Katniss volunteers as tribute to replace her sister Prim at the reaping. She is taken to the Capitol to prepare for the Hunger Games. Upon arriving, she is overwhelmed by the extreme differences between the impoverished District 12 and the excessively luxurious Capitol.

1. The Hunger Games
Lesson 1 – Dystopia & Utopia

2. 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.

3. What do these
photos represent
and why should
we be worried
about each
issue?
Which are you
most worried
about?

4. 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.

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 list of 3 arguments against reality
TV programmes.
Reality TV

7. 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.

8. 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

9. 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

10. The Hunger Games
Lesson 2 – Themes and Motifs

11. 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’?

12. Key Definition
Theme: a key idea that the author expresses

13. 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

14. Themes in The Hunger
Games
• Deception
• Identity
• Rebellion
• Reality vs. The Games
• Humanity

15. Using one of the themes…
• What could it mean?
• Why might the author use this theme in
The Hunger Games?

16. Motif
• A recurring element with symbolic
significance in a story

17. 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

18. Birds

19. Food

20. Fire

21. Flowers

22. Plenary
• On a post-it note, write down what you
think the most important theme and motif
is and why

23. The Hunger Games
Lesson 3 – Opening paragraph

24. 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?

25. Starter
What makes a good opening paragraph?
Discuss with your partner and write it down in your book

26. • 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.”

27. How does the author create tension
in the opening paragraph?
Let’s think about the use of positive
and negative words.

28. 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.”

29. 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?

30. 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 …

31. 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.

33. Plenary
1. Circle the positive or negative words in
your work.
2. Underline the sentence you could improve.

34. 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

35. The Hunger Games
Lesson 4 – Chapter One

36. Title:
Katniss
Learning Objective:
What do we learn about the character of Katniss?
What is happening in Chapter One?

37. Class reading: Chapter 1
• Think about Katniss’s character whilst
reading. What words would you use to
describe her?

38. 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

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 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

41. 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?

42. Plenary
• Beat the clock summary – 30 seconds

43. The Hunger Games
Lesson Five – Chapter One

44. 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

45. 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

46. Recap
• What has been 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 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

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 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

52. Plenary – Tell the class!
• Choose one phrase or word that you are
going to use in your diary entry

53. 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?

54. The Hunger Games
Lesson Five – Chapter Two

55. Title: The Tribute
Learning Objectives:
What happens in chapter 2?
Can I create my own tribute?

56. 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

57. 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

58. The Hunger Games
Lesson Six – Designing your own
tribute

59. Title: The Tribute
Learning Objectives:
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 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?

63. Theseus vs. Katniss

64. 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

65. Opening ceremony costumes

66. Present your tribute to the class!
• Why have you designed your tribute in this
way?
• Are they stronger emotionally or
physically?

67. The Hunger Games
Lesson Seven – Chapter Three

68. Title: Character Focus
Learning Objectives:
– What happens at the start of chapter 3?
– Can I empathise with the main characters in
The Hunger Games?

69. 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

70. Class Reading – up to
Pg. 50
Follow reading
Vocabulary list
• Apothecary
• Immobilizing
• Insurmountable
• Summons
• Bludgeon
• Venomous
• Anticlimatic

71. 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.

72. Primrose:

73. Katniss:

74. The mother:

75. Task
• Write a paragraph summarising what the
three characters have said and how they
feel
• Which character do you have most
empathy for? Why?

76. Plenary
Read out their paragraph
Do you agree/disagree?

77. The Hunger Games
Lesson 8 – Chapter Three

78. 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!

79. 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.

80. 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?

81. Reading pages 50 – 57
Fill in the following table focusing on the
differences between District 12 and the
Capitol.

82. District 12 The Capitol
The people
The buildings
The clothes
The food
The atmosphere
The leisure time
Anything else?

83. Plenary
Think…
What are the similarities between the capitol
and our own society?
?
?

84. The Hunger Games
Lesson 12 – Chapter Four

85. 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!

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. PEE – Burgers

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
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

91. 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’

92. Plenary
• Which piece of evidence gives us a lot of
information as the reader?
• Why?

93. The Hunger Games
Lesson 13 – P.E.E Paragraphs

94. 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?

95. PEE – Burgers

96. What do we learn from Chapter 4
of The Hunger Games?
• Point
• Evidence
• Explanation

97. 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’

98. Task
• Write a P.E.E paragraph for one of the
points in the table

99. Sample P.E.E Paragraph
In Chapter 4, the Capitol controls how
people enter.

100. The Hunger Games
Lesson 14 – 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 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

103. 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

104. 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.

105. 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!

106. 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 …

107. 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