Title of Scheme: The Hunger GamesYear Group: Year 8 Duration: 6 weeksPurpose:To develop understanding of the creative use of themes in the novel and the way in which the author develops characterisation and point of view to shape the reader’s understanding of the text. Pupils will use hotseating and other dramatic techniques to gain a critical understanding of the main issues in the novel and will explore how the author has used a fictional setting to draw parallels with issues in modern society including inequalities between classes and nations. They will develop their own writing skills by creating a diary or blog based on events in the text and demonstrate their understanding of the text through the creation of a card game based on characters in the novel. Learning Objectives:2.1 Speaking and Listening f. understand explicit and implicit meaningsg. make different kinds of relevant contributions in groups, responding appropriately to others, proposing ideas and asking questionsh. take different roles in organising, planning and sustaining talk in groupsj. use different dramatic approaches to explore ideas, texts and issuesk. use different dramatic techniques to convey action, character, atmosphere and tension

2.2 Readinga.extract and interpret information, events, main points and ideas from texts b. infer and deduce meanings, recognising the writer’s intentionsf. recognise and discuss different interpretations of texts, justifying their own views on what they read and see and supporting them with evidence.j. how texts are crafted to shape meaning and produce particular effectsm. how writers present ideas and issues to have an impact on the readerp. how texts relate to the social, historical and cultural context in which they are written

2.3 Writingb. write imaginatively, creatively and thoughtfully, producing texts that interest and engage the readere. maintain consistent points of view in fiction and non-fiction writing.p present material clearly, using appropriate layout, illustrations and organisation.r. summarise and take notes.

Through this scheme, pupils will learn:Speaking and ListeningTo be able to discuss in groups the issues arising from the themes of the novel, supporting their arguments with well-chosen evidence selected from the text.To take on the role of a character in the novel and participate in question-based dramatic activities related to the text. ReadingTo understand the purposes and limitations of the author’s use of point of view.To recognise language features in the text that reinforce the themes and issues raised eg use of emotive language, nomenclature and references.WritingTo recreate events in the novel from a different character’s point of view, understanding how the same event may be interpreted differently by different people.To select and present key information about characters in the novel succinctly and in the appropriate format for a Top Trumps game.

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Assessed Outcomes:Taking on the role of a character in a drama-based activity (television chat show) S&LWriting a diary or blog covering the events of the novel from the point of view of a subsidiary character in the novel WritingCreating a card game based on the characters in the novel and using evidence from the text choose appropriate attributes for the character cards and to support the judgements made when ranking the characters. Reading

Assessment Focuses:Drama ActivityAF3 Create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues.Diary/BlogAF1 Write imaginative, interesting and thoughtful texts.AF7 Select appropriate and effective vocabulary AF5 Vary sentences for clarity, purpose and effect.Top Trumps gameAF2 Understand describe, select or retrieve information, events or ideas from texts and use quotation and reference to text.

Teaching Sequence: Activities and ResourcesWeek Teaching Activities Resources

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Teacher introduces the novel and talks about what inspired the author to write it. Shows clip of interview with author and Class discussion of issues raised.Teacher reads first three chapters of novel. Pupils predict what may happen next and offer opinions about the characters encountered so far.Class watches video of Theseus legend and debate whether he made the correct choice in going to Crete in place of another hostage.Teacher introduces diary task and models diary entry. Class discuss the question of point of view and make decision on which character they will adopt for their diary persona. First diary entry set as homework

Video Clips: Author InterviewTheseus Legend

2 Class reads next section of novel. Guided reading session and group work around creating character cards for the characters encountered so far. Class watches clips from the reality TV show I’m a Celebrity, Get Me Out of Here and clips from a history programme about gladiatorial combat in ancient Rome.Class discuss in groups the attributes needed for survival in the Hunger Games arena and decide how they would rank the contestants, giving evidence for their choices.

Character card templates

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Teacher reads next section of novel. Guided reading session. Pupils discuss how character perceive each other. How does the first person point of view affect the reader’s ability to understand characters’ thoughts and motivation. The Cornucopia. Whole class discussion about which items will be most useful for survival. In groups, items are ranked and reasons given for choices.Feedback on diary homework from four or five pupils representing different characters, leading to class discussion on how events differ when told from different points of view. Second entry set as homework.

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Guided reading session. Close reading of selected section of text looking at how author chooses vocabulary for effect.Introduction to drama task. Class discussion about which characters to invite on to a talk show. Pupils put in groups of four and each group given a character to research for talk show. Groups reformulated so that four groups successively role play the talk show, while the others act as studio audience and peer assessors.Feedback from five more pupils on diary homework. Third entry set as homework.

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Class reads next section of novel. Teacher reads final section of novel. Guided reading session, focusing on how the author used language features to build suspense as the ending was reached. Pupils create Top Trumps game based on their knowledge of characters in the novel. Feedback from five more pupils on diary homework. Fourth entry set as homework

Top Trumps templates

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Class discussion of how accurate pupil predictions were. Teacher revisits video clips shown at beginning of unit. Was the author successful in realising the themes of the book? How did she achieve this? Predictions for future. Hotseat secondary characters: pupils who wrote their diaries take the chair and are quizzed in role.Teacher to take in final diary homework for formative and summative assessment. Final whole class discussion on points of view.

Video clips