Activity Overview
Another great way to engage your students is with storyboards that use vocabulary from "The Most Dangerous Game". Here are a few vocabulary words commonly taught with the short story, and an example of a visual vocabulary board.
“The Most Dangerous Game” Vocabulary
- palpable
- debacle
- naïve
- dank
- tangible
- doggedly
- vitality
- lacerate
- cannibal
- ardent
- surmount
- scruples
- grotesque
- stealthy
In the vocabulary board, students can choose between coming up with their use of the vocabulary word, finding the specific example from the text, or depicting the definition without words.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Demonstrate your understanding of the vocabulary words in "The Most Dangerous Game" by creating visualizations.
- Choose three vocabulary words from the story and type them in the title boxes.
- Find the definition in a print or online dictionary.
- Write a sentence that uses the vocabulary word.
- Illustrate the meaning of the word in the cell using a combination of scenes, characters, and items.
- Alternatively, use Photos for Class to show the meaning of the words with the search bar.
Lesson Plan Reference
- [ELA-Literacy/RL/9-10/4] 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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)
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[ELA-Literacy/RL/9-10/10] By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Word 1 - Sentence | Vocabulary word is used correctly in the example sentence in both meaning and context. | The meaning of the sentence can be understood, but the vocabulary word is used awkwardly or in the wrong context. | The vocabulary word is not used correctly in the example sentence. |
| Word 1 - Visualization | The storyboard cell clearly illustrates the meaning of the vocabulary word. | The storyboard cell relates to the meaning of the vocabulary word, but is difficult to understand. | The storyboard cell does not clearly relate to the meaning of the vocabulary word. |
| Word 2 - Sentence | Vocabulary word is used correctly in the example sentence in both meaning and context. | The meaning of the sentence can be understood, but the vocabulary word is used awkwardly or in the wrong context. | The vocabulary word is not used correctly in the example sentence. |
| Word 2 - Visualization | The storyboard cell clearly illustrates the meaning of the vocabulary word. | The storyboard cell relates to the meaning of the vocabulary word, but is difficult to understand. | The storyboard cell does not clearly relate to the meaning of the vocabulary word. |
| Word 3 - Sentence | Vocabulary word is used correctly in the example sentence in both meaning and context. | The meaning of the sentence can be understood, but the vocabulary word is used awkwardly or in the wrong context. | The vocabulary word is not used correctly in the example sentence. |
| Word 3 - Visualization | The storyboard cell clearly illustrates the meaning of the vocabulary word. | The storyboard cell relates to the meaning of the vocabulary word, but is difficult to understand. | The storyboard cell does not clearly relate to the meaning of the vocabulary word. |
How To Create a Vocabulary Corner in Classroom
Select a Corner
The vocabulary corner activity includes dedicating a space in the classroom to execute vocabulary-related activities or displaying vocabulary charts or flashcards on the wall. Students can select one corner wall that they think is suitable for this activity and decorate it as they like.
Include Interactive Exercises
Incorporate interactive components such as word puzzles, word games, or activities centered around the vocabulary terms. For instance, you may include a section called "Guess the Word" or "Word of the Day". This will keep the wall active as students will interact with it on a daily basis and make the lessons more engaging.
Make Rotations
To add new terms and keep the corner interesting, swap out the words occasionally. Additionally, this will let students' vocabulary grow over time and reinforce concepts. Teachers can also incorporate and connect other concepts in relation to this activity. For instance, giving a creative writing project to make a story based on the words present on the wall.
Promote Student Participation
Ask the students to add to the vocabulary section by offering definitions, coming up with new terms, or making art that has to do with words. Students can also develop any other interactive exercises or games they would like to play to keep this space active and running. Encourage the students to keep the wall clean and occasionally re-decorate it to keep things interesting.
Encourage Collaborative Learning Environment
Encourage the students to collaborate on these activities and help out each other if they face difficulties. Teachers can maintain a healthy ratio of collaborative and individual activities so the students can learn from both aspects.
How To Compare the Characters Present in “The Most Dangerous Game”
Examine Perspectives
Help the students in examining different perspectives of the characters present in the story. Teachers can give students some questions beforehand for discussion and then students can discuss those questions from the perspectives of the characters. For instance, questions such as What is the significance of hunting for the characters?
Identify Conflicts
Ask the students to examine different types of conflicts present in the story. Students can focus on both internal and external conflicts for both the characters, for instance, the conflict between Rainsford and Zaroff or the internal conflicts of the characters. Students can even examine the interaction between the main characters for a better understanding.
Analyze the Motivations and Objectives
Consider the underlying motivations of each character. Throughout the narrative, what do they hope to accomplish, steer clear of, or obtain? For instance, while Zaroff is driven primarily by the excitement of hunting, Rainsford is driven mostly by survival.
Connect With Broader Themes
Discuss the larger ideas or lessons that come through in the interactions and character growth of the characters. For instance, the narrative poses concerns regarding the morality of hunting, the essence of mankind, psychology, and thinking. Students can determine how each character contributes to the theme and how the themes and characters interact for the development of the plot.
Summarize and Reflect
Ask the students to write a synopsis of their findings and research. Talk about what they learned about the characters' interactions and how they add to the story's ultimate meaning. Encourage the students to reflect on the overall message of the story and the meaning behind the actions of the characters.
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