This lesson plan is for a 7th grade mixed-ability English class about The Hunger Games. The learning goals are for students to select relevant evidence from the text and analyze the text by comparing District 12 and the Capitol. Students will engage in starter, formative, and summative assessments including drawing a mockingjay, filling in a comparison table, and discussing similarities between the Capitol and modern society. The teacher provides scaffolding like a differentiated worksheet and plans for collaborative work. Students are expected to finish designing their own tribute for homework.

1. Lesson Plan pro forma
Class: 7NE
(mixed ability sets)
indicate levels of attainment
Date:
30/4/2016
Time: 12:20 –
13:25
No. of pupils:
30
Unit /SoW: The Hunger Games
Key Learning Goals:
ref. to exam board criteria/NC as
appropriate
… in pupil-friendly format:
LO: Can I select relevant evidence
from the text?
Can analyse the text?
Expected Learning Outcomes:
all pupils? some pupils? a few pupils?
All pupils will be able to select relevant
evidence from the text, and will fill out a
table comparing district 12 to the Capitol.
Opportunities for Assessment:
Formative & summative
 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.

2. Cognitive challenges:
Desirable difficulties for all abilities; how will students progress?
Filling in table – students may find it hard to fill in the table, but there is
appropriate scaffolding in terms of page numbers, and there is also differentiated
sheets for those who need it (this has a few answers already given to them)
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
 Hunger Games
 Primrose Everdeen
 Katniss Everdeen
 The mother
Resources:
 Chapter 3 audiobook
(https://www.youtube.com/watch?v=jc
zcP5zD1pA)
 Differentiated table for Aaron and JJ
(x3)
Homework and practice:
• Finish designing their own tribute
• Due 3rd May 2016