Teacher: Kelly Rozelle Subject: ELA Grade: 7 Dates: 10/24/16 -- 10/28/16

MONDAY / Lesson Title: “The Monkey’s Paw” / Standards: SL.7.1, RL.7.1, RL.7.2, RL.7.3, RL.7.4
Objectives:
  • Collaborate with classmates to identify examples of foreshadowing in “The Monkey’s Paw.”
Procedures:
  • Sacred Reading Time (SRT)
  • Writer’s Workshop (WW)—Sentence of the Week (SoW)—What do I notice?
Skill Taught / Mentor Sentences / Points to Emphasize
Non-AAAWWUBBIS front-branch sentencing / •Tired, we collapsed as soon as we arrived home.
•Laughing hard, tears ran down our faces.
•Without giving it a second thought, we helped the victims. /
  • Not all front-branch sentences start with AAAWWUBBIS words.
  • If you take the front branch off, you should still have a complete sentence.

  • Students continue working on graphic summary of “The Monkey’s Paw.”
  • Define foreshadowing—Hints or clues of what is to come later in the story. If you pay careful attention while reading, it’s like a secret between you and the author.
  • Explain,Today we are going to read like detectives, noting places that contained important clues. Read aloud the beginning excerpt from “the Monkey’s Paw” and model “detective reading.”
  • Students work in investigative groups to reread Chapter 1 and find examples of foreshadowing. Students record a minimum of 5 examples. Share whole-class.

Resources & Materials: ChromeBooks / Assessments: Participation, Summaries, and Foreshadowing Examples
Comments:
TUESDAY / Lesson Title: “The Monkey’s Paw” / Standards: RL.7.1, RL.7.2, RL.7.3, RL.7.4
Objectives:
  • Identify suspenseful moments in “The Monkey’s Paw.”
Procedures:
  • SRT
  • WW: SoW—Imitate
Students generate three non-AAAWWUBBIS front-branch sentences.
  • Define suspense—Suspense is the intense feeling that an audience goes through while waiting for the outcome of certain events. It basically leaves the reader holding their breath and wanting more information. The amount of intensity in a suspenseful moment is why it is hard to put a book down. Without suspense, a reader would lose interest quickly in any story because there is nothing that is making the reader ask, “What’s going to happen next?” In writing, there has to be a series of events that leads to a climax that captivates the audience and makes them tense and anxious to know what is going to happen.
  • Working independently, students reread Part III of “The Monkey’s Paw” and record examples of suspense.
  • Discuss whole-class.

Resources & Materials: ChromeBooks / Assessments: Participation
Comments:
WEDNESDAY / Lesson Title: “The Monkey’s Paw” / Standards: L.7.4
Objectives:
  • Use context as a clue to the meaning of a word.
Procedures:
  • SRT
  • Context clues powerpoint slideshow with application activities
  • Introduce Context Clues Challenge/Game: Working in groups, students use context clues to determine the meaning of unknown words in “The Monkey’s Paw.”

Resources & Materials: / Assessments: Participation
Comments:
THURSDAY / **Lesson Title: “The Monkey’s Paw” / Standards: L.7.4
Objectives:
  • Use context as a clue to the meaning of a word.
Procedures:
  • SRT
  • Continue Context Clues Challenge/Game: Working in groups, students use context clues to determine the meaning of unknown words in “The Monkey’s Paw.”
  • Context Clues Application Quiz

Resources & Materials: / Assessments: Participation , Context Clues Challenge, and Application Quiz
Comments:
FRIDAY / Lesson Title: “The Monkey’s Paw” / Standards: RL.7.1, RL.7.3, SL.7.1, SL.7.3
Objectives:
  • Make assertions about a text.
  • Support assertions with valid reasoning and relevant and sufficient textual evidence.
Procedures:
  • SRT
  • “The Monkey’s Paw” Critical Reading Test
  • Return and discuss context clues quiz.
  • Tell students, The fakir wanted to show that fate ruled people’s lives, and that those who interfered with it did so to their sorrow. We are going to debate who is most responsible (Sergeant-Major Morris, Herbert White, Mrs. White, or Mr. White) for the sorrows that resulted from wishing on the monkey’s paw.
  • Brainstorm strategies for preparing for the discussion (i.e. identify and troubleshoot potential problems, choose a team leader, work in pairs, assign pairs of students different portions of the text, create a timetable, formulate possible counterarguments…)
  • Working in small groups or pairs, students complete an evidence chart for the character they think is most responsible.
Evidence:
Quote or Paraphrase / Commentary that explains how the evidence supports your assertion
Resources & Materials: / Assessments: Participation, Test, and Evidence Chart
Comments: