A common use for Storyboard That is to help students create a plot diagram of the events from a novel. Not only is this a great way to teach the parts of the plot, but it 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, Rising Action, Climax, Falling Action, and Resolution.
Setting: Caribbean Sea/Ship Trap Island. Rainsford, a big game hunter, is traveling to the Amazon by boat. He falls overboard and finds himself stranded on Ship Trap Island.
On the Island, Rainsford finds a large home where Ivan, a servant, and General Zaroff, a Russian aristocrat, live. They take Rainsford in. However, he soon learns that to leave, he must win a game where he is the prey! General Zaroff’s "most dangerous game" is hunting humans.
Rainsford must survive for three days. He sets three traps to outwit the general, Ivan, and his bloodthirsty hounds.
Cornered, Rainsford jumps off a cliff, into the sea. He survives the fall and waits for Zaroff in his house.
Rainsford ambushes Zaroff, and the men duel. Presumably, Zaroff is killed and fed to the hounds.
The story ends with Rainsford saying he has never slept more soundly in his life.
(These instructions are completely customizable. After clicking "Use This Assignment With My Students", update the instructions on the Edit Tab of the assignment.)
Create a visual plot diagram of “The Most Dangerous Game”.
Grade Level 6-12
Difficulty Level 2 (Reinforcing / Developing)
Type of Assignment Individual or Partner
Type of Activity: Plot Diagrams and Narrative ArcsCommon Core Standards
(You can also create your own on Quick Rubric.)
| Proficient |
| Emerging |
| Beginning |
| Try Again |
Descriptive and Visual Elements
Cells have many descriptive elements, and provide the reader with a vivid representation.
Cells have many descriptive elements, but flow of cells may have been hard to understand.
Cells have few descriptive elements, or have visuals that make the work confusing.
Cells have few or no descriptive elements.
Textables have three or fewer spelling/grammar errors.
Textables have four or fewer spelling/grammar errors.
Textables have five or fewer spelling/grammar errors.
Textables have six or more spelling/grammar errors.
Evidence of Effort
Work is well written and carefully thought out. Student has done both peer and teacher editing.
Work is well written and carefully thought out. Student has either teacher or peer editing, but not both.
Student has done neither peer, nor teacher editing.
Work shows no evidence of any effort.
All parts of the plot are included in the diagram.
All parts of the plot are included in the diagram, but one 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.