Direct Instruction Lesson Plan Model

Lesson Title: The Most Dangerous Game Character Sketch Unit: Short Stories Lesson Author: Kristin Tice Grade Level: 9 Subject Area: English

Time allotted for the Lesson: 1 Class Period and Homework

Common Core ELA State Standards met in this lesson:

RL 4- Analyze the cumulative impact of specific word choices on meaning and tone. RL 5- Analyze how an authors choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise. L 1b- Use prepositional phrases to convey meanings and add variety and interest. L 4- Determine the meaning of unknown or multiple-meaning words. L 5B- Analyze nuances in the meaning of words with similar denotations.

ISTE NETS Standards: 1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. apply existing knowledge to generate new ideas, products, or processes. create original works as a means of personal or group expression. use models and simulations to explore complex systems and issues. 2. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. communicate information and ideas effectively to multiple audiences using a variety of media and formats. 3. Students apply digital tools to gather, evaluate, and use information. plan strategies to guide inquiry. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 4. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. plan and manage activities to develop a solution or complete a project.

collect and analyze data to identify solutions and/or make informed decisions. use multiple processes and diverse perspectives to explore alternative solutions.

5. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. advocate and practice safe, legal, and responsible use of information and technology. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 6. Students demonstrate a sound understanding of technology concepts, systems, and operations. understand and use technology systems. select and use applications effectively and productively. Lesson Objectives- Students will: They wouldve already read the short story The Most Dangerous Game (http://fiction.eserver.org/short/the_most_dangerous_game.html) Be able to see a visual version of the story theyve read in class prior to this lesson. o Movie: (http://www.youtube.com/watch?v=lLhosz8Zw6o&feature=watch-nowbutton&wide=1) Create a character sketch of one of the main characters in the story using information gathered from short story and movie.
Be able to recognize the importance of character identification. Be able to identify important and valuable information within a text. Be able to compare and contrast characters and their traits. Be able to compare and contrast short story vs. movie version.

Introduce the Learning Activity:

I would begin my class by doing a recap of the previous class, which had just finished reading The Most Dangerous Game. I would continue by showing them particular clips from the movie version of the story. I would begin by describing to them what the importance of character identification is, and show them an example of a character sketch, so they become familiar with what is being asked of them (link to example provided below). I would ask that they separate into groups of three or four and begin a discussion on the differences seen between the main characters, and character traits they each possess. After working in groups, I would have them begin looking up information on the characters, and allow the individual groups to re-watch the video clips theyd seen, to get a further understanding of the characters. After this, I would have a whole group discussion, in which wed share group ideas. Theyd begin their homework assignment, which they will be given a handout of what I am asking them to include in their character sketch, and the grading rubric for the assignment.

During this time, they can re-watch video clips, re-read parts of the story (either on their computers or from their hard copy), go over the example of a character sketch, or begin a rough draft of the assignment.

Provide Information: They wouldve already read the short story The Most Dangerous Game (http://fiction.eserver.org/short/the_most_dangerous_game.html) Be able to see a visual version of the story theyve read in class prior to this lesson. o Movie: (http://www.youtube.com/watch?v=lLhosz8Zw6o&feature=watch-nowbutton&wide=1) Before allowing them to start on this assignment, I would remind them to refer back to the handout on vocabulary terms Id given them in a previous class, and given them a handout of what I expect from this assignment- the directions and a rubric that will guide them in the right direction for this assignment. I would also go to this site that provides an example of what I expect from their character sketch: http://www.engl.niu.edu/wac/char_sk.html
Another way to consider a character is by their PARTS. Consider this: Is it fair to judge a person by their outside appearance? By one single action? By what others say? I agree that its not fair; one shouldnt consider pieces when they should consider all the PARTS. P = Physical description consider the appearance of your characterAND A = Actions consider your characters actionsAND R = others Reactions consider what others feel about your characterAND T = Thoughts consider what your character is thinkingAND S = Speech finally, consider what your character says. When one considers ALL the PARTS, then there will be a full picture of the character. Your Assignment: Brainstorming with the cluster organizer or making notes on PARTS above, write a character description of at least 100 words in paragraph form. Include the following: 1. Your character's name 2. At least eight adjectives (Use a thesaurus to find colorful adjectives.) 3. A major goal of your character. 4. at least two similes 5. a physical description 6. tell character's likes, dislikes, some actions, etc. 7. What does your character wear, or carry around? 8. Your character's greatest strength. 9. Your character's greatest weakness. 10. Your character's favorite hangout. The Five Parts to Characterization that should be included in your Character Sketch: - Character speaks- something the character has said. - Character thinks- something the character has thought. - Character in action- something the character has done. - Character in his/her surroundings- What does the character see? - Others reactions toward the Character- How do others react to this character?

Provide Practice:
Students will be able to practice the exact task stated in the objectives by working in groups and individually to further understand character identification and character traits of the main characters in The Most Dangerous Game (both short story and movie version). I would begin by describing to them what the importance of character identification is, and show them an example of a character sketch, so they become familiar with what is being asked of them (link to example provided above). I would ask that they separate into groups of three or four and begin a discussion on the differences seen between the main characters, and character traits they each possess. After working in groups, I would have them begin looking up information on the characters, and allow the individual groups to re-watch the video clips theyd seen, to get a further understanding of the characters. After this, I would have a whole group discussion, in which wed share group ideas. Theyd begin their homework assignment, which they will be given a handout of what I am asking them to include in their character sketch, and the grading rubric for the assignment. o During this time, they can re-watch video clips, re-read parts of the story (either on their computers or from their hard copy), go over the example of a character sketch, or begin a rough draft of the assignment.

Provide Knowledge of Results: As the groups are explaining the ideas theyve come up with, I would provide verbal feedback on how strong or weak their ideas are, and how these ideas will either work or not work with the assignment Ive given them. I will provide written feedback to my students on their final copy of the assignment due the next day in class. There, I will give them feedback on how they did on the assignment, or what they could change to make the assignment better. Review the Activity: Before allowing them to start their homework assignment individually, I will do a recap of what theyve learned and what theyve taken from the lesson, such as the importance of character identification and what and how they will complete the assignment, to make sure that all of my students fully understand what I expect from them and their final version of this assignment. Once weve done a recap, I will explain one final time that I expect them to write a 3 to 5
paragraph Character Sketch of either Rainsford or Zaroff. I expect them to use as many of the five methods of characterization and the PARTS method as possible, and to use quotations to back up your impressions of the character. Then I will allow them to begin working on their individual character sketches before the bell rings.

Evaluation: What I expect from their assignmentsThe Most Dangerous Game Character Sketch Rubric Captures the essence or presence of the character is more than a physical description or even a general feel for personality. Uses specific descriptions, details, and quotes. Besides the obvious comments and actions of the character, includes subtle details of human behavior such as nervous ticks, dialect, or body language Also uses pertinent and insightful observations about the characters environment, culture, personal contacts, etc.

Is well written with academic style, strong organization and focus, and proficient MUGS Comes with an appropriate illustration of the character.