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Grade Level: 9 Subject: English Prepared by: Stephanie Eshbach Overview and Purpose: This lesson is designed for students to utilize technology in order to analyze characterization within “The Most Dangerous Game” by Richard Connell although it may be adjusted to fit other pieces of literature. Educational Standards (Common Core) 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. ● 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. ● SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Objectives: Specify skills/information that will be learned
Students will be able to analyze the author’s use of characterization in developing character. ● Students will be able to support inferences with evidence from the text. ● Students will be able to collaborate and discuss the text with other students to complete the mind map utilizing Popplet. Materials Needed: ● iPads with the Popplet app installed. (Brainstorming/mind map app) ● Copies of “The Most Dangerous Game” by Richard Connell
Other Resources: (websites, videos, books, etc.) ● Computer ● LCD Projector ● Popplet account ● Document camera or other projection method for the iPad (a computer and the Popplet website may serve as an alternative.) Information: Give and/or demonstration necessary information
1. The teacher will review objectives with students, pointing out that they will be working
in groups to accomplish today’s task.
2. The teacher will randomly ask a student to define characterization, then a different
student to define direct characterization (the author directly tells the reader about a character), and a third to define indirect characterization (the author shows the reader about a character and the reader infers characteristics).
3. The teacher will write the acronym STEAL on the board and review the meaning of
each letter with students. (Speech, Thoughts, Effects on others, Actions, Looks).
4. The teacher will then explain to students that their task will be to analyze the
characterization of Rainsford or Zaroff in “The Most Dangerous Game” and support their ideas with evidence from the story (which has been previously actively read and high lighted for characterization and plot.) 5. The teacher will write Zaroff and the quality “cold” on the board and ask students how the author used characterization to make the character seem cold. 6. The teacher will then tell students that what they are doing is analyzing the author’s characterization of Zaroff - breaking it down into bite sized bits and showing how they all work together to create an idea. Verification: Steps to check for student understanding
1. While monitoring students, the teacher will have students think of two qualities to 2. 3. 7.
describe either Rainsford or Zaroff and give at least one example from the story to support their idea. The teacher will have students share with an elbow partner and monitor conversations during this time. The teacher will then select three or four students at random to share their examples. The teacher will demonstrate on the board the structure of the mind map that the students would produce. The structure will consist of the character’s name in the center, a branch for each of four qualities, which will be connected to a branch with a supporting quote and two sentences of analysis. The teacher will then randomly ask students to review what information goes at which level of the mind map.
Activity: Describe activity that will reinforce the lesson 1. After grouping students, the teacher will have them log on to the Popplet app on the iPad and share their Popplet with the teacher. 2. The teacher will then use the document camera (or AppleTV/ AirPlay if available; a computer with web access if neither are available) to instruct students on how to create a bubble, type in a bubble, and insert an image into a bubble. 3. An optional extension for advanced students would be to have students record a video of commentary for at least one of their analyses of evidence. 4. Students will record one quality, two sentences of analysis, and two quotes per student on their Popplets. Notes This lesson is written for a 90 minute block class period. Students will be assessed on the quality of their support as well as the structure of their Popplets.