Title of Lesson: A Map is Worth a Thousand Words309

Key Words: Mental maps, key, direction, location
Purpose: Students will
develop a mental map to interpret the setting and location as described in the story.
locate on the map important locations according to direction.
identify the locations using a key.
locate the island in the Caribbean using the author's description.
National and State standards: National Geography Standard 2,
NH Standard 10.10.5,
Procedure:

Read prior to class the story, "The Most Dangerous Game" by Richard Connell. This story is found in many eighth or ninth grade literature anthologies.
Put the students in groups and ask them to list in order where Rainsford fell off the boat ( basically your are looking for a location in the Caribbean , north of Brazil), where he went on the night of the hunt (focus on direction he went in and what landmarks he found), and where the story ended. Students are looking for major landmarks, both natural and constructed.
Have students from each group put their lists on the board. Discuss the lists and make a final list.
Put the words mental map, key, and direction on the board and discuss what they mean in relation to maps.
In the same groups as above develop mental maps of the island placing the island in the approximate location in the Caribbean, locating landmarks on the island, giving the map a title, putting a key on the map to explain the landmarks, indicate the direction, and finally indicate Rainsford's path on the night of the hunt.
Discuss with the students the purpose of mental mapping. have the students write a summary of the plot and setting using the mental map.
Materials
: "The Most Dangerous Game" by Richard Connell; large white drawing paper, markers, crayons, or colored pencils; and a map of the Caribbean.
Assessment
: The students will write a summary of the plot and setting of the story using their mental maps.
Enrichment
: This lesson can be adapted to any piece of literature or other form media.

Reflections: How successful was this lesson? Did all students benefit? Were there any surprises? What might you do differently another time? Please note any changes that will make this lesson more effective and useful in the future and pass them along to the NHGA. We appreciate your comments.

Thank you.
The authors


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Original file name: 309 (Converted) - converted on Tuesday, 20 October 1998, 20:56

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