Lesson Synopsis: A much deeper exploration of characterization, conflict, point of view, and theme occurs in the short story, The Most Dangerous Game by Richard Connell. Students are asked to create a short story, in comic book format, about a personal conflict, how it was resolved, and how it changed them or their characters.
TEKS: 1 Writing/Purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive
texts, for various audiences and purposes. 1A Write in a variety of forms using effective word choice, structure, and sentence forms with emphasis on organizing
logical arguments with clearly related definitions, theses, and evidence; write persuasively; write to report and describe; and write poems, plays, and stories.
6 Reading/word identification/vocabulary development. The student uses a variety of strategies to read unfamiliar words and to build vocabulary.
6B Rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary.
6C Apply meanings of prefixes, roots, and suffixes in order to comprehend. 7 Reading/Comprehension. The student comprehends selections using a variety of strategies.
7G Summarize texts. 7H Draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and
experience. 8 Reading/Variety of texts. The student reads extensively and intensively for different purposes in varied sources,
including world literature. 8D Interpret possible influences of the historical context on a literary work. 10 Reading/literary response. The student expresses and supports responses to various types of texts.
10A Respond to informational and aesthetic elements of texts such as discussions, journals, oral interpretations, and dramatizations.
11 Reading/Literary Concepts. The student analyzes literary elements for their contributions to meaning in literary texts.
11B Analyze the relevance of setting and time frame to text's meaning. 11C Analyze characters and identify time and point of view. 11E Analyze the development of plot in narrative text.
GETTING READY FOR INSTRUCTION Performance Indicator(s):
• Write a short story, in comic book format, about a personal conflict, how it was resolved, and how it changed you or your characters. TEKS (11C, 11D, 1A)
1C, 1E, 1H, 4D, 5F, 5G
Key Understandings and Guiding Questions: • Conflict and literary devices can augment the plot of the story and develop personal relevance for the reader.
— In what ways was suspense created by the author in the story? — How does the author’s use of foreshadowing generate suspense in the story?
• The author’s treatment of story elements, point of view, and theme stimulates a heightened interest in reading a literary work. — What events signal the rising action, climax and falling action in a story? — How does the author incorporate the story’s theme throughout the setting, the plot and the conflicts which
the characters face? — Does an author’s point of view influence the reader’s perceptions of the characters in a story?
• The literary analysis of a variety of genres improves a reader’s ability to determine author’s purpose, voice, and style. — How does the author create a unique and personal style of writing? — Is the author’s style specific to the genre represented in the writing? What specifically does the author do
to make it so?
Vocabulary of Instruction: • character • plot • setting
• external conflict • internal conflict • point of view
• theme • foreshadowing • suspense
• open-ended responses
Materials: • document camera • timer(s)/clocks for
Collaborative Teams • 4 proofreading paragraphs
• 4 Colored pencils or pens per collaborative group members
• enter item
Resources: • The Most Dangerous Game by Richard Connell or a similar story in which theme, characterization, symbolism,
and point of view can be illustrated. • Handout: Identifying Common Attributes: T-Chart • Handout: Analyzing A Short Story–The Most Dangerous Game • Handout: Open-Ended Response–The Most Dangerous Game • Handout: Comic Book Hero: Guidelines and Format • Handout: Personal Conflict Resolution • Handout: Proofreading Round Robin • Handout: Proofreading Paragraphs–1-4 • Handout: Collaborative Team Planning Guide • Handout: Creating Reading Connections–The Most Dangerous Game (Part 1) • Handout: Creating Reading Connections: Textual Annotations Organizer (Part 2) • Handout: Writing Conventions • Handout: Identifying Conflict • Handout: Personal Conflict Resolution • Handout: Story Plot Map
2. Prepare Handout: Story Plot Maps and duplicate two for each student in your classes. 3. Assign students into collaborative groups composed of four students. Each student is to be assigned a task within the
group: Task Manager, Resources Manager, Time Keeper, Reporter. All four students must contribute to the completion of the assignment. See Handout: Collaborative Team Planning Guide.
4. Make copies of all attachments as designated for student distribution and use during lesson. Duplicate the 4 proofreading paragraphs for each group. Each team member should have a different paragraph to pass around within the collaborative group.
Background Information: plot–the arrangement of or action in a story; elements in a plot include: exposition, rising action, climax, falling action,
denouement, and author’s organization of the action or events that take place within a story. Each of these terms describes how the story is organized according to the author’s presentation of characters, events, and conflicts. It is possible for the reader to map the plot of the story according to these elements.
exposition–the part of the plot where the setting and characters are introduced. rising action–section of the story’s plot where the action rises in response to the conflicts in the story. The author may
heighten the reader’s interest by introducing unexpected events, ideas, or characters to develop the conflict of the story.
climax–point of the story’s plot where the suspense reaches a peak, and where the characters may experience a change of some sort. Sometimes called the story’s turning point, it is the moment in a narrative where the reader experiences a release of emotions or tension because the conflict is resolved.
falling action–action that follows the climax. Loose ends in the story begin to be resolved or explained to the reader. The climax may also be explained to the reader during the falling action.
denouement–part of a plot that follows the falling action and where the author resolves the conflict with some sort of outcome.
The following terms have been previously introduced and reviewed in prior lessons. See Grade 9 Lessons 1, 2, and 3 for additional information and activities regarding these terms. point of view–perspective of the person writing, telling, producing the message. When a story is told in the first-person
point of view, the narrator is a character in the story. The story is told from the perspective of the character referred to as “I”. The reader sees everything through the eyes of that particular character.
llmited third-person point of view–telling a story from the perspective of a narrator who is not a character in the story; the limited third-person point of view allows the narrator to disclose the thoughts of only one character, but refers to that character as “he” or “she”. Therefore, the reader sees the events that occur in the story through the eyes of a narrator and a single character in the story.
third-person omniscient point of view–when a story is told by a narrator who is outside the story. Such a perspective allows the reader to know everything that is occurring within the story and within each of the characters.
suspense–a feeling of curiosity, uncertainty, or even dread about what is going to happen next. The author builds suspense by providing clues so that the reader can guess or predict what may happen next.
foreshadowing–a literary device used by an author to introduce words, incidents, and dialogue that signal, to the reader, what is about to occur in the story.
open-ended responses–brief responses that provide clear, reasonable ideas about various aspects of a text as required by Texas mandated assessment standards. The response must include evidence in the form of a direct quotation, a paraphrase, or a specific synopsis from the text to support any conclusions that the reader makes in response to a question about a literary selection(s).
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement, and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. A Microsoft Word template for this planning document is located at www.cscope.us/sup_plan_temp.doc. If a supplement is created electronically, users are encouraged to upload the document to their Lesson Plans as a Lesson Plan Resource in your district Curriculum Developer site for future reference.
INSTRUCTIONAL PROCEDURES
Instructional Procedures Notes for Teacher
ENGAGE NOTE: 1 Day = 50 minutes Suggested time: 1 Day
• Work with the students using a T-Chart to list the attributes of two concepts that are controversial. On one side of the T, write the word civilized; on the other side of the chart, write the word uncivilized.
• Using the questions below explore, explore the attributes of these to concepts.
Record the attributes on the board or uses a document camera to illustrate one view of a civilized vs. an uncivilized area.
• What do we mean when we say we live in a civilized country? What is the difference between a civilized place and one that isn’t?
• Let’s list and discuss these differences. • Think about what we mean when we say that people are either civilized
or uncivilized. • Work with student to list the attributes of, what they believe, are civilized or
uncivilized people. Accept responses, ask for examples and encourage elaboration.
Call on student volunteers to answer the questions and give examples. Engage all students.
• Can we then agree that the term, “civilized” is defined by the person, circumstances and events to which it refers?
• In other words, what is “civilized” to me may not be civilized to you or to someone else on the other side of the world. Can this be a true statement?
• Do all cultures define the word, “civilized” in the same way? Give me examples. How about our local celebrations, such as birthdays,
TEACHER NOTE This is a good time to begin a mini lesson on prefixes and suffixes. Ask students if they know the meaning of the prefix un– in uncivilized. Begin a discussion of prefixes and suffixes. Ask students to give you prefixes and/or
Instructional Procedures Notes for Teacher weddings, baptisms, graduations, etc.? Would they be considered civilized in Australia, Africa, or China?
• Do personal beliefs and values influence moral or ethical decisions when we refer to what is civilized and what is not? Let’s consider this question for a minute. What do you think?
• Let students know that they will be looking for the concept of civilization The Most Dangerous Game by Richard Connell details the relationship between two men and their individual ideas about civilization as well as their passion for danger. Each character sees civilization in a different way. However, the men are tied to each other because they are both great hunters and enjoy the challenge of hunting down dangerous animals. They are both rich and affluent men, and they have traveled throughout the world hunting their trophies.
• The circumstances in this story draw them together in a challenge to play a more dangerous game. One that pits both men in a game of survival.
• Activate students' prior knowledge by discussing big game hunting. Do students know anyone in their families who consider hunting a sport? Have they seen any television shows or movies where hunting is portrayed in a positive or negative way? How do they feel about hunting? Do they think of it as a sport?
suffixes they have encountered. Make certain students indicate what the prefix and/or suffix means. There are many valuable resources to use for reviewing and studying prefixes and suffixes. There are some suggested web sites under the resources section. However, you can also refer to your grammar book. As the students read, have them point out any prefixes and/or suffixes in the selection. This will help them make the connection that they are widely used and encountered in selections. Lead a discussion about hunting and ask students to relate any experiences they may have had with hunting.
• Reactive prior knowledge about the literary elements that make short fiction. Remind student as they read they will need to continue analyzing the author’s use of: • suspense, • foreshadowing, • conflict, • point of view, and • characterization.
• As you read together, in groups or independently: • Identify possible themes in the story as you continue to practice skills in
locating text evidence to support responses to open-ended questions. • Study how authors organize or map a story by identifying key events that
create the rising action, the climax, the falling action and the denouement in a story.
• Look at the exposition or how the author introduces the conflict in the story.
See Key Understandings and Background Information to enable students to make the connection between the elements of the story and the concepts listed.
MISCONCEPTION: Identifying plot elements within a story can be challenging–conflict, as one example, may follow an evident and traditional form in one story, then take a more complex form in another story (e.g., man vs. nature; man vs. nature, man vs. himself, man vs. society).
• Ask students to take notes on a copy of Handout: Creating Reading Connections–The Most Dangerous Game Parts 1 and 2. Students should identify the connections between the literary elements and how the author uses them in this story..
• Identify the conflicts that add suspense to the story, and note that the characters make a surprising discovery regarding their own existence and place in nature. This discovery will modify their personal beliefs, values, and attitudes.
MATERIALS: Review the graphic organizer, Handout: Creating Reading Connections–The Most Dangerous Game Parts 1 and 2 with the class, to prepare them for note taking during the reading of the story.
EXPLORE • Have students gathered the information into the categories on the graphic
organizer, Handout: Creating Reading Connections–The Most Dangerous Game Parts 1 and 2.
• Ask the students to classify or organize thoughts by finding the common attributes shared by characters, events, or ideas. Remind students they are looking for the literary elements. The categories, listed on your graphic organizer, are: • characters • plot events • setting elements • possible external and internal conflicts
Read the story aloud as a class and ask students to alternate reading with you. It is important to model the reading process for all students but especially, for the special populations in your classroom. They are given the opportunity to hear the written word as well as to develop the skills necessary to analyze a story as the plot unfolds.
Instructional Procedures Notes for Teacher • possible themes • foreshadowing clues
Students will become more aware of what to look for as they begin to read analytically and critically on their own. Students are to take notes as you point out the literary elements found in the story. The guiding questions should help students focus on the key understandings of the lesson. (Reading of the story will begin the first class period and may continue into the next class period.)
EXPLAIN • Now that we have read the story, let’s briefly review some of the basic
literary elements that we have studied in this short story before we introduce several new concepts:
characters setting plot conflict point of view foreshadowing suspense theme
Lead a class discussion to define the terms listed. See Links–www.esc13.net/literacy/literaryterms.html Dictionaries and thesaurus may also be used to access definitions.
STATE RESOURCE: Texas Education Agency ELA Information Booklet on Texas Education Agency website.
• Can we all agree that the main character discovered a great many truths about himself through the conflicts that he faced in the story?
• Conduct a discussion or lecture that conveys the following points of information:
• discoveries are not always expected by the characters because of their previous beliefs and attitudes. How does conflict impact the characters’ decisions in a story?
• the author has organized the action in the story so as to highlight the conflicts that the characters face.
• their reactions impact the overall telling of the story, and we can point out the events that change the momentum of events. Thus, the author has mapped out the action. Readers can identify these high and low points in the story as the rising action, the climax, the falling action, and finally, the denouement of the story’s events. The author can design the map and organize how the story is told in any way he chooses.
• identify the rising action, the climax, the falling action and the denouement of the story.
• recall that point-of-view is a very important literary element in the story’s development. The choice of point of view clearly influences how the reader sees the consequences of the action that takes place in the story.
Point out that all stories can be mapped identifying the rising action, the climax, the falling action and the denouement of the conflicts in the story.
• Does an author’s point of view influence the reader’s perceptions of the characters in a story?
Ask the guiding questions to facilitate a class discussion, as applicable to the terms listed at left.
• As a class complete the graphic organizer, Handout: Identifying Conflict to identify the types of conflicts that the characters faced in the story. Ask students to use their notes as the discussion continues.
TAKS NOTE Each of the responses must be justified through some sort of textual evidence in the form of a direct quotation, a paraphrase, or a specific synopsis from the text.
STATE RESOURCE: See Vocabulary of Instruction and Texas Education Agency ELA Information Booklet on the Texas Education Agency website.
1. Who are the characters in this story?
2. In what ways was suspense created by the author in the story? Lead students to specific passages in the text as a means to model corroborating conclusions through textual support.
3. How did the setting increase the suspense created in the story? Give me some examples from the text?
MATERIALS: Handout: Identifying Conflict graphic organizer to answer question 3.
4. What conflicts did the characters face in the story? Classify the types of conflicts that the characters faced in the story. Cite text evidence to support your responses.
5. How does the author’s use of foreshadowing generate suspense in the story? Give examples from the text to support your conclusions
6. Besides a reference to a contest or competition, what is a second meaning of the word “game” in the title of the story? Cite text evidence to support your conclusion. It is important to note that our conclusions and inferences must be supported by textual evidence in order for these statements to be accepted as valid.
• Point out that as they read the story, they probably noted how the author put his ideas together and how his use of effective grammatical conventions enabled him to get his thoughts across to the reader in a more effective manner.
ELABORATE • Move into Collaborative Learning Teams to complete the following two
assignments. Give a time limit of 45 minutes to complete this assignment. Each group will then report its findings to the class.
Group the students into collaborative groups composed of four students. Each student is to be assigned a task within the group: Task Manager, Resources Manager, Time Keeper, and Reporter. All four students must contribute to the completion of the assignment.
Team Assignment: Answer each of the questions on the Handout: Analyzing a Short Story–The Most Dangerous Game graphic organizer. Groups should be prepared to report responses.
MATERIALS: Handout: Collaborative Team Planning Guide, Analyzing a Short Story–The Most Dangerous Game, Identifying Conflict, Story Plot Map.
1. Complete the Handout: Story Plot Map graphic organizer. Be prepared to report your responses.
Reporters will present the group’s conclusions to the class.
2. Proofread the paragraphs that were assigned to your group. Each one of you will have a different color pen/pencil to make your corrections or suggestions to improve the paragraph given to you. At the end of every 2 minutes you will pass your paragraph to your team member, and you will receive theirs. Add any other suggestions for revision with your color pen/pencil every time you receive a new paragraph. This process will continue until all of your team members have the opportunity to proofread each of the 4 paragraphs assigned to your group.
MATERIAL: Handout: Proofreading Round Robin, Writing Conventions Directions for Round Robin: You may decide to use your own proof reading selections for the class to review. Corrections should revolve around spelling, capitalization, and punctuation. Check for sentence structures and phrasing that may need to be revised in a variety of ways. Suggest to the
Instructional Procedures Notes for Teacher students to create a passage that is complete and that exhibits effective use of grammatical conventions. You may use any of the samples to explore possible corrections as a direct teach to the entire class. Allow discussion on possible suggestions from the class or from the collaborative teams. The teams may also present one of their corrected samples to the class for discussion
EVALUATE Suggested time: 1 Day Unit Performance Indicators: • Write a short story, in comic book format, about a personal conflict, how it
was resolved, and how it changed you or your characters. (11C, 11D, 1A)
Have student volunteers read their short stories. You can have just a few students read depending on the time available. However, make certain that at least one to two students read their stories, so that discussion of sensory responses can take place. Ask students who are listening to respond to the aesthetic elements of text such as those that evoke sensory responses. Have students write down what senses evoked a response from the reading of the stories. (e.g., sight, smell, hearing, and touch)
• Assist students with a summary of learning: • As we conclude our lesson on The Most Dangerous Game, we can say
that we have learned quite a bit about the literary elements that make this story one to remember in our unit on Finding Myself. We found that the author used the elements of characterization, setting, conflict, and plot to weave the theme man vs. man in this story. Such devices as foreshadowing and suspense enriched the telling of the story.
• We have also arrived at the conclusion that every day, we have the opportunity to grow as individuals and cultivate our personal identities through the experiences and challenges that we face.
• We have also learned that our statements or conclusions must always be justified through the text that we read in order for these statements to be considered valid. Open-ended responses, supported by text evidence, allow us to choose how we respond to a question as long as that statement is supported by evidence from the text.
1. After reading the story, complete the Handout: Personal Conflict Resolution. Write a short story, in comic book format, about a personal conflict, how it was resolved, and how it changed you or your characters. (Note: After you have identified a personal conflict, create the characters for your comic strip along with a story plot. Illustrate your story in comic book format.)
MATERIALS: Handouts: Personal Conflict Resolution, Comic Book Hero
2. After carefully reflecting upon the story that you have just read, respond to five open-ended questions, citing text evidence from the story to support your answer.
STATE RESOURCE: See TAKS Released Tests and Scoring Guides at the TEA website for OER samples including the scoring of the samples.
Name: ______________________________________________________ Directions: Complete the chart by listing the common attributes that define each of the terms according to the specified context of the terms in the questions below.
Questions to Consider:
1. What do we mean when we say we live in a civilized country? What is the difference between a civilized place and one that isn’t? List these differences.
2. List the attributes of, what we believe, are civilized or uncivilized people. 3. Can we then agree that the term, “civilized” is defined by the person, circumstances and
events to which it refers? 4. Do all cultures define the word, “civilized” in the same way?
1. What point of view is the author using to tell this story? Cite some examples from the text to support your conclusion.
2. Consider the theme: Man vs. Man. How does the author incorporate the story’s theme throughout the setting, the plot and the conflicts which the characters face?
3. How does General Zaroff’s home and way of life contrast with what he does for thrills and sport on the island?
4. Why does Rainsford change his attitude about hunting another human being?
5. Identify the rising action, the climax, the falling action, and the denouement of the story. Cite text evidence to support your answer.
Open-Ended Response–The Most Dangerous Game Name: __________________________________________________________________
Directions: Answer each of the questions listed below. Using a direct quotation, paraphrasing or synopsis from the text, cite evidence from the The Most Dangerous Game.
1. In The Most Dangerous Game, the author gives the reader the opportunity to explore the conflicts or challenges that several of the characters faced. What is one external conflict that Rainsford faced? Support your answer with evidence from the selection. ______________________________________________________________________________
2. Rainsford also faced an internal conflict that required him to make a personal choice. What is one of the internal conflicts that Rainsford faced? Support your answer with evidence from the selection.
5. What characteristics or attributes helped Rainsford to survive the challenges that he faced in the jungle? Explain your answer, and support it with evidence from the selection.
All comic book heroes and characters have to deal with conflict. Some characters must deal with
personal challenges; others must deal with world problems. Consider Superman or Spiderman who fight crime on a daily basis. Not all superheroes are beautiful or appealing. Some are scary or hateful. However, they all must resolve some sort of conflict. In this assignment, you are to:
1. First identify a personal conflict or challenge. Use the graphic organizer, Handout: Personal Conflict Resolution to identify a conflict; determine what type of conflict it was and how you resolved it.
2. Next, imagine how you would present this conflict in a comic book format. This means that
you will have to create characters and a plot using your conflict to drive the action of the story. (Review some of the sample comic books provided to you for ideas on your presentation.)
3. Draw your comic book story, including the dialogue or story lines that identify your conflict
and how the characters dealt with it. Make sure that you have resolved the conflict at the end of the story.
4. Tell the reader how dealing with the conflict changed your beliefs, attitudes, or life.
Name: ___________________________________________________ Directions: List your ideas to create characters, setting, and plot events for your comic book story. Identify a conflict, and indicate how you resolved it in the story.
CHARACTERS SETTING PLOT EVENTS (Who? Why? Traits?) (Where?) (What will happen in the story?)
Directions: Proofread the paragraphs that were assigned to your group. Each one of you will have a different color pen/pencil to make your corrections or suggestions to improve the paragraph given to you. At the end of every 2 minutes you will pass your paragraph to your team member, and you will receive theirs. Add any other suggestions for revision with your color pen/pencil every time you receive a new paragraph. This process will continue until all of your team members have the opportunity to proofread each of the 4 paragraphs assigned to your group.
Proofreading Paragraph #1 Directions: In the time that you are allotted, proofread the following paragraph, and make your corrections with the colored pencil/pen that was given to you. You will be asked to correct the next paper after one minute until all four papers in your group are corrected.
The Hunted
Ranford didnt know that he was to be a animal for general. he knwe that he
was in truble but he was scarred to be alone in the jungle. Zaroff was mean
and he had already killed lot of men in the jungle. Did you know trhat you
were going to be the next hunted anaimal said Zaroff to the man. In the end
no one new that Ranford was goingto get away with murder and that the
hunter was now going to be the hunted. Zaroff now all of a sudden was
dead to. i was asked if i liked this story and I said it was very ecited .
Proofreading Paragraph #2 Directions: In the time that you are allotted, proofread the following paragraph, and make your corrections with the colored pencil/pen that was given to you. You will be asked to correct the next paper after one minute until all four papers in your group are corrected.
Zaroff
If you were to think of a villian you would prababy think of general Zaroff he
was a man who was in very much love of hunting pray. He took his hobby to
a newest levell because he had a lot of anmal trofies on his walls. i was
aksed if i would take the chalenge a nd be another Zaroff? I said no weigh
because i am not a animal. the story wasgood because ranisford was a
grate hunter himself and he knew that he could beet zaroff if he really
thought about it at the end of the story i really thought it was cool!
Proofreading Paragraph #3 Directions: In the time that you are allotted, proofread the following paragraph, and make your corrections with the colored pencil/pen that was given to you. You will be asked to correct the next paper after one minute until all four papers in your group are corrected.
the setting of this story
I was asked if the setting made a diffrence to the story? I thought it was
scary too find out that Rainsford was alone and un-armed in the jungle with
a wild man after him and no one cared or knew that he was a captive of
Zarof a crazy hunter who found a better animal to hunt. I knew that the
genral was a skilled hunter in a lusch green forest that gave Rainsford the
opportunity to hide and getaway from the genral Did you know that this story
could probably have taken place if the main charactres had a lot of money
to spend I felt that the story gave me an exciting view of hunting
Proofreading Paragraph #4 Directions: In the time that you are allotted, proofread the following paragraph, and make your corrections with the colored pencil/pen that was given to you. You will be asked to correct the next paper after one minute until all four papers in your group are corrected.
A theme to ponder
Understanding a story can sometimes be diffeicult for many of us because
we dont always have the expirience to handle difficulties at every point in
our lives as we sometimes look for solutions we overlook the answers that
sometimes lie at our feet. The theme of the story is that man is not always
aware of how cruel we are to animals who don’t carry guns to defend
themselves against humans. I think that a man versis another man is more
challenging and more fair than man against animals. When I ponder about a
theme in this story I think about how we take advanatage of animals who
For our purposes, a collaborative team will be defined as a group of individuals who work together to accomplish a selected and well-focused task.
• Each individual within the group contributes to the task and is designated a specific role to play within the team.
• Each collaborative group will be selected and organized by the teacher. • The roles assigned to the members will be rotated from task to task or as the teacher
decides is appropriate to the assignment’s purpose. Collaborative Teams will each be composed of four students assigned to the following roles:
TASK MANAGER: The leader of the group who keeps the group focused on the assigned task. RESOURCES MANAGER: The team member who is responsible for accessing and returning all materials, equipment, resources to enable the group to accomplish their task. TIME KEEPER: The team member who is responsible for keeping the group true to all time limits. REPORTER: The team member who is responsible for reporting the results or summarizing the task that the team has accomplished during the allotted time.
NOTES: For effective collaboration,
• All tasks/outcomes must be explicitly communicated to the groups/class by the teacher; • Time limits must be observed by the groups and teacher; • Resources must be readily available for effective time management, and • Students must be made aware and must practice a set routine to move into and out of their
Collaborative Teams.
RESOURCE MATERIALS
All art or resource materials must be bundled and labeled for use by the individual groups, prior to the group’s assignment. A plastic bag or container for each group can serve as a means to make the routine, of accessing and returning materials to a set location, a much easier task for all concerned.
Creating Reading Connections–The Most Dangerous Game Textual Annotations Organizer
PART 1 Reading a story for understanding requires the reader to “make connections” with the characters and the events that
take place within the plot of the story. Consider the characters, plot, and setting to determine how these elements interact to create the story that you will read.
The following questions should be considered as you read the story, The Most Dangerous Game by Richard Connell.
You may have additional questions that arise as you read. Make any notations that you have on the following graphic organizer. These notes will remind you of what you have read and how these connections enable you to better understand the story. Questions to consider…
1. Who are the characters in this story? 2. What makes each of these characters alike, yet different from each other?
3. How did the setting enhance the suspense in the story? Cite examples from the text to support
your answer.
4. How does the author use foreshadowing to generate suspense in a story? Cite three examples from the text to support your conclusion.
5. How did the characters’ reflect the conflicts presented in the story?
6. How did you categorize each of the conflicts experienced by the characters? Give examples
from the text that support your conclusions.
7. What point of view is the author using to tell this story? Cite some examples from the text to support your conclusion.
8. What do you think is the message or theme that the author is trying to convey to the reader
through the telling of this story? Cite text evidence to support your answer.
Directions: Place a by the convention you have used correctly in your writing activities. This means you need to reread what you wrote and check to make sure you have used capitalization, punctuation and spelling correctly. Conventions 1. Capitalization
1. Titles Mr., Ms., Judge, Mrs., Gen., Lt., Capt. Titles of books, stories, poems, magazines, articles, games, song titles, movie shows, T.V. Shows
2. Proper names (people, places, things) Annette, Emily, Jacob, Andy, Mr. Lincoln, Mrs. Clinton, Judge Reyna
3. Places Dallas, Wal-Mart, Roosevelt Elementary School, Paris, Texas, China
5. Days of the week 6. Months of the year 7. Beginning of sentences
2. Punctuation Periods .
1. Abbreviations (e.g., Dr. St., Ft.) 2. End of statements
Question marks ? 1. When asking a question such as How are you today? Are we there yet?
Exclamation Marks ! o When making a statement with feelings such as surprise, anger, love, happiness, joy. o I really like my new puppy! o Look at that beautiful cat!
Commas , Items in a series (e.g., apples, oranges, grapes, bananas) City and State (e.g., Houston, Texas) Compound sentence (e.g., It rained all day Saturday, but it was hot on Sunday.) Set off the words yes, no, why, when used at the beginning of a sentence. (e.g. Yes, I have
eaten all my vegetables.) Apostrophes ‘
1. Singular Possessive (e.g., Jacob’s house, Bambi’s friends, Andy’s dog) 2. Plural Possessive (e.g., the dogs’ toys, the students’ desks, the parents’ permission) 3. Contractions (e.g., cannot/can’t, do not/don’t, it is/it’s)
Quotation Marks “ ” 1. Quote at the beginning of the sentence “I went to the store,” said Mary. 2. Quote at the end of the sentence Mary said, “I went to the store.” 3. Quotations within the text (The teacher called the students’ behavior “an embarrassment
to the school.”) Letter writing
Multiple words (Yours truly,)
Write with correct spelling of words 1. Use a dictionary, thesaurus, or dictionary of synonyms 2. Use accurate spelling of words that change with tense such as drink/drank/drunk;
speak/spoke/spoken; read/read; run/ran, 3. Correct use of accurate spelling words with inflections such as happy/happiness; lazy/laziness;
4. Correct use of words with prefixes such as dis-, non-, in-, pre-, un-, post-, inter-, re-, il-, ir- 5. Correct use of words with suffixes such as -ne or number ss, -tion, -able,- er, -ful, -less, -ly 6. Correct use of derivational endings: play/playful; harm/harmful;
Directions: 1. In the first column, identify and describe the conflicts in the story you have just read. (i.e. fate, nature, society, man, generational,
cultural, etc.) Be prepared to support your responses with text evidence. 2. Check off whether the conflict is external or internal.
Name: ______________________________________________________________________ Date _________________________ STORY: ___________________________________________________________ AUTHOR: ________________________________
