Elaine+Stryker


 * “The Most Dangerous Game”: Change of perspective**

Prepared by: Elaine Stryker


 * Inspired by**: Peggy Maslow


 * Grade level**: 9th to 10th grade


 * Estimated Time**: fifteen 50-minute lessons


 * Overview**: The students will read the book “The Most Dangerous Game”. Students will pick out a section or chapter out of the book. They have to pick out a character out of the section that they choose other than the main character who is telling the story. They will write journals and letters that will tell what is going on in the section or chapter that they are using. They will have groups that they will meet in at least once a week to share their writings and they can respond to each other’s writing.

They will then begin to write the short story in their character’s point of view. To begin writing their short story, they will map out the plot, characters, conflict, theme, and the setting. They will then begin to write their short stories. They will meet with partners for peer review. They will also have a time when they will meet with a partner just to help with grammar mistakes. The short story will go through several drafts before they are finished. They will than have a time when they will be in groups to read their short stories to a group of fellow students. At the end, we will have made a book of all of our short stories that will be put in the room for others to read.

Maslow, Peggy. //Writing a Story Based on Kindred//. []
 * From Theory to Practice**:

Connell, Richard. //The Most Dangerous Game//. __Fiction: The Eserver Collection__. []

This assignment will help the students develop their imagination. By reading the story several times in different ways will be a way for them to get to know the story better and to catch information that they did not catch if they were only to read the story once. The students will look through another’s eyes of a story to see different perspectives. This assignment will also help the students identify different parts of the story. The students will also be able to look at their own work and be able to critique their own work along with positively critiquing their classmates’ work. This way the students can learn how to look at a piece of work objectively and how to help improve each other’s work.


 * Student Objectives**:

· Students will develop their creativity and imagination. · Students will positively critique their own writing and their classmate’s writing. · Students will identify different parts of the story. · Students will be consistent in what point of view they are writing in (first or third person).


 * Michigan ELA Content Expectations**:

revising, and editing complex texts.
 * CE 1.1.1 ** Demonstrate ﬂexibility in using independent and collaborative strategies for planning, drafting,

clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers, taking notes, summarizing, paraphrasing).
 * CE 1.1.2 ** Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free writing,

explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and  mechanics) of the selected form or genre sentence variety, ﬂuency, and ﬂow. for conventions of grammar, usage and mechanics that are appropriate for audience.
 * CE 1.1.4 ** Compose drafts that convey an impression, express an opinion, raise a question, argue a position,
 * CE 1.1.6 ** Reorganize sentence elements as needed and choose grammatical and stylistic options that provide
 * CE 1.1.7 ** Edit for style, tone, and word choice (speciﬁcity, variety, accuracy, appropriateness, conciseness) and
 * CE 1.1.8 ** Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience.


 * Instructional Plan Components **


 * Resources **

· Computer access · Internet · Story: //The Most Dangerous Game// (online or hardcopy) · Pen/ Paper · Grammar minilesson


 * Teacher Preparation **

Teacher must read and have knowledge of the short story, //The Most Dangerous Game//. Teacher will need to make sure that each student knows the reading and writing process and be able to model this to the students. The students will need to have access to the computer lab towards the second half of the unit to be able to begin to type of their letters and short stories.


 * Detailed Lesson **

1) “The most dangerous game” should be written on the board. 2)  What is the most dangerous game that you can think of? 3) The teacher will make a list on the board. 4)  First Journal entry a. When have you ever felt bored? b. What did you do to become less bored? 5) Students will do **pre-writing activity** (journal entry).  1)  Hand out **Assignment** **sheet** and **rubric**. 2) Assume that the students have read the story once the night before. 3)  Ask the students if they found the story frightening or not. 4) Journal Entry a.  Diagram the plot: 1)  Rising Action- Summarize the story in three statements. 2) Setting and characters (a couple word description of them) 3)  The conflict- a short sentence or two. 4) Climax 5)  Falling Action – what happens in on sentence that leads to the end to the resolution? 6) Resolution- what happens at the end to finish the conflict? 1)  Students will have their journals out and ready to write in. 2) Journal Entry a.  Setting:  i.  Draw out a map of “Ship Trap Island” 1.  Include the path that Rainsford used to flee General Zaroff: Where Rainsford came ashore, the mansion, the swamp, the traps and the cliff. 3)  Read the story again but in small groups and out loud. 4) Have the students write out information that they did not catch the first time.
 * Session 1- //Pre-writing activity//**:
 * Session 2-**
 * Session 3-**

1) Students will have their journals out and ready to write in. 2) Journal entry: a. Write a description of the significant details of Zaroff's attire, cuisine, furnishings, and lifestyle. How does Rainsford perform in this setting? b. What’s the mood of the story? 3) Terms: a. Foreshadowing (give hints about future events) i. Where are there points in the story that the author is using foreshadowing? b. Imagery (formation of mental images of things) i. Where in the story is there imagery? c. Motif (a recurring subject, theme, idea in a literary work) i. Is there a recurring theme or dominant idea that is happening in this story? d. Allusion (a passing reference to a famous work of art or piece of literature) i. Can you find any allusions in this story? e. Hyperbole (an obvious and intentional exaggeration) i. Where are there obvious exaggerations in the story?
 * Session 4**:


 * Session 5**: **Discussion activity/ prompt**.

1) Rainsford’s discussion a.  What is Rainsford’s view of hunting at the beginning of the story? b.  How does it change throughout the story? 2)  General Zaroff a. Why did he choose to find another kind of animal to hunt? b. What is his motive for this kind of hunt? c. What does this kind of animal give to the hunter? d. What does General Zaroff say that this animal has that other animals don’t? Why?

1)  Students will have their copy of the story out. 2)  Students will pick out which character they want to write in view of. 3) Students will begin to map out and describe this character in their journals. What the character is thinking, feeling, and what he is doing.
 * Session 6**:


 * Session 5**: Students will begin to draft their short stories.


 * Session 6**: Continue to draft short stories

2) **Peer Review**-  1)  Students will be assigned into pairs 2) Students will read each other’s drafted stories. 3)  Students will use review sheets to review each other’s papers. 4) Students will give the sheets back to the students. 5)  Students will do the **self-reflection** on the first half of the process.
 * Session 7**:
 * 1) ****Grammar Lesson [[file:Grammar mini lesson-Stryker.doc]]**


 * Session 8**: Begin second drafts.


 * Session 9**: Continue second drafts.


 * Session 10**: Meet with peers to review each other’s paper to fix grammar.


 * Session 11**: Begin to type out short stories.

Turn in final copy to teacher.
 * Session 12**: Finish typing out short stories.


 * Session 13**: Oral Presentation of student’s stories. Students will pick out a section of their paper to read to the class.


 * Session 14**: Oral Presentations continue


 * Session 15**: **Self Reflection** the 2nd half of project process and the project as a whole.