This lesson plan is for a Year 7 class studying The Hunger Games. The objectives are for students to understand the start of Chapter 3 and empathize with the main characters. Students will listen to an audio recording of Chapter 3, participate in a hot-seating activity where they ask questions of characters Prim, Katniss, and their mother, and write a paragraph summarizing the characters' feelings and which one they empathize with most. The teacher will help students who have difficulty writing the summary paragraph.

1. Lesson Plan pro forma
Class: 7NE
(mixed ability sets)
indicate levels of attainment
Date:
29/4/2016
Time: 09:45 –
10:50
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: What happens at the start of
chapter 3?
Can I empathise with the main
characters in The Hunger Games?
Expected Learning Outcomes:
all pupils? some pupils? a few pupils?
All pupils will understand what happens at
the start of chapter three of The Hunger
Games, and will think about the idea of
empathy. The pupils will think about it
from the perspective of Prim, Katniss and
their mother. Students will think of
questions to ask the three characters in a
hot-seating exercise.
Opportunities for Assessment:
Formative & summative
 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

2. Cognitive challenges:
Desirable difficulties for all abilities; how will students progress?
Task – writing their own paragraph summarising what the three characters have
said. Students may find this difficult so I will make sure that I verbally explain
clearly what I want them to summarise (Prim, Katniss and the mother’s feelings
at this current point) and give them questions if it is necessary)
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 the hot-
seating is taking place
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 question sheet for Aaron
and JJ (and Alfie) (x4)
Homework and practice:
• Finish designing their own tribute
• Due 3rd May 2016