we learn about the character of Katniss?
2) What is happening in Chapter One?
Starter
• Class reading – As a class, students will read ‘The Hunger Games’, using the lollipop
method. Teacher will ask why it is important to read aloud.
• Post-it note – students will write down a word that best describes Katniss. This will allow
students to think about what sort of person Katniss is, and think in-depth about her
personality.
• Group work – students have to choose 5 words from the board, and in groups, they have
to find quotes from pg. 8 – 11. This will get students to think about what the description
shows and how it contributes to how the audience view Katniss

• Comprehension questions – this will show whether they have understood the book.
Key Terminology:
• Dystopia
• Utopia
• Hunger Games
• Katniss Everdeen
Resources:
• A3 sheets of Katniss
• Blu-tack
• N/A
Lesson 5
1) To be able to describe the scene of the reaping in detail
2) To be able to recall what happens in Chapter One
Starter
• Recap – students will summarise what we read last lesson so that it allows them to
access their prior knowledge
• Class reading – As a class, students will read ‘The Hunger Games’, using the lollipop
method. Teacher will ask why it is important to read aloud.
• Clip from the film – students will watch the ‘reaping’ clip, thinking about the atmosphere
of District 12
• Think, Pair, Share – students will think about what techniques are used as a pair, and
share it to the class. This will allow them to think about what they already know
• Group work – students will have a technique that they will have to write words and
phrases for. By doing this collaboratively, this will help with differentiation and teamwork.
• Carousel – one student in the group will stay with their work, whilst the rest of the class
will move around and make notes from each group. This will give them ideas for their
homework.
Key Terminology:
• Dystopia
• Utopia
• Hunger Games
Resources:
• A3 sheets of different techniques

• Primrose Everdeen
• Imagine you are a person living in District 12 and you are witnessing the reaping.
• Describe what is happening in a diary entry.
• Written on a piece of lined paper or typed up
• Due Wednesday 27th
April
Lesson 6
1) What happens in Chapter 2?
2) Can I create my own tribute?
Starter
• Class reading – students will listen to Chapter 2 via audiobook and will stop the
recording to go through what is going on. Students will also note down words that
they do not understand and use a dictionary to find out the definition of these
words.
• Summary of Chapter 2 – students will think, pair, share and bullet point key events
to recap what has been going on
• Comparison to Theseus and the Minotaur – students will watch the clip Theseus
and the Minotaur and will think about how it links to The Hunger Games. This will
help link the two events – showing Katniss to be the hero.
• Create your own tribute – students will have to create their own tribute. They will
have to think about giving them a name, opening ceremony costume, strengths
and weaknesses and adjectives to describe them.
Key Terminology:
• Dystopia
• Utopia
• Hunger Games
Resources:
• Audio clips of Chapter 2 – The Hunger
Games

• N/A
Lesson 7
Silent
• Is Katniss a ‘good’ tribute? – Students will discuss this question in their pairs first to
look at whether they think she is good. Would you change her? This will already get
students thinking about their own tribute.
• What makes a good tribute? – thinking about Theseus and Katniss, students will
make their own list of at least 5 bullet points.
have to think about giving them a name, opening ceremony costume, strengths
and weaknesses and adjectives to describe them.
Key Terminology:
• Dystopia
• Utopia
• Hunger Games
Resources:
• YouTube clip from Theseus and the
Minotaur (https://www.youtube.com/watch?
v=8qrZ1clEp-Y)
• A4 blank pieces of paper
• Finish designing their own tribute (if not completed in lesson)
• Due 3rd
May 2016
Lesson 8
Starter
• Is Katniss a ‘good’ tribute? – Students will discuss this question in their pairs first to
look at whether they think she is good. Would you change her? This will already get
students thinking about their own tribute.

• What makes a good tribute? – thinking about Theseus and Katniss, students will
make their own list of at least 5 bullet points.
have to think about giving them a name, opening ceremony costume, strengths and
weaknesses and adjectives to describe them.
Key Terminology:
• Dystopia
• Utopia
• Hunger Games
Resources:
• YouTube clip from Theseus and the Minotaur
(https://www.youtube.com/watch?
v=8qrZ1clEp-Y)
• A4 blank pieces of paper
• Finish designing their own tribute (if not completed in lesson)
• Due 3rd
May 2016
Lesson 9
Starter
• Proverb – ‘Don’t criticise someone until you have walked a mile in someone else’s
shoes’. Teacher will ask students to translate it so that it is simple, and think about
the message here. Idea of empathy will be explained here
• Class reading – students will listen to a recording up to page 50. They will follow
and a vocabulary list has been complied so that we can go through it as a class.
• Hot seating – students will come up with questions that they want to ask Prim,
Katniss and the mother. They will each come up with one question for each
character to ask, making them think about what they would want to ask them at this
current stage of the book. The teacher will nominate three sensible students to be
the three characters, and will draw names from the lollipop system so that it is fair.
• Task – students have to write a paragraph summarising what the three characters
have said and how they feel. They also have to answer which character they have
the most empathy for and why. This makes sure they are hitting the learning
objective.
• Plenary – students will read out their paragraphs and students will vote to agree or
disagree who they should have most empathy for
Key Terminology: Resources:

• Dystopia
• Utopia
• Hunger Games
• The mother
• Chapter 3 audiobook
v=jczcP5zD1pA)
• Differentiated question sheet for Aaron and
JJ (and Alfie) (x4)
• Finish designing their own tribute
• Due 3rd
May 2016
Lesson 10
• Starter – students will be asked if they could invent a new fashion, what would it be
and why? This allows them to be creative and lets them think about if they were in
the Capitol.
• Drawing a mockingjay – using the description on page 49, students have to draw a
mockingjay. This can be to compare interpretations, as well as allowing students to
decipher how they view the text. This is a good idea to show how subjective
descriptions are and how imaginative our minds can be. There is a challenge which
gets students to think about what the mockingjay might represent
• Fill in table – comparison table of district 12 and the Capitol. The students will read to
the end of Chapter Three, and be able to pick out information that shows the
difference between the two places. This will hit the learning goal
• Plenary – students will have to answer ‘what are the similarities between the Capitol
and our own society?’ This will show whether they have hit the learning objectives,
but also give the students a sense of realism and how it compares to the world we
live in today.
EBT strategies:
e.g. APK, reciprocal teaching, collaborative learning, advance & visual organisers,
similarities and differences, goals, repetition and practice, meta-cognition, feedback,
cognitive challenge, subject knowledge, summaries and note-taking
• Collaborative learning – students will be working together when filling in the table
and sharing ideas
Key Terminology:
• Dystopia
• Utopia
Resources:
• Chapter 3 audiobook
v=jczcP5zD1pA)

• Hunger Games
• The mother
• Differentiated table for Aaron and JJ (x3)
• Finish designing their own tribute
• Due 3rd
May 2016
Lesson 11
• Assessment – students will be completing their assessments that they worked on
the previous lesson.
Key Terminology:
• Dystopia
• Utopia
• Hunger Games
• The mother
Resources:
• Assessment sheets
• N/A
Lesson 12
Key Learning Goals:
ref. to exam board criteria/NC as
appropriate
… in pupil-friendly format:
LO: To be able to recap what happens in
the first four chapters
To think empathetically about each
character
Expected Learning Outcomes:
all pupils? some pupils? a few pupils?
All pupils will be able to recall the first four
chapters of The Hunger Games using a range of
tasks, and with their partner, they will have to
work collaboratively. Thereafter, they will think
about who they empathise with the most, and
write tweets as if they were that character.
Opportunities for Assessment:
Formative & summative
• Gap-fill – this starter activity will allow students to jog their memory about the book, and

think about some of the harder terminology
• Quiz – the quiz tests students on Chapters 1 – 4, focusing on key events in the book.
This allows them to think about the characters in the book, as well as the things that they
have had to endure.
• Poll – who do you have most sympathy for? This allows students to deliberate with their
partner about who they feel most sorry for, and choose one person.
• Open-ended questioning – students will have to answer why they have chosen this
character and give their own opinion, as well as finding quotes to back up their feelings.
• Twitter page – students will write their own tweets for the character they have chosen,
using the key events as well as quotes that they have found.
• Plenary – Feedback from the twitter page. This shows whether they have encapsulated
the essence of the character in their tweets
EBT strategies:
e.g. APK, reciprocal teaching, collaborative learning, advance & visual organisers, similarities
and differences, goals, repetition and practice, meta-cognition, feedback, cognitive challenge,
subject knowledge, summaries and note-taking
• Collaborative learning – students will be working in pairs with their iPads and
deliberating when having to answer open-ended questions
Key Terminology:
• Dystopia
• Utopia
• Hunger Games
• The mother
Resources:
• iPads
• Twitter templates
• Nearpod
(https://s.nearpod.com/j/1E2DCBC9C562F318
E39D568907CBEC75-1)
• N/A
Lesson 13
Key Learning Goals:
appropriate
LO: To write up their creative
assessments in neat
All pupils will write up their creative
assessments in neat. Last lesson allowed
students to draft their assessments.

• Write up their draft in neat – students will be writing up their draft up in neat. They
will have targets up on the board which they will adhere to and will be written at
the top of their A4 sheet.
Key Terminology:
• Dystopia
• Utopia
• Hunger Games
• The mother
Resources:
• A4 sheets of paper
• The Hunger Games books
• N/A
Lesson 14
Key Learning Goals:
appropriate
LO: Can I select relevant evidence
from the text?
Can I analyse the text?
Can I write an explanation for the
quote?
All pupils will be able to recall the first four
chapters of The Hunger Games, and be able
to summarise it in 5 bullet points. This will lead
onto students summarising chapter 4 in their
pairs, and then completing a quote quest for
that chapter.
• Summary of bullet points – students will think about the first four chapters of the
Hunger Games and write down 5 key events of the novel. This will allow them to
prepare for the lesson, which is to practice summarising.
• Class reading – the teacher will read The Hunger Games to the students and they
will have to put their hand up if they do not understand a word. We will stop as a
class and clarify. This makes sure that they take initiative for their own learning
• Summarise Chapter 4 – in pairs, students will summarise chapter 4 in 7 sentences.
I have stipulated a limit so that they are challenged, and if they want to be further
challenged, they can write the summary in 6 lines. This task practices skills for the
future which can be replicated in other subjects.
• Quote Quest – students will take part in a quote quest, where they will have to

identify the quote from the point that they are given. This is a fun activity which
allows them to be competitive and formulates P.E.E paragraphs that help students
with analytical writing.
• Copying out the table – students will have to copy out the table, and fill in the
‘explanation’ column. Teacher will go through an example with the class so they
know what they are doing
• Plenary – students will be asked which piece of evidence was strongest and why.
This will check their ability to see whether they can identify high quality quotes for
their writing.
Cognitive challenges:
Desirable difficulties for all abilities; how will students progress?
Quote Quest – students will take part in a quote quest, where they are in groups which will
help the lower ability students. They will also know what has happened in the chapter and
be given page numbers.
EBT strategies:
• Collaborative learning – students will be working in pairs and groups during the
lesson when summarising and competing the quote quest.
Key Terminology:
• Dystopia
• Utopia
• Hunger Games
• The mother
Resources:
• N/A
Lesson 15
Key Learning Goals:
appropriate
LO: To write up their assessment in
neat
All pupils will write up their assessment in
neat. They have already planned for this
beforehand in a previous lesson.

• Writing up their assessment in neat – students will find their draft versions of their
assessment and write it up in neat.
Writing up their assessment in neat – students will have already prepared for their
assessment, and the teacher has gone through the assessment objectives and taught
them what they have to do.
EBT strategies:
• N/A
Key Terminology:
• Dystopia
• Utopia
• Hunger Games
Resources:
• A4 lined paper
• N/A
Lesson 16
Key Learning Goals:
appropriate
LO: Can I improve my SPaG in my
assessment?
All pupils will focus on spelling, punctuation
and grammar. They will each be given a
specific feature of SPaG to focus on, and
have to present to the class. Whilst these
features are being presented, the students
will be noting down important information.
Using this information, they will write an
improvements paragraph.
• Starter – self-reflection. Students will self-reflect and think about three specific
things that they want to improve in their spelling, punctuation and grammar.
This allows students to think honestly and identify their own weaknesses
instead of just telling them.
• Group work – students will be split into six groups, whereby they have to follow
the sheet of questions and answer questions. These students have been

grouped accordingly dependent on their weaknesses. I have also assigned a
‘group leader’ which allows them to lead, as well as act a ‘mentor’ to the others
in the group.
• Presentation of features – one person from each group will present what they
wrote down as a group. Teacher will add anything if necessary. Whilst the
groups are presenting their feature, students will be writing down notes for
each feature.
• Improvements paragraph – students will receive their assessments back and
using the feedback that I have written, and the notes that they have made in
class, they are to write an improvements paragraph.
• Peer assessment – students will swap their paragraphs with their partner and
see whether the paragraph adheres to the SPaG features that we have
focused on in class.
Completing the group work of specific features – students will have to complete the
sheet. They will do this by collaborating, and there will also be an assigned group
leader. The teacher will also go around and facilitate each group.
EBT strategies:
• Collaborative learning – students will be working in groups when working on a
specific feature
• Subject knowledge – students will be improving their subject knowledge of
SPaG
Key Terminology:
• Punctuation
• Spelling
• Grammar
Resources:
• Worksheets (x6)
• Creative assessments
• N/A

Scheme of Work - Hunger Games

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