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Fiction/Nonfiction Alternate Lesson Planning Template

Example Lesson Plan 7th Grade Fiction


Objective:
Students will be able to analyze mood in The Monkeys Paw and how the author created that mood using word
choice, foreshadowing, and setting. (CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or
drama interact (e.g., how setting shapes the characters or plot).
*This is the first objective on a 3-day reading of The Monkeys Paw.
-Day 2: Students will be able to analyze irony in a text, the type of irony used, and its impact on plot. (CCSS.
ELA-Literacy. RL.7.3)
-Day 3:Students will be able to identify the theme of a text and the evidence used to create that theme.
(CCSS.ELA-Literacy.RL.7.2)
Criteria for Success:

What question will students answer to show that they have reached the daily objective and understood the text, or what product will
students have created that demonstrates their knowledge and understanding of the text?
What will students do to show they have mastered the basic knowledge/skills within the objective?

Exit Ticket:
Describe how the author used foreshadowing, setting, and word choice to create a suspenseful mood at the
beginning of The Monkeys Paw. In your answer, include detailed evidence of the foreshadowing, clues about the
setting, and key words that created a suspenseful mood.
Exemplar Answer:
Jacobs used foreshadowing around the monkeys paw to create a suspenseful or scary mood in the story. For
example, Sergeant Morris acts very scared of the monkeys paw, saying, "I threw it on the fire. If you keep it, don't
blame me for what happens. He tried to throw it away because bad things happen when you use it, which
foreshadows that the Monkeys paw is bad. The authors setting created a suspenseful mood, for he began the
story by saying, without, the night was cold and wet. Finally, the author used words like grimace, grave,
hush, and his face whitened to create a suspenseful or haunting mood.
CONNECTION TO YEAR-LONG VISION:
Mood and foreshadowing are key literary elements that scholars will see not only on the EOG on the end of the
year but in future texts they will encounter in high school and college. Good readers carefully examine word
choice and foreshadowing to consider what kind of mood the author creates in the story. Haunting and
suspenseful moods make stories interesting for people to read, and this engaging and horrifying text help build
students interest in literature, and this appreciation for and engagement in literature is a key part of my vision.
DO NOW (9 min.)

What relevant vocabulary or grammar do now will students be doing?

Students will take 5 minutes to silently complete Flocab 1D in their packets. Using cold call we will go over the
answers (4 min).
PRE-READING (17 min.)
Do you need to:
Activate prior knowledge or build background knowledge to help students comprehend key ideas?
Pre-teach unfamiliar vocabulary words that are important to the texts meaning?
Introduce students to the knowledge, skills, and strategies important to the text?
What do students need to know about the literary element(s), device(s), or structure(s) within my objective?
Why is this knowledge relevant and important to the texts meaning?
How will I make this information concrete to students?
How did I apply this knowledge to understand the text? What skills and/or strategies did I use, and how did I use them?
Connect students to important ideas from a previous lesson?

(7 min) Journal prompt and discussion: activate prior knowledge/ spark interest in The Monkeys Paw:
Before reading The Monkeys Paw, our first activity will allow students to connect the plot and theme of
the story to their own lives. Ask students to take 3 minutes to journal their response to the following
question: If you could have three wishes, what would you wish for? Be detailed in your answer.
Students will share their answers with their partner (2 min) and we will share a few answers out as a class
(2 min). I will then set our purpose for reading by telling students that this story, The Monkeys Paw,
addresses this question.
(7 min) Pre-teach vocabulary for The Monkeys Paw using context clues
All of these words will show up in the story The Monkeys Paw. With your partner, read each sentence and come
up with a definition for the bolded word.
a. The athletes talisman was a pair of shoelaces that he carried around with him to every game that he believed
gave him good luck.
Definition:
b. Mr. Weaver was so avaricious that he sold his own pet dog in order to get more money to go gambling.
Definition:
c.

After trying for several years, my mother finally had resignation about the fact that she would never be a rock
star.
Definition:

d. They stood aghast at the sight of the plane crashing right before their eyes.
B. Definition:
Take 3 minutes to go over the correct answers with students.
(3 min) Review key points/ set purpose for reading.
1) Good readers look closely at word choices and setting to find the mood of a story.
-Cold call to review definition of mood (emotion the reader feels or atmosphere of a story) and setting (when
and where the story takes place)
-To find the mood, we look at specific words that show positive or negative emotion, particularly around the
setting (like the weather, time of day, etc.)
2) Good readers also carefully look at foreshadowing to see what clues the author gives about the mood of the
story.
- Cold call to review definition of foreshadowing (when the author gives clues about what will happen next in the
story, usually something negative)
DURING READING (25 min.)
Consider:
What places within the text are most important for reaching the days objective and comprehending the texts meaning?
What must students know and be able to do with the text to reach the days objective and how will you support them?
What methods will you use to ensure students are actively thinking and engaging with the text to reach the objective and comprehend?
How will students do the reading?

Paragraph 1: Teacher Reads Aloud


Set Purpose: As we read the first paragraph, Im going to highlight key details about the setting that
create a certain mood in the story; students should be highlighting too. I will read aloud and model how
certain words create mood:
WITHOUT, the night was cold and wet, but in the small parlour of Laburnam Villa the blinds were drawn and the
fire burned brightly. Father and son were at chess, the former, who possessed ideas about the game involving
radical changes, putting his king into such sharp and unnecessary perils that it even provoked comment from the
white-haired old lady knitting placidly by the fire.

Paragraphs 2-7: We read together as a class, cold-calling on students using color cards.
after paragraph 7 (students will answer on their own and then share with partners)
1) What is the setting of the story? Parlour of Laburnam Villa at night
2) What is the mood at the beginning of the story? A little bit tense, dreary
Paragraphs 8-16: Read together as a class, combination of me reading and cold-calling on students
after paragraph 16 (in partners)
3) Describe Sergeant Major Morris. What has he recently been doing? He is a strong, serious man who ahs just
been traveling the world during war.
Paragraphs 17-40: Students read in partners, specifically looking for key details surrounding
foreshadowing that the monkeys paw may be bad.
after paragraph 40 (answer in partners)
4) What is Sergeant Major Morris attitude toward the monkeys paw? Provide a quote (something he says or how
he acts) to support your answer. He does not like the monkeys paw. For example, he tries to throw it in the fire
(paragraph (32) and says things like, Better let it burn," said the soldier solemnly (paragraph 37)
5) How do Mr. and Mrs. White and Herbert feel about the monkeys paw? How do you know? They seem like they
are interested in it, because they keep asking questions about the wishes and pull it out of the fire.
6) Provide a quote about the monkeys paw that shows foreshadowing. Hold it up in your right hand and wish
aloud,' said the sergeant-major, "but I warn you of the consequences." (paragraph 40).
When students are done with partner reading, go over the answers as a class so students are clear on the
foreshadowing and mood.
Comprehension questions to also use to prepare students for days 2 and 3:
What is the monkey paws power? (it grants 3 wishes)
What happened to the last many who had the monkeys paw? (he wished for death.)
What do you predict this means? (answers will lead into post-reading activity)
POST READING (15 min.)
Consider:
What ideas or parts of the text should students focus on to clarify, summarize, and extend their understanding?
How will this prepare them to master the criteria for success (and, if applicable, set them up for tomorrows lesson)?
When will students complete their daily assessment and how long will this take?

Prediction Activity (7 min):


With their partners, students will discuss and then come up with a three-sentence explanation of what they
believe Mr. and Mrs. White are going to do with the monkeys paw, based on the evidence of the
foreshadowing so far in the story. We will take some time to share out a few as a class.
Exit Ticket (8 min):
Students will silently complete the exit ticket.

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