Unit Plan:

Three Wishes
Text:
The Monkeys Paw, The Third Wish, The Monkeys Paw (the
play)
Standards:
Standard - CC.1.3.8.A
Determine a theme or central idea of a text and analyze its
development over the course of the text, including its relationship to
the characters, setting, and plot; provide an objective summary of the
text.
Standard - CC.1.3.8.C
Analyze how particular lines of dialogue or incidents in a story or
drama propel the action, reveal aspects of a character, or provoke a
decision.
Standard -CC.1.3.8.F
Analyze the influence of the words and phrases in a text including
figurative and connotative meanings; and how they shape meaning
and tone.
Standard - CC.1.3.8.E
Compare and contrast the structure of two or more texts and analyze
how the differing structure of each text contributes to its meaning and
style.
Standard -CC.1.3.8.D
Analyze how differences in the points of view of the characters and the
audience or reader (e.g., created through the use of dramatic irony)
create such effects as suspense or humor.
Standard - CC.1.3.8.G
Analyze the extent to which a filmed or live production of a story or
drama stays faithful to or departs from the text or script, evaluating
the choices made by directors or actors.
The Big Idea:
As a class we will read and analyze The Monkeys Paw in class.
Students will take the skills we work on in class and continue learning
based on their reading of The Third Wish on their own. We will then
move into reading/acting out the play version of The Monkeys Paw.
Finally we will compare and contrast the two pieces of literature.
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The Big Picture:

Big Questions:
How does the story change depending on the medium it is
presented in?
How does an author convey tone, suspense, and mood?
How does an author create convincing and relatable
characters?

Big Ideas:
Suspense, tone, character, cause and effect,
Literary Elements:
Character, setting, symbolism, figurative language, point of view,
foreshadowing, irony, mood, atmosphere, storyline,
Vocabulary:
Provoke, intercept, enthralled, futile, credulity, presumptuous,
stoop, wishfully, attribute, apathy,

Pacing Guide:
*Every SECOND day is a writing day,
*Every FOURTH day is a test prep day, not included in this lesson plan.
Day One:
Building background (Text Elements- title, pictures, author, etc)
Explicitly teach key vocabulary (explicitly teach 5 vocabulary words,
vs students using context clues to define unknown words.
Modification- students will be given a graphic organizer vs creating
a table in their notebook.)
Predications
Day Two:
Read Part One (annotating the text as they go. Looking for evidence
of foreshadowing)
Character analysis (students will choose one character and track
them throughout the story. Modification- students will be given a
graphic organizer vs a character journal)
Notes: explicitly teach foreshadowing
Day Three
Read Part Two (annotating the text as they go. Looking for evidence
of situational irony)
Character analysis (students will choose one character and track
them throughout the story. Modification- students will be given a
graphic organizer vs a character journal)
Notes: situational irony
Day Four:
Read Part Three (annotating the text as they go. Looking for
evidence of situational irony and foreshadowing)
Character analysis (students will choose one character and track
them throughout the story. Modification- students will be given a
graphic organizer vs a character journal)
Notes:
Day Five:
Reading questions (Check for understanding/comprehension)
Notes/Group Work: tone
o Students will work together in groups to identify
moments/textual evidence where the author is setting a tone.
They will then describe/analyze how the author did this.

Vocabulary Quiz (explicitly taught and about 5 other words that

theyve used context clues to define)

Day Six:
Station rotation (students will work in groups to identify/analyze the
following:)
Summary
Theme
Main Idea
Character
Point of View
Authors Purpose
Setting
Timeline
Day Seven:
Read/Act out the play version- scene one
o Students will work in small groups to read and then act out a
portion of the play. They will pay special attention to stage
directions, authors choice, and character development.
Day Eight
Read/act out the play version- scene two
o Students will work in small groups to read and then act out a
portion of the play. They will pay special attention to stage
directions, authors choice, and character development.
Day Nine:
Read/Act out the play version- scene three
o Students will work in small groups to read and then act out a
portion of the play. They will pay special attention to stage
directions, authors choice, and character development.
Day Ten:
Compare and contrast the two versions of The Monkeys Paw
Discuss authors choice/medium
Connections to other texts
Day Eleven:
Writing. Constructed Response:
o We have looked at two different presentations of The
Monkeys Paw. Why do you think the authors choose to
present their text the way that they did? Which do you think
had a greater impact? Which made a stronger connection to
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you? Make sure you fully explain your answers and cite
textual evidence.

POE:
Tell Tale Heart
Pit and the Pendulum
Cask of the Almontillado