“The Most Dangerous Game” by Richard Connell
Unit Length and Description:
Students will explore the short story structure with “The Most Dangerous Game” as the central piece, focusing on key ideas and details. The stories presented in this unit will revolve around the theme of “unexpected endings/irony,” focusing on the concept that perception is not always the same as reality. Also throughout the unit, the students will read and analyze poetry. Students will research which short story elements make a story particularly compelling, and the culminating writing activity will require students to compose their own short stories.
RL.9-10.1: Cite relevant 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.
RL. 9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Reading Informational Texts
RI. 9-10.1: Cite relevant and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI. 9-10.2: Determine a central idea of a text and analyze 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.
RI. 9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
W. 9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a) Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c) Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d) Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e) Establish and maintain a formal style and objective tone while attending to norms and conventions of the discipline in which they are writing.
f) Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
W. 9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W. 9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a different approach, focusing on addressing what is most significant for a specific purpose and audience.
Speaking and Listening
SL. 9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b) Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking notes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c) Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; clarify, verify, or challenge ideas and conclusions.
d) Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
L. 9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a) Use parallel structure.
b) Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
L.9-10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a) Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b) Use a colon to introduce a list or quotation.
c) Spell correctly.
· There are several combined elements that make up a great story.
· An author’s use of language can impact the mood and tone of a story.
· Literature is often a reflection of the society in which the author lives, which helps the reader to construct an understanding of reality.
· Writing narratives about experiences allows people to preserve culture and express feelings about the world around them.
· Perception vs. reality is a theme of interest or concern to all cultures and societies.
· What makes a great story?
· How do authors use the resources of language to impact an audience?
· How does the study of literature help individuals construct an understanding of reality?
is it important for people and cultures to construct narratives about their