Learning Goal: Analyze how an author's choices concerning how to structure a text, order events within it, create such effects as mystery, tension, or surprise.
Today, we will read Richard Connell's "The Most Dangerous Game" and apply some of the notes we took. To meet the learning goal above you will want to reflect on literary elements such as foreshadow,
conflict (or type of conflict), plot (think about outlining the plot), and characters. We will begin reading as a class and then move into our reading groups. As we reading log - a two column notes. Take a piece of paper and fold it in half. One the left side put, as a heading, DETAILS FROM STORY and on the right side, as a heading, put MY NOTES/THOUGHTS - example
DETAILS FROM STORY MY NOTES
Ship-Trap Island Sailors have a curious dread of it. I wonder why.
What's the deeper meaning here. Is this a foreshadow
Note - it might be good to keep a list of characters (with descriptions), settings, possible things that you think are foreshadows, and events that you might think are important to the plot (like list - this is the inciting event). You'll need to have at least twelve items on your list by the time we finish reading.
You'll eventually be filling out a short story outline for this story and developing a storyboard project based on it, so take good notes. Also, remember, you can mark in your books. Don't be afraid.
If you have time, below is a classic movie version of this short story:
And here a list of things you should be able to do by the end of the short story unit:
1) Define tone, metaphor, irony, foreshadow, dialect, conflict, character, plot, mood, theme, symbol, imagery, protagonist, antagonist, static character, dynamic character, round character, flat character, allusion
2) Given a story be able to list its theme, plot, conflict, irony, point of view
3) Given a story be able to discuss which characters are round and which are flat
4) Given a story be able to pick out the protagonist and the antagonist
5) Given a story be able to pick out the static characters and the dynamic characters and briefly in a paragraph discuss why.
6) Given a story pick out examples of foreshadow and allusion
7) List the three elements of characterization
8) List the three conditions for believable change in a character
9) Given a series of images discuss what they mean in relation to a story or a character in a story
10) Given a story identify the characters with descriptions—physical and emotional descriptions as well as whether the character fits as either an antagonist, protagonist, dynamic or static character
11) Given a story be able to describe the symbols used in the story and what they mean in relation to the characters and theme.
12) Given a story discuss in a paragraph or two what the story’s plot reveals about the main character
13) Recognize whether a story is told from a 1st person, 2nd person or 3rd person limited, 3rd person omniscient point of view.
14) In a paragraph be able to summarize the events of a story.
15) In an essay of a page or more (at least two paragraphs of five sentences each) compare and contrast how two authors use imagery, metaphor, and dialect to develop their characters.
16) Define various vocabulary words from each short story (these words will be given on Monday or Tuesday of the week)
17) Demonstrate an understanding of a story by developing a project
18) Given a story identify the different events that fall into different parts of the plot. Example: Be able to describe the exposition or climax of a story.
19) Write a script and act out a story or the sequel to a story keeping true to the characters and the plot
20) Incorporating devices of setting, character, plot, conflict, point of view, and believable characterization and change for the protagonist, write a short story of at least three pages.
20) Write various journal entries that correspond to the stories and various elements in those stories
CLASS ACTIVITIES:
1) In-class reading: Everyone in class must read. It is 10 points of the daily grade.
2) Quizzes
3) Jeopardy Review
4) Group Work/ reading and writing Activities
5) Worksheets (for every story)
6) Note Guides for each story (sometimes to be filled out in yr. group)
7) Vocabulary
8) Oral presentations
9) Short Story Project
10) Journal Entries
11) Simulations/ Acting
12) Listening to music that corresponds with stories
13) Watching videos (if any) that correspond with stories
STORIES TO BE READ MIGHT INCLUDE:
1. “The Cask of Amontillado” by Poe
2. “Blue’s Ain’t No Mockin’ Bird” by Toni Bambara
3. “Where Have You Gone Charming Billy”
4. “The Lady or the Tiger?”
5. “The Split Cherry Tree” by Jesse Stuart
6. “The Most Dangerous Game” by Richard Connell
7. “To Build A Fire” by Jack London
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