English I

Unit: 1
Lesson: 4
Suggested Duration: 5 days

Finding Myself: The Most Dangerous Game

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 authors use of foreshadowing generate suspense in the story?
The authors 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 storys theme throughout the setting, the plot and the conflicts which
the characters face?
Does an authors point of view influence the readers perceptions of the characters in a story?
The literary analysis of a variety of genres improves a readers ability to determine authors purpose, voice,
and style.
How does the author create a unique and personal style of writing?
Is the authors style specific to the genre represented in the writing? What specifically does the author do
to make it so?

Vocabulary of Instruction:
character exposition falling action
plot rising action resolution
setting climax conflict

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Unit: 1 Lesson: 4
external conflict theme open-ended responses
internal conflict foreshadowing
point of view suspense

Materials:
document camera 4 Colored pencils or pens
timer(s)/clocks for per collaborative group
Collaborative Teams members
4 proofreading paragraphs 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 StoryThe Most Dangerous Game
Handout: Open-Ended ResponseThe Most Dangerous Game
Handout: Comic Book Hero: Guidelines and Format
Handout: Personal Conflict Resolution
Handout: Proofreading Round Robin
Handout: Proofreading Paragraphs1-4
Handout: Collaborative Team Planning Guide
Handout: Creating Reading ConnectionsThe 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

Advance Preparation:
1. Explore suggested websites:
http://fiction.eserver.org/short/the_most_dangerous_game.html/view?searchterm=the%20most%20dangerous%2
0game
www.bookrags.com/
www.enotes.com/
www.youthcomm.org
www.esc13.net/literacy/literaryterms.html
http://hrsbstaff.ednet.ns.ca/engramja/elements.html
http://www.e-tme.com/complete%20list%20of%20prefixes%20and%20suffixes.htm
http://www.iusd.k12.ca.us/uhs/etymo.pdf
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:
plotthe arrangement of or action in a story; elements in a plot include: exposition, rising action, climax, falling action,
denouement, and authors 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 authors presentation of characters, events, and conflicts. It
is possible for the reader to map the plot of the story according to these elements.
expositionthe part of the plot where the setting and characters are introduced.
rising actionsection of the storys plot where the action rises in response to the conflicts in the story. The author may
heighten the readers interest by introducing unexpected events, ideas, or characters to develop the conflict of the
story.

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climaxpoint of the storys plot where the suspense reaches a peak, and where the characters may experience a change
of some sort. Sometimes called the storys 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 actionaction 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.
denouementpart 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 viewperspective 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 viewtelling 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 viewwhen 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.
suspensea 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.
foreshadowinga 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 responsesbrief 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
NOTE: 1 Day = 50 minutes
ENGAGE Suggested time: 1 Day
Work with the students using a T-Chart to list the attributes of two concepts Record the attributes on the board or
that are controversial. On one side of the T, write the word civilized; on the uses a document camera to illustrate
other side of the chart, write the word uncivilized. one view of a civilized vs. an uncivilized
Using the questions below explore, explore the attributes of these to area.
concepts.
What do we mean when we say we live in a civilized country? What is Call on student volunteers to answer the
the difference between a civilized place and one that isnt? questions and give examples. Engage
Lets list and discuss these differences. all students.
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.
Can we then agree that the term, civilized is defined by the person, TEACHER NOTE
circumstances and events to which it refers? This is a good time to begin a mini
In other words, what is civilized to me may not be civilized to you or lesson on prefixes and suffixes. Ask
to someone else on the other side of the world. Can this be a true students if they know the meaning of the
statement? prefix un in uncivilized. Begin a
Do all cultures define the word, civilized in the same way? Give me discussion of prefixes and suffixes. Ask
examples. How about our local celebrations, such as birthdays, students to give you prefixes and/or

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Instructional Procedures Notes for Teacher

weddings, baptisms, graduations, etc.? Would they be considered suffixes they have encountered. Make
civilized in Australia, Africa, or China? certain students indicate what the prefix
Do personal beliefs and values influence moral or ethical decisions and/or suffix means. There are many
when we refer to what is civilized and what is not? Lets consider this valuable resources to use for reviewing
question for a minute. What do you think? and studying prefixes and suffixes.
Let students know that they will be looking for the concept of civilization The There are some suggested web sites
Most Dangerous Game by Richard Connell details the relationship between under the resources section. However,
two men and their individual ideas about civilization as well as their passion you can also refer to your grammar
for danger. Each character sees civilization in a different way. However, the book. As the students read, have them
men are tied to each other because they are both great hunters and enjoy point out any prefixes and/or suffixes in
the challenge of hunting down dangerous animals. They are both rich and the selection. This will help them make
affluent men, and they have traveled throughout the world hunting their the connection that they are widely used
trophies. and encountered in selections.
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? Lead a discussion about hunting and
Have they seen any television shows or movies where hunting is ask students to relate any experiences
portrayed in a positive or negative way? How do they feel about they may have had with hunting.
hunting? Do they think of it as a sport?
Reactive prior knowledge about the literary elements that make short fiction. See Key Understandings and
Remind student as they read they will need to continue analyzing the Background Information to enable
authors use of: students to make the connection
suspense, between the elements of the story and
foreshadowing, the concepts listed.
conflict,
point of view, and MISCONCEPTION:
characterization. Identifying plot elements within a story
As you read together, in groups or independently: can be challengingconflict, as one
Identify possible themes in the story as you continue to practice skills in example, may follow an evident and
locating text evidence to support responses to open-ended questions. traditional form in one story, then take a
Study how authors organize or map a story by identifying key events that more complex form in another story
create the rising action, the climax, the falling action and the (e.g., man vs. nature; man vs. nature,
denouement in a story. man vs. himself, man vs. society).
Look at the exposition or how the author introduces the conflict in the
story.
Ask students to take notes on a copy of Handout: Creating Reading MATERIALS:
ConnectionsThe Most Dangerous Game Parts 1 and 2. Students should Review the graphic organizer, Handout:
identify the connections between the literary elements and how the author Creating Reading ConnectionsThe
uses them in this story.. Most Dangerous Game Parts 1 and 2
Identify the conflicts that add suspense to the story, and note that the with the class, to prepare them for note
characters make a surprising discovery regarding their own existence and taking during the reading of the story.
place in nature. This discovery will modify their personal beliefs, values, and
attitudes.
EXPLORE
Have students gathered the information into the categories on the graphic
organizer, Handout: Creating Reading ConnectionsThe Most
Dangerous Game Parts 1 and 2.
Ask the students to classify or organize thoughts by finding the common Read the story aloud as a class and ask
attributes shared by characters, events, or ideas. Remind students they are students to alternate reading with you. It
looking for the literary elements. The categories, listed on your graphic is important to model the reading
organizer, are: process for all students but especially,
characters for the special populations in your
plot events classroom. They are given the
setting elements opportunity to hear the written word as
possible external and internal conflicts well as to develop the skills necessary
to analyze a story as the plot unfolds.
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Instructional Procedures Notes for Teacher

possible themes Students will become more aware of
foreshadowing clues 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, lets briefly review some of the basic Lead a class discussion to define the
literary elements that we have studied in this short story before we introduce terms listed. See Links
several new concepts: www.esc13.net/literacy/literaryterms.ht
characters setting ml
plot conflict Dictionaries and thesaurus may also be
point of view foreshadowing used to access definitions.
suspense theme

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 Point out that all stories can be mapped
the events that change the momentum of events. Thus, the author has identifying the rising action, the
mapped out the action. Readers can identify these high and low points in climax, the falling action and the
the story as the rising action, the climax, the falling action, and finally, denouement of the conflicts in the
the denouement of the storys events. The author can design the map story.
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 storys
development. The choice of point of view clearly influences how the
reader sees the consequences of the action that takes place in the story.
Does an authors point of view influence the readers perceptions of Ask the guiding questions to facilitate a
the characters in a story? class discussion, as applicable to the
terms listed at left.
As a class complete the graphic organizer, Handout: Identifying Conflict to TAKS NOTE
identify the types of conflicts that the characters faced in the story. Ask Each of the responses must be justified
students to use their notes as the discussion continues. through some sort of textual evidence in
the form of a direct quotation, a
paraphrase, or a specific synopsis from
the text.

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Instructional Procedures Notes for Teacher

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? MATERIALS:
Give me some examples from the text? 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 authors 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 Group the students into collaborative
assignments. Give a time limit of 45 minutes to complete this assignment. groups composed of four students.
Each group will then report its findings to the class. 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: MATERIALS:
Answer each of the questions on the Handout: Analyzing a Short StoryThe Handout: Collaborative Team
Most Dangerous Game graphic organizer. Groups should be prepared to Planning Guide, Analyzing a Short
report responses. StoryThe Most Dangerous Game,
Identifying Conflict, Story Plot Map.
1. Complete the Handout: Story Plot Map graphic organizer. Be prepared Reporters will present the groups
to report your responses. conclusions to the class.
2. Proofread the paragraphs that were assigned to your group. Each one of MATERIAL:
you will have a different color pen/pencil to make your corrections or Handout: Proofreading Round Robin,
suggestions to improve the paragraph given to you. At the end of every 2 Writing Conventions
minutes you will pass your paragraph to your team member, and you will
receive theirs. Add any other suggestions for revision with your color Directions for Round Robin: You may
pen/pencil every time you receive a new paragraph. This process will decide to use your own proof reading
continue until all of your team members have the opportunity to selections for the class to review.
proofread each of the 4 paragraphs assigned to your group. 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

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Unit: 1 Lesson: 4

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: Have student volunteers read their short
Write a short story, in comic book format, about a personal conflict, how it stories. You can have just a few
was resolved, and how it changed you or your characters. (11C, 11D, 1A) 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 MATERIALS:
Resolution. Write a short story, in comic book format, about a Handouts: Personal Conflict
personal conflict, how it was resolved, and how it changed you or Resolution, Comic Book Hero
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.)
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.
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Unit: 1 Lesson: 4

Instructional Procedures Notes for Teacher

MATERIALS:
Handout: Open-Ended Response
Student Evaluation

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Unit: 1 Lesson: 4

Identifying Common Attributes

T-Chart
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.

Civilized Uncivilized

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 isnt? 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?

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Analyzing A Short StoryThe Most Dangerous Game
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 storys theme
throughout the setting, the plot and the conflicts which the characters face?

3. How does General Zaroffs 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.

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Open-Ended ResponseThe 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.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. How does the author use setting to describe General Zaroffs civilized world? Support your answer with
evidence from the selection.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. Why does General Zaroff hunt humans instead of animals? Explain your answer, and support it 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.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Comic Book Hero

Guidelines and Format

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.

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Unit: 1 Lesson: 4

Comic Book Planning Sheet

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?)

Conflict Resolution

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Unit: 1 Lesson: 4

Proofreading Round Robin

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.

WHAT TO LOOK FOR:

1. Correct Punctuation (Use of periods, questions marks, commas, colons, semi- colons,
quotation marks, etc.)

2. Capitalization

3. Word Choice

4. Subject-Verb Agreement

5. Effective Sentence Structures

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Unit: 1 Lesson: 4

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 .

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Unit: 1 Lesson: 4

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!

2008, TESCCC 08/06/08 page 16 of 25

 HS
English I
Unit: 1 Lesson: 4

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

2008, TESCCC 08/06/08 page 17 of 25

 HS
English I
Unit: 1 Lesson: 4

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 dont 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

cant defend themselves the way we can.

2008, TESCCC 08/06/08 page 18 of 25

 HS
English I
Unit: 1 Lesson: 4
COLLABORATIVE TEAM
Planning Guide

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 assignments 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 groups 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.

2008, TESCCC 08/06/08 page 19 of 25

 HS
English I
Unit: 1 Lesson: 4

Creating Reading ConnectionsThe 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.

2008, TESCCC 08/06/08 page 20 of 25

 HS
English I
Unit: 1 Lesson: 4

Creating Reading Connections

Textual Annotations Organizer

EXTERNAL INTERNAL

2008, TESCCC 08/06/08 page 21 of 25

 HS
English I
Unit 1: Lesson 4
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
4. Things
Hersheys Kisses, Fritos, Sprite, Toyota, Ford, Nikes, Adidas, Tonka Trucks
5. Days of the week
6. Months of the year
7. Beginning of sentences
2. Punctuation
9 Periods .
1. Abbreviations (e.g., Dr. St., Ft.)
2. End of statements
9 Question marks ?
1. When asking a question such as How are you today? Are we there yet?
9 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!
9 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.)
9 Apostrophes
1. Singular Possessive (e.g., Jacobs house, Bambis friends, Andys dog)
2. Plural Possessive (e.g., the dogs toys, the students desks, the parents permission)
3. Contractions (e.g., cannot/cant, do not/dont, it is/its)
9 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.)
9 Letter writing
Multiple words (Yours truly,)
9 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;
sad/sadness, large/largely; ugly/ugliness; delight/delightfully; happy/happily; deep/deeper; fat/
fatter; high/higher
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;

2008, TESCCC 08/06/08 page 22 of 25

 HS
English I
Unit 1: Lesson 4

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: ________________________________

IDENTIFY & DESCRIBE CONFLICT EXTERNAL INTERNAL

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

2008, TESCCC 08/06/08 page 23 of 25

 HS
English I
Unit 1: Lesson 4

Directions: 1. In the first column, identify and describe a personal conflict that you have recently experienced.
2. Check off whether the conflict is external or internal.

Name: ___________________________________________________________________ Date: ________________________

IDENTIFY & DESCRIBE A PERSONAL CONFLICT EXTERNAL INTERNAL

1. Describe your personal conflict(s). How do you How do you
know? know?

2. Did you have control over the problem or was it caused by someone or something else? Explain. YES NO

3. How did you resolve the conflict?

4. How did it change your life, your way of thinking, or your actions?

2008, TESCCC 08/06/08 page 24 of 25

 HS
English I
Unit 1: Lesson 4

Story Plot Map

Exposition

Climax

Setting

Characters
Protagonist

Antagonist
Narrative Denouement
Hook

2008, TESCCC 08/06/08 page 25 of 25