Prose Analysis Chapter 1 of the novel Experiences

Prose Analysis Chapter 1 of the novel

Experiences and Outcomes Reading Tools for reading – to help me use texts with increasingly complex or unfamiliar ideas, structures and vocabulary within and beyond my place of learning Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression. ENG 2 -12 a / ENG 3 -12 a / ENG 4 -12 a I can select and use the strategies and resources I find most useful before I read, and as I read, to monitor and check my understanding. LIT 3 -13 a

Experiences and Outcomes Reading Understanding, analysing and evaluating – investigating and/or appreciating fiction and non-fiction texts with increasingly complex ideas, structures and specialist vocabulary for different purposes To show my understanding, I can comment, with evidence, on the content and form of short and extended texts, and respond to literal, inferential and evaluative questions and other types of close reading tasks. ENG 3 -17 a

Experiences and Outcomes Reading Understanding, analysing and evaluating – investigating and/or appreciating fiction and non-fiction texts with increasingly complex ideas, structures and specialist vocabulary for different purposes I can: discuss and evaluate the structure, characterisation and/or setting using some supporting evidence identify the main theme of the text and recognise the relevance this has to my own and others’ experiences identify and comment on aspects of the writer’s style and other features appropriate to genre using some relevant evidence. ENG 3 -19 a

Experiences and Outcomes Writing Enjoyment and choice – within a motivating and challenging environment, developing an awareness of the relevance of texts in my life I enjoy creating texts of my choice and I am developing my own style. I can regularly select subject, purpose, format and resources to suit the needs of my audience. LIT 3 -20 a / LIT 4 -20 a

Experiences and Outcomes Writing Tools for writing – using knowledge of technical aspects to help my writing communicate effectively within and beyond my place of learning I can use a range of strategies and resources and spell most of the words I need to use, including specialist vocabulary, and ensure that my spelling is accurate. LIT 3 -21 a As appropriate to my purpose and type of text, I can punctuate and structure different types of sentences with sufficient accuracy, and arrange these to make meaning clear, showing straightforward relationships between paragraphs. LIT 3 -22 a / LIT 4 -22 a

Experiences and Outcomes Writing Tools for writing – using knowledge of technical aspects to help my writing communicate effectively within and beyond my place of learning Throughout the writing process, I can review and edit my writing to ensure that it meets its purpose and communicates meaning at first reading. LIT 3 -23 a

‘The Hunger Games’ Reading Ch 1 of the Novel Learning Intentions • I will read and enjoy the first chapter of ‘The Hunger Games’. • I will be able to show my understanding of the text by answering questions on characters and vocabulary. • I will be able to pick out information from the text. • I will be able to identify and comment on techniques used by the author to create tension. • I will be able to write a short essay using Point - Evidence Comment structures which analyses the use of tension in the chapter. • I will be able to apply my knowledge to write an alternative ending from another character’s point of view.

Sixteen-year-old Katniss Everdeen regards it as a death sentence when she is forced to represent her district in the annual Hunger Games, a fight to the death on live TV. But Katniss has been close to death before and survival, for her, is second nature. The Hunger Games is a searing novel set in a future with unsettling parallels to our present. Welcome to the deadliest reality TV show ever. . .

Why should you read ‘The Hunger Games’? • ‘A violent, jarring, speed-rap of a novel that generates nearly constant suspense. . . I couldn’t stop reading. ’ – Stephen King • ‘I was so obsessed with this book…The Hunger Games is amazing. ’ – Stephenie Meyer • ‘Brilliantly plotted and perfectly paced. ’ – John Green (The New York Times Book Review)

‘The Hunger Games’ Chapter 1 We are going to read / listen to the first chapter of the novel, then complete some activities based on it. http: //www. youtube. com/watch? v=1 u. MIJ 3 d. A 5 IA

Warm up: Complete the tasks on vocabulary and characters on the sheet you have been given.

In Pairs 1) What do we learn about life in ‘the Seam’ in District 12 from this chapter? Draw a table like the one below and fill it in with as many different points as you can. The first one has been done for you. Aspect of life There are coal mines in the Seam - the people there have to work hard to survive. Evidence ‘Our part of District 12, nicknamed the Seam, is usually crawling with coal miners heading out to the morning shift at this hour’ (p 4)

In Pairs - discuss and both write your answers 2) What do we learn about Katniss and her family? Give evidence. 3) What clues are we given that ‘the reaping’ is something bad? Find and quote as many as you can. For example: • Katniss thinks Prim ‘must have had bad dreams’ because ‘This is the day of the reaping’. 4) What effect do these clues have?

In Pairs - discuss and both write your answers 5) What are ‘the reaping’ and ‘The Hunger Games’ and why do they take place, according to the story read out by the Mayor? 6) Why does Katniss say they take place, and why does she say it is ‘humiliating’?

Feedback Let’s hear your ideas!

Now you are going to complete some tasks on suspense and tension. • You are going to work in groups of 4. • Each group is going to be given 5 extracts from the description of the Reaping (p 19 to the end of the chapter). • Discuss how the extracts you have been given help to build tension and write your ideas on the sheet.

Feedback Let’s hear your ideas!

Suspense and Tension 1. What does the word ‘reaping’ suggest? Definition of ‘reap’ - Verb a. Cut or gather (a crop or harvest). b. Harvest the crop from (a piece of land) How effective is this choice? 2. What part of Chapter 1 do you find most effective? 3. How does the threat of the Reaping run through the whole chapter? 4. What do you think builds most tension in the chapter?

Writing your essay on Tension in Chapter 1 Question: How does Suzanne Collins build tension in Chapter 1 of The Hunger Games? • Introduce the text, author and what you are going to write about. • Write one paragraph analysing how the threat of the Reaping runs through the whole chapter. • Write four paragraphs analysing how she builds tension during the description of the Reaping itself. • Conclude by summing up how well you think the chapter works to build up tension and draw the reader into the book. • Use the Point – Evidence – Comment structure – we’ll look at this in more detail in a minute.

Writing your essay on Tension in Chapter 1 You need to start with a short introduction: Introduce the text, author and what you are going to write about. For example: Suzanne Collins uses a variety of techniques to create tension in chapter one of ‘The Hunger Games’.

One paragraph about how the threat of the Reaping runs through the whole chapter: TOPIC SENTENCE - introduces the topic of the paragraph POINT – make a point EVIDENCE – back it up with evidence COMMENT – comment on what this reveals The threat of the Reaping runs through the whole chapter, building tension and making us wonder about… For example, the narrator and central character, Katniss, tells us that her sister had probably had a bad dream and climbed in with her mother: “Of course, she did. This is the day of the reaping. ” This tells us right from the start that the reaping is a bad thing and that it is enough to give people nightmares. This makes it seem scary and makes us wonder what it is.

The threat of the Reaping runs through the whole chapter, building tension and making us wonder about… For example, the narrator and central character, Katniss, tells us that her sister had probably had a bad dream and climbed in with her mother: “Of course, she did. This is the day of the reaping. ” This tells us right from the start that the reaping is a bad thing and that it is enough to give people nightmares. This makes it seem scary and makes us wonder what it is. Now it’s your turn to complete this paragraph using TWO more point - evidence - comment structures.

Now you are going to write four paragraphs about how Collins builds tension during the description of the Reaping itself. Remember: • use topic sentences to start your paragraphs; • make points; • back them up with evidence; • comment on their effect.

Conclude your essay by summing up how well you think the chapter works to build up tension and draw the reader into the book. Check your essay carefully when you have finished. Extension: Write an alternative ending to chapter 1 using the sheet from the teacher.

How did you do? • Did you write an introduction which referred to the title, author and task? • Did you start your paragraphs with topic sentences? • Did you use the point – evidence – comment structure? • Did you answer the question – how does the author build tension? • Did you sum up how well you think the author builds tension in the conclusion? Make any changes you need to

Peer Assessment • Did they write an introduction which referred to the title, author and task? • Did they start their paragraphs with topic sentences? • Did they use the point – evidence – comment structure? • Did they answer the question – how does the author build tension? • Did they sum up how well they think the author builds tension in the conclusion? What have they done well? What do they need to improve?