The Monkey's Paw Plan

Central Text: Collection 2: The Monkey’s Paw
Standards Addressed in this Segment: RL1, RL2, RL3, RL4, RL6, RL9, W2b, W7, W8, W9a, L1c, L3a, L4a, L4b, L4c, L4d
Learning Goals/Target for this Segment (Are all the “knows” and “will be able tos” addressed by specific learning activities?)
Students will know ·      Suspense genre info ·      Some knowledge of foreshadowing	Students will be able to ·      Explain how foreshadowing contributes to suspense ·      Analyze how an author establishes theme
Launch/Activating Strategy: (How will you hook students at the beginning of the segment and activate and/or build the necessary prior knowledge?) History channel video about British imperialism- located on online student edition
Key vocabulary to preview and vocabulary strategy: (What content-specific vocabulary will students need to know in order to make meaning of the learning in the lesson and what strategy will you use to guide students to understanding?) Peril, condole, grimace, fate, credulity, prosaic, compensation, resignation, foreshadowing, theme
Lesson Instruction: (How will you provide instruction and/or specific learning experiences which lead students to the understanding necessary to respond to each assessment prompt?  What will be the sequence of these learning experiences? Does the level of thinking/learning required by the students increase throughout the lesson?)
Lesson Essential Question: (What question—from your Student Learning Map and/or your Learning Goals/Target and based on your grade-level standards—will direct and focus the learning in this individual lesson? Is this question at least a Level of Learning 3?) How does the author establish theme in the story? How does foreshadowing enhance the suspense in the story? Graphic Organizer: (What graphic organizers or other organizational tools will you use to help students organize their learning?) Foreshadowing chart (teacher created) Venn diagram to compare story to movie version (available under online resources) Assignment: (What assignment(s) will students do to prepare for, reinforce and/or extend their understanding? Are students required to work at a Level of Learning 3 or 4 in order to complete the assignment?  Are the higher order thinking skills from the “will be able to” addressed by this assignment?)
Learning activity 2 1. Read the story 2. YouTube video introducing foreshadowing with teacher-created chart Assessment Prompt for LA 2: (Is the level of thinking/learning required by the students increasing as the lesson progresses?) Excerpt of story- highlight examples of foreshadowing based on chart on page 117
Learning activity 3 1. paired laptop activity- theme tutorial 2. Analyzing the text questions page 118 Assessment Prompt for LA 3: (Is the level of thinking/learning required by the students increasing as the lesson progresses?) Compare and contrast story to movie (provided under online resources) using Venn diagram
Formative Assessment: The Monkey’s Paw test (comprehension multiple choice, vocabulary, short answer
Summarizing Strategy:  (How will students summarize what they have learned as a result of the lesson to provide evidence of their understanding, in relation to the lesson essential question?  Examples: Exit Ticket, 3-2-1, Answer the EQ, writing-to-learn exercise, etc.) Exit ticket- paragraph containing one way the story and movie are alike and one way they’re different