8 monkeys paw

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					Title of Lesson/Unit:
                                    Comparing and Contrasting Text: "Monkey's Paw" and "Tell-Tale Heart"
                                                            Timeline: end of February
         Note- this is a three-day lesson that culminates in an assessment for both "Monkey's Paw" and "Tell-Tale Heart"

                                                  Desired Results
How will the context of theme, enduring understandings, and essential questions anchor the unit and establish a rationale for
the expectations

Unit Theme:
Romanticism and Reform- In Search of a Dream
Enduring Understanding:
Similar themes and styles can influence authors in different eras
Essential Question:
How is W.W. Jacobs Monkey's Paw similar to and different from Edgar Allen Poe's "The Monkey's Paw?"

 Expectations: What are students expected to know and be able to do as a result of this lesson? Are the learning targets
      clear for students? Do they know why they are learning it? What is the ENDURING VALUE for students?

Primary Learning Target: Are my objectives stated in language students understand? Are they clearly posted for students?
Students will be able to understand how an author's purpose and background affect his or her style

Today’s Learning Target: Have I divided the skills into measurable pieces, attainable in today’s lesson?

Students will be able to compare/contrast Jacobs' and Poe's style

Connection to the GLEs: What content area GLE(s) will be the target of this lesson?
R2.3.1 Analyze text for similarities and differences and cause/effect relationships. (W)
R2.4.5 Analyze text to generalize, express insight, or respond by connecting to other texts or situations (W)
R2.4.6 Analyze treatment of concepts within, among, and beyond multiple texts (W)
R2.4.7 Analyze and evaluate the reasoning and ideas underlying an author’s beliefs, and assumptions within multiple texts
W2.2.1 Demonstrates understanding of different purposes for writing
W2.3.2 Uses a variety of forms/genres

Connection to the Social Studies Curriculum: Is the connection to           Relevancy: How is the lesson relevant to students’ lives, or experiences?
Social Studies clear to students?                                           Students can relate to the theme of suspense and also connect to the
Content:                                                                    theme-- be careful what you wish for
Compare/contrast test from different eras
Experimentation with form, etc

Cross-Curricular Opportunity: Is there an opportunity to integrate
other content area Learning Targets or GLEs? What “other targets will be
Arts- see previous lesson

                                             Evidence of Learning
Check for Understanding/Assessment: Am I doing a good job presenting/teaching this information to students?
How do I know? What does successful understanding look like for them?
Pre/Post and Formative Assessments: How will I know students understand the concept being taught? (products, quizzes, rubrics, observations, etc.)
Pre-Post Formative- As an opener, connect students back to Poe
Formative- Small group work; play participation

Other Assessments: CRA Poe and Jacobs; Written Response (see attached)
Mini-Lesson/Direct Instruction: Presenting or modeling the learning target-a standards-based fact, concept,
strategy or skill (approximately 20% of class time, which includes the entry task, a warm-up, or review of the previous day’s
Entry Task:
Journal- If you were given three wishes, what would you wish for?
Pair with a partner and share journals and then discuss-- how do your wishes connect to the axiom "Be careful what you wish for."
Key Content Vocabulary:
Key Academic Vocabulary:

Build Background: How will this lesson build on students’ prior knowledge?
This lesson will serve as a follow-up to the lesson on Poe and author's style, mood, etc

Mode of Instruction: How will I teach this lesson? (teacher-directed, modeling (“ I do, we-do, you do”), 21st century learning, inquiry-based, etc.) Will
there be opportunities for group/partner work?
This is a multiple intelligence lesson in which students hear/read Monkey's Paw in 3 different ways

                                                   Work Period/Guided Practice
Independent Work/Guided Practice: Individually or in small groups, students apply the learning target to their
work, while the teacher monitors and confers with groups (approximately 60% of class time).
Student Activities: What will students do to practice what has been taught? Have I considered multiple learning styles/intelligences? Is the work
differentiated for content, process and product? What additional supports or extensions will my low level and high level learners need?
After the journals, students will read ":The Monkey's Paw," (note, this is also on Listening Library)
Then, following this, direct students to BackPack readers and assign parts, so students can act out some of the story
Have students complete backpack reader questions during or after play (depending on your preference)
Go over responses to questions for BackPack Readers
Now, review the story and the play and work kids through Jacobs' diction (use Unit 2 resource exercise diction to help). Have students, in
small groups, to select different words that illustrate how his diction affects his style. They can get help on this through the pink
highlighted sections in the text. This is also a great time to connect to the previous activity for Poe whereby students artisitically
represented a word.
Now, have students answer questions, as a group, 1-5 on pg. 264. Groups answer 1 question. Direct all students to take Cornell notes on
each group's response, and then at the end, add their own response to question 6, which relates to the big question.
After students complete this, show Simpsons version of The Monkey's Paw" on Treehouse of Horror.
Ask students to share how each of the versions (text, play, and cartoon) illustrated how Jacobs set the mood of the story, how his diction
affected his style, etc

Wrap-up: Share/summing up. The teacher sums up the learning target, and students discuss how they used it in their work
(approximately 20% of class time).
Student Reflection: Were the learning targets met? What connections can I make to my own experiences and previous learning?

Homework: How will the assigned homework reinforce what was taught? Does the homework encourage higher order thinking skills? Is the amount and
type of home work manageable for all students?
For homework, direct students to complete a Venn Diagram as a pre-write for a written response in which they compare Poe and Jacobs as
authors, their style, and the theme of their stories.

                                                           Materials Needed

Unit 2 resource hand-out
Venn Diagram hand-out (see curr guide for graphic organizers)
Copy of Simpsons' Treehouse of Horrors
Backpack Readers (class set)
Listening Library (if desired)

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