The Most Dangerous Game Plot Conflict and Figurative Language Review Answers

https://www.storyboardthat.com/lesson-plans/the-most-dangerous-game-by-richard-connell/plot-diagram

Activity Overview

A common employ for Storyboard That is to help students create a plot diagram of the events from a novel. Non merely is this a great mode to teach the parts of the plot, but information technology reinforces major events and help students develop greater understanding of literary structures.

Students can create a storyboard capturing the narrative arc in a novel with a six-cell storyboard containing the major parts of the plot diagram. For each cell, have students create a scene that follows the story in sequence using: Exposition, Conflict, Ascension Activeness, Climax, Falling Action, and Resolution..

Teachers may wish for students to collaborate on this activity which is possible with Storyboard That's Real Time Collaboration feature. This can assist cut down on the time it takes to complete the unabridged storyboard while also helping students to develop advice, self-management and leadership skills. Teachers can enable collaboration for the assignment and students tin either choose their partner(s) or have one called for them. It is suggested that since the Plot Diagram's storyboard is six cells, it is best if completed by students in groups of 2, 3 or six.

Case Plot Diagram for "The Most Dangerous Game"

Exposition

Setting: Caribbean Body of water/Ship Trap Island. Rainsford, a big game hunter, is traveling to the Amazon past boat. He falls overboard and finds himself stranded on Ship Trap Island.

Major Inciting Disharmonize

On the Island, Rainsford finds a large home where Ivan, a retainer, and General Zaroff, a Russian aristocrat, alive. They take Rainsford in. Nevertheless, he presently learns that to leave, he must win a game where he is the prey! General Zaroff'southward "most dangerous game" is hunting humans.

Rise Action

Rainsford must survive for iii days. He sets three traps to outwit the general, Ivan, and his bloodthirsty hounds.

Climax

Cornered, Rainsford jumps off a cliff, into the body of water. He survives the fall and waits for Zaroff in his firm.

Falling Action

Rainsford ambushes Zaroff, and the men duel. Presumably, Zaroff is killed and fed to the hounds.

Resolution

The story ends with Rainsford saying he has never slept more soundly in his life.

Student Instructions

Create a visual plot diagram of "The Virtually Dangerous Game".

1. Split the story into the Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution.
2. Create an prototype that represents an important moment or prepare of events for each of the story components.
3. Write a description of each of the steps in the plot diagram.

Lesson Program Reference

Course Level 6-12

Difficulty Level 2 (Reinforcing / Developing)

Type of Assignment Private or Partner

Type of Action: Plot Diagrams and Narrative Arcs

Common Core Standards

• [ELA-Literacy/RL/nine-10/2] Determine a theme or primal 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 past specific details; provide an objective summary of the text
• [ELA-Literacy/RL/9-10/3] Analyze how circuitous characters (e.yard., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and accelerate the plot or develop the theme
• [ELA-Literacy/RL/nine-10/five] Analyze how an author's choices concerning how to structure a text, society events within it (due east.yard., parallel plots), and dispense time (east.chiliad., pacing, flashbacks) create such furnishings as mystery, tension, or surprise

Create a plot diagram for the story using Exposition, Conflict, Rising Activeness, Climax, Falling Action, and Resolution.

	Proficient 25 Points	Emerging 21 Points	Showtime 17 Points	Try Again 13 Points
Descriptive and Visual Elements	Cells have many descriptive elements, and provide the reader with a vivid representation.	Cells take many descriptive elements, just flow of cells may accept been hard to sympathize.	Cells have few descriptive elements, or accept visuals that make the work confusing.	Cells take few or no descriptive elements.
Grammar/Spelling	Textables have three or fewer spelling/grammar errors.	Textables accept four or fewer spelling/grammar errors.	Textables have five or fewer spelling/grammar errors.	Textables take six or more spelling/grammar errors.
Evidence of Effort	Work is well written and carefully thought out. Student has done both peer and instructor editing.	Work is well written and carefully thought out. Student has either teacher or peer editing, but not both.	Pupil has done neither peer, nor instructor editing.	Work shows no evidence of any endeavour.
Plot	All parts of the plot are included in the diagram.	All parts of the plot are included in the diagram, only ane or more is confusing.	Parts of the plot are missing from the diagram, and/or some aspects of the diagram make the plot difficult to follow.	Almost all of the parts of the plot are missing from the diagram, and/or some aspects of the diagram make the plot very difficult to follow.

*(This Will Outset a 2-Week Costless Trial - No Credit Carte du jour Needed)

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