Class: English One

Lesson: The Most Dangerous Game

Objectives: By the end of this lesson, student should be able to:

1) define “prediction”

2) make predictions in literature

3) define “suspense” and its use in literature

Motivation (Anticipatory Set): Four corners: Write the following statement on the board:

Humans are more civilized than animals.

Have students write down their answer on a piece of paper. Label each of the corners of the room: Strongly agree, agree, disagree, and strongly disagree. For each question, tell the students to go stand by the stance that applies to them. Give three minutes to share why they chose their corner. Have students choose one spokesperson from the group to share their collective answers with the class. Have students take their seats again and explain that the characters in the story they are about to read face this very question.

Ask students to define the word “game.” Remind them that it can refer to a competitive activity or the object of a hunt.

Activities:

1. Read “The Most Dangerous Game”

a) Have students pass out textbooks.

b) Explain to students that they will stop at various points in the story and make predictions as to what will happen next. Have students take out a piece of paper and begin by writing down the definition of suspense.

c) Explain to students that an author creates suspense by keeping the reader guessing about what will happen next.

d) Have students number their papers . Have students write a prediction about what the story will be about just based on the title and the picture on page 55. Let them read on, then, at the next stopping point, have them evaluate their predictions. If they were right, put a plus sign next to the prediction. If not, put a minus sign. Then, make a prediction as to what will happen next. Stop at the following points:

· After reading the title

· p. 57, “someone had fired a gun three times.”

· Bottom of page 57

· p. 59, “he was pointing it straight at Rainsford’s heart”

· p. 62, after “But what game --“

· p. 63, after “My dear fellow, there is one that can.”

· p. 66, after “I hope you have a good night’s rest.”

· p. 69, “Rainsford had fought his way through the bush…”

· p. 72, “It was the baying of a pack of hounds.”

· p. 74, “Then he leaped far out into the sea…”

2. Post-Reading

a) On the same sheet of paper, have students identify two correct predictions and two incorrect explanations.

b) Have students write, individually, what helped them in determining their predictions or what led them astray. After a few minutes have students share with a shoulder partner and then share with the class.

c) Write these responses on the board under the heading “Prediction Strategies”

3. Wrapping Up

a) Collect predictions

b) Put back books

Closure:

Evaluation:

1) Are students’ predictions getting more accurate as they move through the story?

2) Are students identifying how and why they predicted certain events in the story?

Reflection: