Most Dangerous Game Study Guide

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Prereading Activity #2 (geared toward students who need motivation): 1. Write "The Most Dangerous Game" on the board. Put a square around it. 2. All around the square write the following words: hunting, reason, ship, survival, dangerous, mansion, dogs, island, game. 3. Tell students you're going to read "The Most Dangerous Game." The words around the box are associated with the story. 4. Instruct students to make a prediction using each word in a sentence. OR

Prereading Surveys: Create a simple True/False survey before reading the story. 1. ___ Hunting is a sport.
2. ___ Animals have no feelings.
3. ___ Hunting is evil.
4. ___ Hunting is unfair.
5. ___ Animals have emotions.
6. ___ Strength is more important than intelligence.
7. ___ Bringing a gun to a knife fight is fair.

The following is worth analyzing in "The Most Dangerous Game." 1. Irony: Examples include Rainsford turning from hunter to hunted back to hunter, Zaroff passing up several winning opportunities, and Rainsford's surprise at the end. 2. Pun: What is the Most Dangerous Game? Game in the title of the story refers to the animal/person being hunted; it also refers to the sport of hunting, specifically Zaroff's version of the sport. 3. Suspense: Connel uses dangerous action, pacing, and foreshadowing to create suspense. 4. Foreshadowing: Ship Trap Island and Whitney and Rainsford's conversation at the beginning of the story are two obvious examples of foreshadowing. 5. Hunting: Some students hunt; others oppose it. Sounds like a good time for a debate. 6. The 2nd amendment: Zaroff governs Ship Trap Island, owns several guns, and strips Rainsford's right to possess a gun. Zaroff's advantage is superior. 7. Conflict: "The Most Dangerous Game" contains a classic man v. man conflict. Character/Conflict Activity: Instruct students to fill out a chart on the two characters: 1. In the far left column, write "Rainsford" on the top row, "Zaroff" in the middle row, and "Me" in the bottom row. 2. In the top row, write "Intelligence" in the 2nd column, "Hunting Ability" in the third column, "Strengths" in the fourth column, "Attitude Towards Animals" in the fifth column, and "Attitude Towards Humans" in the last column. 3. Instruct students to fill out the chart as they read.

4. Write an essay.  The question is "Who is the better hunter and why?"  The initial reaction is that Rainsford is.  At the end, he sleeps in a comfortable bed while Zaroff gets eaten by dogs.  A closer look at the evidence, however, indicates that Zaroff loses on purposes.  Why would he lose on purpose?  He's bored and depressed with the ease of hunting.  There is plenty of evidence to support this claim.  On the other side, though, is the assertion that Zaroff has a huge home island advantage, superior weapons, a giant assistant, and a pack of dogs and should win easily. Trail of Rainsford

1.)Students will form groups based on their choice of the roles they will research/portray (i.e. Prosecution, Defense, Jury (along with one person who will serve as Judge), Bailiff, Court Reporter, etc.)

2.)Prosecutors -- These students will write an opening statement, questions for the witnesses, and a closing statement. They will also determine who three of the witnesses will be. Defense -- same as prosecutors

Jury -- These students, along with the Judge will develop a chart which will include various "proofs" of guilt and innocence. They will listen throughout the trial to determine whether the defendant (Mr. Sangor Rainsford) is guilty or innocent. Witnesses -- These students must have knowledge about the story and be able to make inferences. Court Reporters -- These students must have good penmanship and listening skills. They will take turns being responsible for writing what is happening in the court room. Bailiffs - These students will be responsible for organizing the courtroom. They will "swear" in the witnesses....
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