Objective: Analyze the impact of multiple meanings of the word "game" in the title.
Using online resources such as Visual Thesaurus and/or Merriam-Webster identify the two meanings of the word "game" in the title of "The Most Dangerous Game" by Richard Connell. Write an explanation of the title for each meaning.
Note: Activities go back and forth between direct instruction and guided practice thus the numbering/lettering to indicate which parts go together. Do all of 1 (a, b) before moving on to 2, etc.
(1a.) Objective: Annotate text.
Using www.notablepdf.com (works with google drive) and a pdf copy of the story (can find one online) highlight, comment on, share, give and get feedback focusing on setting and the specific events in the plot. Demonstrate the use of this app by annotating the first part of the text projecting it onto a screen.
Next, go to GUIDED PRACTICE and see (1b.)
(2a.) Objective: Review the elements of a short story.
Show the short video from Shmoop Tube titled "Short Stories" which is a brief presentation of the elements of a short story along with the naming of the parts of the plot found in a plot diagram.
Next, go to GUIDED PRACTICE and see (2b.)
(3a.) Objective: Review thesis statement.
Show the short video from Shmoop Tube titled "How to Write a Killer Thesis Statement."
Next go to GUIDED PRACTICE and see (3b.)
(4a.) Objective: Strengthen writing as needed by revising.
Show the short videos from Shmoop Tube titled "What Not to Do in an Introduction" and "What Not to Do in a Conclusion."
Next go to GUIDED PRACTICE and see (4b.)
(1b.) Objective: Organize data/evidence about setting using electronic notes posted on a mural.
Using the electronically annotated text from NOTABLE PDF & Google Drive, choose descriptions of the setting to post on a mural using Mural.ly. Then choose Google Images that illustrate each scene and add them to your mural connecting them to the citations from the text. Share your mural with a partner for feedback.
Return to DIRECT INSTRUCTION and see (2a.)
(2b.) Organize data/events in a plot diagram.
Using the electronically annotated text from NOTABLE PDF & Google Drive, choose events from the story to include on the interactive plot diagram from Read, Write, Think. Print your plot diagram.
Return to DIRECT INSTRUCTION and see (3a.)
(3b.) Objective: Write a strong thesis statement (theme statement.)
Based on the evidence you collected from the setting and plot, what do you think is the author's message or theme of the story? In deciding what the theme might be refer back to what Zaroff says about what resources animals have and what resources man has that gives one an advantage over the other in a hunt.
Go to INDEPENDENT PRACTICE
(4b.) Objective: Strengthen writing as needed by revising.
Revise your introduction and conclusion by applying the information presented in the videos.
Go to WRAP UP
Objective: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Performance Task: How does Richard Connelly use setting and plot to develop theme in "The Most Dangerous Game?" Write an essay in which you answer the question. To develop your essay, cite specific examples/evidence from the text. Warrant your examples/evidence to your claim--that is, tell how your examples/evidence connects to your claim--to develop a line of reasoning throughout your essay.
Compose your essay in google docs.
Return to DIRECT INSTRUCTION (4a.)
Objective: Evaluate writing using a rubric.
Using a rubric, evaluate your essay. Where might you be able to improve?
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.