|Lesson Plan ID:
The Most Dangerous Murder Trial
This lesson is designed to help students with reading comprehension skills. Students will make inferences and apply listening skills as they role-play a trial of the main character.
|ELA2010(9) ||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). [RL.9-10.4] |
|ELA2010(9) ||5. Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. [RL.9-10.5] |
|Primary Learning Objective(s):
Students will apply strategies to interpret text. Students will discuss literary elements.
|Additional Learning Objective(s):
Students will articulate and evaluate ideas in class discussion. Students will work cooperatively in groups to plan a presentation.
|Approximate Duration of the Lesson:
|| 61 to 90 Minutes|
|Materials and Equipment:
The book, The Most Dangerous Game by Richard Connell, courtroom role-playing materials: judge's gavel and robe, other courtroom materials as needed (e.g. "legal documents" and "evidence")
|Technology Resources Needed:
camcorder to record the trial for critique, TV and VCR for playback (optional)
Students must have read The Most Dangerous Game, by Richard Connell, and participated in a class discussion of the literary elements of the story, such as plot, tone, mood, character, setting, and theme.
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.
3.)Show Time! (Your School) vs. Sanger Rainsford
Students will carry out the court case and a verdict will be determined at the end.
4.)As a follow-up activity, have students critique the other groups in a written analysis paper or in class discussion. If a camcorder is available, it is helpful to have taped the trial so that it can be shown on the VCR.
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Students will be assessed on their understanding of the story as demonstrated through role-playing. Listening skills will be evaluated with a rubric or checklist.
Students could reverse roles and replay the trial.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: