the most dangerous game assignment

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The Most Dangerous Game Short story Activities

By  MARISSA DESPINS  Updated April 04, 2024

If you are “on the hunt” (did you see what I did there?) for a super engaging and culturally iconic short story for your middle school learners, look no further. “The Most Dangerous Game” by Richard Connell is high on my list of all time favorite short stories to teach. The complex and exciting plot, nefarious characters, and exotic island setting draw in even the most reluctant middle school reader.

To grab a complete unit to use along with this creepy short story, click on the image or button below!

What is “The Most Dangerous Game” about?

“The Most Dangerous Game” follows the adventures of a big-game hunter who washes up on the shores of a remote Caribbean island after following overboard in a storm. While on the island, he soon discovers that he is no longer the hunter but the hunted, as he is stalked by an aristocrat with a love of hunting humans.

The suspense-filled story of “The Most Dangerous Game” was loosely inspired by the big-game hunting safaris that took place in Africa and South America in the 1920s. These were particularly popular among wealthy Americans.

How can I use “The Most Dangerous Game” short story in my classroom?

Below I share some of my favorite ways to bring this exciting story to life in your middle school classroom.

Short Story Annotation and Close Reading Activities

Due to its complexity, “The Most Dangerous Game” is a short story that lends itself well to close reading and annotation . According to close reading gurus Fisher and Frey, Close Reading is “ an instructional routine in which students are guided in their understanding of complex text” .  Basically, Close Reading is an instructional approach that integrates several reading strategies, where students add knowledge gained from text to their schema. Doing so builds habits of successful readers, and builds stamina and persistence with complex text.

To begin our study of the story, I pass each student a copy of the story and an annotation guide. While reading, students are encouraged to pause and add annotations. They are encouraged to underline key words, circle sections they don’t understand, and write notes in the margin.  I love using different colored pens and sticky notes for this.

When completed, I place students in small groups to discuss their annotations. While discussing, I encourage students to add to their own annotations. As we move on to further analysis of the story, these annotations are really helpful. They can flip back to the story and look over their notes to clarify their understanding.

Looking for more information on Close Reading? Check out this blog post!

Small Group Quote Analysis

After completing their annotation and close reading activities , I place students in small groups to analyze key quotes from the story. Small groups work great for this. This is because they allow students to openly share their thoughts and opinions as they explore the themes and topics of the story. Friendly debate is always encouraged in my middle school ELA classes!

Short Story Analysis Activities

After completing the quote analysis activity, I have students work individually on a variety of vocabulary and comprehension activities . I have students glue their pages into their interactive notebooks when complete. Having everything organized and in one place really comes in handy come test prep time!

For additional short story teaching ideas, check out our favorite short stories for middle school!

Mapping Ship Trap Island

The setting of “The Most Dangerous Game” plays a really integral role in the story and helps move the plot forward. To further explore the setting and key plot points, I have students create illustrated maps of Ship Trap Island . This activity has really been a hit with my middle school learners, as they love having the opportunity to demonstrate their learning through art based activities.

To complete the activity, students must go back to the story and find text evidence to describe key details about the setting. Next, they use that evidence to help them illustrate their own Ship Trap Island maps . On the maps, students are required to pinpoint and write about key events that took place on the island. This is a great way to help students really focus in on key elements of plot and setting.

For additional information on the benefits of incorporating art based activities in your ELA curriculum, check out our guide to arts integration!

The Most Dangerous Game Writing Prompts

At the end of our unit, I have students choose a writing prompt for further analysis. These prompts encourage deep thinking about the story, and ask students to make connections to their own lives. These activities are great practice for essay writing, and are a great opportunity to tie in some additional reading comprehension strategies.

Looking for more information on Reading Comprehension Strategies? Check out this blog post!

Interested In Grabbing the Complete “The Most Dangerous Game” unit?

You can download my COMPLETE “The Most Dangerous Game” Short Story Unit by clicking here or on the image below. It contains all of the resources mentioned in this blog post!

Looking for more Short Story Ideas?

Check out the blog posts below for tips, free resources, and story suggestions!

9 Dystopian Short Stories for Middle School

Favorite Science Fiction Short Stories

Short Stories for Black History Month

Spooky Short Stories for Middle School

On the Hunt for some Free Short Story Activities?

Click here or on the image below to download this FREE Short Story Resource ! It contains a full text story, close reading resources and activities, comprehension questions, graphic organizers, and more!

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The Most Dangerous Game

Richard connell.

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Welcome to the LitCharts study guide on Richard Connell's The Most Dangerous Game . Created by the original team behind SparkNotes, LitCharts are the world's best literature guides.

The Most Dangerous Game: Introduction

The most dangerous game: plot summary, the most dangerous game: detailed summary & analysis, the most dangerous game: themes, the most dangerous game: quotes, the most dangerous game: characters, the most dangerous game: symbols, the most dangerous game: literary devices, the most dangerous game: quiz, the most dangerous game: theme wheel, brief biography of richard connell.

Historical Context of The Most Dangerous Game

Other books related to the most dangerous game.

• Full Title: The Most Dangerous Game, or The Hounds of Zaroff
• Where Written: Westport, Connecticut
• When Published: 1924
• Literary Period: Modernism
• Genre: Short story, adventure
• Setting: A remote island in the Caribbean Sea
• Climax: After eluding the murderous General Zaroff in the jungle, Sanger Rainsford kills the general in his mansion.
• Antagonist: General Zaroff
• Point of View: Third person

Extra Credit for The Most Dangerous Game

Item1. “The Most Dangerous Game” was also published in Collier’s Weekly under the name “The Hounds of Zaroff,” possibly a reference to Sir Arthur Conan Doyle’s Sherlock Holmes novel The Hound of the Baskervilles .

Item2. Richard Connell’s first job after graduating college was as a homicide reporter for the New York American .

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The Most Dangerous Game Lesson Plan

Reading assignment, questions, vocabulary.

Students should read the entire short story, "The Most Dangerous Game."

Common Core Objectives

CCSS.ELA-LITERACY.RL.9-10.2

CCSS.ELA-LITERACY.RL.9-10.4

CCSS.ELA-LITERACY.RL.9-10.5

CCSS.ELA-LITERACY.RL.9-10.6

CCSS.ELA-LITERACY.W.9-10.3

CCSS.ELA-LITERACY.W.9-10.7

Note that it is perfectly fine to expand any day’s work into two days depending on the characteristics of the class, particularly if the class will engage in all of the suggested classroom exercises and activities and discuss all of the thought questions.

Content Summary for Teachers

"the most dangerous game".

On the deck of a yacht, sailing through tropical fog, two big-game hunters,...

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The Most Dangerous Game Questions and Answers

The Question and Answer section for The Most Dangerous Game is a great resource to ask questions, find answers, and discuss the novel.

“He had never slept in a better bed, Rainsford decided.” (Paragraph 207) What is the overall effect of the last line of the story?

This line tells us that Rainsford won his final showdown with Zaroff. This effectively ends this classic man vs man story.

The Most Dangerous Game Study Sync question #1

A- He is a superstitious person who believes in rumors and legends.

Which of the following infers about Whitney is best supported by the beginning of the story

a.he is a superstitious person who believes in rumors and legends

Study Guide for The Most Dangerous Game

The Most Dangerous Game study guide contains a biography of Richard Connell, quiz questions, major themes, characters, and a full summary and analysis.

• About The Most Dangerous Game
• The Most Dangerous Game Summary
• Character List

Essays for The Most Dangerous Game

The Most Dangerous Game essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of The Most Dangerous Game by Richard Connell.

• Rainsford's Character in "The Most Dangerous Game"
• The Three Hunters
• The Most Dangerous Game: A Hunt For Morality
• Analyzing Suspense in ‘The Most Dangerous Game’
• Characterization in “The Most Dangerous Game”

Lesson Plan for The Most Dangerous Game

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to The Most Dangerous Game
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• The Most Dangerous Game Bibliography

Wikipedia Entries for The Most Dangerous Game

• Introduction

The Most Dangerous Game Assignment

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The Most Dangerous Game Visual Summary

In this activity, activity overview, template and class instructions, more storyboard that activities, this activity is part of many teacher guides, like this lesson plan copy it now.

A common use for Storyboard That is to help students create a plot diagram of the events from a novel. Not only is this a great way to teach the parts of the plot, but it reinforces major events and help students develop greater understanding of literary structures, such as five act structure .

Students can create a storyboard capturing the narrative arc in a novel with a six-cell storyboard containing the major parts of the plot diagram . For each cell, have students create a scene that follows the story in sequence using: Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution. .

Teachers may wish for students to collaborate on this activity which is possible with Storyboard That's Real Time Collaboration feature. This can help cut down on the time it takes to complete the entire storyboard while also helping students to develop communication, self-management and leadership skills. Teachers can enable collaboration for the assignment and students can either choose their partner(s) or have one chosen for them. It is suggested that since the Plot Diagram's storyboard is 6 cells, it is best if completed by students in groups of 2, 3 or 6.

Example Plot Diagram for “The Most Dangerous Game”

Setting: Caribbean Sea/Ship Trap Island. Rainsford, a big game hunter, is traveling to the Amazon by boat. He falls overboard and finds himself stranded on Ship Trap Island.

Major Inciting Conflict

On the Island, Rainsford finds a large home where Ivan, a servant, and General Zaroff, a Russian aristocrat, live. They take Rainsford in. However, he soon learns that to leave, he must win a game where he is the prey! General Zaroff’s "most dangerous game" is hunting humans.

Rising Action

Rainsford must survive for three days. He sets three traps to outwit the general, Ivan, and his bloodthirsty hounds.

Cornered, Rainsford jumps off a cliff, into the sea. He survives the fall and waits for Zaroff in his house.

Falling Action

Rainsford ambushes Zaroff, and the men duel. Presumably, Zaroff is killed and fed to the hounds.

The story ends with Rainsford saying he has never slept more soundly in his life.

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)

Student Instructions

Create a visual plot diagram of “The Most Dangerous Game”.

• Separate the story into the Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution.
• Create an image that represents an important moment or set of events for each of the story components.
• Write a description of each of the steps in the plot diagram.

Lesson Plan Reference

Grade Level 6-12

Difficulty Level 2 (Reinforcing / Developing)

Type of Assignment Individual or Partner

Type of Activity: Plot Diagrams and Narrative Arcs

(You can also create your own on Quick Rubric .)

How To Analyze the Interaction of Setting With the Characters in “The Most Dangerous Game”

Determine the important setting elements, discuss the effects of isolation, examine the impact on storyline, analyze the characters’ journeys, reflect and summarize, frequently asked questions about plot diagram of “the most dangerous game”, what does the phrase "the most dangerous game" mean in the context of the story, what is the most tense point in the story, most dangerous game, the.

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Most Dangerous Game Close Reading Assignment

The Most Dangerous Game Close Reading Assignment: This close reading assignment for “The Most Dangerous Game” is aligned with the common core state standards (reading literature and writing) and requires students to go back to selected passages from the text to read and closely analyze literary elements: conflict, suspense, and theme.

With an emphasis placed on close reading, students will gain a better understanding of Richard Connell’s short story, as well as increase their understanding of conflict, suspense, and theme. Students will then be able to write a one-paragraph literary response that includes quotations and analysis.

This assignment includes:

– Suggested lesson plan

– 7 guided pages of close reading passages with space for student notes and quotes

– 3 differentiated writing tasks (1 paragraph each)

– An annotation guide

– 2 rubrics for grading

**You might be interested in the SMARTePlans Digital Version of this resource.

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Education Standards

Nebraska's college and career ready standards for english language arts.

Learning Domain: Reading

Standard: Cite specific textual evidence to analyze and evaluate the effects of historical, cultural, biographical, and political influences of literary and informational text written by culturally diverse authors, to develop a regional, national, and international multicultural perspective.

Standard: Construct and/or answer literal, inferential, critical, and interpretive questions, analyzing and synthesizing evidence from the text and additional sources to support answers.

Standard: Demonstrate an understanding of complex text by using textual evidence to support analysis, reflection, and research via multiple mediums (e.g., writing, artistic representation, video, other media).

Learning Domain: Writing

Standard: Generate a draft that conveys complex ideas and critical thinking through analysis, reflection, and use of effective organizational patterns that are appropriate to the purpose and intended audience.

Standard: Apply standard rules of grammar and paragraph formation, including parallel structure and subordination.

Standard: Provide oral, written, and/or digital descriptive feedback to other writers.

Standard: Publish a legible document using a variety of media, and apply various formatting techniques to enhance the readability and impact of the document (e.g., fonts, spacing, design, images, style conventions, citations, and manuscript requirements).

Standard: Communicate information and ideas effectively in analytic, argumentative, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats.

Standard: Provide evidence from literary or informational text to support analysis, reflection, and research.

Learning Domain: Multiple Literacies

Standard: Locate, organize, analyze, evaluate, and synthesize information from print and digital resources to create new understandings and defend conclusions.

"The Most Dangerous Game" Argumentative Essay

This unit was designed to give freshmen a small writing task that is similar to the ACT writing. "The Most Dangerous Game" generates great conversation of the ideas of morals and ethics, and this writing task allows students the opportunity to explore their own morals and ethics.

OBJECTIVES: The learner will...

• identify the main points of an argument and connect arguments to supportive material
• argue a chosen side using supportive details
• construct personal beliefs about morals and ethics
• write and edit a short argumentative essay 
• collaborate with peers

Introduction

TEACHER NOTES:

This unit was designed to give freshmen a small writing task that is similar to the ACT writing. "The Most Dangerous Game" generates great conversation of the ideas of morals and ethics, and this writing task allows students the opportunity to explore their own morals and ethics. 

Once they have a grasp on morals and ethics in this first , have them read "The Most Dangerous Game." 

LET'S ARGUE!!!!

We are going to take a dive into the concepts of morals and ethics. you will watch two videos. one pertaining to morals and one pertaining to ethics. , in a short response, explain the differences and similarities between morals and ethics. submit your response to the lms assignment titled "morals vs ethics.".

"The Most Dangerous Game"

Click here for digital version of "the most dangerous game.", questions to answer:.

• Who determines what is considered right and what is considered wrong in this story? 
• How does Zaroff justify what he is doing on the island? 
• Why does Rainsford seek revenge in the end? Is that considered doing what is right? 
• What are the effects of Zaroff's and Rainsford's actions? 
• When is it okay to kill someone? 

***Submit your answers to the LMS assignment titled "TMDG Questions."

Writing Task

You can change up the outline as much as you need to suite your studnets. Suggestion: delete one of the "Main Point" sections to avoid confusion since the writing assignment is really only calling for two paragraphs. You can use another form of writing guide. Some students may want a writing guide to help them visualize what they need in regards to sentences. You will find that resource below. 

Writing Guide

Transition Words Website

Pick a perspective (listed below) and argue for that side. Refute and concede various points that the other side makes. Follow the steps below to help. 

Start a Google Doc and share it with the teacher. (Put everything into this one document, just add new pages.)

Make a pro/con list about hunting humans

Pick a perspective that you agree with and write a paragraph as to why you agree with it. 

Write a paragraph about why you don't agree with the other perspective. 

If there is anything that you "kind of" agree with then say that and state why. 

Write an introduction and a conclusion

  USE THE OUTLINE TO GUIDE YOUR WRITING.

USE THE WRITING GUIDE IF NEEDED

TRANSITION WORDS RESOURCE

PERSPECTIVE ONE:

What zaroff was doing is good for the environment because the world is overpopulated, and resources are being depleted at alarming rates. it is better to have fewer people than starving, homeless people. , perspective two:, no matter how a person looks at this, what zaroff was doing is murder. by law, murder is illegal, and no person is above the law. these people were stolen from their lives and forced to play zaroff's sick and twisted game. this is immoral and inhumane., peer editing, assign the peer editors. ensure to go over expectations for partner work. feel free to edit and modify the checklist to suit the needs of your students. , peer editing checklist.

You will edit your rough draft with a peer. Click on the link below to get a copy of the peer editing checklist. Share your document with your partner, read through it, offer edits, and complete the checklist. Use the comment feature on Google Docs to complete the assignment. To show that you made comments on your partner's document, take a screen shot and add it to the bottom of your checklist be fore you submit it. Then, submit your checklist and edits to the LMS assignment titled "Peer Editing."

Peer editing.

Feel free to edit the rubric  once you have made your copy. 

Once you have finished editing your final draft, create a fresh document, label and format it in proper MLA 8 format. From there, you will submit the document into the LMS assignment titled "Final TMDG Argumentative Essay."

Click this link to get a copy of the rubric . , version history.

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Shohei Ohtani hits walk-off grand slam to join 40-40 club, lift Dodgers past Rays 7-3

Los Angeles Dodgers designated hitter Shohei Ohtani (17) runs the bases after hitting a grand slam during the ninth inning of a baseball game against the Tampa Bay Rays in Los Angeles, Friday, Aug. 23, 2024. The Dodgers won 7-3. Will Smith, Tommy Edman, and Max Muncy also scored. (AP Photo/Ashley Landis)

Los Angeles Dodgers designated hitter Shohei Ohtani (17) greets third base coach Dino Ebel as he runs the bases after hitting a grand slam during the ninth inning of a baseball game against the Tampa Bay Rays in Los Angeles, Friday, Aug. 23, 2024. The Dodgers won 7-3. Will Smith, Tommy Edman, and Max Muncy also scored. (AP Photo/Ashley Landis)

Los Angeles Dodgers’ Teoscar Hernández (37) dumps water on designated hitter Shohei Ohtani (17) after Ohtani hit a grand slam during the eighth inning of a baseball game against the Tampa Bay Rays in Los Angeles, Friday, Aug. 23, 2024. Will Smith, Tommy Edman, and Max Muncy also scored. The Dodgers won 7-3. (AP Photo/Ashley Landis)

Los Angeles Dodgers designated hitter Shohei Ohtani (17) singles during the fourth inning of a baseball game against the Tampa Bay Rays in Los Angeles, Friday, Aug. 23, 2024. (AP Photo/Ashley Landis)

Los Angeles Dodgers starting pitcher Bobby Miller throws during the first inning of a baseball game against the Tampa Bay Rays in Los Angeles, Friday, Aug. 23, 2024. (AP Photo/Ashley Landis)

Tampa Bay Rays’ Junior Caminero hits a home run during the first inning of a baseball game against the Los Angeles Dodgers in Los Angeles, Friday, Aug. 23, 2024. (AP Photo/Ashley Landis)

Tampa Bay Rays starting pitcher Tyler Alexander throws during the first inning of a baseball game against the Los Angeles Dodgers in Los Angeles, Friday, Aug. 23, 2024. (AP Photo/Ashley Landis)

Tampa Bay Rays’ Junior Caminero, left, celebrates with Jose Siri after hitting a home run during the first inning of a baseball game against the Los Angeles Dodgers in Los Angeles, Friday, Aug. 23, 2024. (AP Photo/Ashley Landis)

Los Angeles Dodgers designated hitter Shohei Ohtani (17) reacts after stealing second base during the fourth inning of a baseball game against the Tampa Bay Rays in Los Angeles, Friday, Aug. 23, 2024. (AP Photo/Ashley Landis)

Los Angeles Dodgers’ Kiké Hernández runs the bases after hitting home run during the fifth inning of a baseball game against the Tampa Bay Rays in Los Angeles, Friday, Aug. 23, 2024. Tommy Edman and Gavin Lux also scored. (AP Photo/Ashley Landis)

Los Angeles Dodgers’ Kiké Hernández celebrates with Tommy Edman after hitting home run during the fifth inning of a baseball game against the Tampa Bay Rays in Los Angeles, Friday, Aug. 23, 2024. Edman and Gavin Lux also scored. (AP Photo/Ashley Landis)

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LOS ANGELES (AP) — Shohei Ohtani hit a two-out grand slam in the ninth inning for his 40th home run after earlier stealing his 40th base , lifting the Los Angeles Dodgers to a 7-3 victory over the Tampa Bay Rays on Friday night.

Ohtani became the fastest player in major league history and sixth ever to hit 40 homers and steal 40 bases in a season. He’s also the first Dodger to do so.

He broke the record held by Alfonso Soriano, who reached the mark in Game 148 for the Washington Nationals in 2006. Ohtani did it in his 126th game and the Dodgers’ 129th of the season.

“He’s definitely known for the dramatics and this is something I’ll remember for a long time,” Los Angeles manager Dave Roberts said. “What a way to cap off a great night.”

The Japanese superstar came out of the dugout to wave at 45,556 fans who gave him a standing ovation. His teammates showered Ohtani with water on the field.

Will Smith was hit by Manuel Rodriguez (2-3) leading off the ninth and Tommy Edman followed with a single. Smith and Edman moved up on Miguel Rojas’ sacrifice. Colin Poche came in and walked Muncy to set up Ohtani’s 389-foot slam to center.

“He’s just dangerous any time he puts that uniform on,” Roberts said.

Center fielder Jose Siri gave chase and the home run ball bounced back onto the field. He threw it back into the stands, leaving Ohtani without the keepsake, according to Ohtani’s interpreter Will Ireton.

Tied 3-3, the Rays had the go-ahead run on in the ninth. A ball hit by Jonny DeLuca hit off the heel of reliever Michael Kopech’s glove for an error. DeLuca was caught stealing before Siri struck out on a 101-mph pitch from winning pitcher Kopech (4-8) to end the inning.

In the eighth, the Rays had the potential go-ahead run on third. Brandon Lowe doubled into the left field corner and took third on Junior Caminero’s groundout before Evan Phillips struck out Christopher Morel to end the inning.

Tampa Bay led 3-0 on a pair of two-out homers off Bobby Miller. Caminero blasted a 417-foot solo shot to center with two strikes in the first. Six of the Rays’ first seven hits came with two outs.

Morel added a two-run homer in the third, going deep for his 21st homer and third since coming to the Rays from the Chicago Cubs last month.

Kiké Hernández’s three-run shot tied the game 3-3 in the fifth , chasing Tyler Alexander. Edman singled and Lux walked to set up Hernández’s eighth homer.

Alexander gave up three runs and five hits in 4 1/3 innings. He struck out one and walked two.

TRAINER’S ROOM

Dodgers: RHP Tyler Glasnow (elbow) is expected to start ramping up Saturday. ... RHP Yoshinobu Yamamoto (triceps) will throw a bullpen session Monday and go on a rehab assignment Wednesday.

Rays: RHP Taj Bradley (6-8, 3.55 ERA), who was born in Los Angeles, makes his first career start against the Dodgers.

Dodgers: LHP Clayton Kershaw (2-2, 2.63) scattered four hits over six shutout innings in his last start at St. Louis.

AP MLB: https://www.apnews.com/hub/MLB