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.
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.
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Student Instructions
Demonstrate your understanding of the vocabulary words in "The Most Dangerous Game" by creating visualizations.
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.
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.
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.
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 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.
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?
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.
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.
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.
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.