The term plot refers to the systematic chain of events which make up the short story. Each link in this chain helps to build suspense and to solve a problem. The main character is presented with a situation which presents a problem or conflict which he must resolve. The largest part of the story will deal with the main character’s struggle to resolve this problem or conflict.
The conflict can exist within the main character himself (internal conflict) or it may exist between the main character and outside forces (external conflict). The point in the story in which the conflict is resolved is the high point or climax of the story.
The adolescent years are characterized by conflict both internal and external. The transient years from childhood to young adult are laden with a multitude of contradictions. Very often physiological changes bring the adolescent through this period of transformation without complementing sociological changes. This leaves the adolescent perplexed by his inability to comprehend his situation. The result is very often one of confusion and conflict.
The adolescent finds himself at odds with parents, teachers and other authority figures. His resulting alienation from the adult world often leads him to his contemporaries for solace and as a result he often becomes the victim of peer pressure, another external conflict.
We believe that these conflicts which constantly plague the adolescent, present us as teachers with a foundation on which to present this element of the short story. By recognizing the conflicts of characters in short stories and their struggles to resolve them, students may be better able to recognize their own problems and seek solutions.
The story we have chosen to illustrate the element of plot is “The Most Dangerous Game” by Richard Connell; An adventure story in which a hunter falls overboard and swims to the safety of shore only to become the hunted.
This story can be found in the following books:
Adventures in Reading
Heritage Ed. Reading Level 9-10
Spotlight on Literature
Random House 5 Reading Level 5-6
Scope English Program
Level Two Scholastic Book Service Reading Level 3
Reading Lesson Plan #1
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Objective:
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To determine whether or not students have an understanding of “The Most Dangerous Game”.
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Procedure:
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The following questions can be used to lead an oral discussion of the story. The questions can be used either by the teacher to lead the entire group or may be used by students in smaller groups.
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1. At the beginning of the story did Rainsford have any feeling for the animals he hunted? How did his experience change his feelings?
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2. What problem did Rainsford face once he reached General Zaroff’s home? How was this problem solved?
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3. When Rainsford fell off the yacht he swam in the direction of the gun shots, Why?
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4. What is the most dangerous game? Why did General Zaroff decide to hunt it? Why was the game more dangerous than other game?
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5. General Zaroff thought of himself as being very civilized. Do you agree or disagree? Why?
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Evaluation:
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Students’ understanding of the story can be determined by their participation in the oral discussion.
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Reading Lesson Plan #2
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Objective:
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To check students’ understanding of fact and opinion.
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Procedure:
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Students are to read the following statements for the purpose of determining whether they are fact or opinion.
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1. Whitney thinks that the animals they hunt understand fear.
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2. Rainsford knew there was something strange about General Zaroff the moment he met him.
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3. Ivan did not answer Rainsford when he introduced himself because he was not able to speak.
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4. Rainsford will not hunt again since he now knows what it feels like to be hunted.
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5. General Zaroff saw Rainsford in the tree after the first night of the hunt but decided to save him for another day’s game.
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6. Rainsford enjoyed the idea of the hunt once he had won.
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7. Rainsford’s trap killed Ivan.
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8. General Zaroff planned to release Rainsford when the hunt was over.
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Answers: 1) F, 2) 0, 3) F, 4) 0, 5) 0, 6) 0, 7) F, 8) 0.
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Evaluation:
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Students’ correct responses to this activity.
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Writing Lesson Plan #1
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Objective:
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To identify and use transitional words to determine time sequence or chronological order.
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Procedure:
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1. Have students read a list of activities:
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a. Iearning to ski (any sport)
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b. baking a cake or favorite recipe
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c. cleaning a fish
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d. planting a garden
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e. washing the car
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f. any activity the student chooses
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2. Choose one activity from the list. List five or six things you would do to complete the task.
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3. Circle all transitional words that you have used such as; first, next, then, while, finally.
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Evaluation:
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Have students read their lists aloud and write transitional words they have used on the board. Students should have five or six transitional words.
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Writing Lesson Plan #2
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Objective:
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To use verb tenses to show time of action and events.
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Procedure:
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1. Choose the verb from each of the following pairs that gives you a more definite, vivid picture.
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a. throw-toss
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e. think-ponder
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b. cuts-slashes
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f. drank-guzzled
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c. shake-quiver
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g. walked-strutted
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d. eat-gobble
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h. soars-flew
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2. Using the verb chosen from each pair, write a sentence.
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3. Ask students to write sentences and under each identify present or past tense of action.
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Evaluation:
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Check students’ responses to determine their ability to identify the more vivid action and time of action.
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Writing Lesson Plan #3
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Objective:
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To write a good narrative paragraph focusing on conflict evaluating students’ ability to use vivid actions in sequential order.
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Procedure:
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1. Look carefully at the following list and each element of
character
,
setting
and
conflict
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Character
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Setting
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Conflict
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1. young child
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park bench
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returning home late
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2. elderly woman
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crowded beach
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missing/stolen object
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3. several teenage
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apartment house
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pushing ahead in cafe
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boys/girls
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4. a parent
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grocery store
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blizzard
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5. an animal
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angry sea
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capsized boat
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6. you
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dark, desolate
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being offered drugs
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road
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2. Ask students to choose one from each element (character setting-plot) and write a paragraph focusing on the conflict and how it is resolved.
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3. Ask students to share their writings with another student. This student will list on their neighbor’s paper vivid and transitional words the writer used.
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4. Students will then rewrite their paragraph using constructive comments from their paper.
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Evaluation:
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Reading of students’ narrative paragraph will indicate their ability to use exact vivid verbs and transitional words in writing a narrative.
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Related Activities
T.V. Conflicts
Have students watch their favorite T.V. program. While they are watching it ask them to write down:
1. The major character
2. The conflict
3. The solution
Picture Conflicts
Show students various pictures depicting conflict. Have students identify the conflict in each picture.
Internal and External Conflicts
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1. Ask each student to create a character with an internal conflict.
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2. Ask students to write a paragraph describing this character’s conflict.
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3. Have students exchange papers. Each student must find a solution to the conflict they have been given and write a paragraph describing that solution.
The same exercise can be repeated for external conflict.
Vocabulary
The following terms should be familiar to the students after focusing on the element of plot in the short story.
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Conflict
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Irony
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Solution
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Flashback
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Internal
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Foreshadowing
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External
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Suspense
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Vocabulary Worksheet
The main character is presented with a
Conflict
, a situation or problem which he will be called upon to resolve. Sometimes the problem lies within the main character and is said to be
Internal
, while other times outside forces act upon the main character, which is said to be
External
.
There is a constant, ongoing struggle in which the main character attempts to resolve his problem; hence he seeks a
Solution
.
Throughout this struggle a growing excitement or
Suspense
is felt as the
Climax
is approached.
The author often uses certain techniques to creatively unfold the plot:
Irony:
An unexpected twist of events, the opposite of
what was expected.
Flashback
: A move back in time to an earlier incident.
Foreshadowing
: A hint or allusion to events which will occur in the future.
