Monkey's+Paw

= = =website address: L-english.wikispaces.com=

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 * Organizing your thoughts before you read
 * Part 1 Story
 * Part 1 Discussion
 * Part 2 Story
 * Part 2 Discussion
 * Part 3 Story
 * Part 3 Discussion
 * Vocabulary
 * Activities
 * __Directions:__**
 * 1) Contribute to the class discussion about your thoughts prior to reading the story. To do this, click above on "Organizing your thoughts before you read."
 * 2) Read Part 1 of the story
 * 3) Participate in Part 1 Discussion by adding your thoughts to the questions and answers already started by myself or your classmates.
 * 4) Repeat steps two and three for parts two and three.
 * 5) If you would like to start a discussion or have questions, post these comments under the discussion tab corresponding with the part of the story you are remarking on.
 * 6) Contribute to the vocabulary page. You can do this in one of two ways:
 * 7) Add a new vocabulary word from the reading.
 * 8) Add a definition to a word already on the list.
 * 9) Choose and complete one activity from the activities page. The activity will be turned into me in class by XX/XX/XX as your final project for this unit.


 * __The Monkey's Paw reading and Discussion rubric:__**

Teacher Name: **Ms. Lazzaro**


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Comprehension || Student seems to understand entire story and accurately answers 4 questions related to the story. || Student seems to understand most of the story and accurately answers 3 questions related to the story. || Student understands some parts of the story and accurately answers 2 question related to the story. || Student has trouble understanding or remembering most parts of the story. ||
 * Participates Willingly || Student routinely volunteers answers to questions and willingly tries to answer questions s/he is asked. || Student volunteers once or twice and willingly tries to all questions s/he is asked. || Student does not volunteer answers, but willing tries to answer questions s/he is asked. || Student does not willingly participate. ||
 * Thinks about Characters || Student describes how a character might have felt at some point in the story, and points out some pictures or words to support his/her interpretation without being asked. || Student describes how a character might have felt at some point in the story, and points out some pictures or words to support his/her interpretation when asked. || Student describes how a character might have felt at some point in the story, but does NOT provide good support for the interpretation, even when asked. || Student cannot describe how a character might have felt at a certain point in the story. ||

Students will learn:
 * __Lesson goals and objectives:__**
 * cause and effect
 * predictions
 * generalization and purpose
 * parodies
 * participate in class discussions
 * collaboration
 * writing skills and organization

1A3B, 1B3A, 1B3B, 1B3C, 1C3A, 1C3D
 * __Illinois State Standards:__**