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Unit Title: Most Dangerous Game

Grade level: 9th


Length of unit: 6-8 Days

Stage 1 Desired Results


Meaning
Enduring Understandings/Generalizations:

An author writes to communicate something to the readers.

It is important to consider other perspectives than our own.
Essential Questions:

What is the connection between reading and writing?

Why read?

How does analysis affect our understanding?
Knowledge & Skills Acquisition
Learning Goals: (e.g., Iowa/Common Core standards.)

RL.9-10.1 Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as
inferences drawn from the text.

RL.9-10.2 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.
(Indianola Essential Learning Standards)
IA.1. Employ the full range of research-based comprehension
strategies, including making connections, determining importance,
questioning, visualizing, making inferences, summarizing, and
monitoring for comprehension.
L.9-10.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.


Students will know

Elements of fiction
o Irony (dramatic, verbal, situational), setting,
mood, conflict (person vs. self, person, nature,
society, fate), imagery
Comprehension strategies
o Visualizing, determining importance, making
inferences
Students will be able to

Differentiate between the three types of irony.
Identify irony in examples, including MDG.
Create and illustrate their own example of irony.
Support that analysis with explicit ideas and inferential ideas
from the text and author.
Explain how the evidence supports the analysis.
Track how personal opinions are changed (or reinforced) by a
text.
Visualize the setting.
Identify how the author sets the mood.
Discuss how the authors use of literary devices influence each
other.
Resources/Materials:

Student laptops
Google Classroom (LMS)
Projection capabilities (Apple TV)
Literature books
Conflict graphic organizer
Anticipation guide
Short irony examples worksheet
Bitstrips comic creator
Paper
Markers

Media:
Short Story: Most Dangerous Game by Richard Connell - short
story
Comics: The Three Most Common Uses of Irony by The Oatmeal
(adjusted for school use)
TED Talks: What is verbal irony? In on a secret? Thats dramatic
irony and Situational irony: the opposite of what you think? by
Christopher Warner
Stage 2 Evidence
(Assessment)

Types of assessment:
Pre-assessment:

Previous unit on elements of fiction and that
summative assessment at end will indicate students
current proficiency.
Anticipation guide
o Will be used to assess students familiarity with
reader/writer concepts and opinions on themes


Formative Assessment:

Exit slip: What is one type of conflict in this story?
Support your idea with one piece of textual evidence
and explain why that supports it.
Exit slip: How does identifying literary elements help our
understanding? Why is reading important? So what?
Small group discussion: visualizing the setting. What is
the author trying to accomplish here? How is he doing
it?
Thumb up/down - temperature check



Summative Assessment:

Mood/Setting 5-point quiz
Ironic Comic PPB: Create an ironic situation, or use an
example. Illustrate it using bitstrips or paper. Include a
caption box that states which kind of irony it is and
why.


Stage 3 Learning Plan


Each day begins with our norms of sharing Good
Things from students lives and taking attendance.

Day 1:
o Anticipation Guide - done individually online
with Google forms.
o Project summary of responses. Show divide in
opinions on reading, writing, hunting, sports, etc.
o Discuss how opinions can result from
perspective, and that this story will show us
what its like to have different perspectives.
o Post learning goals (BHAGs)
Day 2:
o Begin read aloud.
Model visualization using the elements
of fiction of setting and
imagery/sensory language.
Point to specific uses of language and
word choice that contribute to the
setting and mood.
Day 3:
o Small group discussion/activity
How does word choice contribute to the
setting? To the mood? Give a specific
example in the text.
Change the mood of the story, given a
description. Give each group a mood to
work with - change it from suspense to
romantic, urgent, angry, etc. Have each
group share out.
Day 4 :
o Continue read aloud and GRR

Provide students with graphic organizer
of conflict.
I Do Model identification of conflict -
man vs. nature.
We Do walk through identification of
man vs. man conflict.
You do together In partners, identify
one conflict other than the ones
discussed and supply evidence.
You do alone Identify one conflict
other than the ones discussed and
supply at least 2 pieces of textual
evidence, and why that supports it.
Day 5 :
o Mood/Setting and Conflict quiz
Multiple choice, google forms, 5-ish pts.
o Finish Read Aloud and whatever is left of
graphic organizer conflict.
Exit slip: Identify one conflict other than
the ones discussed and supply at least 2
pieces of textual evidence and why that
supports it. (Basically putting info from
graphic organizer into sentences)
Day 6:
o Finish read aloud
Discuss expectations of what will
happen in the story and how those
expectations feed into irony.
o Irony mini-lecture
Irony is personal, depending on
perspective. If you think that Rainsford
will win by accident, then Zaroff winning
by accident would be ironic. If you
expected that to happen, its not irony.
o
Day 7:
o Ironic Comic
Using Blendspace, play video on Verbal
Irony.Pull up the Oatmeal comic on Verbal
Irony - read aloud and expound upon it.
Repeat for dramatic and situational irony.
Read aloud and discuss examples of The
Most Dangerous Game
Get students onto Google Classroom and
open the Ironic-Comic assignment - link to
comic maker bitstrips provided. Explain and
expound as necessary. Model using
bitstrips, if necessary.
Allow work time until end of period -
monitor, redirect, and troubleshoot as
necessary.
Day 8:
o Wrap Up
Finish up Ironic Comics from previous day
Turn in using Google Classroom
Retake Anticipation Guide
Project before and after results -
prompting discussion. How have opinions
changed? Were they weakened or
strengthened? Why?
Exit slip: How does identifying literary
elements help our understanding? Why is
reading important? So what?

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