Prose Analysis
Chapter 1 of the novel
Experiences and Outcomes
Reading
Tools for reading
– to help me use texts with increasingly complex or unfamiliar
ideas, structures and vocabulary within and beyond my place of
learning
Through developing my knowledge of context clues, punctuation,
grammar and layout, I can read unfamiliar texts with increasing
fluency, understanding and expression.
ENG 2-12a / ENG 3-12a / ENG 4-12a
I can select and use the strategies and resources I find most
useful before I read, and as I read, to monitor and check my
understanding.
LIT 3-13a
Experiences and Outcomes
Reading
Understanding, analysing and evaluating
– investigating and/or appreciating fiction and non-fiction texts
with increasingly complex ideas, structures and specialist
vocabulary for different purposes
To show my understanding, I can comment, with evidence, on the
content and form of short and extended texts, and respond to
literal, inferential and evaluative questions and other types of
close reading tasks.
ENG 3-17a
Experiences and Outcomes
Reading
Understanding, analysing and evaluating
– investigating and/or appreciating fiction and non-fiction texts
with increasingly complex ideas, structures and specialist
vocabulary for different purposes
I can:
discuss and evaluate the structure, characterisation and/or
setting using some supporting evidence
identify the main theme of the text and recognise the relevance
this has to my own and others’ experiences
identify and comment on aspects of the writer’s style and other
features appropriate to genre using some relevant evidence.
ENG 3-19a
Experiences and Outcomes
Writing
Enjoyment and choice
– within a motivating and challenging environment, developing an
awareness of the relevance of texts in my life
I enjoy creating texts of my choice and I am developing my own
style. I can regularly select subject, purpose, format and
resources to suit the needs of my audience.
LIT 3-20a / LIT 4-20a
Experiences and Outcomes
Writing
Tools for writing
– using knowledge of technical aspects to help my writing
communicate effectively within and beyond my place of learning
I can use a range of strategies and resources and spell most of
the words I need to use, including specialist vocabulary, and
ensure that my spelling is accurate.
LIT 3-21a
As appropriate to my purpose and type of text, I can punctuate
and structure different types of sentences with sufficient accuracy,
and arrange these to make meaning clear, showing
straightforward relationships between paragraphs.
LIT 3-22a / LIT 4-22a
Experiences and Outcomes
Writing
Tools for writing
– using knowledge of technical aspects to help my writing
communicate effectively within and beyond my place of learning
Throughout the writing process, I can review and edit my writing
to ensure that it meets its purpose and communicates meaning at
first reading.
LIT 3-23a
‘The Hunger Games’ Reading Ch1 of the Novel
Learning Intentions
• I will read and enjoy the first chapter of ‘The Hunger Games’.
• I will be able to show my understanding of the text by
answering questions on characters and vocabulary.
• I will be able to pick out information from the text.
• I will be able to identify and comment on techniques used by
the author to create tension.
• I will be able to write a short essay using Point - Evidence Comment structures which analyses the use of tension in the
chapter.
• I will be able to apply my knowledge to write an alternative
ending from another character’s point of view.
Sixteen-year-old Katniss
Everdeen regards it as a
death sentence when she is
forced to represent her
district in the annual Hunger
Games, a fight to the death
on live TV. But Katniss has
been close to death before and survival, for her, is
second nature. The Hunger
Games is a searing novel set
in a future with unsettling
parallels to our present.
Welcome to the deadliest
reality TV show ever...
Why should you read ‘The Hunger Games’?
• ‘A violent, jarring, speed-rap of a novel that generates
nearly constant suspense. ..I couldn’t stop reading.’
– Stephen King
• ‘I was so obsessed with this book…The Hunger Games is
amazing.’
– Stephenie Meyer
• ‘Brilliantly plotted and perfectly paced.’
– John Green
(The New York Times Book Review)
‘The Hunger Games’
Chapter 1
We are going to read / listen to
the first chapter of the novel, then
complete some activities based on it.
http://www.youtube.com/watch?v=1uMIJ3dA5IA
Warm up:
Complete the tasks on vocabulary and
characters on the sheet you have been
given.
In Pairs
1) What do we learn about life in ‘the Seam’ in
District 12 from this chapter?
Draw a table like the one below and fill it in with as many
different points as you can.
The first one has been done for you.
Aspect of life
There are coal mines in the
Seam - the people there
have to work hard to
survive.
Evidence
‘Our part of District 12,
nicknamed the Seam, is
usually crawling with coal
miners heading out to the
morning shift at this hour’
(p4)
In Pairs - discuss and both write your answers
2) What do we learn about Katniss and her family?
Give evidence.
3) What clues are we given that ‘the reaping’ is
something bad? Find and quote as many as you can.
For example:
• Katniss thinks Prim ‘must have had bad dreams’
because ‘This is the day of the reaping’.
4) What effect do these clues have?
In Pairs - discuss and both write your answers
5) What are ‘the reaping’ and ‘The Hunger Games’
and why do they take place, according to the story
read out by the Mayor?
6) Why does Katniss say they take place, and why
does she say it is ‘humiliating’?
Feedback
Let’s hear your ideas!
Now you are going to complete some tasks on
suspense and tension.
• You are going to work in groups of 4.
• Each group is going to be given 5 extracts
from the description of the Reaping (p19 to
the end of the chapter).
• Discuss how the extracts you have been
given help to build tension and write your
ideas on the sheet.
Feedback
Let’s hear your ideas!
Suspense and Tension
1. What does the word ‘reaping’ suggest?
Definition of ‘reap’ - Verb
a. Cut or gather (a crop or harvest).
b. Harvest the crop from (a piece of land)
How effective is this choice?
2. What part of Chapter 1 do you find most effective?
3. How does the threat of the Reaping run through the
whole chapter?
4. What do you think builds most tension in the chapter?
Writing your essay on Tension in Chapter 1
Question: How does Suzanne Collins build tension in
Chapter 1 of The Hunger Games?
• Introduce the text, author and what you are going to write about.
• Write one paragraph analysing how the threat of the Reaping
runs through the whole chapter.
• Write four paragraphs analysing how she builds tension during
the description of the Reaping itself.
• Conclude by summing up how well you think the chapter works to
build up tension and draw the reader into the book.
• Use the Point – Evidence – Comment structure – we’ll look at
this in more detail in a minute.
Writing your essay on
Tension in Chapter 1
You need to start with a short introduction:
Introduce the text, author and what you are
going to write about.
For example:
Suzanne Collins uses a variety of techniques to
create tension in chapter one of ‘The Hunger
Games’.
One paragraph about how the threat of the Reaping runs
through the whole chapter:
TOPIC SENTENCE - introduces the topic of the paragraph
POINT – make a point
EVIDENCE – back it up with evidence
COMMENT – comment on what this reveals
The threat of the Reaping runs through the whole chapter,
building tension and making us wonder about…
For example, the narrator and central character, Katniss, tells
us that her sister had probably had a bad dream and climbed
in with her mother:
“Of course, she did. This is the day of the reaping.”
This tells us right from the start that the reaping is a bad thing
and that it is enough to give people nightmares. This makes it
seem scary and makes us wonder what it is.
The threat of the Reaping runs through the whole chapter,
building tension and making us wonder about…
For example, the narrator and central character, Katniss, tells
us that her sister had probably had a bad dream and climbed
in with her mother:
“Of course, she did. This is the day of the reaping.”
This tells us right from the start that the reaping is a bad thing
and that it is enough to give people nightmares. This makes it
seem scary and makes us wonder what it is.
Now it’s your turn to complete this
paragraph using TWO more
point - evidence - comment
structures.
Now you are going to write four paragraphs
about how Collins builds tension during the
description of the Reaping itself.
Remember:
• use topic sentences to start your paragraphs;
• make points;
• back them up with evidence;
• comment on their effect.
Conclude your essay by summing up how well you
think the chapter works to build up tension and draw
the reader into the book.
Check your essay carefully
when you have finished.
Extension:
Write an alternative ending to chapter 1 using
the sheet from the teacher.
How did you do?
• Did you write an introduction
which referred to the title, author
and task?
• Did you start your paragraphs
with topic sentences?
• Did you use the point – evidence
– comment structure?
• Did you answer the question –
how does the author build tension?
• Did you sum up how well you think
the author builds tension in the
conclusion?
Make any
changes you
need to
Peer Assessment
• Did they write an introduction
which referred to the title, author
and task?
• Did they start their paragraphs
with topic sentences?
• Did they use the point – evidence
– comment structure?
• Did they answer the question –
how does the author build tension?
• Did they sum up how well they
think the author builds tension in
the conclusion?
What have they done well?
What do they need
to improve?