"The Most Dangerous Game" 3-2-1

Overview

This lesson features the 3-2-1 Bridge strategy from "Making Thinking Visible". 

CCSS Standards

ELA.RL.9.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicit and as well as inferences drawn from the text. 

ELA.RL.9.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

Learning Targets

Students will identify key words and concepts related to the short story.

Students will analyze figurative language from the short story.

Hook

What is a simile? What is a metaphor?  How are they alike and different?  

Description

After reading “The Most Dangerous Game” by Richard Connell, students will write down THREE key words or concepts related to the short story; then, they will write down TWO questions that they have, and finally, they will record either ONE simile or metaphor describing either the setting or a character from the story. 
 

Once the students have finished writing, we will ask them to share with their table groups (up to 6 people) and look for similarities and differences among their key words. Students will also discuss their questions and examples of figurative language within their table groups.  Depending on how much time we have, we may give the groups large pieces of paper and ask them to compile their info.  Any "unanswered" questions should be shared with the whole class.

Closure

As a class, discuss best examples of key words, questions, and figurative language.