Objectives

• Analyse how Collins uses Katniss's first-person narrative voice in Chapters 1–3 to present the tension between personal desire and political coercion.
• Explain how Collins constructs the Victory Tour in Chapters 4–9 as a performance that simultaneously reinforces and undermines Capitol power.
• Evaluate how Collins uses imagery, costume, and spectacle — particularly Cinna's designs in Chapters 5–6 — to explore identity and resistance.
• Analyse how Collins presents social class and inequality through the contrast between District 12 and the Capitol in Chapters 1–13.
• Examine how Collins uses the Quarter Quell arena and the alliances between Katniss, Finnick, Mags, and Beetee in Chapters 18–25 to explore sacrifice and moral complexity.
• Write a sustained, evidenced analytical essay that tracks one of Collins's key techniques across multiple chapters of the novel.

The sequence

1. Lesson 1: Snow's Visit and Katniss's Cage: Surveillance and Constrained Agency in Chapters 1–3

   55 min · ch. 1, 2, 3

   Do now

   Without opening the novel, take a moment to reflect and write two or three sentences about your feelings when someone with power is watching you. Next, turn to Chapter 1, page 1, and underline any words or phrases in the first two paragraphs that indicate Katniss is being observed or controlled.

   Teacher input

   Model a close reading of the passage in Chapter 2 where President Snow sits in Katniss's living room and says to her, 'I'm not here to make threats.' Read the passage aloud, then annotate on the visualiser: (1) how Collins uses Snow's stillness and the scent of roses mixed with blood to create a sense of menace without resorting to explicit violence; (2) how Katniss's first-person perspective shows her fear through short, clipped sentences and sensory details rather than straightforward statements; (3) how the term 'convince' — Snow's request for Katniss to prove her love for Peeta is genuine — frames the entire novel as a struggle between performance and authenticity.

   Independent task

   Re-read the final three paragraphs of Chapter 3, from 'After Snow leaves…' to the end of the chapter, where Katniss stands in the snow and grapples with the implications of Snow's ultimatum. Write one analytical paragraph of at least 150 words explaining how Collins uses Katniss's internal monologue and the wintry setting of District 12 to convey the notion that her freedom is merely an illusion. You should include at least two quotations from this passage, introducing each with a specific verb (e.g., 'Collins presents…', 'The verb … implies…'), and conclude your paragraph with a sentence linking your argument to the theme of power.

   Exit ticket

   In one or two sentences, explain what technique Collins uses most powerfully in Chapter 2 to show that Snow is dangerous — and state why that technique is more effective than simply telling the reader Snow is a threat.

2. Lesson 2: The Victory Tour as Theatre: Performance, Authenticity, and Resistance in Chapters 4–9

   55 min · ch. 4, 5, 6, 7, 8, 9

   Do now

   Open to Chapter 4 and read the paragraph where Katniss first lays eyes on the crowd gathered for the Victory Tour departure. Write a sentence that captures the emotion Collins evokes in Katniss, and a second sentence that points out the technique Collins employs to express it. Be precise: identify the technique and include the specific word or phrase.

   Teacher input

   Model analysis on the District 11 scene in Chapter 7, particularly the moment when the old man whistles Rue's four-note melody and the crowd raises three fingers in salute. Annotate on the board: (1) how Collins employs free indirect discourse to merge Katniss's horror with the reader's sympathy; (2) how the four-note melody serves as a symbol that embodies the emotional weight of the first novel, turning a personal loss into a public act of defiance; (3) how the Capitol Peacekeepers' swift, violent reaction — with the old man being dragged away — shows that even silent expressions of solidarity are interpreted by the regime as rebellion, which in turn shifts the perspective on every 'spontaneous' crowd moment throughout the novel.

   Independent task

   Choose either the District 11 scene in Chapter 7 or Katniss's scripted speech in Chapter 6 — the moment she abandons Effie's approved words and speaks directly about Thresh and Rue. Write one analytical paragraph of at least 150 words explaining how Collins uses the contrast between scripted and unscripted language to present the idea that authentic emotion is itself a political act. Embed at least two quotations, name the technique each quotation illustrates, and conclude by discussing what this scene reveals about the limits of Capitol control.

   ---

   In the District 11 scene from Chapter 7, Collins effectively contrasts scripted and unscripted language to underscore that genuine emotion can serve as a form of political resistance. When Katniss veers away from Effie’s rehearsed lines and expresses her heartfelt sorrow for Thresh and Rue, she asserts, “I can’t help but think of the last time I saw Rue,” illustrating the technique of personal reflection. This moment highlights her emotional authenticity, revealing that her feelings transcend the constraints imposed by the Capitol. Additionally, when she speaks directly to the citizens of District 11, saying, “You are not alone,” Collins employs direct address, further emphasizing her connection with the oppressed. This shift from scripted to spontaneous dialogue signifies a pivotal moment where Katniss's vulnerability becomes a powerful rallying cry. Ultimately, this scene exposes the limitations of Capitol control; despite their attempts to dictate narrative and emotion, Katniss's raw honesty disrupts their grip on power and inspires solidarity among the districts.

   Exit ticket

   Write one sentence explaining why the District 11 crowd's salute is dangerous to President Snow, using evidence from Chapter 7 to support your answer.

3. Lesson 3: Spectacle, Class, and the Body: Cinna, Effie, and Capitol Inequality in Chapters 5–13

   55 min · ch. 5, 6, 10, 11, 12, 13

   Do now

   Look at the characters listed on the board — Effie Trinket, Cinna, Caesar Flickerman, Katniss, Haymitch. Without referencing the novel, rank them from 'most complicit in Capitol power' to 'least complicit,' and write one sentence explaining why you placed Cinna where you did. Be ready to defend your ranking.

   Teacher input

   Model analysis on the Chapter 5 passage where Cinna reveals Katniss's wedding-dress interview gown: when she twirls, it morphs into the Mockingjay costume. Annotate: (1) how Collins uses this transformation as an extended metaphor — the dress commissioned by the Capitol to signify Katniss's submission ultimately becomes a symbol of rebellion; (2) how Cinna's silence during the fitting ('He doesn't speak. He just smiles') establishes him as an artist whose resistance is expressed through his craft, not his words; (3) how the Capitol audience's gasp, conveyed through Katniss's narration, illustrates that even those who consume spectacle can be swayed against the system by the spectacle itself — a significant irony that Collins weaves into the novel's framework.

   Independent task

   Re-read the passage in Chapter 12 where Katniss and Peeta tour the Capitol party hosted by Octavia and her friends, and the guests display surgically altered bodies — whiskers, tails, gilded skin. Write one analytical paragraph of at least 150 words in which you explain how Collins uses the description of Capitol bodies to present the theme of social-class inequality. Your paragraph must: name at least one specific body modification Collins describes; embed two quotations; explain what the modifications reveal about how the Capitol relates to its own wealth; and conclude with a sentence that links your point to the theme of power over identity.

   ---

   Collins uses the striking imagery of the Capitol’s surgically altered bodies to highlight the stark social-class inequality between the Capitol and the districts. One notable modification is the “gilded skin” that some guests flaunt, which symbolizes the Capitol's obsession with beauty and wealth at the expense of authenticity. This extravagant alteration reflects how the Capitol values superficial appearances over genuine human experience, as seen in the description that “they take pride in their enhancements,” indicating a society that equates worth with modified beauty. The extravagant body modifications serve to reinforce the power dynamics in Panem, with the Capitol’s elite showcasing their affluence while the districts struggle to survive. By presenting these grotesque alterations, Collins critiques a culture that prioritizes wealth and status, ultimately revealing how such power allows the Capitol to dictate and distort individual identity, reinforcing the divide between the privileged and the impoverished.

   Exit ticket

   In one or two full sentences, explain how Cinna's Mockingjay gown in Chapter 5 functions as an act of resistance — and identify one risk Cinna takes by designing it.

4. Lesson 4: Alliance, Sacrifice, and Moral Complexity in the Quarter Quell Arena: Chapters 18–25

   55 min · ch. 18, 19, 20, 21, 22, 23, 24, 25

   Do now

   Open to Chapter 18, the moment Katniss enters the arena for the Third Quarter Quell. Read the first full paragraph of her impressions.

   Katniss immediately notices the thick, oppressive fog that blankets the arena, making it hard to see. This eerie atmosphere suggests that the challenges ahead will be disorienting and treacherous, hinting at a survival test that is both psychological and physical.

   Teacher input

   Model analysis on the Chapter 21 passage where Mags walks into the poisonous fog to save Finnick, Katniss, and Peeta — her death is captured in one simple, unadorned sentence: 'And Mags walks straight into the fog.' Annotate: (1) Collins's choice of the simple present tense combined with the adverb 'straight' removes any sentimentality from the act, making it all the more heartbreaking; (2) Mags's minimal dialogue throughout the novel—she relies on gestures and expressions—means that her final action speaks louder than any words; (3) this moment adds complexity to the novel's survival theme: while Katniss has been conditioned to focus on her own survival, Mags's sacrifice challenges her to confront a moral perspective that prioritizes the group's survival over the individual.

   Independent task

   Re-read the sequence in Chapters 23–24 where Beetee outlines his plan to utilize the lightning tree and the coil of wire to take down the arena's force field. During this moment, Katniss starts to sense that some tributes are holding back crucial information. In these chapters, Collins employs dramatic irony alongside the constraints of Katniss's first-person perspective to heighten tension and explore the theme of sacrifice. One significant aspect Katniss fails to grasp is the full extent of the tributes' experiences and strategies. For example, when Katniss reflects, “I can't help but feel that Beetee knows something I don’t,” it illustrates her limited understanding of the situation (Collins, 23). This moment of dramatic irony underscores the gap between her knowledge and that of the other characters. Furthermore, when she acknowledges, “They all seem to be in on a secret,” it highlights her isolation and the sacrifices others are willing to make (Collins, 24). By presenting Katniss's incomplete knowledge, Collins positions the reader with a broader understanding than the narrator, intensifying the stakes and emphasizing the sacrifices made by the tributes in their struggle for survival.

   Exit ticket

   Write one or two full sentences explaining why Mags's death in Chapter 21 is more affecting than a longer, more dramatic death scene might have been — refer to at least one specific word or phrase Collins uses.

5. Lesson 5: Synthesis Essay: How Collins Constructs Power and Resistance Across Catching Fire

   60 min · ch. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25

   Do now

   • Identify a quotation from Part One (Chapters 1–9) that you think best represents Snow's control.
   • Find a quotation from Part Two (Chapters 10–17) that reflects Katniss's identity when she's facing pressure.
   • Choose a quotation from Part Three (Chapters 18–25) that highlights the theme of sacrifice.

   You'll include at least one of these quotes in your essay today.

   Teacher input

   Model the essay's opening paragraph live on the board, referencing the Snow scene from Chapter 2. Show: (1) how to start with a thesis sentence that identifies Collins's technique, describes its effect, and connects to the theme—avoiding a plot summary; (2) how to integrate a quotation into a grammatically complete sentence instead of just inserting it; (3) how to craft an analytical comment that seamlessly transitions from the word to the technique, then to the effect, and finally to the theme, using the Chapter 2 phrase 'the smell of blood and roses' as the central quotation.

   Independent task

   Write a comprehensive analytical essay of 500–700 words in response to the following question: "How does Suzanne Collins use narrative voice and imagery to depict the relationship between power and resistance in Catching Fire?" Your essay should: begin with a thesis statement that identifies Collins's technique and your central argument; contain at least three body paragraphs, each focused on a distinct moment in the novel — you must include at least one moment from Chapters 1–9 (such as Snow's visit or the Victory Tour), at least one from Chapters 10–17 (like Cinna's Mockingjay gown or the Capitol party), and at least one from Chapters 18–25 (for example, Mags's death or Beetee's lightning plan); integrate at least five quotations from the text, each introduced with a specific analytical verb; and conclude with a paragraph that discusses how Collins's decision to end the novel with Katniss learning about the destruction of District 12 alters the reader's perception of the costs associated with resistance. Avoid retelling the plot: every sentence should contribute to or support an analytical argument.

   Exit ticket

   Read back your thesis sentence — the very first analytical sentence of your essay. Rewrite it in the space below so that it names Collins's technique, states the effect that technique creates, and connects that effect to at least one of the novel's themes. If your original sentence already does all three things, copy it out and underline the three elements.

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can distinguish between technique and effect, specifically in the Chapter 2 Snow scene, and can articulate why showing is more powerful than telling.
• Lesson 2 independent paragraph: checks whether students can identify scripted versus unscripted language in Chapters 6–7 and connect that contrast to the theme of authentic emotion as political resistance.
• Lesson 3 exit ticket: checks whether students understand Cinna's Mockingjay gown as an act of encoded resistance and can identify the personal risk Cinna accepts by designing it.
• Lesson 4 independent paragraph: checks whether students can explain dramatic irony in Chapters 23–24 and articulate how Katniss's partial knowledge positions the reader differently from the narrator.
• Lesson 5 do-now quotation selection: checks whether students have retained and can independently retrieve key quotations from all three parts of the novel before writing under timed conditions.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story or drama.
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.6 — Analyse a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant.

AP Literature

• Literary Argumentation (LAN-1) — Develop a thesis that interprets a literary text and requires a line of reasoning.
• Figurative Language (FIG-1) — Explain the function of specific words and phrases in a literary text, including extended metaphor and symbol.
• Narration (NAR-1) — Explain the function of point of view and the effect of a first-person narrator's limited perspective on meaning.
• Structure (STR-1) — Explain the function of structure in a literary text, including how Collins's three-part structure and the Quarter Quell's mirroring of the original Games creates dramatic irony.

AQA

• AO1 — Read, understand and respond to texts; maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received, including the dystopian genre and the political context of surveillance and state control.

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts, with particular attention to Collins's use of first-person narration, symbol, and structural irony.
• AO4 — Explore connections across literary texts, including connections between Catching Fire and the dystopian tradition.

IB Lit

• Criterion A — Demonstrate knowledge and understanding of the text, including specific reference to narrative voice, character, and structural choices in Catching Fire.
• Criterion B — Analyse how Collins's use of language, technique, and structure creates meaning, with particular focus on imagery and irony.
• Criterion C — Develop a focused, well-organised response that sustains a line of argument across the full essay.