| Lesson Plan ID: |
5465 |
| Title: |
The Most Dangerous Murder Trial |
| Overview/Annotation: |
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. |
| Content Standard(s): |
| 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] |
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| Local/National Standards: |
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| 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) |
| Background/Preparation: |
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. |
| Procedures/Activities: |
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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| Attachments:**Some files will display in a new window. Others will prompt you to download. |
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| Assessment Strategies: |
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. |
| Extension: |
Students could reverse roles and replay the trial. |
| Remediation: |
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Each area below is a direct link to general teaching strategies/classroom
accommodations
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.
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| Presentation of Material
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Environment |
| Time Demands |
Materials |
| Attention |
Using Groups and Peers |
| Assisting the Reluctant Starter
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Dealing with Inappropriate
Behavior |
Be sure to check the student's IEP for specific accommodations. |
| Variations Submitted by ALEX Users: |
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