This lesson plan aims to teach students how to make inferences from the novel The Hunger Games. The lesson will begin with an image of a worn shoe to get students thinking about making inferences. Students will then be introduced to the concept of inference and how to support inferences with evidence from the text. Working individually and in pairs, students will practice making inferences from passages from the novel. To assess learning, students will write a paragraph making inferences and supporting them with evidence. The lesson caters to students with special needs through differentiation techniques such as writing frames, modeling, and scaffolding support. The teacher will evaluate student progress and reflect on what worked well and areas for improvement in the lesson.

1. PGCE School Direct Secondary Lesson Plan
Trainee Name AGR Subject Digital Studies (ENG) Class 8XX
Lesson Title Making inferences from The Hunger Games Date 22 – 05 - 2014
1
Personal Teaching and Learning Targets (taken from evaluations and learning conversations referencing QTS standards)
1. Use a range of differentiation techniques to support learners
2. Provide stimulating extension activities for higher attaining students
3. Utilise a range of different activity styles to engage learners
Learning Objectives
(Highlight those to be shared with pupils)
Learning outcomes/Success Criteria
(Highlight those to be shared with pupils)
LO: To be able to make inferences from a text, selecting appropriate
supporting evidence
1. Know what ‘inference’ means
2. Understand how to make inferences
3. To be able to use appropriate evidence to support your own
inferences
Context (National Curriculum links, scheme of work information, insight into previous lesson, etc.)
National Curriculum: Pupils are studying a whole novel (The Hunger Games), and are being assessed against both reading and writing AF levels.
SOW: Pupils are studying The Hunger Games, the novel. So far, pupils have explored the context in which the novel was written, and have learnt about the
conventions of dystopian fiction.
Individual learners’ needs Developing and incorporating literacy, numeracy, and ICT:
All pupils in this class have special educational needs linked to learning
difficulties and literacy deficits. They all require written instructions,
scaffolding, personal 1:1 support throughout the lesson, key words, and
mini-whiteboards to draft responses.
Literacy: inference, using quotations to support conclusions, structuring a
written answer, key words and definitions, sentence starters, exploring the
potential meaning of words and phrases
ICT: use of interactive whiteboard to stimulate discussion using images and
to facilitate group tasks.

2. PGCE School Direct Secondary Lesson Plan
Trainee Name AGR Subject Digital Studies (ENG) Class 8XX
Lesson Title Making inferences from The Hunger Games Date 22 – 05 - 2014
2
Learning and Teaching Sequence
Time
Link to learning
objectives and outcomes
Pupil Teacher Differentiation
 Assessment
 Progress
0 – 5
5 – 10
10 – 20
20 – 35
35 – 55
55 - 60
Hook
LO: To be able to make inferences
from a text, selecting appropriate
supporting evidence
1. Know what ‘inference’ means
2. Understand how to make
inferences
3.To be able to use appropriate
evidence to support your own
inferences
Plenary
Pupils will be presented with an image of a
withered, worn shoe and will note on a whiteboard
what they can tell me about the shoe.
Pupils should contribute their ideas from the starter
activity about the shoe e.g. whose it was, how old it
is, where it might have been found. This should be
done as a group, with each pupil engaging.
Pupils should record their inferences on post-it
notes and then stick these on the interactive
whiteboard ready for discussion. On the second
task, they should work in pairs to make inferences
based on the highlighted textual evidence.
Pupils should now demonstrate their progress by
writing a paragraph. They should use the writing
frame provided as well as the text from the Hunger
Games.
On post-it notes, pupils identify a key learning point
and any questions they have about the learning.
Welcome pupils to the lesson and guide them to
explore their initial impressions/judgements about
the shoe. [A shoe found at Auschwitz]
Introduce the learning objective, the learning
outcomes, and the success criteria for the lesson.
Introduce the concept of ‘inference’ and the model
for making inferences. Guide students to think about
what inferences could relate to (e.g. plot, character).
Discuss the pupils’ inferences about the shoe from
the starter.
Facilitate the first activity; read out the passage,
stimulate dialogue relating to the story clues, prior
knowledge and potential inferences. Subsequently,
facilitate activity whereby pupils use pre-selected
quotations to link to prior knowledge and inferences.
Pupils should now demonstrate their progress by
writing a paragraph. Teacher should facilitate by
reading the passage of text, modelling ways of
using the writing frame, and reiterating the success
criteria.
Summarise progress against the learning objective
and outcomes. Link to prior and future learning.
Differentiation by
support throughout
[for each pupil]
By resource
(sentence
starters/prompts).
Extension activity
(create questions to
help people make
inferences about an
image).
Writing frame.
Modelling and
scaffolding.
Extension: create text
that would lead
someone to make
these pre-stated
inferences
Success criteria
introduced from the
outset
Hinge Questions
relating to identifying
correct inferences.
Bloom’s Questioning
and teacher-led
discussion.
Self-assessment
based on success
criteria (AF levels) for
making inferences and
general literacy.
RAG.

3. PGCE School Direct Secondary Lesson Plan
Trainee Name AGR Subject Digital Studies (ENG) Class 8XX
Lesson Title Making inferences from The Hunger Games Date 22 – 05 - 2014
3
Lesson Evaluation
Have pupils made progress? What was successful/not so successful? Why? What can I do about it? Annotate your lesson plan using these prompts:
Explanation Questioning Assessment Differentiation Transitions Engagement Relationships Literacy Numeracy ICT Involvement of other adults
These prompts are a guide for reflection, you are not expected to use all the prompts, but you are expected to demonstrate reflection.
Targets