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HUNGER GAMES: WEEK 1
LESSON 1
Learning
Objectives
Differentiation
Introduction
2.2 Reading
 p. how texts relate to the social, historical and cultural context in which they are written.
All students will understand that the author has drawn on both historical and current events for the
themes of the novel
Some students will be able to explain how these events relate to the themes of the novel
A few students will display a sophisticated understanding of the relationship between themes and
events.
Teacher: Shows class the cover of The Hunger Games. Elicits prior knowledge from class. Has
anyone already read this book? Does anyone know what it’s about? What do you think it might be
about? (Ask pupils who have already read book to refrain from making predictions.) Write predictions
on whiteboard ( 10 minutes)
Development
Teacher: Shows author interview on IWB.
Whole class discussion: Discuss what the author says the sources of inspiration for the book were:
Reality TV; war; Roman history; Greek myth (Theseus). Pool information class already possesses on
these four topics – collate the information on IWB. Discuss how the themes might be developed in the
book. 15 mins
Teacher: Asks class to think about these themes while teacher reads first chapter of book aloud and
jot down any notes or queries that occur to them. 15 min
Differentiation: Pupils who have already read the book/seen the film are asked to focus on whether
rereading gives them any different perspectives on the chapter.
Conclusion
Whole class: Discussion about the story so far. What do people think about their predictions
now? Do they want to revise them? Go back to whiteboard and change predictions. (10
minutes)
Assessment
Assess understanding from responses to class discussion.
Homework
Homework: None this lesson
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SHORT TERM PLANNING TEMPLATE: WEEK 1
LESSON 2
Learning
Objectives
Differentiation
Introduction
2.1 Speaking and Listening
 g. make different kinds of relevant contributions in groups, responding appropriately to others,
proposing ideas and asking questions
 h. take different roles in organising, planning and sustaining talk in groups
All students will contribute to a class debate.
Some students will be able to come up with counter arguments to an opposing statement.
A few students will produce sophisticated arguments to support their point of view.
Whole class: Quick recap of story: teacher takes contributions from class. (5 minutes)
Development
1
Teacher: reads chapter 2 aloud to class. Asks pupils to focus particularly on character of Katniss and
jot down any thoughts about her. (10 minutes.)
Whole class discussion: What do pupils think about Katniss’ predicament? Did she do the right
thing? Would they have done the same in her situation? ( 10 minutes)
Development
2
The Theseus myth. Watch an animated video of the Theseus myth on the IWB. (5 minutes.)
Ask pupils to think about why Theseus made the decision to go to Crete. Were his reasons different
from Katniss’s? Ask pupils to discuss Theseus’ decision in pairs – number them off as one and two in
each pair. Number one must argue that Theseus was right and number two that he was wrong. Give
them three minutes to come up with the most compelling arguments for their point of view that they can
think of. While they are doing this, write a list of connective devices on the board:
On the contrary
I would disagree with this because
Although
Despite
Even so
However
An alternative point of view would be.
Explain that the class will be having a connectives debate. The first person will start the debate off by
making a statement that supports their side of the argument. A person from the opposing side will
respond, using one of the connective devices from the list above. The argument will go around the
room until everyone has contributed something.
The teacher can choose weaker students to participate first, ensuring that the more articulate and
persuasive pupils have to worker harder to think of fresh arguments. (15 minutes.)
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Conclusion
Teacher asks for a show of hands vote on whether or not Theseus should have gone to Crete in the
place of the hostage. Teacher then asks for a show of hands vote on whether Katniss was right to take
Prim’s place. Has anyone voted differently in the two votes. If so, why? (5 minutes.)
Assessment
Teacher assesses understanding of issues raised in the novel through contributions to class debate
and vote at end.
None this lesson
Homework
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SHORT TERM PLANNING TEMPLATE: WEEK 1
LESSON 3
Learning
Objectives
Differentiation
Introduction
Development
2.1 Speaking and Listening
h. take different roles in organising, planning and sustaining talk in groups
2.2 Reading
b. infer and deduce meanings, recognising the writer’s intentions
All students will understand that each character in the text will have their individual point of view.
Some students will be able to use information in the text to deduce a character’s point of view
A few students will show an empathetic understanding of how a character might be feeling
Teacher: Numbers class into five groups. One to four are mixed ability while the fifth contains the
weakest readers. These will be the guided reading groups for the remainder of the unit of work.
Distributes numbered copies of the novel to each member of class. Class asked to look at the number
on their copy of the novel. They will occasionally have to take the novel home for reading homework,
and need to ensure that they don’t lose it. Explain that you have also uploaded audio files of each
chapter onto the school VLE as an alternative to, or alongside, reading the novel. Audio versions are
also available for listening to in class.
In groups, pupils read chapters three and four silently. Audio version are given to pupils who want
them. Teacher asks pupils to pay particular attention to the secondary characters surrounding Katniss
and Peeta and think about how they may be feeling as events unfold. Katniss’ mother, Prim, Gale,
Peeta’s father, Madge.
( 25 minutes)
Teacher: Introduces diary task. Each pupil is going to keep a diary for the next six weeks, which will be
written in the persona of one of the secondary characters connected to Katniss and Peeta, and
comment on events from their point of view. (2 minutes)
Teacher asks each group to spend five minutes discussing one of the five secondary characters and
how they might be feeling as Katniss and Peeta leave for the Capitol. One pupils is detailed to take
notes on the discussion and one pupil to feed back to rest of class at end. Each pupil is given a counter
which they place in the centre of the table when they have made a contribution to the discussion.
Nobody may make a second contribution until all counters have been placed in the middle. Teacher
writes some questions on whiteboard as discussion prompts: What is your character thinking as they
watch the train leave? How do they feel about the other tribute? What are their hopes? Fears?
Regrets? Teacher circulates and prompts as necessary, leading groups towards asking higher-order
questions. (10 minutes)
Groups give feedback on their discussion. Teacher uses this to model possible diary entry on board.
Pupils must choose one of the secondary characters and write a diary paralleling events in the novel,
from the point of view of this character. Explains that diary may be written in a notebook or created
online in the form of a blog. Each week six pupils will be asked to share that week’s diary entry with the
rest of the class. Explains that the completed diary, which must have at least six entries, will form part
of their assessment for the unit of work. (10 minutes)
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Conclusion
Whole class: Discussion about the story so far. What do people think about their predictions now? Do
they want to revise them? Add any more to the whiteboard? (3 minutes)
Assessment
Assess understanding of the text through contributions to group discussion and feedback.
Homework
Homework: First diary entry
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SHORT TERM PLANNING TEMPLATE: WEEK 2
LESSON 4
Learning
Objectives

Differentiation
Introduction
Development
1
Development
2
2.2 Reading
a) extract and interpret information, events, main points and ideas from text.
Recognise layers of meaning in the author’s choice of words.
All students will understand that the author uses language in different ways to convey meaning
Some students will be able to identify how particular words are used to convey meaning different to
their apparent surface meaning
A few students will be able to relate their answers to the deeper themes of the novel
Pairs: Each pair is given a mini whiteboard. Teacher writes a sentence on the board. “You could be a
rocket scientist, Dave” laughed Barney. Teacher asks class what the verb laughed is implying. Pupils
are then given two minutes in pairs to come up with another verb that will change the meaning of the
sentence. They then share their sentences with the class. ( 10 minutes)
Guided reading groups: In their previously allocated groups, class read chapter 5 and discuss their
first impressions of The Capitol. What does it tell them about the sort of society that created The
Hunger Games? Can they pick out particular words and phrases that support their conclusions?
Record their conclusions in their reading response logs.
Differentiation: Teacher works with the group of weaker readers, listening to them read and
supporting them with strategies to improve their reading. Teacher uses targeted questioning to focus
group’s thoughts on how the world of Panem is portrayed in the text. (25 minutes.)
Teacher: Shows clips from I’m a Celebrity Get me out of Here, featuring contestants being made to
take part in particularly unpleasant trials. Talk about the way the audience votes to choose who takes
part. Then show clip about Roman arena and discuss the similarities. Discuss the morality of taking
part. Can you see any parallels between these two situations and the world of The Hunger Games?
Focus on careful questioning to elicit higher-order responses from pupils building on their earlier work
on layers of textual meaning. (15 minutes.)
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Conclusion
Pairs: Revisit starter activity. Teacher writes sentence on whiteboard. “Where are you going?” asked
John. Pairs given two minutes to change the verb and add an adverb to convey as much meaning as
possible. Pairs share their sentences with class. (5 minutes.)
Assessment
Teacher assesses reading for meaning by circulating class listening to group discussion and checking
on reading response logs. Weaker readers assessed by hearing them read in group. Use of language
to convey meaning assessed by feedback from starter and plenary activity.
Homework: Read or listen to chapter 6.
Homework
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SHORT TERM PLANNING TEMPLATE: WEEK 2
LESSON 5
Learning
Objectives


Differentiation
Introduction
2.1 Speaking and Listening
f. Understand explicit and implicit meanings
2.2 Reading
f. recognise and discuss different interpretations of texts, justifying their own views on what they read
and see and supporting them with evidence.
All students will understand that there can be differences in how a character in a novel may be
perceived.
Some students will be able to articulate some of these differences and support them with reference to
the text.
A few students will be able to offer an indepth explanation of why the character may come across
differently to the observer than they feel.
Whole class: Pass the Bomb. Teacher introduces the Pass the Bomb game. Explains that they are
going to focus on adjectives. Each person mush think of an adjective to describe themselves and then
pass the bomb quickly to the next person who must think of a different adjective. If the bomb goes off
while being held, that person is out of the game. Repeat with adverbs if time allows. (10 minutes.)
Development
Whole class: Teacher explains the concept of role on the wall. Shows class A3 template and explains
that they are going to use it to collate information about Katniss. Inside the body outline they are going
to put her internal characteristics (what she thinks) and outside the outline her external characteristics
(the way she comes across to others). Distributes a green and a yellow post-it to each member of class
and asks them to write an internal characteristic on the green template and an external one on the
other. Takes suggestions from the class and asks them to come up and stick them on the template.
Differentiation. Choose weaker students first and more able students later in order to allow the
weaker students to contribute the more obvious points.
( 10 minutes)
Pairs: Paired reading of chapter 7 of novel. Class asked to jot down notes about Katniss as they go
along, paying particular attention to the difference between how she feels inside and how others
perceive her. They should include brief quotes from the text to support their points.
Differentiation: Weakest readers offered audio version of text to listen to while following text in the
book. Teacher circulates round class checking reading logs and offering support to anyone who
requires it.
(30 minutes)
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Conclusion
Whole class: Return to role on the wall. Each person gets two more post-its. Do they want to add
anything to the poster? Should anything be removed in the light of the chapter they have just read?
Encourage wide-ranging discussion and add and remove post-its in line with class decisions. (10
minutes.)
Assessment
Assess S&L through discussion contributions. Reading assessment through discussion contributions
and looking at reading response logs.
Homework: None this lesson
Homework
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SHORT TERM PLANNING TEMPLATE: WEEK 2
LESSON 6
Learning
Objectives
Differentiation
Introduction
2.1 Speaking and Listening
 f. Understand explicit and implicit meanings
2.2 Reading
 f. recognise and discuss different interpretations of texts, justifying their own views on what they
read and see and supporting them with evidence.
All students will know that characters in a novel may have an understanding of events that is different
from that of the reader.
Some students will understand that the author’s choice of point of view influences how characters
perceive events.
A few students will be able to explain in detail how point of view affects the way a character is
presented to the reader.
Whole class: What will happen now? How are the Gamemakers likely to react to Katniss’ behaviour in
shooting an arrow at them? What score do you think she will get? A high or a low one? Take a range of
predictions from the class and write them on the whiteboard. (5 minutes)
Development
Guided reading groups: Read chapters 8 and 9 of novel. Ask class to think about the mismatch
between reality and what is being presented on TV. Why is Peeta behaving the way he is? Is anybody
involved in the Hunger Games what they seem? Pupils asked to pay particular attention to the TV
interview as they will be doing one of their own next week. Make notes in reading response logs,
picking out quotations to support your ideas. (25 minutes).
Whole class: Diary homework feedback. Six pupils report back on which character they have chosen
to write their diary. Whole class discussion on point of view and how that affects how their diary
character perceives and records events. Pupils read out entries to class and teacher and pupils share
tips for diary writing and list on whiteboard. (20minutes.)
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Conclusion
Whole class: Return to predictions from beginning of lesson. Who got it right? Was anyone surprised
at what happened? (5 minutes.)
Assessment
Formative assessment of ongoing diary work through class feedback, particularly from those who have
shared their first entry with the class.
Homework: Next diary entry.
Homework
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SHORT TERM PLANNING TEMPLATE: WEEK 3
LESSON 7
Learning
Objectives
Differentiation
2.1 Speaking and Listening
 f) understand explicit and implicit meanings
2.2 Reading
b) infer and deduce meanings, recognising the author’s intentions
All students will recognise some of the ways in which the use of the first person POV shapes the
reader’s understanding of the text.
Some students will be able to understand some of the implied meanings in the text
A few students will have a clear understanding of how the author is deliberately using the first person
POV to develop the characterisation of the two main characters.
Introduction
Development
1
Development
2
Guided reading groups. Pupils read chapter 10 silently. Are they surprised that Peeta is in love with
Katniss? What about Katniss’ reaction? We can only see events from her POV. Is this reliable? What
are the clues in the text that make you think it might not be? Note them in your reading record.
Differentiation: Teacher works with less-able group who take turns to read aloud, with stops to clarify
any difficult vocabulary and concepts. Audio version available to support any children with
dyslexia/poor reading skills. These children encouraged to follow the text in the book while listening to
the tape. (30 minutes)
Whole class: Teacher explains that Peeta is this week’s role on the wall. Ask for suggestions about
the characteristics he has displayed so far. Put template on wall and ask pupils in pairs to write one
suggestion about his inner feelings and one about his external feelings on a post-it and stick them in
the appropriate place on the template. Explain that class will revist this at the end of the week and see
if they still agree with these suggestions. (10 minutes.)
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Conclusion
Whole class: Discussion about what might happen next. Katniss and Peeta are about to
enter the arena. Who do people think will survive? What should their strategy be? What
personal characteristics will help them stay alive in the arena? What if they have to kill another
contestant? Will they be able to do that? Encourage pupils to support their predictions by
specific references to the text. (10 minutes.)
Assessment
Assess understanding of the text through the level of discussion.
Homework
Homework: Read or listen to chapter 11.
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SHORT TERM PLANNING TEMPLATE: WEEK 3
LESSON 8
Learning
Objectives
Differentiation
Introduction
Development
2.2 Reading
 m) how writers present ideas and issues to have an impact on the reader
All students will know that Katniss and Peeta are taking part in a life-endangering enterprise
Some students will be able to suggest strategies that will help them in their battle for survival
A few students will be able to relate this struggle to the wider themes of the book
Teacher: What is a Cornucopia? Shows picture on whiteboard and explains concept and historical
origins of term. Pupils predict what the Hunger Games’ Cornucopia might contain. What will enable the
contestants to survive? All suggestions are written on whiteboard and pupils are asked, in pairs to
discuss which three items might be most useful to Katniss in her struggle for survival. Pupils will need
to draw on prior knowledge of Katniss’ strengths and weaknesses to complete this task. Each pair
must reach agreement on the single most useful item for Katniss and a justification for it, and one
person reports this back to the class. Results are ranked on the whiteboard and discussed. ( 15
minutes)
Whole class: Chapter 12 read around the class. Teacher takes volunteers (hands up) to read two
pages each. ( 15 minutes)
Class discussion of events of chapter 12. Teacher uses questions to prompt and probe for deeper
analysis. Examples of possible questions include: How do people think their diary writers will be
reacting to what they are watching on TV? What will Peeta’s family think of the fact that he has killed a
girl? Why hasn’t Haymitch sent any help? (15 minutes)
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Conclusion
Another look at Peeta’s role on the wall. Does anyone want to suggest anything to add or remove? (5
minutes.)
Assessment
Assess understanding through responses to Cornucopia discussion and character map discussion
Homework
Homework: None this lesson
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SHORT TERM PLANNING TEMPLATE: WEEK 3
LESSON 9
Learning
Objectives
Differentiation
Introduction
2.1 Speaking and Listening
 g) make different kinds of relevant contributions in groups, responding appropriately to others,
proposing ideas and asking questions
 j) use different dramatic approaches to explore ideas, texts and issues.
2.3 Writing
 b) write imaginatively, creatively and thoughtfully, producing texts that interest and engage the
reader.
All students will know that questioning skills can be used to elicit information about a character
Some students will understand that carefully choosing questions can improve the quality of the
information elicited
A few students will demonstrate sophisticated use of higher-order questions to generate insights into
character and motivation.
Whole class. What’s my name? Short drama activity to prepare for hot-seating Peeta later in lesson.
Teacher sticks prepared sticky notes with the name of a character from the novel on the forehead of
each pupils. Pupils must wander around the room asking questions from other pupils to find out who
they are. They can only ask one question of any other player. As soon as they have guessed correctly
they sit down. After five minutes the game is over and those still standing take their labels off. (10
minutes.)
Development
1
Group work. Divide class into groups of four. One group is to prepare to take the role of Peeta.
Choose four students who are well-suited to taking the spotlight and have demonstrated a good
understanding of the novel. The other groups are to prepare questions to ask him. They need to think
about what sort of questions they would like to know the answers to and how to elicit this information.
After five minutes preparation time one person from each group joins together to form four new groups.
Groups have ten minutes to question Peeta. One person from each group is designated note-taker with
the brief of feeding back the results of the hotseating to the whole class. The results of the feedback
are used to update Peeta’s role on the wall poster. (25 minutes)
Development
2
Whole class: Five pupils share latest instalments of diary with class and take suggestions from class
about how the next entry might look given the events of the chapters read this week. (15 minutes)
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Conclusion
Whole class: Quick plenary session with mini whiteboards – each student writes the one word they
think best describes Peeta and holds them up for the rest of the class to see. (2 minutes.)
Assessment
Reading: assess understanding of character and motivation from hotseating activity and diary
instalments as well as one-word plenary. S&L assess from observation of group work and hotseating
activity.
Homework: Next diary installment.
Homework
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SHORT TERM PLANNING TEMPLATE: WEEK 4
LESSON 10
Learning
Objectives 

Differentiation
Introduction
Development
1
Development
2
2.2 Reading
a) extract and interpret information, events, main points and ideas from texts
j) how texts are crafted to shape meaning and produce particular effects
All students will know that a tension graph can be used to plot the fall and rise of suspense in a fiction
text.
Some students will be able to accurately plot the rise and fall of tension on a graph
A few students will understand that an author uses differing levels of suspense to sustain interest
Whole class: Teacher elicits from the class their understanding of the term suspense. What does it
mean? How is it conveyed? Can they give examples of where they have seen suspense effectively
used in a book, film or tv show? What effect did it have on the reader/viewer?
Concept of tension graphs is introduced and explained. (5 minutes)
Teacher: Chapter 13. Children take it in turns to read aloud one page of this chapter. Class asked to
look at how the author builds suspense on each page. Tension graph is displayed the IWB and pupils
volunteer come up to board and plot the tension moments on the graph after each page is read. Show
of hands taken to agree or disagree with volunteer’s judgement and discussion of any disagreements
until consensus reached. (20 minutes.)
Chapter 14. Reading in pairs. Each pair given a tension graph to fill in as they read the chapter.
Teacher walks around class and supports/monitors. Silent reading, but weak readers are paired with
stronger readers and given audio version of text if required. (20 minutes)
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Conclusion
Whole class: Pairs come up to board in turn to plot successive tension points for the chapter they
have just read. (5 minutes.)
Assessment
Assess understanding through ability to contribute to the mapping of the tension graph.
Homework
Homework: Read chapters 15 and 16. Audio files available for those who want them.
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SHORT TERM PLANNING TEMPLATE: WEEK 4
LESSON 11
Learning
Objectives 

Differentiation
Introduction
2.1 Speaking and Listening
g) make different kinds of relevant contributions in groups, responding appropriately to others,
proposing ideas and asking questions.
h) take different roles in organising, planning and sustaining talk in groups.
All students will take part in group work preparing a role for a drama-based activity.
Some students will be able to make mature and thoughtful contributions to the discussion
A few students will be able to make contributions that move the group to a higher level of discussion.
Whole class: What is a talk show? Establish prior knowledge from class. What do they think makes a
good presenter? A good guest? Discuss what standard talk show format contains. Show clip from
interview-led talk show (eg the One Show, Parkinson) and see which features pupils can identify. (10
minutes)
Development
Group work: Preparation for talk show role play game. Divide class into groups of four. Groups are
chosen by teacher in advance so that they are given characters of the right level of complexity for their
ability. Give each a character to explore in depth. One group will have Claudius Templesmith, the talk
show host; the others will be family and friends of the contestants who will be role-playing guests on
the show. These are: Peeta’s father, Katniss’ mother, Gale, Prim, Haymitch, Cinna and Rue’s mother.
Groups will have 10 minutes to discuss how their character is reacting to events so far. Groups are
provided with a list of prompt questions to help focus their discussion, but encouraged to go beyond it.
Explain that each member of the group needs to make notes of the discussion they have had as they
will be acting as envoys to other groups. Talk show host group has a slightly different mission, as they
will be devising suitable questions to ask the characters. (10 minutes.)
Teacher calls time on discussion after 10 minutes and rearranges into four groups, each containing a
representative from the character groups. Talk show host representatives share their question list and
the character representatives discuss how they might answer those. Teacher circulates and where
necessary prompts discussion, encouraging pupils to go as deeply as possible into characters likely
feelings and reactions, and to practice reacting in role to the suggestions of the other group members.
(10 minutes.)
Teacher explains that these groups will be presenting a role-play scenario in the following lesson. Each
group will present a seven-minute segment. They now each need to choose the line of questioning
their talk show host will follow and prepare responses based on this. Teacher reminds them that they
need to ensure that each character is included in the questioning and that characters have
opportunities to interact conversationally, rather than the responses being in question and answer
format. Refer back to the video clip to remind pupils how this is done. Pupils now to use rest of the
lesson to refine and prepare their presentation. (15 minutes.)
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Conclusion
Assessment
Homework
Whole class: Vox pop: get each person to say one word that sums up the character they are
role-playing. (5 minutes.)
Assess the contributions that pupils are making to whole class and group discussion for evidence of
higher-level understanding of the purposes of the text.
Homework: None this lesson
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SHORT TERM PLANNING TEMPLATE: WEEK 4
LESSON 12
Learning
Objectives
Differentiation
Introduction
2.1 Speaking and Listening
 j) use different dramatic approaches to explore ideas, texts and issues.
 k) use different dramatic techniques to convey action, character, atmosphere and tension
2.3 Writing
 r) summarise and take notes
All students will be able to portray a character from the novel in a drama-based role play
Some students will understand how to convincingly portray a character
A few students will display a sophisticated understanding of the requirements of a drama-based roleplay which will be evidenced by their performance and their critique of the performances of others.
Teacher: Recap of rules for talk show presentation. Ask pupils to get into correct group and explain
they will have five minutes to get ready for their presentation. While one group is showing the others
will act as members of the audience and will be given feedback sheets in order to constructively
critique the performance. Teacher will video each presentation which will form part of their speaking
and listening assessment. ( 5 minutes)
Development
Whole class. Teacher asks pupils to arrange classroom furniture for presentation while she distribute
comment sheets: these focus on different aspects of the performance and are differentianted by
ability. Each group then performs in turn. New comment sheets are distributed each time so that
audience members focus on a different aspect of each performance. (35 minutes)
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Conclusion
Whole class: Teacher takes comments from class on each performance and collates on
whiteboard. Self-assessment also included: what did pupils feel went well? What could have
been done better? How would you change it if you were doing it again?
Assessment
Formal summative speaking and listening assessment, based on the talk show role-play.
Homework
Homework: Next diary entry. Read chapters 15 and 16.
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SHORT TERM PLANNING TEMPLATE: WEEK 5
LESSON 13
Learning
Objectives
Differentiation
Introduction
2.2 Reading
 f) recognise and discuss different interpretations of texts, justifying their own views on what they
read and see, and supporting them with evidence.
All students will know the events that took place in chapters 17 and 18 of the novel.
Some students will be able to discuss how they have influenced their opinion of Katniss’ character
A few students will be able to discuss what the intention of the author might have been in developing
the plot in this way
Whole class: Pupils recap on Katniss’ Role on the Wall and how it represents her character. ( 5
minutes)
Development
Groups: Guided reading of chapters 17 and 18. Teacher reads with weakest group. Focus on
character of Katniss. Have we learnt something new about Katniss because of how she reacted to the
two key events of these chapters: Rue’s death and the surprise announcement by Claudius
Templesmith. Discuss in groups what questions you have about the text and take notes in reading log
when you find answers. (30 minutes.)
Whole class: Revisit Katniss’ Role on the Wall. Ask two pupils to distribute post it notes to each
member of class. Each person must add one characteristic to the role on the wall. Are there any which
need to be taken away? Encourage discussion of how humans may simultaneously display seemingly
incompatible character traits. (10 minutes)
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Conclusion
Whole class: Elicit prior knowledge from pupils about Top Trumps games. Who has played
them? Which ones have they played? Explain that in the next lesson they will be making their
own Top Trumps games and encourage them to go look at any they have access to and
examine how they are designed and think about how they would go about designing a Hunger
Games version. (5 minutes.)
Assessment
Teacher assesses pupils’ reading through guided reading session and entries in reading logs.
Homework
Homework: Read chapter 19. Do some research on Top Trumps games for next lesson.
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SHORT TERM PLANNING TEMPLATE: WEEK 5
LESSON 14
Learning
Objectives 
Differentiation
Introduction
2.2 Reading
a) Extract and interpret information, events, main points and ideas from texts.
2.Writing
p) Present materials clearly, using appropriate layout, illustrations and organisation.
All students will know how the game of Top Trumps is played and be able to create a character card
Some students will be able to use evidence from the text to support their selection of attributes for use
on the cards
A few students will be able to make a precise ranking of values for each of the character attributes
selected by the class.
Teacher: Shows class blown up version of character cards from Lord of the Rings and Harry Potter
Top Trumps games on IWB. Discuss why particular characteristics were chosen for these games.
Explain that as a class we are now going to choose the characteristics for our Hunger Games Top
Trumps. ( 5 minutes)
Development
Distribute mini whiteboards to class. In pairs pupils discuss what they think are the top three attributes
that should define a Hunger Games Top Trumps character. Once they have chosen five they need to
write them in rank order on their whiteboard. Teacher takes suggestions from class and writes them on
IWB. Class then discuss what they think of these suggestions and find a rank order for them. Top six
are then agreed on to form basis of cards. (20 mins.)
Pupils divide into groups of five to create cards. Each group is given five characters to focus on and
asked to spend five minutes only discussing each, before coming up with a score for them for each
characteristic. Each group member is to present back results for one character each to the class. (25
minutes.)
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Conclusion
Whole class: Pupils come to IWB in turn and fill in the scores for their character on the appropriate
template. (5 minutes.)
Assessment
Assess
Homework
Homework: Read chapters 20 and 21
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SHORT TERM PLANNING TEMPLATE: WEEK 5
LESSON 15
Learning
Objectives
Differentiation
Introduction
Development
1
Development
2
2.1 Speaking and Listening
 g) make different kinds of relevant contributions in groups, responding appropriately to others,
proposing ideas and asking questions.
2.2 Reading
 a) extract and interpret information, events, main points and ideas from texts.
All students will be able to work as part of a group to extract and apply information from a text to
refine and test a joint project
Some students will be able to make significant contributions to testing and improving the project
A few students will be able to synthesise information from a range of sources within the text to apply
to the project
Whole class: Teacher explains that they need to beta-test Top Trumps, and prepare the final version.
They need to play the game in their groups of five and take notes on what works and what doesn’t.
One person from each group will then be designated an envoy to move on to the next group and
explain their findings. Once all groups have taken notes from every other group they must use them to
annotate and change their original cards. ( 5 minutes)
Group work: Teacher distributes print-outs of Top Trumps cards – one set per group. Pupils play
game, agree on findings and rejig cards. (20 minutes.)
Whole class: As on previous day, each person goes to IWB and makes any changes necessary to
character’s scores. (5 minutes.)
Whole class: Five pupils give two-minute summary of their diary entry for the week. (10 minutes.)
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Conclusion
Whole class: Recap on chapters read this week and class discussion about how these will influence
what their diary characters might write about this week. (10 minutes.)
Assessment
Assess comprehension of text through the creation of the Top Trumps game. Assess writing of the five
students who have shared their diary entries.
Diary entry. Read chapters 23 and 24.
Homework
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SHORT TERM PLANNING TEMPLATE: WEEK 6
LESSON 16
Learning
Objectives
Differentiation
Introduction
2.1 Speaking and Listening
 g) make different kinds of relevant contributions in groups, responding appropriately to others,
proposing ideas and asking questions.
2.2 Reading
 a) extract and interpret information, events, main points and ideas from the text.
All students will know what a decision tree is and be able to fill in key points
Some students will understand how to select and record relevant information to construct a plausible
chain of events
A few students will be able to use their prior knowledge of the text to include a wide range of
information enabling a more complex decision chain to be created.
Whole class: Teacher introduces concept of decision tree and models one on the board for an earlier
episode of the novel (chapter 20), taking suggestions from pupils for what to include. ( 10 minutes)
Development
Groups: Guided reading of chapter 25. Pupils in their usual mixed-ability guided reading groups. Each
group has a an A4 photocopy of the decision tree. Read the chapter carefully jotting notes on mini
whiteboards about the decision Katniss faces over the course of the chapter. What was the first
decision? What were her choices? Show the path she took and the potential paths she might have
taken. What do you expect to be the outcome of this particular decision? Is it life or death for Katniss
and Peeta?
Teacher sits with weak readers and helps them work through the text and focus their discussion. (30
minutes)
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Conclusion
Whole class: Choose one person from each group to present their decision tree to the class. What are
the differences and similarities of each? Construct a shared class decision tree that incorporates
possibilities from every group. (10 minutes.)
Assessment
Assess speaking and listening skills through observation of group work and presentations. Assess
weakest readers through one to one work.
Read chapter 26 and 27. Then write final diary entries focusing closely on the character’s reactions to
the events of chapter 25. Try to enter into the character’s emotions as fully as possible. All diaries to be
handed in for next lesson.
Homework
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SHORT TERM PLANNING TEMPLATE: WEEK 6
LESSON 17
Learning
Objectives
Differentiation
2.2 Reading
 a) extract and interpret information, events, main points and ideas from the text.
 b) infer and deduce meanings, recognising the author’s intentions.
All students will understand that the end of the novel does not mean that all the plot strands are
resolved.
Some students will be able to make predictions about plausible future events for the characters in the
novel.
A few students will be able to deduce, using evidence from the text, what the author may have in
mind for the sequel.
Introduction
Development
Groups: Read chapters 26 and 27.Look at ending. What sort of resolution is there for Katniss and
Peeta. Is the story really over? What might happen when they return to District 12? Write down any
unanswered questions you have in reading log and discuss them with your group. Appoint one person
to feed back to whole class discussion. (30 minutes.)
Whole class: Spokespeople for group feed back unanswered questions to class and compile a list on
the whiteboard. (10 minutes)
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Conclusion
Assessment
Whole class: Rate the book. Class hold up mini whiteboards with a number between one and
10 that expresses the score they want to give the book. They need to be prepared to justify
their answer. Teacher chooses class member to explain their rating in one sentence. They
then choose the next person and so on until everyone in the class has expressed their view.
(10 minutes.)
Summative assessment of diary homework.
Homework
None
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SHORT TERM PLANNING TEMPLATE: WEEK 6
LESSON 18
Learning
Objectives 

Differentiation
Introduction
2.1 Speaking and Listening
j) use different dramatic approaches to explore ideas, texts and issues.
2.2 Reading
b) write imaginatively, creatively and thoughtfully, producing texts that interest and engage the reader.
All students will know what their personal targets are to improve their creative writing work
Some students will be able to link these targets to the example work displayed on the IWB
A few students will understand what they need to do to achieve their targeted level
Whole class: Feedback on diary entries. Teacher returns marked work to class with formative
commentary and summative NC level and displays some outstanding examples on IWB. Pupils look at
personal targets for improvement. (15 minutes)
Development
Whole class: Hotseating. Teacher chooses one representative for each diary character group and the
: other members of class question them in role about their reactions to the events of the final day of the
Hunger Games. Focus on key relationships – what does Gale feel about Katniss and Peeta for
instance? (25 minutes.)
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Conclusion
Whole class: Look back at original predictions class made about the story. Which were right?
Which were wrong? (10 minutes.)
Assessment
S&L formative assessment on hotseating.
Homework
None.
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