Objectives

• Analyse how Collins uses the reaping scene in Chapter 1 to establish the relationship between social class, state power and individual sacrifice.
• Explain how Katniss consciously constructs and performs a public identity during the tribute parade and interviews in Chapters 5–9, and what this reveals about the theme of power.
• Analyse how the Katniss–Rue alliance in Chapters 14–18 functions as an act of resistance against the Capitol's dehumanising logic.
• Evaluate how Collins uses the 'star-crossed lovers' narrative in Chapters 10–25 to interrogate the boundary between genuine love and strategic performance.
• Write a sustained, evidenced analytical essay that argues a clear thesis about how Collins presents power and inequality across the novel.
• Select, embed and analyse quotations at word and phrase level, connecting language choices to Collins's wider thematic purposes.

The sequence

1. Lesson 1: The Reaping: Class, Sacrifice and State Control in Chapter 1

   60 min · ch. 1, 2

   Do now

   Without opening the book, jot down everything you know or can infer about how a lottery operates and who typically ends up losing. Next, read the first paragraph of Chapter 1 quietly in your mind and write a single sentence: what is the first thing Katniss notices when she wakes up, and what does that observation reveal about her life?

   Teacher input

   Model a close reading of the tessera passage in Chapter 1, where Katniss explains that tesserae — extra rations of oil and grain — can be earned by adding your name to the reaping pool additional times. Read aloud: 'You can do this for as many years as you like and your name gets entered once for each tessera. So at the age of twelve, I had my name entered four times.'

   In this passage, the word 'entered' conveys a sense of passivity—Katniss does not actively choose; rather, the system imposes this reality on her. Collins's use of straightforward, matter-of-fact syntax reflects how the children in the district have come to accept their own expendability as a given. This single passage connects social class (the poorest children end up with the most tessera entries), state power (the Capitol creates and controls the system), and sacrifice (Katniss has already been taking these risks for Prim).

   Independent task

   Using the tessera explanation and Katniss's description of the reaping crowd in Chapter 1 — specifically the moment she describes the Seam children as 'hollow-cheeked' and the merchant-class children as 'plumper' — Collins effectively illustrates that poverty is not an accident but a deliberate construct of the Capitol. The term 'hollow-cheeked' evokes a haunting image of malnutrition and despair, emphasizing the physical toll of poverty on the Seam children. In stark contrast, the description of the merchant-class children as 'plumper' highlights their privileged status and access to resources. This juxtaposition not only underscores the stark class divide but also suggests that the Capitol intentionally maintains this disparity to exert control over the districts. By manipulating the availability of food and resources, the Capitol ensures that the poor remain powerless and dependent. Ultimately, Collins demonstrates how the reaping serves as a grim reminder of the Capitol's oppressive power structures, reinforcing the theme that true power lies in the systemic control of wealth and resources.

   Exit ticket

   In no more than three sentences, explain why Collins makes Katniss — rather than a Capitol citizen — the narrator of the reaping scene, and what effect this narrative choice has on the reader's sympathies.

2. Lesson 2: Performing Identity: The Tribute Parade and Caesar's Couch, Chapters 5–9

   60 min · ch. 5, 6, 7, 8, 9

   Do now

   Re-read the sentence in Chapter 5 where Cinna tells Katniss, 'I want to be the one to make you look unforgettable.' Write two sentences: what does the word 'unforgettable' imply about the Capitol's expectations for tributes, and what does Cinna's choice of words — 'I want' instead of 'the Capitol wants' — reveal about his personal loyalties?

   Teacher input

   Model a reading of the tribute parade sequence in Chapter 5, emphasizing the moment when Katniss and Peeta ride the chariot in their fire costumes. Katniss reflects: 'I'm not pretty. I'm not beautiful. I'm as radiant as the sun.' This three-part sentence structure—starting with short, straightforward statements and then bursting into hyperbole—captures the transformation happening in real time: Katniss is witnessing her own emergence as a spectacle. The choice of the word 'radiant' draws from the Capitol's glamorous vocabulary, implying that even Katniss's internal monologue is influenced by the performance. This connects to the theme of identity: Katniss embodies both the girl from the Seam and 'the girl on fire,' and Collins skillfully maintains both identities in view.

   Independent task

   Read Caesar Flickerman's interview with Katniss in Chapter 8, especially the part where Katniss mentions her dress 'is still smouldering' and Caesar responds that she is 'absolutely unforgettable.' Write a paragraph of 150–200 words analyzing how Collins uses this interview scene to demonstrate that Katniss's identity is being shaped by the Capitol's media machinery. Be sure to quote from both Katniss's internal thoughts and Caesar's words, analyze the impact of at least one specific term, and discuss whether Katniss is in control of her performance or if she is being manipulated by it.

   Exit ticket

   Write one sentence that completes this argument starter with specific evidence from Chapters 5–9: 'Collins suggests that in Panem, identity is not something you possess but something that is performed for an audience, because…'

3. Lesson 3: Rue and Resistance: Humanity Against the Capitol's Logic, Chapters 14–18

   60 min · ch. 11, 14, 15, 16, 17, 18

   Do now

   Before you open the book, jot down Rue's name and note three things you remember about her from your reading so far. Next, flip to the moment in Chapter 11 when Katniss first spots Rue in the arena and write a sentence about what Katniss observes — and consider why that detail could be significant later on.

   Teacher input

   In Chapter 16, when Katniss and Rue strategize to sabotage the Careers’ food supply, there's a powerful moment captured in the line: "Rue's eyes widen at the sight of the food. I know that look. I've seen it in the mirror." This mirror metaphor effectively blurs the lines between the two girls—who come from District 12 and District 11, differ in race, and are of different ages. Collins uses this moment of recognition to highlight a shared humanity that the Capitol's district system tries to obscure.

   The brief, impactful sentences—“I know that look. I've seen it in the mirror.”—give Katniss's realization a profound moral weight, elevating it beyond a mere observation. This structure emphasizes her understanding of Rue’s desperation and longing, making it clear that their struggles are intertwined despite the Capitol's attempts to divide them.

   Independent task

   In Chapter 18 of The Hunger Games, Katniss's act of covering Rue's body with flowers becomes a poignant moment of political resistance against the Capitol's oppressive regime. Her desire to "shame them, to make them accountable, to show the Capitol" encapsulates her defiance. The list structure in this sentence emphasizes her urgent need to take action; each phrase builds upon the last, creating a rhythm that reflects her escalating determination to challenge the Capitol's control. By choosing to honor Rue in this way, Katniss transforms a moment of loss into a powerful statement of individuality and resistance. Despite being trapped in the brutal spectacle of the Games, she asserts that the tributes are not mere pawns for entertainment; there exists "a part of every tribute they can't own." This assertion highlights the enduring power of personal agency, suggesting that even within the confines of the Capitol's control, individuals can reclaim their humanity and resist dehumanization through acts of compassion and rebellion. Katniss's gesture of covering Rue with flowers symbolizes hope and the possibility of rebellion, marking a significant shift in the narrative’s power dynamics.

   Exit ticket

   In two sentences, explain what the Rue storyline adds to Collins's presentation of the theme of social class and inequality that could not have been achieved through Katniss's relationship with Peeta alone.

4. Lesson 4: Love as Strategy: The 'Star-Crossed Lovers' Performance, Chapters 10–13 and 19–23

   60 min · ch. 10, 11, 12, 13, 19, 20, 21, 22, 23

   Do now

   Peeta's public confession to Caesar Flickerman allows him to express his genuine feelings for Katniss, which could rally support from viewers and strengthen their bond. When Haymitch tells Katniss, "He made you look desirable," he suggests that Peeta's vulnerability and affection for her enhance her appeal to the audience, making her a more compelling figure in the eyes of the Capitol.

   Teacher input

   Model a close reading of the cave scene in Chapter 20, focusing on the moment Katniss thinks: 'I think of Haymitch's advice to play up the romance… but there's something in the moment that makes me feel I'm not just acting.'

   In this passage, Collins uses free indirect discourse to immerse us in Katniss's thoughts. We are privy to her inner conflict as she grapples with the distinction between her performance and her genuine emotions. This ambiguity is crucial to Collins's message: in a world where survival hinges on how convincingly one can act, the line between what is real and what is strategic becomes blurred.

   The phrase 'not just acting' serves a dual purpose. On one hand, it suggests that Katniss might truly be experiencing real feelings. On the other hand, the inclusion of 'just' serves as a reminder that, despite any genuine emotions, she is still engaged in an act. This highlights the complexity of her situation, where authenticity and performance intertwine.

   Independent task

   Reflect on the moment in Chapter 21 when Katniss kisses Peeta while grappling with her feelings for Gale, and then consider Chapter 23, where she recognizes that Peeta's declaration of love "was the Capitol's gift to me — keeping me alive." These moments together illustrate how Collins portrays love and survival as intertwined in Panem. The kiss signifies a complex mix of affection and strategy; Katniss is torn between her past with Gale and her present with Peeta, highlighting her internal conflict. When she acknowledges Peeta's love as a survival mechanism, it emphasizes the harsh reality of their world, where emotions can be manipulated for survival. Collins’s choice of the phrase "the Capitol's gift" underlines the perverse nature of love in this context, suggesting that even genuine feelings are tainted by the oppressive regime. Ultimately, Katniss's feelings for Peeta blur the line between genuine affection and strategic necessity, reinforcing the idea that love and survival are inseparable in her struggle against the Capitol.

   Exit ticket

   Write one full sentence explaining how the 'star-crossed lovers' narrative both helps and threatens Katniss, using at least one specific detail from Chapters 19–23 to support your answer.

5. Lesson 5: Synthesis Essay: How Collins Presents Power and Inequality Across the Novel

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

   Do now

   Without your notes, write down the three key quotations you've explored in this unit, and beside each, note the theme it relates to the strongest. Finally, compose a single sentence that connects all three quotations, forming a cohesive argument about what Collins conveys regarding power in Panem.

   Teacher input

   Model how to transform a theme statement into a thesis sentence. For example, instead of saying, "Collins shows that power is important in The Hunger Games," you might write, "Collins presents power in Panem as a system maintained not just through force but through the manipulation of spectacle—turning the tributes' suffering into entertainment that the districts feel obligated to watch."

   This thesis naturally suggests a structure for the essay: one paragraph could focus on spectacle and the Games, another on the tributes' complicity in this performance, and a third on a moment of resistance. Use the Chapter 1 tessera passage and the Chapter 5 parade as your two anchor quotes while demonstrating this on the board.

   Independent task

   Write a comprehensive analytical essay of 500–600 words addressing the following question: "In what ways does Suzanne Collins utilize Katniss Everdeen to examine the connection between power and inequality in The Hunger Games?" Your essay should begin with a clear thesis statement that presents an argument rather than just stating the topic. Include at least three body paragraphs, each focusing on a different moment from the novel: incorporate the reaping scene from Chapter 1 (either quoting the tessera passage or Katniss's description of the 'hollow-cheeked' children from the Seam), the tribute parade or the Caesar interview from Chapters 5–9 (including Katniss's thought about being 'radiant as the sun' or Caesar's remark about being 'absolutely unforgettable'), and either the Rue flower scene from Chapter 18 or the cave scene from Chapter 20. Each body paragraph must include at least one quotation, analyze at least one word or phrase at the vocabulary level, and conclude with a sentence that ties back to your thesis. The conclusion should go beyond mere summarization; it should reflect on what Collins’s portrayal of Katniss reveals about the potential for resistance within a flawed system.

   Exit ticket

   Read back your thesis sentence — the one in your opening paragraph — and write a second sentence explaining what a reader who disagreed with your argument might say, and why your essay's evidence still holds against that counterargument.

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can articulate Collins's narrative perspective choice and its effect on reader sympathy, not just summarise the reaping.
• Lesson 2 PEEL paragraph: checks whether students can embed quotation from both dialogue and internal monologue and argue a position on Katniss's agency in the performance.
• Lesson 3 exit ticket: checks whether students can distinguish between what the Rue storyline adds thematically that the Peeta storyline cannot — i.e. cross-district solidarity and racial solidarity as forms of resistance.
• Lesson 4 comparative paragraph: checks whether students can hold two moments in tension and take a clear position on an interpretive question (genuine vs. strategic love) rather than sitting on the fence.
• Lesson 5 do-now thesis sentence: checks whether students can synthesise three lessons' worth of quotations into a single arguable claim before writing begins.

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, including where a story is set, how the action is ordered, and how the characters are introduced and developed.
• 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.
• W.11-12.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

AP Literature

• Literary Argumentation (LAN-1) — Explain the function of character, setting and narrative perspective in a literary text.
• Figurative Language (FIG-1) — Explain the function of specific words and phrases, including connotation and metaphor, in context.
• Literary Argumentation (LAN-1.E) — Develop a thesis that is defensible and specific, supported by relevant evidence from the text.
• Narration (NAR-1) — Explain how a narrator's reliability, perspective and distance shape meaning.

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 where appropriate.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received.

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 reference to language, form and structure.
• AO4 — Explore connections across literary texts, informed by interpretation of relationships between texts and contexts.

IB Lit

• Criterion A — Demonstrate knowledge and understanding of the text, including specific details and how they contribute to meaning.
• Criterion B — Analyse the ways in which the author's choices of language, structure and technique shape meaning and effect.
• Criterion C — Develop and sustain a focused, well-organised literary argument supported by relevant textual evidence.