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"The Most Dangerous Game"

exploring elements of a short story in "The Most Dangerous Game"

Stephanie Watson

on 26 October 2012

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Transcript of "The Most Dangerous Game"

Elements of Fiction Theme-the central message or insight into life--often referred to as the author's message
example: Don't take life for granted.
Be careful what you wish for. narrator-the story teller. The
writer's choice determines the
story's point of view and reliability. characterization plot-the story's series of related events, which build up and conclude at the end irony- a difference or contradiction between appearance and reality or between
what is expected and what actually happens mood-the atmosphere in a story foreshadowing-clues that allude to future events in
order to create a sequence symbol-a person, place, or object that represents itself
and something abstract/an idea conflict-the struggle of opposing forces, around which the story's plot focuses setting-the time and place of the action allusion-a reference in a literary work to a person, place, or thing in history or another work of literature Internal-character vs. self external-character vs. character
character vs. nature
character vs. society first person- the limited point of view of a character in the story Third person omniscient-narration told from an outside all-knowing
narrator who can reveal the feelings, thoughts, and beliefs of characters third person limited-narration told from and outside
narrator who reveals only the thoughts, feelings, and
beliefs of one character, usally an observer of the action example: Don't be such a grinch!
To what am I alluding? protagonist-main character-usually the "good guy" antagonist-character or force in conflict with the main character-often the "bad guy" round characters-seem real because they have both good and bad characteristics flat characters-seem one-dimensional--only good or only bad dynamic-changes by learning a lesson or through conflict static character-stays the same and does not learn a lesson Setting Clues: character’s beliefs and values, details of daily life (work, food, clothing), types of language direct characterization: the writer makes direct statements about a character's personality and tells what the character is like. indirect characterization-the writer reveals information about a character and his or her personality through that character's thoughts, words, and actions, along with how other characters respond to that character, including what they think and say about him Tone: the writer's attitude toward the material and/or readers.
Tone may be playful, formal, intimate, angry, serious,
ironic, outraged, baffled, tender, serene, depressed, etc. How does conflict change us? How does conflict change our world? Authors use conflict for a variety of reasons and in a variety of ways.
With your group, brainstorm some reasons an author would choose to include conflict in a short story or novel. 1. Conflict helps advance the plot of a story.
2. Conflict makes a story more interesting.
3. Conflict builds suspense.
4. Conflict often makes stories more realistic.

Most importantly:
Authors can use conflict in a story to try to change their readers or change the world. Iowa Core Curriculum Standards: Unit III
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

IA.2.Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension
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