My name………………………………………
My class……………………………………….
What will these activities help me to be able to do?
By the end of Key Stage 3, we would like you to be able to:
 Choose and read books independently for challenge, interest and enjoyment;
 Re-read books encountered earlier to increase familiarity with them and provide a basis for
making comparisons;
Understand increasingly challenging texts through:
 Learning new vocabulary, relating it explicitly to known vocabulary and understanding it with
the help of context and dictionaries;
 Making inferences and referring to evidence in the text;
 Knowing the purpose, audience for and context of the writing and drawing on this knowledge
to support comprehension;
 Checking your understanding to make sure that what you have read makes sense;
Read critically through:
 Knowing how language, including figurative language, vocabulary choice, grammar, text
structure and organisational features, presents meaning;
 Recognising a range of poetic conventions and understanding how these have been used;
 Studying setting, plot, and characterisation, and the effects of these;
 Understanding how the work of dramatists is communicated effectively through
performance and how alternative staging allows for different interpretations of a play
 Making critical comparisons across texts;
 Studying a range of authors, including at least two authors in depth each year.
2
Objective: Making inferences and referring to evidence in the text.
Read the blurb to the text below:
Winning will make you famous. Losing means certain death.
In a dark vision of the near future, twelve boys and twelve girls are forced to appear in a
live TV show called the Hunger Games. There is only one rule: kill or be killed.
When sixteen year old Katniss Everdeen steps forward to take her sister’s place in the
games, she sees it as a death sentence.
But Katniss has been close to death before. For her, survival is second nature.
Then complete these tasks:
List two things that you can infer about the text. Back each point with evidence from the
text. Make sure that your evidence is relevant to the points that you make.
Point 1:
Evidence:
Point 2:
Evidence:
After reading the blurb, what questions do you still have about the book?
3
Objective: Checking your understanding to make sure that what you have read makes sense;
TASK: Complete the social
media profile page for
Katniss, using information
gathered from the text.
Status:
Hometown:
Occupation:
Education:
Marital status:
Status:
Message 1:
Likes Message 2:
Dislikes -
Favourite Quotes 4
Objective: Checking your understanding to make sure that what you have read makes sense;
TASK: Complete the social
media profile page for Peeta,
using information gathered
from the text.
Status:
Hometown:
Occupation:
Education:
Marital status:
Status:
Message 1:
Likes Message 2:
Dislikes -
Favourite Quotes -
5
Objective: Studying setting, plot, and characterisation, and the effects of these;
Peeta is one of the main characters in the text. Use quotations from the text to fill
the boxes below with information about his character.
His appearance
What he does
His mannerisms
His personality
Drawing (using annotations from the text)
6
(Objective: Knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension)
Task: Analyse the form, audience, and purpose features of The Hunger Games.
Form
Audience
What type of
text is this?
What are the
features of form?
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
What is the effect of
the features of form?
__________________
__________________
__________________
__________________
Who is the audience
of this text?
_______________
_______________
_______________
_______________
The text that I have
been reading is called
________________
________________
Purpose
How does the
writer engage the
target audience?
_______________
_______________
_______________
_______________
Give one example.
__________________
__________________
__________________
__________________
What is the purpose
of the text?
One feature of
purpose:
__________________
__________________
__________________
__________________
__________________
__________________
How does the writer
meet the purpose?
__________________
__________________
7
Objective: Objective: Studying setting, plot, and characterisation, and the effects of these;
Find quotations from within the text to back up the following statements about President Snow.
He is at the welcoming
ceremony
He can be sadistic
He leads others
He can appear laidback
Drawing using annotations from the text.
8
Objective: Making inferences and referring to evidence in the text;
Imagine that you are Primrose, and your
sister has just agreed to take your place in The
Hunger Games. Write your diary entry,
explaining how it happened, and sharing all
of your thoughts and feelings.
Dear Diary,
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Signed Primrose
9
COLLINS’ DESCRIPTION
Read the text and answer the questions.
Objective: Knowing how language, including figurative language, vocabulary choice,
grammar, text structure and organisational features, presents meaning;
Sixty seconds. That's how long we're required to stand on our metal circles before the sound
of a gong releases us. Step off before the minute is up, and land mines blow your legs off.
Sixty seconds to take in the ring of tributes all equidistant from the Cornucopia, a giant
golden horn shaped like a cone with a curved tail, the mouth of which is at least twenty feet
high, spilling over with the things that will give us life here in the arena. Food, containers of
water, weapons, medicine, garments, fire starters. Strewn around the Cornucopia are other
supplies, their value decreasing the farther they are from the horn. For instance, only a few
steps from my feet lies a three-foot square of plastic. Certainly it could be of some use in a
downpour. But there in the mouth, I can see a tent pack that would protect from almost any
sort of weather. If I had the guts to go in and fight for it against the other twenty-three tributes.
Which I have been instructed not to do.
We're on a flat, open stretch of ground. A plain of hard-packed dirt. Behind the tributes
across from me, I can see nothing, indicating either a steep downward slope or even a cliff.
To my right lies a lake. To my left and back, sparse piney woods. This is where Haymitch would
want me to go. Immediately.
I hear his instructions in my head. "Just clear out, put as much distance as you can between
yourselves and the others, and find a source of water."
But it's tempting, so tempting, when I see the bounty waiting there before me. And I know
that if I don't get it, someone else will. That the Career Tributes who survive the bloodbath will
divide up most of these life-sustaining spoils. Something catches my eye. There, resting on a
mound of blanket rolls, is a silver sheath of arrows and a bow, already strung, just waiting to
be engaged. That's mine, I think. It's meant for me.
I'm fast. I can sprint faster than any of the girls in our school, although a couple can beat me
in distance races. But this forty-yard length, this is what I am built for. I know I can get it, I know
I can reach it first, but then the question is how quickly can I get out of there? By the time I've
scrambled up the packs and grabbed the weapons, others will have reached the horn, and
one or two I might be able to pick off, but say there's a dozen, at that close range, they could
take me down with the spears and the clubs. Or their own powerful fists. Still, I won't be the
only target. I'm betting many of the other tributes would pass up a smaller girl, even one who
scored an eleven in training, to take out their more fierce adversaries.
10
1. How does Collins use verbs to add to his description? What effect do the verbs have?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. How does Collins use adjectives to add to his description? What effect do the adjectives
have?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. How does Collins use a simile to add to his description? What effect does the
personification have?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. Choose one other technique used by Collins – what effect does it create in his description?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Annotated sketch of the scene described by Collins
11
Objective: Knowing how language, including figurative language, presents meaning.
Hi! I’m Paul, the Flying Pig! I’m an
example of figurative language:
language that should not be taken
literally. Analyse these examples of
figurative language from your story!
“...I always take a moment to listen carefully for the hum that
means the fence is live. Right now, itʼs silent as a stone.” (page 5)
The writer is trying to show that…
The image that this creates in the reader’s head looks
like…
“...and turn my features into an indifferent mask so that no one
could ever read my thoughts.” (page 6)
The writer is trying to show that…
The image that this creates in the reader’s head looks
like…
“The camera crews, perched like buzzards on rooftops, only
add to the effect.” (page 16)
The writer is trying to show that…
The image that this creates in the reader’s head looks
like…
12
Objective: Learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the
help of context and dictionaries;
Define and exemplify as many words that are new
to you from The Hunger Games as you can! Then,
test your partner’s understanding of each of the
new words that you have learnt.
Word 1
Definition
Quotation
Word 2
Definition
Quotation
Word 3
Definition
Quotation
Word 4
Definition
Quotation
Word 5
Definition
Quotation
Word 6
Definition
Quotation
13
Date: A long, long, time ago
Disclaimer: All
stories printed
in this
newspaper may
be entirely
fictional.
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Headline
Sub-Heading 1
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Story
Task: Imagine that the news of Katniss and Peeta winning the Hunger Games has reached you, a reporter in District 12. Write a
news report informing local people about the story.
Objective: Making inferences and referring to evidence in the text.
14
Objective: Knowing the purpose, audience for and context of the writing and drawing
on this knowledge to support comprehension.
Task: The Hunger Games is loosely based on the ancient Greek myth:
Theseus and the Minotaur. Make links between the two texts.
Theseus and the Minotaur - Example
Links to The Hunger Games
“In ‘Theseus and the Minotaur’ young members of the
Athenian community were ritually sent to Crete to be
sacrificed to the Minotaur.”
“In ‘The Hunger Games’, young members of the
communities from each of the districts are ritually sent to
compete in the Hunger Games.
Theseus and the Minotaur Fact 1
Links to The Hunger Games
Theseus and the Minotaur Fact 2
Links to The Hunger Games
Theseus and the Minotaur Fact 3
Links to The Hunger Games
Theseus and the Minotaur Fact 4
Links to The Hunger Games
Theseus and the Minotaur Fact 5
Links to The Hunger Games
Theseus and the Minotaur Fact 6
Links to The Hunger Games
15
Objective: Check your understanding to make sure that what you have read makes sense;
Describe the main plot events in The Hunger Games, by completing the storyboard.
Main Action:
Narrative:
Main Action:
Narrative:
Main Action:
Narrative:
Characters:
Quote:
Characters:
Quote:
Characters:
Quote:
Main Action:
Narrative:
Main Action:
Narrative:
Main Action:
Narrative:
Characters:
Quote:
Characters:
Quote:
Characters:
Quote:
16
Objective: Making inferences and referring to evidence in the text;
Task: Write a blog from the viewpoint of Peeta, about your experiences in The Hunger Games.
17
Objective: Making critical comparisons across texts;
Critically compare The Hunger Games with any other text that you have read.
The Hunger Games
Book 2
The Plot
The Plot
18
Language
Language
Themes
Themes
Vocabulary
Vocabulary
19
Objectives: Explain and discuss and understanding of what has been read, including through presentations and
debates, maintaining a focus on topic, provide reasoned justifications for your views.
The Hunger Games – by Suzanne
Collins
Book Review
Image
Author:
Publisher:
Similar to:
Genre:
Audience:
Available from:
Summary
Bad bits
Good bits
Overall thoughts
20
Log your reading of the story by filling out this reading log!
Date
Book
Pages
21
Main Points
Rating
/10