The Hunger Games
Lesson 1 – Dystopia & Utopia
Starter
If you could create your ideal world (utopia)
what would it have in it?
Make a list of 5 things.
Be ready to share your ideas with the class.
What do these
photos represent
and why should
we be worried
about each
issue?
Which are you
most worried
about?
Key Definition
Dystopia: A dystopia is a FUTURE society
that is somehow NEGATIVE or frightening.
It is based on a problem that the author
feels exists in the present world. In the
dystopia that problem is exaggerated and
has become far worse.
Create your own
based on your list of
problems in the 21st
century world.
“It’s opening kids’ eyes to what’s going on in our society,
the control and monitoring by government using technology
and how people are desensitized to violence in video
games—issues that we face every day.”
“One night I’m sitting there flipping around and
on one channel there’s a group of young people
competing for, I don’t know, money maybe? And
on the next, there’s a group of young people
fighting an actual war. And I was tired, and the
lines began to blur in this very unsettling way,
and I thought of this story.”
Make a list of 3 arguments against reality
TV programmes.
Reality TV
Reality TV
• You will watch two clips from the reality shows Big Brother
and I’m a Celebrity
If you’ve read the book/seen the film
Write down any similarities you notice between these
programmes and the dystopia created in the novel.
If you know nothing about the book
Write down all the elements of reality TV that you notice that
you think could be elements of the dystopia Suzanne
Collins has created.
Independent Writing Task
Imagine you have walked into a dystopia – using
the five senses to help your description, write a
paragraph about it.
–What can you see?
–What can you hear?
–What can you taste?
–What can you touch?
–What can you smell?
Challenge –
use more
complex
vocabulary
Peer Assessment
• Swap books with your partner
• Rate their dystopia out of 5 – 1 being the
least terrifying and 5 being the most
terrifying
• Give 2 reasons why you have given this
rating
The Hunger Games
Lesson 2 – Themes and Motifs
Common themes of novels
• Change versus tradition
• Coming of age
• Friendship
• Rebellion
• Identity
• Death
• Desire to escape
• Dreams
• Everlasting love
• Prejudice
• Reality
• Good versus evil
• Individual versus society
• Injustice
• Isolation
• Power
• Loss of innocence
• Love and sacrifice
• Man against nature
• Overcoming fear/weakness
• Wealth
• Power of words
• Mortality
• Greed
With your partner
• what do you think we
mean by the word
‘theme’?
• what themes do you
recognise from the
book you are reading
at the moment?
Challenge
• What themes might
be in ‘The Hunger
Games’?
Key Definition
Theme: a key idea that the author expresses
What are the major themes of the
Hunger Games?
• As you watch the trailer, make a note in
your book of any potential key themes you
can think of
Themes in The Hunger
Games
• Deception
• Identity
• Rebellion
• Reality vs. The Games
• Humanity
Using one of the themes…
• What could it mean?
• Why might the author use this theme in
The Hunger Games?
Motif
• A recurring element with symbolic
significance in a story
What do these symbols make you think
of? How do they make you feel?
• Symbol 1: Birds
• Symbol 2: Food
• Symbol 3: Fire
• Symbol 4: Flowers
Birds
Food
Fire
Flowers
Plenary
• On a post-it note, write down what you
think the most important theme and motif
is and why
The Hunger Games
Lesson 3 – Opening paragraph
Title: Imaginary Worlds
Learning Objectives:
 How does the author create tension in the opening paragraph?
 Can I understand, respond and reflect upon the text as a piece of
dystopian writing?
Starter
What makes a good opening paragraph?
Discuss with your partner and write it down in your book
• The Opening
Paragraph
Read the
opening
paragraph.
What do you
discover about
the setting?
What are your
expectations of
the rest of the
narrative?
When I wake up, the other
side of the bed is cold. My
fingers stretch out, seeking
Prim’s warmth but finding
only the rough canvas
cover of the mattress. She
must have had bad dreams
and climbed in with our
mother. Of course she did.
This is the day of the
reaping.”
How does the author create tension
in the opening paragraph?
Let’s think about the use of positive
and negative words.
The Opening
Paragraph
Are there any words in
this passage that you
would associate with
positive things?
What about negative
things?
Highlight/underline
the words you have
selected.
When I wake up, the other
side of the bed is cold. My
fingers stretch out, seeking
Prim’s warmth but finding
only the rough canvas
cover of the mattress. She
must have had bad dreams
and climbed in with our
mother. Of course she did.
This is the day of the
reaping.”
The Opening
Paragraph
Are there any words in
this passage that you
would associate with
positive things?
What about negative
things?
Highlight/underline
the words you have
selected.
• When I wake up, the
other side of the bed is
cold. My fingers stretch
out, seeking Prim’s
warmth but finding only
the rough canvas cover
of the mattress. She
must have had bad
dreams and climbed in
with our mother. Of
course she did. This is
the day of the reaping.”
What is interesting
about this word?
How does the author create tension in
the opening paragraph?
Point The writer creates tension by using…
Example: For example... (the quote –
REMEMBER QUOTATION MARKS)
Explain: This word suggests…This helps create
tension for the reader because …
Your challenge for today…
Think about one imaginary world and describe
it using either POSITIVE or NEGATIVE words.
If you are feeling brainy you may want to include…
• A simile
• Sensory language (see, hear, smell taste, touch)
• Onomatopoeia
If you are not sure…
• Use the positive or negative word bank.
• Use the sentence starters to help you.
Plenary
1. Circle the positive or negative words in
your work.
2. Underline the sentence you could improve.
Homework
• 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
The Hunger Games
Lesson 4 – Chapter One
Title:
Katniss
Learning Objective:
What do we learn about the character of Katniss?
What is happening in Chapter One?
Class reading: Chapter 1
• Think about Katniss’s character whilst
reading. What words would you use to
describe her?
Katniss
In pairs, write down 5 words to
describe the character of Katniss.
Write down your
best word on a post-
it note and stick it
on the white board
when you are asked
Group work – in 4s
1. Choose 5 words from the board you think
best describe the character of Katniss.
2. Around Katniss’s picture, write the 5 words
around her, and find at least one quote to
support this from the book.
Challenge –
explain the
quote in two
sentences
Can you describe Katniss’s
personality in page 8 – 11?
• Point: Katniss’s personality is shown to
be…
• Evidence: This is shown by the quote...
• Explanation: This suggests that...
The word...tells us that...
Challenge –
choose a
word to zoom
in on
Peer Assessment
• Swap PEE paragraphs with your partner
• Assess their paragraph
– Have they answered the question?
– Have they included a quote?
– Have they explained the point?
Plenary
• Beat the clock summary – 30 seconds
The Hunger Games
Lesson Five – Chapter One
Title: The Reaping
Learning Objective:
 To be able to describe the scene of the reaping in
detail
 To be able to recall what happens in Chapter One
Can you describe Katniss’s
personality in page 8 – 11?
• Point: Katniss’s personality can be
described as…
• Evidence: This is shown by the quote...
• Explanation: This suggests that...
The word...tells us that...
Challenge –
choose a
word to zoom
in on
Recap
• What has been happening in the pages
that we have read?
Class Reading: pg. 14 – 23
• Think about how you would feel if you
were watching the reaping as a person
living in District 12
Homework
• 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
Think, Pair, Share
• What techniques would you use to
describe in detail?
– Use of senses
– Emotive language
– Metaphors/similes
– Onomatopoeic sounds
– Adjectives
– Vivid description of people
Group work – in 4s
1. Each group will have a technique to
mindmap and write down words or
phrases which can describe the reaping
2. There are questions on your A3 sheet to
help you.
Carousel
• Nominate one person to stay at the table
• The rest of the group will move round
• The person staying at the table has to
describe what has been written down
• The rest of the group should write down
what at least 3 things that you could use
for your homework
Plenary – Tell the class!
• Choose one phrase or word that you are
going to use in your diary entry
Comprehension questions
1. What is Katniss preparing to do?
2. How did Katniss’s father die?
3. Who is Gale? What is his nickname for Katniss and
why?
4. What does Gale suggest to Katniss? What is her
reaction to his suggestion?
5. Where all do Katniss and Gale go after they are
finished hunting to sell and trade?
6. What is the Reaping? What is Tessera?
7. Name the main three people on stage during the
reaping and each of their jobs.
8. Whose name is pulled for the girls from District 12?
The Hunger Games
Lesson Five – Chapter Two
Title: The Tribute
Learning Objectives:
What happens in chapter 2?
Can I create my own tribute?
Class Reading
• Follow and listen to the audiobook.
• Write down words that you do not understand
• Use a dictionary to find the words that you
have written down
Questions on Chapter 2…
1. Who are the two tributes for District 12?
2. Who is Haymitch Abernathy and what does he do
on stage?
3. Why does Katniss remember Peeta?
4. Do you think Katniss is happy that Peeta has been
chosen for the reaping? Why/why not?
Challenge –
write a
summary for
the chapter
The Hunger Games
Lesson Six – Designing your own
tribute
Title: The Tribute
Learning Objectives:
Can I create my own tribute?
Can I compare Chapter Two to Theseus and
the Minotaur?
Starter
• In pairs, discuss whether you think Katniss
is a ‘good’ tribute
• Would you change anything about her?
• Feedback in 1 minute
Think, Pair, Share
• Watch the clip ‘Theseus and the Minotaur’
• How does it link to the chapter?
• How would you describe Theseus? Is he
similar to Katniss?
What makes a good tribute?
• In pairs, come up with 5 bullet points.
• Think back to Theseus and the Minotaur
• What physical and emotional
characteristics should they have?
Theseus vs. Katniss
Create Your Own Tribute!
Katniss is going to be entered into The Hunger Games as a
tribute from district 12.
TASK: Create your own tribute.
– Give them a name.
– Draw them in their opening ceremony costume – make It
exciting!
– What are their strengths and weaknesses?
– Label them with exciting adjectives!
Challenge –
use complex
vocabulary
Opening ceremony costumes
Present your tribute to the class!
• Why have you designed your tribute in this
way?
• Are they stronger emotionally or
physically?
The Hunger Games
Lesson Seven – Chapter Three
Title: Character Focus
Learning Objectives:
– What happens at the start of chapter 3?
– Can I empathise with the main characters in
The Hunger Games?
Proverb
‘Don’t criticise someone until you have walked a
mile in someone else’s shoes’
Empathy means being able to understand
someone else’s feeling, situation or problem
Class Reading – up to
Pg. 50
Follow reading
Vocabulary list
• Apothecary
• Immobilizing
• Insurmountable
• Summons
• Bludgeon
• Venomous
• Anticlimatic
Hot Seating
Task:
• Imagine you are Prim, Katniss or their mother
after the reaping has taken place.
• Think of questions that you could ask each
character about how they are feeling at this
point in time.
Three people will be chosen to be Prim, Katniss
and their mother, having to answer questions
from you.
Primrose:
Katniss:
The mother:
Task
• Write a paragraph summarising what the
three characters have said and how they
feel
• Which character do you have most
empathy for? Why?
Plenary
Read out their paragraph
Do you agree/disagree?
The Hunger Games
Lesson 8 – Chapter Three
Title: The Capitol
Learning Objectives
– Can I select relevant evidence from the text?
– Can analyse the text?
Starter … get thinking!
If you could invent a new fashion, what
would it be and why?
Write down your idea on the post-it note. I will be collecting these
in and reading out some examples later in the lesson!
The Mocking Jay
Katniss has just volunteered to enter the Hunger
Games in place of her sister Prim.
Her friend Madge givers her a luck charm to
take with her.
Reading the Extract
Your first challenge…
• Using page 49 to help you, draw a picture of the mocking
jay in your book and annotate it with quotes from the text
to explain why you have added each detail.
Extension activity - Answer
this question:
What does the Mockingjay
represent to Katniss?
Reading pages 50 – 57
Fill in the following table focusing on the
differences between District 12 and the
Capitol.
District 12 The Capitol
The people
The buildings
The clothes
The food
The atmosphere
The leisure time
Anything else?
Plenary
Think…
What are the similarities between the capitol
and our own society?
?
?
The Hunger Games
Lesson 12 – Chapter Four
Title: The Capitol
Learning Objectives
– Can I select relevant evidence from the text?
– Can I analyse the text?
– Can I write an explanation for the quote?
Starter (5 minutes)
Individually, write down 5 key events that happen from
Chapter 1 – 4.
Write it in bullet points!
Class Reading
• Pages – to end of Chapter 4
• Put your hand up if you do not understand
a word!
• We will stop and clarify the word
Summarise Chapter 4
• In your pairs, you will summarise Chapter
4 in 7 sentences
• Think about the key events – keep it
concise
• Class Feedback Challenge –
summarise
in 6 lines!
PEE – Burgers
Quote Quest – Pgs 65 - 69 !
• In threes, you will have to find quotes which
match the point
• You will write down the quote on the back of the
piece of paper that you are given
• Once you have found the quote which matches
the point, you will bring it up to the front so that I
can check it
• If it is right, you will get the next point
• There are 5 points in total
Winners will
receive +1
point and a
reward
Point Evidence Explanation
Haymitch is a drunk
Katniss is wary of Peeta,
that she might kill him.
Peeta attacks Haymitch,
causing liquid to spill
everywhere
Haymitch uses sarcasm
when giving advice to
Peeta and Katniss
The Capitol controls how
people enter
Point Evidence Explanation
Haymitch is a drunk ‘He takes the bottle of
spirits from the table and
leaves the car’
Katniss is wary of Peeta,
that she might kill him.
‘…the boy who gave me the
bread, is fighting hard to
kill me’
Peeta attacks Haymitch,
causing liquid to spill
everywhere
‘He lashes out at the glass
in Haymitch’s hand’
Haymitch uses sarcasm
when giving advice to
Peeta and Katniss
‘Here’s some advice, stay
alive’
The Capitol controls how
people enter
‘It is almost impossible to
enter from the east except
through the tunnels’
Plenary
• Which piece of evidence gives us a lot of
information as the reader?
• Why?
The Hunger Games
Lesson 13 – P.E.E Paragraphs
Title: P.E.E Paragraphs
Learning Objectives
– Can I select relevant evidence from the text?
– Can I analyse the text?
– Can I write an explanation for the quote?
Starter
How confident are you with P.E.E?
PEE – Burgers
What do we learn from Chapter 4
of The Hunger Games?
• Point
• Evidence
• Explanation
Point Evidence Explanation
Haymitch is a drunk ‘He takes the bottle of
spirits from the table and
leaves the car’
Katniss is wary of Peeta,
that she might kill him.
‘…the boy who gave me the
bread, is fighting hard to
kill me’
Peeta attacks Haymitch,
causing liquid to spill
everywhere
‘He lashes out at the glass
in Haymitch’s hand’
Haymitch uses sarcasm
when giving advice to
Peeta and Katniss
‘Here’s some advice, stay
alive’
The Capitol controls how
people enter
‘It is almost impossible to
enter from the east except
through the tunnels’
Task
• Write a P.E.E paragraph for one of the
points in the table
Sample P.E.E Paragraph
In Chapter 4, the Capitol controls how
people enter.
The Hunger Games
Lesson 14 – Monologues
Title: Monologue
Learning Objectives
 What is a monologue?
 Can I use my understanding of Katniss’ character to
write a monologue?
Starter challenge
What is a monologue – Discuss with the person next to you.
Extra Brainy challenge
What would makes a successful monologue?
Monologue
– What is a monologue?
The Pursuit of Happiness
– Whilst watching this clip, think about what
techniques there are in a monologue and
what message he is giving to his child
Features of a Monologue
A monologue is when one character speaks
alone on stage.
Remember:
– Use first person (I, me)
– Include thoughts and feelings
– Stay in character
– Use of colloquial language
I can’t believe I am here. This feels so strange, I have a sick feeling in my
stomach that won’t go away. Maybe this is how I am going to feel until my
last moment in the Hunger Games – whatever that may be. The Capitol is
so different from the Seam! It should shock me, the way they live here,
but it doesn’t. Nothing shocks me. I feel the warm air on my skin and this
helps to calm me down. As I am escorted off the train and into our hotel, I
smell the rich scent of meat and stews. I am salivating at the thought of it.
I am lead straight in to the food hall and can sample the delights I had just
smelt. My tastebuds are tingling! I have never tasted food like this before.
I can see the other tributes are devouring their food as quickly as I am –
clearly we are all under fed in our own districts. The muffled sound of
nervous chatter fills the room. I don’t feel like talking though.
Creative thinkers…
Write a monologue as if you are Katniss. How do you feel as
you arrive in the Capitol and experience life there?
Try to include…
– Try and include the 5 senses – sight, sound, smell, taste and
touch.
- A heartfelt message to the other Districts
- Katniss’s paranoia that Peeta is trying to kill her
Remember, you are only addressing the audience so the Capitol
will not hear what you are saying!
Sentence starters…
I can’t believe I am here. It feels…
The Capitol is so different from the Seam, there are…
As I am escorted off the train I can smell the …
We go straight to the hotel which seems…
I can see the other tributes waiting, they look …
Plenary
Peer assessment: Swap books with a partner and mark their
work.
WWW
EBI
Checklist
– Write in the first person
– Varying length of sentences
– Use of senses
– Include thoughts and feelings
– Stay in character
– Complex vocabulary
– A heartfelt message

Hunger Games PPT

  • 1.
    The Hunger Games Lesson1 – Dystopia & Utopia
  • 2.
    Starter If you couldcreate your ideal world (utopia) what would it have in it? Make a list of 5 things. Be ready to share your ideas with the class.
  • 3.
    What do these photosrepresent and why should we be worried about each issue? Which are you most worried about?
  • 4.
    Key Definition Dystopia: Adystopia is a FUTURE society that is somehow NEGATIVE or frightening. It is based on a problem that the author feels exists in the present world. In the dystopia that problem is exaggerated and has become far worse. Create your own based on your list of problems in the 21st century world.
  • 5.
    “It’s opening kids’eyes to what’s going on in our society, the control and monitoring by government using technology and how people are desensitized to violence in video games—issues that we face every day.” “One night I’m sitting there flipping around and on one channel there’s a group of young people competing for, I don’t know, money maybe? And on the next, there’s a group of young people fighting an actual war. And I was tired, and the lines began to blur in this very unsettling way, and I thought of this story.”
  • 6.
    Make a listof 3 arguments against reality TV programmes. Reality TV
  • 7.
    Reality TV • Youwill watch two clips from the reality shows Big Brother and I’m a Celebrity If you’ve read the book/seen the film Write down any similarities you notice between these programmes and the dystopia created in the novel. If you know nothing about the book Write down all the elements of reality TV that you notice that you think could be elements of the dystopia Suzanne Collins has created.
  • 8.
    Independent Writing Task Imagineyou have walked into a dystopia – using the five senses to help your description, write a paragraph about it. –What can you see? –What can you hear? –What can you taste? –What can you touch? –What can you smell? Challenge – use more complex vocabulary
  • 9.
    Peer Assessment • Swapbooks with your partner • Rate their dystopia out of 5 – 1 being the least terrifying and 5 being the most terrifying • Give 2 reasons why you have given this rating
  • 10.
    The Hunger Games Lesson2 – Themes and Motifs
  • 11.
    Common themes ofnovels • Change versus tradition • Coming of age • Friendship • Rebellion • Identity • Death • Desire to escape • Dreams • Everlasting love • Prejudice • Reality • Good versus evil • Individual versus society • Injustice • Isolation • Power • Loss of innocence • Love and sacrifice • Man against nature • Overcoming fear/weakness • Wealth • Power of words • Mortality • Greed With your partner • what do you think we mean by the word ‘theme’? • what themes do you recognise from the book you are reading at the moment? Challenge • What themes might be in ‘The Hunger Games’?
  • 12.
    Key Definition Theme: akey idea that the author expresses
  • 13.
    What are themajor themes of the Hunger Games? • As you watch the trailer, make a note in your book of any potential key themes you can think of
  • 14.
    Themes in TheHunger Games • Deception • Identity • Rebellion • Reality vs. The Games • Humanity
  • 15.
    Using one ofthe themes… • What could it mean? • Why might the author use this theme in The Hunger Games?
  • 16.
    Motif • A recurringelement with symbolic significance in a story
  • 17.
    What do thesesymbols make you think of? How do they make you feel? • Symbol 1: Birds • Symbol 2: Food • Symbol 3: Fire • Symbol 4: Flowers
  • 18.
  • 19.
  • 20.
  • 21.
  • 22.
    Plenary • On apost-it note, write down what you think the most important theme and motif is and why
  • 23.
    The Hunger Games Lesson3 – Opening paragraph
  • 24.
    Title: Imaginary Worlds LearningObjectives:  How does the author create tension in the opening paragraph?  Can I understand, respond and reflect upon the text as a piece of dystopian writing?
  • 25.
    Starter What makes agood opening paragraph? Discuss with your partner and write it down in your book
  • 26.
    • The Opening Paragraph Readthe opening paragraph. What do you discover about the setting? What are your expectations of the rest of the narrative? When I wake up, the other side of the bed is cold. My fingers stretch out, seeking Prim’s warmth but finding only the rough canvas cover of the mattress. She must have had bad dreams and climbed in with our mother. Of course she did. This is the day of the reaping.”
  • 27.
    How does theauthor create tension in the opening paragraph? Let’s think about the use of positive and negative words.
  • 28.
    The Opening Paragraph Are thereany words in this passage that you would associate with positive things? What about negative things? Highlight/underline the words you have selected. When I wake up, the other side of the bed is cold. My fingers stretch out, seeking Prim’s warmth but finding only the rough canvas cover of the mattress. She must have had bad dreams and climbed in with our mother. Of course she did. This is the day of the reaping.”
  • 29.
    The Opening Paragraph Are thereany words in this passage that you would associate with positive things? What about negative things? Highlight/underline the words you have selected. • When I wake up, the other side of the bed is cold. My fingers stretch out, seeking Prim’s warmth but finding only the rough canvas cover of the mattress. She must have had bad dreams and climbed in with our mother. Of course she did. This is the day of the reaping.” What is interesting about this word?
  • 30.
    How does theauthor create tension in the opening paragraph? Point The writer creates tension by using… Example: For example... (the quote – REMEMBER QUOTATION MARKS) Explain: This word suggests…This helps create tension for the reader because …
  • 31.
    Your challenge fortoday… Think about one imaginary world and describe it using either POSITIVE or NEGATIVE words. If you are feeling brainy you may want to include… • A simile • Sensory language (see, hear, smell taste, touch) • Onomatopoeia If you are not sure… • Use the positive or negative word bank. • Use the sentence starters to help you.
  • 33.
    Plenary 1. Circle thepositive or negative words in your work. 2. Underline the sentence you could improve.
  • 34.
    Homework • Using theopening 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
  • 35.
    The Hunger Games Lesson4 – Chapter One
  • 36.
    Title: Katniss Learning Objective: What dowe learn about the character of Katniss? What is happening in Chapter One?
  • 37.
    Class reading: Chapter1 • Think about Katniss’s character whilst reading. What words would you use to describe her?
  • 38.
    Katniss In pairs, writedown 5 words to describe the character of Katniss. Write down your best word on a post- it note and stick it on the white board when you are asked
  • 39.
    Group work –in 4s 1. Choose 5 words from the board you think best describe the character of Katniss. 2. Around Katniss’s picture, write the 5 words around her, and find at least one quote to support this from the book. Challenge – explain the quote in two sentences
  • 40.
    Can you describeKatniss’s personality in page 8 – 11? • Point: Katniss’s personality is shown to be… • Evidence: This is shown by the quote... • Explanation: This suggests that... The word...tells us that... Challenge – choose a word to zoom in on
  • 41.
    Peer Assessment • SwapPEE paragraphs with your partner • Assess their paragraph – Have they answered the question? – Have they included a quote? – Have they explained the point?
  • 42.
    Plenary • Beat theclock summary – 30 seconds
  • 43.
    The Hunger Games LessonFive – Chapter One
  • 44.
    Title: The Reaping LearningObjective:  To be able to describe the scene of the reaping in detail  To be able to recall what happens in Chapter One
  • 45.
    Can you describeKatniss’s personality in page 8 – 11? • Point: Katniss’s personality can be described as… • Evidence: This is shown by the quote... • Explanation: This suggests that... The word...tells us that... Challenge – choose a word to zoom in on
  • 46.
    Recap • What hasbeen happening in the pages that we have read?
  • 47.
    Class Reading: pg.14 – 23 • Think about how you would feel if you were watching the reaping as a person living in District 12
  • 48.
    Homework • Imagine youare 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
  • 49.
    Think, Pair, Share •What techniques would you use to describe in detail? – Use of senses – Emotive language – Metaphors/similes – Onomatopoeic sounds – Adjectives – Vivid description of people
  • 50.
    Group work –in 4s 1. Each group will have a technique to mindmap and write down words or phrases which can describe the reaping 2. There are questions on your A3 sheet to help you.
  • 51.
    Carousel • Nominate oneperson to stay at the table • The rest of the group will move round • The person staying at the table has to describe what has been written down • The rest of the group should write down what at least 3 things that you could use for your homework
  • 52.
    Plenary – Tellthe class! • Choose one phrase or word that you are going to use in your diary entry
  • 53.
    Comprehension questions 1. Whatis Katniss preparing to do? 2. How did Katniss’s father die? 3. Who is Gale? What is his nickname for Katniss and why? 4. What does Gale suggest to Katniss? What is her reaction to his suggestion? 5. Where all do Katniss and Gale go after they are finished hunting to sell and trade? 6. What is the Reaping? What is Tessera? 7. Name the main three people on stage during the reaping and each of their jobs. 8. Whose name is pulled for the girls from District 12?
  • 54.
    The Hunger Games LessonFive – Chapter Two
  • 55.
    Title: The Tribute LearningObjectives: What happens in chapter 2? Can I create my own tribute?
  • 56.
    Class Reading • Followand listen to the audiobook. • Write down words that you do not understand • Use a dictionary to find the words that you have written down
  • 57.
    Questions on Chapter2… 1. Who are the two tributes for District 12? 2. Who is Haymitch Abernathy and what does he do on stage? 3. Why does Katniss remember Peeta? 4. Do you think Katniss is happy that Peeta has been chosen for the reaping? Why/why not? Challenge – write a summary for the chapter
  • 58.
    The Hunger Games LessonSix – Designing your own tribute
  • 59.
    Title: The Tribute LearningObjectives: Can I create my own tribute? Can I compare Chapter Two to Theseus and the Minotaur?
  • 60.
    Starter • In pairs,discuss whether you think Katniss is a ‘good’ tribute • Would you change anything about her? • Feedback in 1 minute
  • 61.
    Think, Pair, Share •Watch the clip ‘Theseus and the Minotaur’ • How does it link to the chapter? • How would you describe Theseus? Is he similar to Katniss?
  • 62.
    What makes agood tribute? • In pairs, come up with 5 bullet points. • Think back to Theseus and the Minotaur • What physical and emotional characteristics should they have?
  • 63.
  • 64.
    Create Your OwnTribute! Katniss is going to be entered into The Hunger Games as a tribute from district 12. TASK: Create your own tribute. – Give them a name. – Draw them in their opening ceremony costume – make It exciting! – What are their strengths and weaknesses? – Label them with exciting adjectives! Challenge – use complex vocabulary
  • 65.
  • 66.
    Present your tributeto the class! • Why have you designed your tribute in this way? • Are they stronger emotionally or physically?
  • 67.
    The Hunger Games LessonSeven – Chapter Three
  • 68.
    Title: Character Focus LearningObjectives: – What happens at the start of chapter 3? – Can I empathise with the main characters in The Hunger Games?
  • 69.
    Proverb ‘Don’t criticise someoneuntil you have walked a mile in someone else’s shoes’ Empathy means being able to understand someone else’s feeling, situation or problem
  • 70.
    Class Reading –up to Pg. 50 Follow reading Vocabulary list • Apothecary • Immobilizing • Insurmountable • Summons • Bludgeon • Venomous • Anticlimatic
  • 71.
    Hot Seating Task: • Imagineyou are Prim, Katniss or their mother after the reaping has taken place. • Think of questions that you could ask each character about how they are feeling at this point in time. Three people will be chosen to be Prim, Katniss and their mother, having to answer questions from you.
  • 72.
  • 73.
  • 74.
  • 75.
    Task • Write aparagraph summarising what the three characters have said and how they feel • Which character do you have most empathy for? Why?
  • 76.
    Plenary Read out theirparagraph Do you agree/disagree?
  • 77.
    The Hunger Games Lesson8 – Chapter Three
  • 78.
    Title: The Capitol LearningObjectives – Can I select relevant evidence from the text? – Can analyse the text? Starter … get thinking! If you could invent a new fashion, what would it be and why? Write down your idea on the post-it note. I will be collecting these in and reading out some examples later in the lesson!
  • 79.
    The Mocking Jay Katnisshas just volunteered to enter the Hunger Games in place of her sister Prim. Her friend Madge givers her a luck charm to take with her.
  • 80.
    Reading the Extract Yourfirst challenge… • Using page 49 to help you, draw a picture of the mocking jay in your book and annotate it with quotes from the text to explain why you have added each detail. Extension activity - Answer this question: What does the Mockingjay represent to Katniss?
  • 81.
    Reading pages 50– 57 Fill in the following table focusing on the differences between District 12 and the Capitol.
  • 82.
    District 12 TheCapitol The people The buildings The clothes The food The atmosphere The leisure time Anything else?
  • 83.
    Plenary Think… What are thesimilarities between the capitol and our own society? ? ?
  • 84.
    The Hunger Games Lesson12 – Chapter Four
  • 85.
    Title: The Capitol LearningObjectives – Can I select relevant evidence from the text? – Can I analyse the text? – Can I write an explanation for the quote? Starter (5 minutes) Individually, write down 5 key events that happen from Chapter 1 – 4. Write it in bullet points!
  • 86.
    Class Reading • Pages– to end of Chapter 4 • Put your hand up if you do not understand a word! • We will stop and clarify the word
  • 87.
    Summarise Chapter 4 •In your pairs, you will summarise Chapter 4 in 7 sentences • Think about the key events – keep it concise • Class Feedback Challenge – summarise in 6 lines!
  • 88.
  • 89.
    Quote Quest –Pgs 65 - 69 ! • In threes, you will have to find quotes which match the point • You will write down the quote on the back of the piece of paper that you are given • Once you have found the quote which matches the point, you will bring it up to the front so that I can check it • If it is right, you will get the next point • There are 5 points in total Winners will receive +1 point and a reward
  • 90.
    Point Evidence Explanation Haymitchis a drunk Katniss is wary of Peeta, that she might kill him. Peeta attacks Haymitch, causing liquid to spill everywhere Haymitch uses sarcasm when giving advice to Peeta and Katniss The Capitol controls how people enter
  • 91.
    Point Evidence Explanation Haymitchis a drunk ‘He takes the bottle of spirits from the table and leaves the car’ Katniss is wary of Peeta, that she might kill him. ‘…the boy who gave me the bread, is fighting hard to kill me’ Peeta attacks Haymitch, causing liquid to spill everywhere ‘He lashes out at the glass in Haymitch’s hand’ Haymitch uses sarcasm when giving advice to Peeta and Katniss ‘Here’s some advice, stay alive’ The Capitol controls how people enter ‘It is almost impossible to enter from the east except through the tunnels’
  • 92.
    Plenary • Which pieceof evidence gives us a lot of information as the reader? • Why?
  • 93.
    The Hunger Games Lesson13 – P.E.E Paragraphs
  • 94.
    Title: P.E.E Paragraphs LearningObjectives – Can I select relevant evidence from the text? – Can I analyse the text? – Can I write an explanation for the quote? Starter How confident are you with P.E.E?
  • 95.
  • 96.
    What do welearn from Chapter 4 of The Hunger Games? • Point • Evidence • Explanation
  • 97.
    Point Evidence Explanation Haymitchis a drunk ‘He takes the bottle of spirits from the table and leaves the car’ Katniss is wary of Peeta, that she might kill him. ‘…the boy who gave me the bread, is fighting hard to kill me’ Peeta attacks Haymitch, causing liquid to spill everywhere ‘He lashes out at the glass in Haymitch’s hand’ Haymitch uses sarcasm when giving advice to Peeta and Katniss ‘Here’s some advice, stay alive’ The Capitol controls how people enter ‘It is almost impossible to enter from the east except through the tunnels’
  • 98.
    Task • Write aP.E.E paragraph for one of the points in the table
  • 99.
    Sample P.E.E Paragraph InChapter 4, the Capitol controls how people enter.
  • 100.
    The Hunger Games Lesson14 – Monologues
  • 101.
    Title: Monologue Learning Objectives What is a monologue?  Can I use my understanding of Katniss’ character to write a monologue? Starter challenge What is a monologue – Discuss with the person next to you. Extra Brainy challenge What would makes a successful monologue?
  • 102.
    Monologue – What isa monologue? The Pursuit of Happiness – Whilst watching this clip, think about what techniques there are in a monologue and what message he is giving to his child
  • 103.
    Features of aMonologue A monologue is when one character speaks alone on stage. Remember: – Use first person (I, me) – Include thoughts and feelings – Stay in character – Use of colloquial language
  • 104.
    I can’t believeI am here. This feels so strange, I have a sick feeling in my stomach that won’t go away. Maybe this is how I am going to feel until my last moment in the Hunger Games – whatever that may be. The Capitol is so different from the Seam! It should shock me, the way they live here, but it doesn’t. Nothing shocks me. I feel the warm air on my skin and this helps to calm me down. As I am escorted off the train and into our hotel, I smell the rich scent of meat and stews. I am salivating at the thought of it. I am lead straight in to the food hall and can sample the delights I had just smelt. My tastebuds are tingling! I have never tasted food like this before. I can see the other tributes are devouring their food as quickly as I am – clearly we are all under fed in our own districts. The muffled sound of nervous chatter fills the room. I don’t feel like talking though.
  • 105.
    Creative thinkers… Write amonologue as if you are Katniss. How do you feel as you arrive in the Capitol and experience life there? Try to include… – Try and include the 5 senses – sight, sound, smell, taste and touch. - A heartfelt message to the other Districts - Katniss’s paranoia that Peeta is trying to kill her Remember, you are only addressing the audience so the Capitol will not hear what you are saying!
  • 106.
    Sentence starters… I can’tbelieve I am here. It feels… The Capitol is so different from the Seam, there are… As I am escorted off the train I can smell the … We go straight to the hotel which seems… I can see the other tributes waiting, they look …
  • 107.
    Plenary Peer assessment: Swapbooks with a partner and mark their work. WWW EBI Checklist – Write in the first person – Varying length of sentences – Use of senses – Include thoughts and feelings – Stay in character – Complex vocabulary – A heartfelt message

Editor's Notes

  • #8 Big Brother https://www.youtube.com/watch?v=0LjZw2dZGfg I’m a celebrity https://www.youtube.com/watch?v=cpq27IOrcAU (1.15)
  • #14 http://www.youtube.com/watch?v=SMGRhAEn6K0
  • #17 Symbolic = thing that represents or stands for something else
  • #18 In groups, they will think about what these symbols make them think of Use A3 paper
  • #19 Give to groups
  • #20 Give to groups
  • #21 Give to groups
  • #22 Give to groups
  • #26 5 minutes
  • #27 5 minutes
  • #49 https://www.youtube.com/watch?v=e3PJ3Du_zDc - watch and ask students to think about the atmosphere
  • #57 Audiobook on Youtube: https://www.youtube.com/watch?v=XnGddCPMMJg Part B: https://www.youtube.com/watch?v=kL7rRsfkTTQ 21 minutes
  • #62 https://www.youtube.com/watch?v=8qrZ1clEp-Y
  • #71 Chapter 3 audiobook: https://www.youtube.com/watch?v=jczcP5zD1pA
  • #73 Read pg 31-40