Lesson Plan Title: the Most Dangerous Game

Lesson Plan Title: “The Most Dangerous Game”

Class: English II Inclusion

Concept/Topic: Comprehension of a short story and writings skills

General Goals: Students will be able to complete comprehension questions related to the short story “The Most Dangerous Game”. Students will be able to apply similar principles and ideas from “The Most Dangerous Game” to a creative writing assignment.

Specific Goals: Students will be able to successfully complete reading comprehension questions related to “The Most Dangerous Game”. They will display an understanding of the story and concepts in the story, such as understanding right & wrong, handling a pressure situation, and the downfalls of being overly confident. Students will write a three paragraph story using the same premise as “The Most Dangerous Game”.

Required Materials: Textbook, notebook, writing utensil, handout with a description of writing assignment, Bobby will need his laptop with software

Anticipatory Set: There will be a brief class discussion to review “The Most Dangerous

Game”. At this time, they are encouraged to ask questions for clarification. Bobby will have access to the textbook in digital format on his computer. He will also have access to the writing task in the form of a Word document. Instructional procedures: The two teachers in the classroom will lead the review discussion, being sure to address any clarifications needed. Next, students will work individually on one First Thoughts question, two Shaping Interpretations questions, and one Extending the Text question. Students are to complete the questions in their notebooks using full sentences. Bobby will complete the questions using Microsoft

Word and WiViki, which includes WordQ. This allows him to access the reading and helps him with the writing of full sentences. He can also listen to the questions being read to him if needed. As the students work, the two teachers move about the room helping students who require assistance.

The students are instructed to begin working on the writing assignment once they complete the questions. They are also told they will be going over the questions as a class tomorrow and will continue the writing task, but need to have some of the writing task completed by the end of the period.

Once Bobby completes his questions he will leave the room and go to the resource room. A special education teacher is always there to assist students coming in the classroom. Here Bobby can use the SpeakQ software in junction with WiViki to begin his writing task. Since the writing task in a Word document, he can listen to and read it at the same time. The special education teacher can assist Bobby with any questions or clarifications.

Evaluation Procedures: The class will go over the questions the next day in class.

They are responsible for correcting their answers and will be quizzed on the story in the future. The writing task will continue to be worked on during the rest of the next day’s class. It is more important for the students to be able to apply certain concepts to the writing task more so than it is to write a grammatically correct paper. Bobby will continue to work on his writing assignment in the resource room with the assistance of the resource teacher.

Bibliography (for textbook)

Connell, R. (1997). The Most Dangerous Game. Holt, Rinehart, and Winston (Ed). Elements of Literature- Third Course (pp. 18-29). Orlando: Harcourt Bruce Company.