Teacher Notes
This unit assumes a class set of the novel and a five-week reading schedule. The notes offer routes through the material rather than a fixed script.
Core and extension routes
| Route | Reading | Analysis | Product |
|---|---|---|---|
| Core | Key chapters, with a chapter summary for the rest. | Genre, voice, one theme, one comparison. | One analytical paragraph. |
| Extension | Full novel plus selected rereadings. | Propaganda, structure, comparative evaluation. | Two paragraphs or a discursive piece. |
| Support | Audiobook plus chapter landmarks and a visual timeline. | Character, setting, one clear theme. | A supported paragraph with frames. |
Content advice
The novel includes child death, violence, grief, manipulation, addiction and political repression. Explain the content before reading and offer alternatives for detailed discussion. Do not require students to describe violent scenes or disclose personal experience. Signpost school support. Keep the focus on representation, consequence and ethical response.
Spoilers
The unit assumes students are reading the novel in sequence. Avoid revealing later events in advance unless the class has read them. The comparison with The Hunger Games works best after students have finished the prequel, because it depends on hindsight.
Differentiation
- Reading: audiobook, chunked chapters, a character map and a timeline.
- Writing: paragraph frames, sentence starters, a model and a checklist.
- Discussion: written preparation, pair talk and role cards.
- Extension: comparative evaluation, a creative piece with rationale, or a propaganda analysis.
- Access: large print, clear headings and printed extracts for annotation.
Discussion routines
- One sentence, one question: each student shares a sentence and a question from the reading.
- Perspective swap: argue from a character's position, then from the Capitol's.
- Evidence auction: groups bid for the strongest evidence for a claim.
- Silent seminar: written responses before spoken discussion.
- Close-reading pairs: one reads aloud, one annotates, then swap.
Formative use
The tables and checklists are formative. Use them to notice patterns: Are students summarising or analysing? Are they using evidence precisely? Are they comparing or just listing? Reteach the pattern for the whole class rather than correcting every individual error.
Printing and access
Every page prints cleanly. The reading schedule and timeline work well as wall charts. If students use screen readers, check that tables are read in order and that any extracts are available as text, not images.