Scheme of Work - Hunger Games

Title: Hunger Games

Year: 7

Term: Summer Term

Duration: 7 weeks

Overview of Unit:This popular dystopian novel by Suzanne Collins is a popular with KS3 classes. This will act as a class reader, encompassing assessments in analysis and descriptive writing.

Cross-curricular links/ ICT/ Citizenship/ SMSC:The novel can provoke discussions on morality – e.g. when Katniss volunteers instead of Prim. Issues with relationships can also be tackled with her on-off relationship with Peeta Mellark. These issues can be relatable to the students’ lives, and can be approached through the novel.

ICT can be utilised, using Kahoot quizzes to check for understanding and can also produce posters (e.g. propaganda posters to promote Katniss as a winner)

Key Concepts: Competence Students will be able to develop their reading ability by using reciprocal reading strategies and

class reading. This variation will allow students to expand their capabilities when reading, and be able to question, predict and clarify their reading. This will also promote competence in spelling, punctuation and grammar, and is challenging so that they can find words or phrases that they do not understand.

Creativity As The Hunger Games is a dystopian novel, and has also been made into a film, this can be exploited to do several activities. I am going to do activities which exploit the different districts and their wealth, activities around the reaping, and monologues to present to the world.

Cultural understanding

The Hunger Games deals with sensitive issues such as death of a family member, and hardship in their lives. This can be used to feel empathy for the main character, and activities can be made to think about understanding in our lives.

Critical understanding

Analysis of key parts of the text in detail and several PEE exercises. This consists of collaborative activities such as quote quests, finding quotes and sharing them with the class as a carousel and using technology to find quotations.

Texts and Resources: The Hunger Games – Suzanne Collins The Hunger Games PPT iPads – NearPod Kahoot Quizzes The Hunger Games film

Teaching strategies and activities: Reciprocal Reading Collaborative learning Independent writing Monologues Quote Quests Think-Pair-Share

Assessment outcomes and criteria: Diary Entry Monologues Twitter pages Creating their own tribute PEE paragraphs

Lesson 1

Learning outcomes:1) To have used your ‘discussion skills’ to consider some

of the problems of the 21st Century world. 2) To be able to explain what is meant by the term

‘dystopian novel.’3) To be able to explain why the novel we are studying

this term fits into the category. 4) To have begun to create your own dystopia.

Starter (10 minutes) Students make a list of 5 things which they would want in their ideal world. Class feedback. Teacher asks whether they could guess what ‘dystopia’ means – opposite of utopia. Teacher poses the question ‘what concerns you in the 21st century?’ Students discuss in their pairs. Pictures will come up to prompt those who do not have any ideas. Main 5minutesTeacher explains the meaning on the word ‘dystopia’ and pupils copy definition into their books. 5minutes Show example of how 21st century problems can be used to create a dystopia and give pupils time to work with their peers to come up with their own. Take whole class feedback. 5minutesAsk if any of the pupils can think of any books/films they have seen which include dystopias. They have to justify why they think the book/film is dystopian. Ideas to share: Wall:E, Terminator, Noughts and Crosses, I-Robot, The Matrix, Never Let Me Go5minutesShow quotes people have said about The Hunger Games and why it is a dystopian novel. Students think about the different dystopian themes that it might have in it.15minutes Discuss with partner what elements of reality TV shows they think might lend themselves to dystopian novel.Watch two clips (big brother and I’m a celebrity) and jot down any similarities they can see between them and the plot of The Hunger Games. Big Brotherhttps://www.youtube.com/watch?v=0LjZw2dZGfgI’m a Celebrity https://www.youtube.com/watch?v=cpq27IOrcAU10 minutesStudents create their own dystopian world using their senses. Prompts around the room (visuals)Plenary (5 minutes)Peer assessment – students swap books and rate their dystopian world out of 5 – 1 being the least frightening compared to 5 being the most. Students have to give 2 reasons why they gave this rating.

https://www.youtube.com/watch?v=cpq27IOrcAU

https://www.youtube.com/watch?v=0LjZw2dZGfg

Lesson 2

1) To be able to explain what is meant by the terms ‘theme’ and ‘motif’ 2) To be able to list some of the major themes and motifs of the book in order

to be able to recognise them throughout the reading of the story.

Silent Reading (10 mins)Starter (5 minutes) There is a list of common themes from novels on the IWB. Discuss with their partner what the definition of a ‘theme’ might be and do they recognise any of the themes from books that they’ve read/heard of. Challenge for those who are more able – what themes might occur in the book? Class feedback. Main 5minutes Read out lesson objectives. Copy definition of ‘theme’ into exercise book. 10minutes Watch trailer from Hunger Games twice and write down any themes that you can think of that might be key in the book (use prior knowledge of any pupils who have read the books/seen the films). Think-Pair-Share. 15 minutes Explain that you have picked 5 key themes that you are going to consider whilst you are reading the book together. Each table has a different theme on their table that they will present to the rest of the class after they have discussed it following the prompt questions on the ppt. Themes= Deception, Identity, Rebellion, Reality vs. The Games, HumanityGet every pupil to write down each one of the themes as a title on a new page in their exercise book (these will be added to as they study the whole book)5minutes Copy down definition of motif 10 minutes Give each group a different motif to brainstorm everything it could symbolise on paper. Get every pupil to write down each one of the motifs as a title on a new page in their exercise book (these will be added to as they study the whole book)Motifs = birds, flowers, food, fire5 minutes Plenary – On a post-it note, write down what you think the most important theme and motif is

Lesson 3

1) How does the author create tension in the opening paragraph?2) Can I understand, respond and reflect upon the text as a piece of

dystopian writing?

Silent Reading – 10 minutesStarter Mindmap of ‘what makes a good paragraph?’ – students will discuss in pairs,

thinking about books that they have read/are reading at the moment Teacher questioning – teacher will probe using questions posed using the

opening paragraph of The Hunger Games Identification of positive and negative words – students have to pick out

positive and negative words in the opening paragraph Writing one PEE paragraph – to demonstrate that they can explain how the

author has created tension, students will write a PEE paragraph picking one word that they have chosen.

Pick an imaginary world and include positive or negative words – students will demonstrate that they can consciously change their piece of writing by including their own lexical choices.

Key Terminology: Dystopia Utopia Hunger Games PEE

Resources: Opening paragraph – The Hunger

Games slips (x30)

Homework and practice:• 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

Lesson 4

1) What do we learn about the character of Katniss?2) What is happening in Chapter One?

Silent Reading – 10 minutes

Starter Class reading – As a class, students will read ‘The Hunger Games’, using the

lollipop method. Teacher will ask why it is important to read aloud. Post-it note – students will write down a word that best describes Katniss.

This will allow students to think about what sort of person Katniss is, and think in-depth about her personality.

Group work – students have to choose 5 words from the board, and in groups, they have to find quotes from pg. 8 – 11. This will get students to think about what the description shows and how it contributes to how the audience view Katniss

Comprehension questions – this will show whether they have understood the book.

Key Terminology: Dystopia Utopia Hunger Games Katniss Everdeen

Resources: A3 sheets of Katniss Blu-tack

Homework and practice:• N/A

Lesson 5

1) To be able to describe the scene of the reaping in detail2) To be able to recall what happens in Chapter One

Silent Reading – 10 minutesStarter

Recap – students will summarise what we read last lesson so that it allows them to access their prior knowledge

Class reading – As a class, students will read ‘The Hunger Games’, using the lollipop method. Teacher will ask why it is important to read aloud.

Clip from the film – students will watch the ‘reaping’ clip, thinking about the atmosphere of District 12

Think, Pair, Share – students will think about what techniques are used as a pair, and share it to the class. This will allow them to think about what they already know

Group work – students will have a technique that they will have to write words and phrases for. By doing this collaboratively, this will help with differentiation and teamwork.

Carousel – one student in the group will stay with their work, whilst the rest of the class will move around and make notes from each group. This will give them ideas for their homework.

Key Terminology: Dystopia Utopia Hunger Games Primrose Everdeen Katniss Everdeen

Resources: A3 sheets of different techniques

Homework and practice:• 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 27 th April

Lesson 6

1) What happens in Chapter 2?2) Can I create my own tribute?


Starter Class reading – students will listen to Chapter 2 via audiobook and will

stop the recording to go through what is going on. Students will also note down words that they do not understand and use a dictionary to find out the definition of these words.

Summary of Chapter 2 – students will think, pair, share and bullet point

key events to recap what has been going on Comparison to Theseus and the Minotaur – students will watch the clip

Theseus and the Minotaur and will think about how it links to The Hunger Games. This will help link the two events – showing Katniss to be the hero.

Create your own tribute – students will have to create their own tribute. They will have to think about giving them a name, opening ceremony costume, strengths and weaknesses and adjectives to describe them.


Resources: Audio clips of Chapter 2 – The Hunger

Games


Lesson 7


Silent Is Katniss a ‘good’ tribute? – Students will discuss this question in their

pairs first to look at whether they think she is good. Would you change her? This will already get students thinking about their own tribute.

Comparison to Theseus and the Minotaur – students will watch the clip Theseus and the Minotaur and will think about how it links to The Hunger Games. This will help link the two events – showing Katniss to be the hero.

What makes a good tribute? – thinking about Theseus and Katniss, students will make their own list of at least 5 bullet points.



Resources: YouTube clip from Theseus and the

Minotaur (https://www.youtube.com/watch?v=8qrZ1clEp-Y)

A4 blank pieces of paperHomework and practice:

• Finish designing their own tribute (if not completed in lesson)• Due 3rd May 2016

https://www.youtube.com/watch?v=8qrZ1clEp-Y)


Lesson 8

Silent Reading – 10 minutesStarter Is Katniss a ‘good’ tribute? – Students will discuss this question in their

pairs first to look at whether they think she is good. Would you change her? This will already get students thinking about their own tribute.

Comparison to Theseus and the Minotaur – students will watch the clip Theseus and the Minotaur and will think about how it links to The Hunger Games. This will help link the two events – showing Katniss to be the hero.

What makes a good tribute? – thinking about Theseus and Katniss, students will make their own list of at least 5 bullet points.



Resources: YouTube clip from Theseus and the

Minotaur (https://www.youtube.com/watch?v=8qrZ1clEp-Y)

A4 blank pieces of paperHomework and practice:

• Finish designing their own tribute (if not completed in lesson)• Due 3rd May 2016

Lesson 9


Starter 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

Key Terminology: Dystopia Utopia Hunger Games Primrose Everdeen Katniss Everdeen The mother

Resources: Chapter 3 audiobook

(https://www.youtube.com/watch?v=jczcP5zD1pA)

Differentiated question sheet for Aaron and JJ (and Alfie) (x4)

Homework and practice:• Finish designing their own tribute• Due 3rd May 2016

Lesson 10


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.

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


Resources: Chapter 3 audiobook

(https://www.youtube.com/watch?v=jczcP5zD1pA)

Differentiated table for Aaron and JJ (x3)

Homework and practice:• Finish designing their own tribute• Due 3rd May 2016

Lesson 11

Assessment – students will be completing their assessments that they worked on the previous lesson.


Resources: Assessment sheets


Lesson 12

Key Learning Goals:ref. to exam board criteria/NC as appropriate

… in pupil-friendly format:LO: To be able to recap what happens in the first four chapters To think empathetically about each character

Expected Learning Outcomes:all pupils? some pupils? a few pupils?All pupils will be able to recall the first four chapters of The Hunger Games using a range of tasks, and with their partner, they will have to work collaboratively. Thereafter, they will think about who they empathise with the most, and write tweets as if they were that character.

Opportunities for Assessment:Formative & summative

Gap-fill – this starter activity will allow students to jog their memory about the book, and think about some of the harder terminology

Quiz – the quiz tests students on Chapters 1 – 4, focusing on key events in the book. This allows them to think about the characters in the book, as well as the things that they have had to endure.

Poll – who do you have most sympathy for? This allows students to deliberate with their partner about who they feel most sorry for, and choose one person.

Open-ended questioning – students will have to answer why they have chosen this character and give their own opinion, as well as finding quotes to back up their feelings.

Twitter page – students will write their own tweets for the character they have chosen, using the key events as well as quotes that they have found.

Plenary – Feedback from the twitter page. This shows whether they have encapsulated the essence of the character in their tweets

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 in pairs with their iPads and deliberating when having to answer open-ended questions


Resources: iPads Twitter templates Nearpod

(https://s.nearpod.com/j/1E2DCBC9C562F318E39D568907CBEC75-1)


Lesson 13


… in pupil-friendly format:LO: To write up their creative assessments in neat

Expected Learning Outcomes:all pupils? some pupils? a few pupils?All pupils will write up their creative assessments in neat. Last lesson allowed students to draft their assessments.


Write up their draft in neat – students will be writing up their draft up in neat. They will have targets up on the board which they will adhere to and will be written at the top of their A4 sheet.

Key Terminology: Dystopia

Resources:

Utopia Hunger Games Primrose Everdeen Katniss Everdeen The mother

A4 sheets of paper The Hunger Games books


Lesson 14


… in pupil-friendly format:LO: Can I select relevant evidence from the text?Can I analyse the text?Can I write an explanation for the quote?

Expected Learning Outcomes:all pupils? some pupils? a few pupils?All pupils will be able to recall the first four chapters of The Hunger Games, and be able to summarise it in 5 bullet points. This will lead onto students summarising chapter 4 in their pairs, and then completing a quote quest for that chapter.


Summary of bullet points – students will think about the first four chapters of the Hunger Games and write down 5 key events of the novel. This will allow them to prepare for the lesson, which is to practice summarising.

Class reading – the teacher will read The Hunger Games to the students and they will have to put their hand up if they do not understand a word. We will stop as a class and clarify. This makes sure that they take initiative for their own learning

Summarise Chapter 4 – in pairs, students will summarise chapter 4 in 7 sentences. I have stipulated a limit so that they are challenged, and if they want to be further challenged, they can write the summary in 6 lines. This task practices skills for the future which can be replicated in other subjects.

Quote Quest – students will take part in a quote quest, where they will have to identify the quote from the point that they are given. This is a fun activity which allows them to be competitive and formulates P.E.E paragraphs that help students with analytical writing.

Copying out the table – students will have to copy out the table, and fill in the ‘explanation’ column. Teacher will go through an example with the class so they know what they are doing

Plenary – students will be asked which piece of evidence was strongest and why. This will check their ability to see whether they can identify high quality quotes for their writing.

Cognitive challenges: Desirable difficulties for all abilities; how will students progress? Quote Quest – students will take part in a quote quest, where they are in groups which will help the lower ability students. They will also know what has happened in the chapter and be given page numbers.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 in pairs and groups during the lesson when summarising and competing the quote quest.


Resources:

The Hunger Games books


Lesson 15


… in pupil-friendly format:LO: To write up their assessment in neat

Expected Learning Outcomes:all pupils? some pupils? a few pupils?All pupils will write up their assessment in neat. They have already planned for this beforehand in a previous lesson.


Writing up their assessment in neat – students will find their draft versions of their assessment and write it up in neat.

Cognitive challenges: Desirable difficulties for all abilities; how will students progress? Writing up their assessment in neat – students will have already prepared for their assessment, and the teacher has gone through the assessment objectives and taught them what they have to do. 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

N/AKey Terminology:

Dystopia Utopia Hunger Games Primrose Everdeen Katniss Everdeen

Resources:

The Hunger Games books A4 lined paper


Lesson 16


… in pupil-friendly format:LO: Can I improve my SPaG in my assessment?

Expected Learning Outcomes:all pupils? some pupils? a few pupils?All pupils will focus on spelling, punctuation and grammar. They will each be given a specific feature of SPaG to focus on, and have to present to the class. Whilst these features are being presented, the students will be noting down important information. Using this information, they will write an improvements paragraph.


Starter – self-reflection. Students will self-reflect and think about three specific things that they want to improve in their spelling, punctuation and grammar. This allows students to think honestly and identify their own weaknesses instead of just telling them.

Group work – students will be split into six groups, whereby they have to follow the sheet of questions and answer questions. These students have been grouped accordingly dependent on their weaknesses. I have also assigned a ‘group leader’ which allows them to lead, as well as act a ‘mentor’ to the others in the group.

Presentation of features – one person from each group will present what they wrote down as a group. Teacher will add anything if necessary. Whilst the groups are presenting their feature, students will be writing down notes for each feature.

Improvements paragraph – students will receive their assessments back and using the feedback that I have written, and the notes that they have made in class, they are to write an improvements paragraph.

Peer assessment – students will swap their paragraphs with their partner and see whether the paragraph adheres to the SPaG features that we have focused on in class.

Cognitive challenges: Desirable difficulties for all abilities; how will students progress? Completing the group work of specific features – students will have to complete the sheet. They will do this by collaborating, and there will also be an assigned group leader. The teacher will also go around and facilitate each group.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 in groups when working on a specific feature

Subject knowledge – students will be improving their subject knowledge of SPaG

Key Terminology: Punctuation Spelling Grammar

Resources:

Worksheets (x6) Creative assessments


Scheme of Work - Hunger Games

Education

Transcript of Scheme of Work - Hunger Games