English 2 Through ESOL - the School District of Palm Beach County
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English II Through ESOL The Short Story: “The Monkey’s Paw” by W.W. Jacobs FCAT Reading & Writing Focus: Methods of Persuasion FCAT Support Skills: Elements of Suspense, Characterization, Conclusions Language Focus: Adverbs (See Appendix for Grammar Point) Text: Prentice Hall Literature: Platinum Level English alarmed bury burly coincidence consequence curious deserted disappointment dubious eagerly faint fakir fate firm (n) frantically grant (v) grave (adj) grimace heap holy hospitable hysterically inaudible liability misery mutilated oppressive paw placidly plague shriek snatch sorrow spell (n) talisman trembling wail weary wicked Haitian Creole (translations pending) Spanish alarmado enterrar fuerte coincidencia consecuencia curioso desierto, vacío decepción, desilusión dudoso sospechoso, ansioso desmayar faquir destino empresa, firma frenéticamente, agitadamente conceder, otorgar solemne mueca bulto, montón santo, sagrado hospitalario, acogedor histéricamente inaudible responsabilidad sufrimiento, miseria mutilado agobiante pata placenteramente plaga gemido, chillido quitar, rapar arrepentirse, pena, hechizo talismán tembloroso lamento tedio malvado English II Through ESOL: The Short Story Page 1 English Summary “The Monkey’s Paw” by W.W. Jacobs On a cold and wet evening, Mr. White and his grown son Herbert played chess in the parlor. A white-haired Mrs. White sat by the fireplace knitting placidly. They laughed and enjoyed each other’s company while they waited for their guest to arrive. In his thin gray beard and his hospitable manner, Mr. White hurried to greet his old friend of twenty-one years, Sergeant Major Morris. Morris was a burly man with beady eyes, a red face, and many interesting stories of places, deeds, wars, plagues and strange peoples. The Whites were curious to hear about the magic of the monkey’s paw that Morris carried in his pocket. The paw was little and dried, but there was something special about it. Mrs. White grimaced at it, but her son examined it carefully. Morris explained that an old fakir in India had put a spell on the paw. According to the old holy man, fate ruled people’s lives, and anyone who interfered with fate would have sorrow. The spell gave three wishes to three separate men. Morris’s face whitened as he told them his three wishes had already been granted. The first man who had the monkey’s paw had his three wishes, and the third wish was death. A hush fell on the group when a serious and grave Morris explained this was how he got the paw. Morris tossed the paw on the fire, but White snatched it and asked to keep it. Morris did not want the blame, and warned White of the consequences. White and his family were amused, but Morris was alarmed and told White that if he must wish, to wish for something sensible. Before he left on the train, Morris tried to get White to throw the talisman away. The family joked about being rich, famous and happy. Mr. White was dubious about the paw, especially because he didn’t know what to wish for and he already had all he wanted. At his wife’s suggestion, he held the talisman and wished for two hundred pounds to pay off their house. Mr. White screamed, dropping the paw on the floor in disgust. The paw had twisted in his hand like a snake. The wind grew higher, and a door upstairs was banging. The next morning, it seemed foolish that they had believed such a tale about the paw. That evening, a well-dressed man appeared outside the door and Mrs. White, who still expected the two hundred pounds, eagerly let him in. The man came from Herbert’s workplace to tell them the bad news that Herbert had been caught in the machinery and was dead. The old woman’s face was white, her breath inaudible, and her eyes staring. The firm of Maw and Meggins had no liability for the accident. However, the firm had sent them two hundred pounds as compensation. Mrs. White shrieked, and Mr. White was so horrified that he fainted and fell in a heap on the floor. They buried their son in hopeless resignation, and their days became long and weary. One night, Mrs. White remembered the monkey’s paw, and hysterically insisted that her husband wish Herbert alive again. The thought of his mutilated son returning to them brought a cold sweat to his brow. Mr. White thought the paw was foolish and wicked and his son’s death a coincidence, but he feared his wife. Therefore, he made the wish and sank into a chair trembling. That night, in the oppressive darkness, the old man was terrified to hear a knock at the door. He refused to open the door, but Mrs. White screamed, “I’m coming, Herbert!” He held her back, but she broke loose and ran to let the thing in. Mr. White took the paw frantically and made his third and last wish. As his wife opened the door, a cold wind rushed up the staircase, and he heard her wail of disappointment and misery. The streetlight shone on a quiet and deserted road. English II Through ESOL: The Short Story Page 2 Spanish Summary “La pata de mono” por W.W. Jacobs En una noche húmeda y fría, el Sr. White y su hijo Herbert, un hombre ya maduro jugaban al ajedrez en la sala, mientras su esposa, la Sra. White, una mujer de cabello canoso tejía tranquilamente al lado de la chimenea. Ellos reían y disfrutaban estar juntos mientras esperaban la llegada de su invitado. El Sr. White luciendo su media barba y de una manera muy cordial se apresuró para saludar a su amigo a quien conocía desde hacía 21años. Morris, era un hombre fuerte de mirada maliciosa y cara rojiza que contaba muchas historias interesantes sobre lugares, hazañas, guerras, plagas y gente extraña. La familia White sentía curiosidad en escucharlo hablar sobre la magia de la pata de mono que llevaba en su bolsillo. La pata era pequeña y estaba seca, pero tenía algo muy especial. La Sra. White sólo le dio un vistazo, mientras que su hijo la examinó detalladamente. El Sr. Morris explicó que un viejo faquir de la India había hechizado la pata. Según el hechicero, es el destino el que controla la vida del ser humano, y aquel que trate de oponérsele se arrepentirá. El hechizo les había concedido tres deseos a tres hombres, uno de ellos era Morris, que con su cara pálida le contaba a la familia sobre sus tres deseos ya realizados. El primer hombre que tuvo la pata había logrado sus tres deseos, de los cuales, el último era morir. En ese instante se produjo un silencio en la sala, mientras Morris serio y solemne relataba que así era cómo la pata había llegado a él. La tiró al fuego con rabia, pero el Sr. White la atrapó y le pidió que lo dejara conservarla. Morris no quiso que la culpa recayese sobre él y le advirtió de las posibles consecuencias. El Sr. White y su familia se sorprendieron, pero Morris estaba asustado y le dijo al Sr. White que si tenía que pedir algún deseo, que fuera razonable. Antes de partir en el tren, Morris le pidió al Sr. White que botara el talismán. El resto de su familia mientras tanto bromeaba sobre ser ricos, famosos y felices. A pesar de esto el Sr. White tenía sus dudas sobre la pata, especialmente por que no sabía qué pedir, ya que tenía todo lo que quería. Como sugerencia de su esposa, agarró el talismán y pidió doscientas libras esterlinas para terminar de pagar su casa. De repente el Sr. White gritó y soltó la pata asqueado. La pata se había retorcido en su mano como una serpiente. En ese momento la brisa se hizo más fuerte causando que una puerta en el segundo piso diera un golpe. A la mañana siguiente les pareció tonto haber creído la historia de la pata. Ese mismo día por la tarde un hombre bien vestido se presentó en la puerta. La Sra. White que todavía esperaba recibir las doscientas libras esterlinas, ansiosamente lo invitó a entrar. Lamentablemente este hombre venía del trabajo de Herbert a darles la mala noticia de que su hijo había fallecido atrapado en una de las máquinas. La señora se puso pálida, su respiración era inaudible y su mirada quedó fija. La empresa Maw and Meggins no era responsable por el accidente, sin embargo le mandaba a la familia doscientas libras esterlinas como compensación por el accidente. La Sra. White empezó a gemir y su esposo del horror cayó desplomado al piso como un bulto. Posteriormente, resignados y sin esperanzas enterraron a su hijo y sus días se volvieron largos y tediosos. Una noche, la Sra. White se acordó de la pata e histéricamente insistió que su marido deseara que su hijo viviera otra vez. El solo pensar en el regreso de su hijo mutilado hizo que su frente sudara frío. A pesar de esto el Sr. White pensó que la pata era algo tonto y malvado, y que la muerte de su hijo era una coincidencia, aunque le temía a su esposa. Por lo tanto, pidió su deseo y se sentó tembloroso en una silla. Esa noche, en la más agobiante oscuridad, el viejo aterrorizado escuchó un golpe en la puerta, se negó a abrirla, pero la Sra. White gritó “¡Ya voy Herbert!”, el Sr. White la detuvo, pero ella se soltó y salió corriendo para dejarlo entrar. En ese instante el Sr. White tomó la pata frenéticamente y pidió su tercer y último deseo. Cuando su esposa abrió la puerta una corriente de aire frío subió por las escaleras y la escuchó lamentarse de decepción y sufrimiento. Las luces alumbraban la calle silenciosa y desierta. English II Through ESOL: The Short Story Page 3 Haitian Creole Summary Zago Makak la” Dapre W.W. Jacobs Nan yon nwit frèt epi mouye, Mesye White ak gran pitit gason l Herbert tap jwe jwèt echèk nan salon an. Madanm White ak cheve blanch li a chita trankilman bò chemine a ap trikote. Yo t ap ri epi yo t ap pran plezi youn ak lòt pandan yo t ap tann vizitè yo a rive. Ak bab gri l la epi nan yon manyè hospitalyè, Mesye White prese pou l ale salye Sèjan Majò Morris, ki se yon ansyen zanmi pandan venteyen ane. Morris te yon nonm kosto ki gen je òne, yon vizaj wouj, ak anpil istwa enteresan sou anpil andwa, aksyion, gè, maladi ak moun etranj. Fanmi White la te kirye pou tande osijè maji zago makak Morris te gen nan pòch li ya. Zago sa a te tou piti epi li te sèch, men te gen yon bagay espesyal osijè l. Madanm White te grimace l , men pitit gason l lan te ekzamine l ak swen. Morris te eksplike yon faki nan peyi Zend te mete yon malefis sou zago a. Dapre vye nonm saj la, madichon te tonbe sou lavi moun yo, epi nenpòt moun ki entèfere ak madichon ta gen pou soufri. Malefis la te bay twa gason diferan twa souwè. Vizaj Moris te vin blanch pandan li t ap di yo twa souwè pa l yo te gentan akòde. Premye gason ki te gen zago makak la te resevwa twa souwè pa l yo, epi twazyèm souwè a se te lamò. Osito te gen yon silans nan gwoup la pandan Moris trè serye epi sèten l te eksplike se konsa li te resevwa pye a. Morris te jete zago a nan dife chemine a, men Madan White te rale l nan dife a epi li mande Moris pou kenbe l. Moris pat vle blam, epi li te avèti White ki konsekans kap vin apre. White ak fanmi l tap ri ak kè kontan, men Morris te alame, epi li te di White si li dwe fè souwè, swete yon bagay ki sansib. Anvan li pran tren pou l ale, Moris te eseye pou fè White voye talisman an jete. Fanmi an t ap pase sa nan betiz pou jan yo rich, yo popilè epi yo ere. Mesye White te doute osijè zago a, espesyalman paske li pat konnen ki sa pou l te mande epi tou li te deja posede tout sa li te vle. Sou sijesyon madanm li, li te kenbe talisman an epi li mande pou desan liv pou l fin peye mezon yo a. Mesye White rele anmwe, li lage zago a atè a ak degoutans. Zago a te tòde nan men l tankou yon koulèv. Van an te soufle pi fò, epi yon pòt anlè a tap frape. Nan landmen maten sa te parèt stipid pou yo wè yo te kwè yon lejand konsa osijè zago a. Nan sware sa a, yon nonm byen abiye parèt deyò pòt la, epi Madanm White menm ki te toujou ap tann desan liv la, te twò kontan pou l te fè l antre. Nonm lan te sòti nan plas kote Herbert ap travay la pou l bayo move nouvèl Herbert trape nan machin lan epi li te mouri. Vizaj vyeyi madanm lan te vinn blanch, souf li te rete, epi je l tap vire. Konpayi Maw ak Meggins pat gen asirans pou aksidan. Sepandan, kòm konpansasyon, konpayi a voye desan liv bayo. Madanm White te kriye fò, epi Mesye White li menm te tèlman efreye li te evanouyi epi li tonbe atè a. Yo te antere pitit gason yo a ak endiyasyon, epi jou yo te vin long epi fatigan. Yon jou swa, Madan White te sonje zago makak la, epi li te ensiste ak gwo kri pou mari li swete Herbert tounen anvi ankò. Lide pou pitit li a ki te rache an timoso a retounen vin jwenn yo vivan te kòz yon swe frèt koule sou fwon l. Mesye White te panse afè zago sa a te stipid epi mechan epi lanmò pitit li a se yon kowensidans, men li te pè madanm li. Pou rezon sa a, li te fè souwè a epi li te antre nan yon chèz tou ap tranble. Nan nwuit sa a, nan yon gwo fènwa, Mesye White te efreye pou l tande yon frapman nan pòt la. Li pat vle ouvri pòt la, men madanm White te kriye fò, “m ap vini, Herbert!” Mesye White kenbe l, men li te sove nan men l epi li kouri al kite bagay la antre. Mesye White te pran zago a dezespereman epi li te fè twazyèm ak dènye souwè l. Pandan madanm li te ouvri pòt la, yon van frèt kouri monte eskalye a, epi li te tande gemisman dezapwentman madanm lan ak mizè l. Limyè lari a te briye sou yon wout ki trankil epi dezè. English II Through ESOL: The Short Story Page 4 Beginning Listening Activities Minimal Pairs Objective: Auditory discrimination of confusing sounds in words Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2 above the second. The teacher models by pronouncing one of the words without indicating which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair. Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with the word (Can be done with sentences). Use both words in the pair in otherwise identical sentences. (Example: The Constitution is the heart of US government. The contribution is the heart of US government.) Teams decide which sentence has meaning, and which is silly. (Award points for correct responses.) The Monkey’s Paw: Minimal Pairs Activity: fate//fat wail/rail heap/heat holy/holly shine/sign spell/spill grave/crave tale/dale Bingo Objective: Auditory comprehension of vocabulary from the lesson Procedure: Choose vocabulary words or phrases from the lesson summary list or from students' classroom texts. Give each team a blank Bingo card. Each team writes vocabulary words/text phrases you provide on the board in the spaces of their choice. Randomly select sentences from the text and read them aloud. Teams mark their Bingo spaces when they hear the word or phrase. Intermediate Listening Activities Team Spelling Test Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly. Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left margin) Read the spelling words as you would during a traditional spelling test. The first team member writes word number one with the team's help, and then passes the paper and pencil to the second team member who will write word number two, etc. Students on each team take turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's tests. A team gets one point for each word spelled correctly. Options: Ask for additional information. For example, you may ask teams to write a sentence with the word in it. You might ask for a specific tense, plural form, opposite, etc. An alternative technique is to have each team member complete all spelling items on his/her own paper. Team members are allowed to help each other. On completion, collect the one paper of your choice. The grade on that paper will count for each team member. The Monkey’s Paw: Team Spelling Activity: Use these words for the test. The teacher provides the present form of the verb, and students respond with the past form. alarm, bury, burly, desert, disappoint, faint, grant, grimace, heap, mutilate, shine, shriek, snatch, tremble, twist, wail English II Through ESOL: The Short Story Page 5 Follow Directions Objective: Listen for the purpose of following spoken directions. Procedure: With one piece of paper and one pencil, team members take turns writing on paper what the teacher directs to complete a task. a) For example, there might be a list of dates. The teacher might say the following: Draw a circle around 1492. Make a star in front of 1546. Connect 1322 and 1673 with a line. b) The teacher might direct teams to make changes to a sentence. Example: He sailed to the Americas in 1492. The teacher says, “Circle the verb. Put a box around the preposition”. c) Another example: Change the verb to the present tense. Add 505 years to the date. Change the subject to the third person plural. d) The teacher might also direct teams to complete a drawing, or draw the route of an explorer on a map. Teams that complete the exercise correctly get a point. The Monkey’s Paw: Follow Directions Activity: Students follow the teacher’s directions to practice different rituals people use to make their wishes come true. Directions: a) Put your finger on your nose and say, “The Monkey’s Paw”. b) Stand up and sit down 3 times and say, “The Monkey’s Paw”. c) Scratch your head, shrug your shoulders and say, “The Monkey’s Paw”. d) Shake someone’s hand and do not let go until you finished saying, “The Monkey’s Paw”. e) Look up, wink 5 times, look down and say, “The Monkey’s Paw”. f) Sit down, put your hands on your knees, make an “O” with your mouth, make a “T” with your hands, and say, “The Monkey’s Paw”. g) Cross your arms on your chest, cough and say, “The Monkey’s Paw”. h) Raise your left hand, raise your right hand, wiggle in your chair, and say, “The Monkey’s Paw”. i) Place both hands on your head, nod 5 times and say, “The Monkey’s Paw”. j) Roll your eyes in a circle twice, hook your two little fingers together and say, “The Monkey’s Paw”. k) Stand up, turn around once, lift your left foot, put your right hand on your hip, lift your left hand in the air, and say “The Monkey’s Paw”. l) Sit down, turn your body to the right and then to the left and say, “The Monkey’s Paw”. m) Wiggle your ears, visualize what you want, and say “The Monkey’s Paw”. English II Through ESOL: The Short Story Page 6 Dictation Objective: Listen to discriminate words in sentences and reproduce them in writing. Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if listening skills allow) Team members take turns writing the sentences, assisting each other. (Teams can write sentences on the board to correct them in class, or collect as a quiz.) Option: An alternative technique is to have each team member complete all dictation items on his/her own paper. Team members are allowed to help each other. On completion, collect one paper of your choice. The grade on that paper will count for each team member. Option: Dictate a sentence with an important word left out. Offer four choices for teams to write. Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England Option for Dictating Dates or mathematical concepts/formulas: Can be written in number form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral triangle.) Dictate the question, so teams can write them down. Then each team answers the question in the group. (What kind of polygon has two parallel sides?) The Monkey’s Paw: Dictation Activity: a) A white-haired Mrs. White sat by the fireplace knitting placidly. b) The paw was little and dried, but there was something special about it. c) Mrs. White grimaced at it, but her son examined it carefully. d) Morris’s face whitened as he told them his three wishes had already been granted. e) The first man who had the monkey’s paw had his three wishes, and the third wish was death. Proficient Listening Activities Interview Objective: Role play a verbal interaction in the form of an interview Procedure: You play the role of an informative person relative to the topic of the unit. Choose a representative from each team and distribute the questions among them. These students play the role of journalists. Provide students with these questions to interview you in your new role. Teams must coach their representative, and take notes of the answers for Writing Activity #1, Language Experience Story. The Monkey’s Paw: Interview Activities: You play the role of Mr. White. Choose several students to play the role of a neighbor who heard screams the night you used your last wish. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of Mr. White’s answers. Students should save notes for Writing Activity #1, Language Experience Story. a) Is everything all right? Who was screaming? b) Why was she screaming? c) What happened? d) Who do you think was at your door? e) Do you believe the monkey’s paw really worked? f) Does your wife believe it worked? g) Is it possible that it was just a coincidence? h) Were there other noises in the house? i) What caused the noises? j) What did you do with the two hundred pounds? English II Through ESOL: The Short Story Page 7 Beginning Speaking Activities Intentional Intonation Objective: Auditory discrimination and oral production of intonation/stress patterns in spoken English Procedure: Write the sentence on the board and then say it, stressing one word. Teams take turns explaining the special meaning the emphasis brings to the sentence. Repeat this process several times with the same sentence, each time emphasizing a different word. Example: All for one and one for all! (not none) …..(not, “None for one and one for all!) All for one and one for all! (not from) …..(not, All from one and one for all!) All for one and one for all! (not three) …..(not, “All for three and one for all!) All for one and one for all! (not or) …..(not, “All for one or one for all!”) All for one and one for all! (not everyone) …..(not, “All for one and everyone for all!”) All for one and one for all! (not to)….. (not, “All for one and one to all”!) All for one and one for all! (not nobody) …..(not, “All for one and one for nobody!”) The Monkey’s Paw: Intentional Intonation Activities: Before he left on the train, Morris wanted to get rid of the talisman. (not after) Before he left on the train, Morris wanted to get rid of the talisman. (not arrived) Before he left on the train, Morris wanted to get rid of the talisman. (not plane) Before he left on the train, Morris wanted to get rid of the talisman. (not White) Before he left on the train, Morris wanted to get rid of the talisman. (not decided) Before he left on the train, Morris wanted to get rid of the talisman. (not keep) Before he left on the train, Morris wanted to get rid of the talisman. (not Herbert) Backwards Build-up Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating, by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as necessary) until teams can pronounce the segments well. Continue to build up to the complete sentence. Teams completing the exercise correctly get a point. Example: …in fourteen hundred and ninety-two …blue in fourteen hundred and ninety-two …the ocean blue in fourteen hundred and ninety-two …sailed the ocean blue in fourteen hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two. The Monkey’s Paw: Backward Build-up Activity: a) White and his family were amused, but Morris was alarmed and told White that if he must wish, to wish for something sensible. b) As his wife opened the door, a cold wind rushed up the staircase, and he heard her wail of disappointment and misery. c) That evening, a well-dressed man appeared outside the door and Mrs. White, who still expected the two hundred pounds, eagerly let him in. d) The man came from Herbert’s workplace to tell them the bad news that Herbert had been caught in the machinery and was dead. English II Through ESOL: The Short Story Page 8 Intermediate Speaking Activities Charades Objective: Oral production to determine word meaning and context of new lesson vocabulary Procedure: Team members guess who/what the teacher (or student) is silently role-playing. (Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point. The Monkey’s Paw: Charades Activity: Suggestions: trembling, shriek, snatch, sorrow, placidly, misery, hospitable, hysterically, grimace, frantically, eagerly, faint, dubious, disappointment, disgust, curious, alarmed Mixed-up Sentence Objective: Each team consults to give spoken directions to correct a “mixed-up” sentence. Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the class the way the sentence should read. Example sentence: A dicot seed has two parts. You might write on the board: “tWo a seed dicot hAs parts”. The person whose turn it is must verbally give directions to make a correction after consulting with the team. The teacher follows the exact directions given and, if correct, gives the team a point. Then s/he calls on next team. Example: “Move the A to the front”. You might decide to erase letter “a” in “part” and put it at the beginning of the sentence. Perhaps you erase an “a” and rewrite it on the wall somewhere in front of the classroom. In both cases, you were not given the detailed instructions necessary to complete the task, and you would move on to the next group without awarding a point. You are looking for a response something like, “Remove the first capital A and replace it with a lower case A.” Directions like these get teams points. Continue until the sentence is reorganized, with a capital at the beginning and a period at the end. Notes: This activity is very difficult and takes several weeks to master. Students will prefer to show you what to do, but do not let them. The idea is to tell you, not show you. The first time you use the activity do not spend more than five minutes. Stop and discuss the kinds of directions they need to give in the future. Do not give up on this activity, no matter how immature the students. Proficient Speaking Activities Twenty Questions Objective: Ask oral questions about a photo or picture to determine meaning of vocabulary words. Procedure: A student from one team selects a photo or picture without showing it to members of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of questions that have been asked divided by two. Ex: Is it from the fifteenth Century? Is it a boat? The Monkey’s Paw: Twenty Questions Activity: Photo or picture suggestions: deserted, fakir, grimace, heap, holy, paw, talisman, monkey, chess, knitting, bog, copper kettle, snake, fire, staircase, deserted road English II Through ESOL: The Short Story Page 9 FCAT FOCUS READING SKILL: Using Methods of Persuasion Teacher-Student Grammar Notes are provided as a teaching resource or student study notes. What to do and what to watch for- Authors write to influence or persuade a reader to agree with an opinion or take a certain action. Examples of persuasive writing include Newspapers Advertisements Magazines Speeches Articles+ Books Think carefully and evaluate persuasive writing: There are ways to determine if a writer has presented enough evidence to agree or disagree with the opinion presented. You must think critically and skillfully before being influenced by what you read. There are two ways writers persuade their readers, reasoning, and emotion. As a critical reader, pay attention to how effective the writer is in making the argument. Writers often use faulty reasoning and faulty emotional appeals to persuade you. FAULTY REASONING Writers appeal to your ability to reason. Be careful to study the evidence. Sometimes you are persuaded at first. After looking again, you may discover faulty or incorrect reasoning. Here are several kinds of faulty reasoning to look out for. Selected Evidence: Another way to persuade is to choose only the information that makes your opinion look good. By presenting only one part of the evidence, you can persuade. However, the whole truth is not necessarily being presented. Example: There are three thousand students studying seven subjects a day with homework every night. There simply is not enough time for them to participate in extracurricular activities. Those activities use several thousand dollars a year that should be used to improve academics at the school. Either/or Thinking: A suggestion that there are only two ways of looking at a problem may be faulty or incorrect. There may really be more ways of seeing the issue. Example: Either your assignments are turned in on time, or you fail the course. My neighbor’s trash is making a terrible mess since he got his dog. Circular Reasoning: Sometimes a writer tries to prove his point by stating the same point over and over in different ways. Example: You should be responsible because there are things you should do. You must complete the things you are responsible for. You know this to be the truth. Over-generalizations: A generalization is a statement that applies to many people in many different situations. An overgeneralization is something that covers so many situations that is impossible to prove or disprove. Example: Every man woman and child in this country wants to have more money to enjoy. Faulty Cause and Effect: Sometimes a writer put two events together, one following the other. The suggestion is that the first event caused the second event. The two events may not be in a cause and effect relationship. The writer must go on to prove this. Ex: Two men were seen leaving the store at the time of the robbery. English II Through ESOL: The Short Story Page 10 FCAT FOCUS READING SKILL: Using Methods of Persuasion (Continued) FAULTY EMOTIONAL APPEALS Writers use emotion very effectively to persuade their readers. Be sure that there is solid evidence to prove the author’s point. Don’t just be convinced by an appeal to your emotions. There are several faulty emotional appeals to watch for below. Loaded Language: Words are chosen based on their positive or negative connotation. Connotation is the positive or negative feeling associated with a word. Examples: My enemy is ignorant, immoral, and pathological. My friend is righteous, trustworthy, and faithful. Transfer: Transferring positive or negative feelings about someone or something that is familiar to someone or something else that is not familiar is called transfer. Examples: A convicted criminal goes to court dressed like a school principal with a fresh haircut to persuade the judge not to send him to jail. A politician attends a community center spaghetti dinner dressed in jeans and kisses all of the babies and grandmothers to persuade common people to vote for him. A television commercial shows pictures of war refugees in the middle of a formal dinner for wealthy businesspersons to persuade you that they don’t care. Exaggeration: Making something bigger than the truth is to exaggerating. Exaggeration is sometimes called overstatement. Writers can describe something much bigger than it really is. Exaggeration is common in advertisements. Examples: She has a heart as big as the world. This cream makes you look twenty years younger. Businesses cannot be successful without the latest XYZ computer. Bandwagon: Sometimes writers argue that you should believe something because there are many people who agree. Bandwagon is asking you to get on the “bandwagon” like everyone else. Examples: Over 20 million Americans watch this game show. It must be good. The candidate has 70% of the vote in the latest poll. You should vote for her too. Name-calling: A way to keep from discussing the important issues is simply to call someone or something a name. Examples: Don’t vote for a big-spending, “more taxes” candidate. She is a taker, not a giver, and a fair-weather friend. English II Through ESOL: The Short Story Page 11 Beginning Reading Activities Pre Reading Objective: Listen to a short series of oral sentences in order to answer simple questions. Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to the class two times. Then read the paragraph a 3rd time, stopping at the end of each sentence to ask questions. Ask several questions for each sentence, and ask a variety of types of questions (i.e. yes/no, either/or, and “wh-“). Ask the questions at a quick pace, and if the group cannot answer quickly enough, move on to the next group. Example: Columbus sailed to America in 1492. Sample Questions: Did Columbus sail to America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America? Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail? Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from each team. Each student on the team receives the same grade. The Monkey’s Paw: Pre Reading Activity: On a cold, wet evening, Mr. White, Mrs. White and their son Herbert had a visit from an old friend, Sergeant Major Morris. Morris told the Whites about the magic of the monkey’s paw in his pocket. An old fakir in India had put a spell on the paw, which gave three wishes to three separate men. According to the spell, anyone who interfered with fate would have sorrow. Morris’s three wishes had already been granted and Mr. White wanted the monkey’s paw. Morris warned White of the consequences, but White wished for two hundred pounds to pay off their house. That evening, a man brought them two hundred pounds, and the news that Herbert had been killed in machinery at work. One night, Mrs. White hysterically insisted that her husband wish Herbert alive again. When there was a knock at the door, Mr. White panicked and used, the third wish to make the mutilated thing at the door go away. English II Through ESOL: The Short Story Page 12 Intermediate-Proficient Reading Activities Total Recall Objective: Read a text in order to ask and answer short questions. Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are allowed to write notes about the text. Teams take turns asking each other their questions, and challenging incorrect responses. Responding teams are not allowed to raise hands. The team asking the question chooses which team answers. The same question cannot be asked twice. If a team does not answer correctly, it loses a point and the team asking the question gets a point. When a team does not agree with the answer that the questioner deems correct, it can challenge that team. The challenging team must prove that it is also correct or that the questioning team is incorrect. It does not need to prove both. All teams can join a challenge on either side (questioner's side or respondent's side), but they must do so immediately. (Teams may wait to see how many teams are joining each side, which is unfair.). Once the teams have taken sides on a challenge, they look up the answer in the book. All teams siding with the correct answer get 2 points, and losers lose 2 points. Story Grammars Objective: Identify a common organizational pattern or “grammar” of a reading text. Procedure: Introduce story grammars by using the Language Experience Approach. The second time, have each group prepare one. Once groups have mastered story grammars, individuals can prepare their own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal (list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves problem, character learns to live with problem, problem defeats character) Note: Story grammars help students understand that most stories have a common organization, and they help students to write reports, evaluate the quality of stories, and write their own stories. Judgment Objective: Read a text for the purpose of identifying facts and opinions. Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and swap their sentences. Teams read the sentence strips they have, and place them in either a fact basket or opinion basket in front of the room. The teacher reads each sentence strip from the two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the team with its name on the strip gets a point. If not correct, that team loses a point. (This encourages effective writing.) Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit. English II Through ESOL: The Short Story Page 13 True or False Objective: Read a text passage for the purpose of making true and false statements about it. Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is for false). Teams make three true or false statements about the text. A representative from the first team reads one statement aloud. The other teams listen and place their token on the appropriate side of their True/False chart. The questioning team decides which choices are correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules of Total Recall. Scan Objective: Scan a text for the purpose of asking and answering simple questions. Procedure: 1. Teams write 3 questions about an assigned text. Next to each question, they write page number and paragraph number where the answer is located. 2. A representative from each team asks the team’s questions. The other teams get 60 seconds for each question to scan the text, find the answer, page and paragraph numbers, and write them on a sheet of paper. Any team not getting the answer within that time loses a point. 3. Any time a responding team loses a point, the questioning team gets a point. The responding teams take turns reading out their page and paragraph numbers. Then the questioning team reads its page and paragraph numbers. 4. Team respondents who have the same answer as the questioner get an automatic point. Respondents who do not have the same answer as the questioner are not automatically wrong. Both the questioner and respondent read aloud their chosen paragraph. The questioner then decides if the respondent is also correct (Many times the answer to a question can be found in more than one place in a text). If the respondent is also correct, the respondent gets a point. 5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in Total Recall). The responding team must prove that it is also correct or that the questioner is incorrect. It does not need to prove both. Other teams may join one side or the other. The teacher then decides who wins. Winning teams get 2 points and losers lose 2 points. English II Through ESOL: The Short Story Page 14 Beginning- Writing Activities Language Experience Story Objective: Use student-created writing as a text as a model for individual student writings, for rereading or other written activities, including Story Grammars, RAFT, and Spool Writing. Procedure: Language Experience instruction involves asking students to talk about some item of relevance to the class. You may use information from Listening Activity “Interview” or information learned in other unit activities. Individual team members and teams take turns offering sentences to be added to the text. You write individual contributions on the board, including non-standard forms or word order. Then ask teams to correct or change the text to standard English grammar and syntax and to decide on an organizational format. Assist teams in making necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it. Indirect Speech Objective: Write a familiar dialog in paragraph form, using indirect or reported speech. Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams have completed presenting their dialogs (see Presenting Activities), have each group write the dialog in a paragraph format using indirect speech. Example: COLUMBUS: “I need money to buy ships to sail west.” Columbus asked the queen for some money to sail to the west. Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of the dialog. Other team members can offer help, but they cannot write it for the individual whose turn it is to write. Collect and grade. Each member of the team gets the same grade. The Monkey’s Paw: Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity “Dialog”. Example: Mr. White to Mr. White: You don’t know what you’re saying. Mr. White told Mrs. White that she didn’t know what she was saying. Intermediate-Proficient Writing Activities Language Experience Story Objective: Create a collaborative writing text to use as a model for re-reading, individual student writing or other written activities (including Story Grammars, RAFT, and Spool Writing) Procedure: Language Experience Story instruction involves asking students to talk about some item of relevance to the class. (You may use information from Listening Activity 6, the Interview, or information learned in other unit activities.) Teams take turns, through individual members, offering sentences to be added to the text. You write their contributions on the board, including non-standard forms and word order. Ask groups to change the text to standard English grammatical and lexical forms and to decide on an acceptable organizational format. Help the groups when they cannot make all of the necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it. English II Through ESOL: The Short Story Page 15 Framed Paragraphs Objective: Use a “frame” (outline or template) for writing a paragraph that contains a main idea (topic sentence), supporting details, and a summary statement (conclusion). Note: Framed paragraphs are most useful in preparing students for exam questions. In fact, framed paragraphs make very good exam questions. Procedure: Introduce framed paragraphs to the class by creating a story collectively using the language experience approach. The second time you assign framed paragraphs, have each group prepare one. Once the groups have mastered framed paragraphs, each student prepares his/her own. Include incentives for the group to help individual team members. For example, give a team one point for each member who receives a grade of B or higher. After constructing a model paragraph with the class, groups, pairs, or individuals find examples in text. Social Studies Example: There are many cultures of people living in Florida. First.... Second.... Third.... These groups and others.... Language Arts Example: ..., a character in the novel... by... is.... An example of this behavior is... Another example is.... Finally.... Therefore, this character is... Science Example: OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS: 1…2…3… PROCEDURE: 1…2…3… DATA: 1…2…3… ANALYSIS: The results of the experiment show.... This was caused by.... Therefore, my hypothesis was/was not correct because.... The Monkey’s Paw: Framed Paragraphs Activities: Sample #1: (Drawing Conclusions) Use these as starters for conclusions: a) The stranger said Herbert was caught in the machinery at work, but he was not in pain any more. The reader can draw the conclusion that he was dead, even though the stranger never said this exactly. b) Mr. White imagines that if his son comes back to life, he will be mutilated and horrible. White refers to his son now as an “it” and “thing”. The reader can draw the conclusion that this fear causes him to use the last wish to protect himself and his wife from this horror. c) The Whites joked, exchanged glances and teased each other. The reader can draw the conclusion that they were a very happy family. In the short story “The Monkey’s Paw”, by W.W. Jacobs, the reader draws the conclusion that _____ (Topic Sentence). This conclusion is based on information in the story and personal knowledge. First, in the story the author says that_____ (information in the story- Detail # 1). Second, _____ (information in the story- Detail # 2) Another detail in the story that leads us to this conclusion is _____ (information in the storyDetail # 3). Personal experience and knowledge of the world also tells us that _____ (Detail # 4). The reader can draw the conclusion that _____. This is because of __ (information) __, and __ (information). Personal experience and general knowledge about ____ help us to arrive at this conclusion. The Monkey’s Paw: Framed Paragraphs Activities: (Continued on next page) English II Through ESOL: The Short Story Page 16 The Monkey’s Paw: Framed Paragraphs Activities (Continued from previous page): Sample #2: (Characterization: words, thoughts, actions, goals, motivation) Investigate the details in the story that characterize Mr. White’s words, thoughts, actions, goals, and motivation. Use these questions as starters: a) What did Mr. White reveal about his reasons for taking the monkey’s paw despite his friend’s warning? What motivated him? b) What kind of father and husband was Mr. White? What actions reveal this? c) What did Mr. White’s words reveal about his reasons not to use the monkey’s paw? d) What thoughts did Mr. White have that revealed why he used the last wish and what the wish probably was? e) Mr. White’s fear of his wife was greater than his horror of seeing his mutilated dead son come back to life. What actions and thoughts reveal this? In the short story “The Monkey’s Paw”, by W.W. Jacobs, the author provides important information that characterizes_____ (Topic Sentence.) First, we learn from _____’s words and thoughts that _____. This is evidenced by _____ (Detail #1). Second, because of _____’s actions we learn that _____ and _____. An example of this is _____. (Detail #2) Third, _____ has an important goal, which is _____. Examples of _____’s real motivation include _____ and _____. (Detail #3) By the end of Act V, we learn a great deal about one of the main characters, _____. We learn that he/she _____ and _____. (Conclusion) The Monkey’s Paw: Framed Paragraphs Activities: (Continued on next page) English II Through ESOL: The Short Story Page 17 The Monkey’s Paw: Framed Paragraphs Activities (Continued from previous page): Sample #3: (Elements of Suspense) Use the following as starters for the elements of suspense in the story: Mystery: (You want an explanation for something unusual) The reader wants to know: a) At the beginning of the story in the middle of the chess game, Mr. White makes a comment, “I should hardly think he’s coming tonight”. This is a surprise and a mystery for the reader to guess. (who’s coming, when, and if he will get there). b) When Mr. White makes the first wish, the reader wonders if it will result in bad consequences (what will happen, when, how, why, etc.) c) The first man who used the monkey’s paw ended up wishing for his own death. The reader wonders, what happened, how, why, etc. d) The noises in the house at night, the high wind, etc. make the reader wonder what is going to happen in the house, when and how. e) Morris is serious, grave and fearful of the paw, but we don’t find out why. What did he wish for? What were the negative consequences? Surprise: (Sudden new twist or turn in the story) a) The Whites get the news of Herbert being killed by machinery at work at the same time they receive 200 pounds that they wished for. b) Mrs. White surprises her husband by insisting that another wish will bring their son back from a dead mutilated state. c) At the last minute, Mr. White uses the last wish to take back the second wish. Dilemma: (Hero chooses between two unpleasant choices) a) Morris has to choose between letting his old friend have the monkey’s paw and all the sorrow that comes with it and risking his friendship. b) In the end, Mr. White must choose between the fear of his wife and having a mutilated dead son come back to life. In the short story “The Monkey’s Paw”, by W.W. Jacobs, the writer creates suspense to keep the reader guessing what will happen next. There are three important elements of suspense: mystery, surprise and dilemma. (Topic Sentence) First, there are some excellent examples of mystery. Examples of mystery are _____ and _____. (Detail #1) In addition, there are surprises in the story. For example, _____ and _____ (Detail #2) The third element of suspense is dilemma _____. (Detail #3) The character _____ has to make a choice between _____ and _____. The story is a clearly suspense story because, mush to the reader’s delight, it contains all three elements of suspense: mystery, surprise and dilemma. (Conclusion) The Monkey’s Paw: Framed Paragraphs Activities: (Continued on next page) English II Through ESOL: The Short Story Page 18 Opinion/Proof Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing) Procedure: Introduce the concept by having students read a selection from which opinions can be formed. Draw a “T” chart on the board. On the left side of the “T”, write OPINION and on the right, PROOF. Under OPINION, write the students’ opinion(s) of the selection. For each opinion, students must find factual statements from the text that support the opinion. Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew up a new constitution. He made taxation fair. He chose government workers for their ability. Option: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a format for note taking from books, videos, and lectures. Option: Teams can write their opinions and support with proof. (think/pair/share activity). The Monkey’s Paw: Opinion/Proof Activity: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. Students can also use it as a format for note taking from books, videos, and lectures. Allow teams to write their own opinion to support with proof if they are at a proficient level. This can be used as a think/pair/share activity. Use the following as a starter for less proficient students: Opinion Mr. White took Morris’ warnings seriously, but Mrs. White and Herbert didn’t. Proof Mr. White repeated the warnings to his family. Mr. White did not want to make the wish in the first place. Mr. White reminded the family that the paw moved in his hand. Mrs. White said it was just her husband’s imagination. It didn’t really move. Mrs. White said Morris was like all retired soldiers who drink and tell stories. Mrs. White was only interested in the money, not in the consequences. Herbert didn’t believe anything, joking that the money might drop from the sky. Herbert teased his father about becoming greedy and intolerable. Herbert joked about a bag of money appearing and some creature watching. English II Through ESOL: The Short Story Page 19 Spool Writing Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of supporting arguments with evidence, and a concluding paragraph. Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan prewriting activities for developing a “spool”. A spool is a five-paragraph essay in which the first paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the body of the essay. Each of these paragraphs begins with an argument sentence to support the thesis and has three supporting sentences for the argument sentence. The weakest argument should be presented in the first paragraph of the body, and the strongest argument in the last paragraph of the body. The final (5th) paragraph is the concluding paragraph, which begins with a restatement of the thesis sentence, and is followed by a restatement of the three argument statements of the body. Introduce the spool essay by creating a story collectively using the Language Experience Approach. The second time you use spool writing, each group prepares one. Once the groups have mastered the spool essay, each student prepares his/her own, but include incentives for the team to help individual members. For example, you might want to give a team one point for each member who receives a grade of B or higher. SAMPLE FORMAT FOR METHODS OF PERSUASION In the chapter/passage/story/piece/poem _____, by _____, (the author, name a character) _____ tries to persuade _____ (the reader or another character) to _____ (take a certain action, agree or disagree with an opinion, etc. - Topic sentence/introduction). He/she uses several methods to persuade, including _____, _____ and _____ (briefly state methods chosen – faulty reasoning or emotional appeal - selected evidence, either/or thinking, circular reasoning, over-generalizations, faulty cause and effect, loaded language, transfer, exaggeration, bandwagon, name-calling). The first method of persuasion used is_____ (indicate type #1 chosen). An example is that (the author, character) _____ (does, says, etc). Using this kind of persuasion, he/she tries to convince _____ to _____. Another example is ______. (Explain it here.) _____. This reasoning (or emotion) is faulty because _____. Another type of persuasion used is _____(indicate type #2 chosen). For example, the character (or author) is (does) ______ (Explain here). The reader can figure out that _____. Another example is _____ (Explain). It is clear that this reasoning (emotion) is faulty because_____. A third type of persuasion used by _____ to persuade _____ is _____(type #3 chosen). (Explain it here.) _____. In addition,_____. This method of persuasion is effective because it appeals to _____. The author uses _____(type #1), _____(type #2, and _____(type #3) methods of persuasion in this reading. The reader (or character) is convinced (or not convinced) to _____. These methods of persuasion in the reading prove to be effective (or not effective) because _____. The Monkey’s Paw: Spool Writing Activities Continued on next page English II Through ESOL: The Short Story Page 20 Spool Writing Suggested Topic(s): Use these starters for persuasive techniques in “The Monkey’s Paw”, by W.W. Jacobs. Using Reasoning: Selected Evidence: Morris never tells what he wished for or the sorrow that he suffered. He only told them about the magic and warned them about using the three wishes. Morris made the story of the monkey’s paw sound real. He told them about the first man’s last wish to die, but he never told what his first two wishes were. a) Morris: “The first man had his three wishes…I don’t know what the first two were, but the third was for death. That’s how I got the paw.” b) Herbert: “Why don’t you have three (wishes), sir? Morris: “I have.” Mrs. White: “Did you really have the three wishes granted?” Morris: “I did.” Either/or Thinking: The writer leads the reader to believe that the paw’s magic is either real or untrue. (cold wet weather, deserted road, the noises in the house, the knocking at the door, the stories Morris told so seriously and so well, the coincidence of the 200 pound compensation for Herbert’s death, etc.). The writer only hints at the fact that people’s imaginations can make them believe that natural occurrences are more than just coincidences. Circular Reasoning: The writer uses circular reasoning and exaggeration to convince the reader that the spell on the talisman was real. Mrs. White shrieks, Mr. White faints and falls on the floor, Herbert’s death is a mutilation, etc.) a) White: “What was that …about a monkey’s paw or something…?” b) Morris: “Nothing, …Least ways, nothing worth hearing.” “Well, it’s just a bit of what you might call magic, perhaps.” “To look at it, …it’s just an ordinary little paw, dried to a mummy.” “What was that …about a monkey’s paw or something…?” “Nothing, …Least ways, nothing worth hearing.” “Well, it’s just a bit of what you might call magic, perhaps.” “To look at it, …it’s just an ordinary little paw, dried to a mummy.” Cause and Effect: a) When Morris told about the first man’s last wish to die, but he never told what his first two wishes were, and he did not tell the reason why. The reader draws the conclusion that it was the talisman’s magic. The writer implies that the first two wishes drove the man to his death. b) When Herbert dies, the writer leads you to believe or at least wonder seriously if it was the wish for the 200 pounds that cause the death. The Monkey’s Paw: Spool Writing Activities Continued on next page English II Through ESOL: The Short Story Page 21 The Monkey’s Paw: Spool Writing Activities Continued from previous page Spool Writing Suggested Topic(s): Use these starters for persuasive techniques in “The Monkey’s Paw”, by W.W. Jacobs. Using Emotional Appeals: Loaded Language, Exaggeration: and Transfer: The transfer of powerful emotions and images helps to persuade the reader that the monkey’s paw has power. The reader begins to fear what will happen if they make a wish. The reader feels the shock and grief of the parents when Herbert is killed. Vivid descriptions and vivid verbs (shrieking, fainting, dropping to the floor in a senseless heap, etc.) load the story with fearful images. The images (the mutilated Herbert coming back to life, the horrible “something” squatting on the wardrobe watching Mr. White, and the paw twisting in his hand like a snake) are realistic. Bandwagon: a) The author knows that the Whites and the reader are more likely to believe the monkey’s paw has power if this power has been demonstrated twice before. If it happened to others, it can happen to the Whites. b) White has known Morris for 21 years and they are friends. If my friend believes this, then I probably believe it too. “It had a spell put on it by an old fakir…a very holy man” “His manner (Morris) was so impressive, that his hearers were conscious that their light laughter jarred somewhat.” Name-calling: Herbert’s own father begins to call his son “it” instead of “he” when the writer wants to persuade us that the dead Herbert brought back to life would not be human, but a mutilated horrible beast. English II Through ESOL: The Short Story Page 22 RAFT Objective: Write on a topic in a specific format, understanding role as a writer and audience. R-A-F-T is a system for students to practice their role as a writer (R), their audience (A), the format of their work (F), and the topic of the content (T). Examples: persuade a soldier to spare your life, demand equal pay for equal work, or plead for a halt to coal mining in our valley. • (R): For role (R), of the writer, the writer considers who s/he is (Examples-a soldier, Abraham Lincoln, a slave, a blood cell, or a mathematical operation). • (A): For audience (A), the writer considers to whom s/he is writing (Examples-to a mother, to Congress, to a child.) • (F): Format (F) determines what form the communication will take. (Examples-letter, speech, obituary, conversation, memo, recipe or journal) • (T): The topic (T) consists of a strong verb as well as the focus. Procedure: Introduce RAFT by creating a story collectively using the Language Experience Approach. The second time you assign RAFT, have each group prepare one. Model for students, explaining that all writers must consider their role as a writer, their audience, the format, and the topic These four components are critical in every written assignment. Assist teams to brainstorm ideas about a topic. Work with teams to list possible roles, audiences, formats, and strong verbs that are appropriate for each topic. Once the groups have mastered RAFT, have each student prepare his/her own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. The Monkey’s Paw: RAFT Activity: Students write according to role, audience, format, & topic. Students understand their role as a writer, and consider their audience, the format, and the topic. This topic may be used as a RAFT exercise. R: Your role as writer is Mr. White. A: Your audience is the police. F: The format of your writing is a formal written statement about what happened that night. T: Your topic is to write to convince the police that the Monkey’s paw has magic power and the spell is real. English II Through ESOL: The Short Story Page 23 FCAT Writing FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets and writing folders containing the prompts to the students. Provide students with the writing situation and directions for writing. Remind the students to budget their time: approximately ten minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing. Record the time and give students the command to begin. After 45 minutes, ask the students to stop writing and place their planning sheets inside their folders. The Monkey’s Paw: FCAT Writing Activity (Expository Prompt): Writing Situation Everyone thinks about what they would do if they could have whatever they asked for. If you had three wishes, what would you wish for? Directions for Writing Before you write, think carefully. What would you wish for and why? Do you want your wishes granted in any special order? Remember, you only have three wishes, so you want to make them count. Now, write to explain what three wishes you would make if you had the chance and why. English II Through ESOL: The Short Story Page 24 Beginning Presenting Activities Dialog Objective: Write a short dialog of 4-6 lines between two familiar characters. Procedure: A dialog can be between 2 historical characters, 2 fictional characters in a story, novel, play, etc. or between 2 imaginary characters such as a germ and a white blood cell. The topic of the dialog should be related to the subject being studied, and the grammar and vocabulary used in the dialog should reflect the grammar and vocabulary focus of the unit. Model each line of the dialog, having the entire class repeat after you. Then, say each line and call on whole teams to repeat the line. Then say each line and call on individual students to repeat the line. Practice dialog lines using the whole class, a whole team, and individuals until students can know the lines of the dialog. Example: Character A: These items are expensive. We are not selling very many. Character B: We need to sell more of them. Character A: But, then the price will decrease! Character B: But, we will still get more money because the volume will increase. Character A: We do not have enough money to make more than we do now. Character B: Then we will borrow some money by issuing bonds. Option 1: You take the part of A and the class takes the part of B. Then you take part B and the class takes A. Then work with whole teams and you, then individuals and you, then groups and groups, then individuals and individuals. Move back and forth among these combinations until you think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two words at random from each line during repetition. Then erase two more, two more, and so on until there are no words left on the board. Option 3: Each group chooses a member to represent them by presenting the dialog with a member from another group in front of the class. If the representative can say his/her lines correctly then the group gets a point. Option 4: Have each group rewrite the dialog from memory. Groups are to use one piece of paper and one pencil or pen only. Each member takes a turn writing a line of the dialog. Other team members can offer help but they cannot write it for the individual whose turn it is to write. Collect the paper and grade it. Each member of the team gets the same grade. The Monkey’s Paw: Dialog Activity: Mrs. White: The monkey’s paw! Why didn’t we think of it before? We only used one wish and it was granted. Mr. White: Wasn’t that enough? That was just a coincidence. Mrs. White: Go and get it and wish Herbert back! Mr. White: It’s foolish and wicked. You don’t know what you’re saying. Mrs. White: Wish! Wish! Mr. White: I wish my son alive again. English II Through ESOL: The Short Story Page 25 Intermediate Presenting Activities Show and Tell Objective: Present orally on a familiar topic and respond to questions on the topic. Procedure: A student brings something to class related to the subject at hand and, within 3 minutes, makes an oral presentation about it. Teams take turns asking the student questions about it. For each question the presenter can answer, his/her team gets a point. For each question he/she cannot answer, the team loses a point. Proficient Presenting Activities Making the News Objective: Present orally to a group on a familiar academic topic in a news format. Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject being studied. There may be several related stories. There must be one story (no matter how short) for each member of the group. The reporting group may refer to notes but not to the text. Other teams can refer to their texts, and have the opportunity to each ask two questions of the reporting team. The reporting team members take turns answering questions, but other team members may help them. The questioning group gets two points for each question the reporting group cannot answer. The reporting group gets a point for each question it can answer. Follow the rules for Total Recall when there is a challenge. Examples: Columbus gets the jewels from the Queen of Spain, the long voyage, Hispaniola landing The Monkey’s Paw: Making the News Activities: Monkey’s Paw Found On Deserted Road Be Careful What You Ask For Coincidence or Consequence? Intermediate-Proficient Viewing Activities Total Recall, True or False, Judgment Objective: View a video or speech for the purpose of asking and answering simple questions, making true and false statements, and distinguish facts from opinions. Procedure: Modify reading activities, such as Total Recall, True or False, and Judgment to use when viewing a video or speech. The effectiveness of a challenge is not as high as with a written text. English II Through ESOL: The Short Story Page 26 Beginning Vocabulary Activities Line of Fortune Objective: Identify and recreate words and word parts from spelling clues. Procedure: (This activity is very similar to Hangman, but involves more complex team decisionmaking.) Choose a word from the lesson’s vocabulary and write the appropriate number of dashes to represent the letters of the word. For example, for the word dicot you would draw five dashes. A team member guesses a letter. If the letter is not found in the word, write the letter under the dashes and move on to the next team. If their letter is found in the word, then write the letter on the appropriate dash. When a team guesses correctly, they have the option to guess the word. If they choose not to guess the word, call on the next team. If they choose to guess and successfully guess the word, then they receive ten points minus the number of letters written under the dashes from incorrect previous guesses, and the game is over. If they choose to guess and do not guess the word, then they lose points equal to the number of letters written under the dashes, and you call on the next team. If no team can guess the word before ten incorrect letters are written under the dashes then all teams lose points equal to the number of teams in the class. Concentration Objective: Identify vocabulary words and their meanings. Preparation: On twenty 8” x 5” index cards, write the numbers 1-20, one number per card. Place these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one word per card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place them behind the numbered cards. Procedure: Teams will match the vocabulary words with their meanings. Choose one team to go first. A member of that team picks two numbers. Remove those cards from the chart, leaving the words behind them visible to the class. The student reads the words, with the team’s assistance if needed. If the words match, leave them showing and give the team a point. If they do not match, replace the numbers and call on the next team. Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural. When working with verbs, write one in the present tense and one in the past. Matching variations such as these helps the students understand that, despite certain differences in the visible spelling of two words, they are still semantically related at a deeper level. The Monkey’s Paw: Concentration Activity: Match vocabulary words with their meanings: grimace frown, scowl consequence result, effect, outcome burly muscular, strong, heavily built hospitable friendly, welcome, sociable oppressive overwhelming, overpowering, depressing coincidence chance, accident dubious doubtful, unsure, unconvinced liability responsibility, charge mutilated injured, maimed, disfigured hysterically uncontrollably, wildly, frantically English II Through ESOL: The Short Story Page 27 Intermediate Vocabulary Activities Jeopardy Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story. Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on it, the second with B, and the third with C. Down the left side of the chart (one per line), place three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more difficult words on line 2 in the same manner, place three of the most difficult words on line three. Procedure: Choose one team to go first. A member of that team picks the word s/he wants to guess (“2-C” for example). Give the student a definition of clue for the word (This animal barks.) The student, with the help of his team, responds with the word presented in question format (What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the word’s level of difficulty. If the answer is incorrect, the next team tries for the same word but for one point less than the previous team. For example, if the first team guessed incorrectly for a word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too guessed incorrectly, the next team would get one point if it answered correctly. If no team can answer correctly before the points are reduced to zero, then all teams lose 1 point. The Monkey’s Paw: Jeopardy Activity: Question Answer a) How Herbert died a) Where the 200 pounds came from a) What are diseases Morris had seen b) Why Mr. White use his 3rd wish b) What is a thing that happens by accident b) What the result of trying to change fate is c) Who put the spell on the paw c) How Mrs. White reacted to the paw c) What the monkey’s paw is mutilated by machinery compensation from Herbert’s firm plagues he was afraid of his dead son coincidence sorrow fakir in India grimaced talisman Wrong Word Objective: Identify, analyze, and correct errors in vocabulary usage. Procedure: Teams find the word that is “wrong” and correct it. Teams get a point for each correction. Read a sentence with a wrong word in it. Examples: The contribution tells us how the government will operate. (should be Constitution) Many people have moved to Florida for the arctic climate. (should be tropical) When teams get good at this activity, embed an incorrect sentence among other correct sentences. Teams can make sentences with incorrect words for other teams to correct. The Monkey’s Paw: Wrong Word Activity: a) Mr. White was in a hospital mood. (hospitable) b) Major Sergeant Morris was a burly, red-faced man. (burly) c) Morris told tails most of the evening in the parlor. (tales) d) The talisman’s spill was foolish and wicked. (spell) e) The neighbors probably heard the whales of Mr. White. (wails) English II Through ESOL: The Short Story Page 28 Classification Objective: Classify vocabulary into two or three groups. Procedure: Model the activity, beginning with several words for teams to classify into groups. Ask students to identify an appropriate label for the groups they create. Discuss other words that could go into each group. Each team gets out one pencil and one sheet of paper. The captain writes team name and divides the paper into the appropriate number of columns (groups). The captain labels columns for classifications and sets timer for 5 minutes. Team members take turns writing words in appropriate columns (as in the Team Spelling Test). Note that words do not have to come from the lesson vocabulary. When the timer rings, collect papers. Teams get one point for each word they place correctly. Spelling should not count. English II Through ESOL: The Short Story Page 29 Beginning Grammar Activities Teacher-Student Grammar Notes are provided as a teaching resource or student study notes. ADVERBS Adverbs describe (or modify) verbs, adjectives or other adverbs. Action verbs are often followed by an adverb. Adverbs are describing words that tell how, when, where, or to what extent (how often or how much) the action of the verb is done. Most adverbs end in “–ly.” Examples: Work consistently to succeed. (Consistently tells how to work.) He smiled happily at new car. (Happily tells how he smiled.) She works enthusiastically. (Enthusiastically tells how she works.) I depend heavily on computers. (Heavily tells to what extent I depend.) They ride bikes everywhere. (Everywhere tells where they ride bikes.) I can almost fly a plane. (Almost tells to what extent I can fly a plane.) Formation of Adverbs: Often you can form an adverb adding “-ly” to an adjective. Examples: Adjective: quick Adjective: easy Adjective: intelligent Adverb: quickly Adverb: easily Adverb: intelligently Adjective: sad Adjective: foolish Adjective: sweet Adverb: sadly Adverb: foolishly Adverb: sweetly Adverbs That Describe Verbs: Adverbs often answer the question, “How?” Example: She spoke softly. (How did she speak? Answer: softly) “Softly” tells how she spoke. More examples: Isabel danced gracefully. (Gracefully tells how Isabel danced.) Boldly, he stood up. (Boldly tells how he stood up.) The plane landed safely. (Safely tells how the plane landed.) I accepted the gift gratefully. (Gratefully tells how I accepted it.) The man angrily threw the money. (Angrily tells how he threw it.) I play piano badly. (Badly tells how I play the piano.) Adverbs That Are Used To Express Time Or Frequency Some adverbs that express time include: sometimes, always, often, seldom, never, yet, soon, yesterday, today, tomorrow, rarely, frequently, hardly ever, generally, finally, already, usually I frequently shop in that store. (Frequently tells how often I shop there.) He’s leaving tomorrow. (Tomorrow tells when he’s leaving.) They seldom eat lunch at noon. (Seldom tells when they eat.) He drives early and late. (Early and late tell when he drives.) Eventually all of us fail. (Eventually tells when we fail.) We take our medicine daily. (Daily tells how often we take our medicine.) We finally received our mail. (Finally tells when we received it.) Placement Of Adverbs In A Sentence: Adverbs are not always at the end of a sentence. Sometimes they are in the middle. Examples: Sometimes in a question, the adverb comes Do you always read before going to sleep? right after the subject. Is he frequently absent from class? Sometimes the adverb comes between the I was happily listening to my favorite music. verb and its helping verb. We had carefully prepared the party. Sometimes the adverb comes in front of a Sergei quickly chose his partner. simple present or past tense. The activity clearly helped us understand the lesson. With the verb “be”, however, the adverb The activity was clearly helpful. sometimes comes after the verb. Our class is undoubtedly the best class. English II Through ESOL: The Short Story Page 30 Word Order Cards Objective: Identify and use appropriate word order in sentences. Procedure: Choose some of the more complex sentences of the summary to cut up for this exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words. Shuffle the words. With the team's support, one member rearranges the words to reform the sentence. The team gets a point if the cards are rearranged correctly. Modified Single Slot Substitution Drill Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a single slot. Procedure: The teacher writes a sentence on the board and underlines one word. Teams take turns replacing the underlined word with a new word. When students can no longer think of substitutes, the teacher underlines a different word, and the activity continues. Example: The soldiers who surrendered were killed. Possible substitutions for killed: butchered, kissed, hugged, spared The soldiers who surrendered were butchered. Possible substitutions for surrendered: spared, killed, ran, slept The soldiers who surrendered were spared. Possible substitutions for soldiers: people, police, robbers, children Notes: • Sometimes, changing one word necessitates changing another word as well. The queen was dancing when the soldiers arrived. (Substitute king and queen) The king and queen were dancing when the soldiers arrived. • It is not necessary for the sentences to be historically correct, sensible, or even possible. It is important for the correct part of speech to be used. The Monkey’s Paw: Modified Single Slot Substitution: (a) The Whites (b) were curious (c) to hear about monkey’s paw. Possibilities: a) Herbert, Mrs. White, the family, the group b) Was anxious, was excited, was interested, was horrified c) To hear what Morris carried in his pocket, to see the burly man with beady eyes, to hear about strange peoples, to learn about wars and plagues English II Through ESOL: The Short Story Page 31 Intermediate Grammar Activities Sentence Builders Objective: Expand sentences by adding new words in the appropriate order in a sentence. Procedure: The teacher says a sentence, and, after a pause, an additional word or words. Teams must make a new sentence that adds the new word(s) in the correct place in the teacher's original sentence. Give a point for each correct answer. Example: Teacher: Fish is a food. (healthy) Team Response: Fish is a healthy food. Teacher: Fish is a healthy food. (fresh) Team Response: Fresh fish is a healthy food. The Monkey’s Paw: Sentence Builders: a) White was amused. (Mr.) Mr. White was amused. (and his family) Mr. White and his family were amused. (but Morris was alarmed) Mr. White and his family were amused, but Morris was alarmed (and told White) Mr. White and his family were amused, but Morris was alarmed and told White (to wish for something sensible) Mr. White and his family were amused, but Morris was alarmed and told White to wish for something sensible (that if he must wish) Mr. White and his family were amused, but Morris was alarmed and told White that if he must wish to wish for something sensible. Continue with the following: b) A wind rushed. (cold) (up the staircase) (as his wife opened the door) (and he heard her) (wail) (of disappointment) (and misery) c) A man appeared. (well-dressed) (outside the door) (that evening) (and Mrs. White let him in) (eagerly) (who still expected the 200 pounds) d) The man came from Herbert’s. (workplace) (to tell them) (the news) (bad) (that Herbert was dead) (had been caught and) (in the machinery) e) Mr. White thought. (the paw was foolish) (and wicked) (and his son’s death) (was a coincidence) (but he feared his wife) Multiple Slot Substitution Drills Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a multiple slots. Procedure: This drill is often taught together with or right after the single slot substitution drill. Its organization is similar to single slot substitution, but more that one part of the sentence changes. Give a point for each correct answer. Example: Columbus sailed in 1492. (Pizarro) Pizarro sailed in 1492. (1524) Pizarro sailed in 1524. (arrived) Pizarro arrived 1n 1524. The Monkey’s Paw: Multiple Slot Substitution Activities: (a) The next morning, (b) the tale of the talisman (c) seemed foolish Possibilities: made Mr. White more nervous, the sounds of knocking on the door, after dinner, at bedtime, the story about the monkey’s paw, the next evening, happened again, the sounds of banging doors, the paw moving like a snake in his hand, seemed silly, was even more real, later that evening English II Through ESOL: The Short Story Page 32 Flesh it Out Objective: Use key words in the appropriate order in a grammatically correct sentence. Procedure: The teacher gives the key words of a sentence and teams puts them into a grammatically correct sentence. Give points for correct answers in the oral format. Give grades in the written format. Key words: he/sail/america/1492. Answer: He sailed to America in 1492. Key words: he/sail/america/? (past)(yes/no) Answer: Did he sail to America? The Monkey’s Paw: Flesh it Out Activities: a) thought/of/his/mutilated/son/return/them/bring/cold/sweat/brow (past) b) paw/be/little/dried/but/be/there/something/special/it (past) c) Mrs. White/grimace/it/but/son/examine/carefully (past) d) Morris/explain/old/fakir/India/put/spell/paw (past) e) old/woman/face/be/white/breath/inaudible/eyes/stare (past) Transformation Exercises Objective: Change the form or format of a sentence according to the situation. Procedure: Students change the format of a sentence based on teacher directions or prompts. Give points for correct answers in the oral format. Give grades in the written format. Examples: 1. Is it raining? (Answer the question, yes.) Yes, it is raining. 2. It is raining. (Ask a yes/no question.) Is it raining? 3. Many Indians died from disease. Many Indians died from starvation. (Combine 2 sentences into one sentence.) Many Indians died from disease and starvation. The Monkey’s Paw: Transformation Exercises: Students respond by answering the question using an adverb that describes the verb. Example: How did the girls run home? The girls ran home quickly. (slowly, happily, playfully, etc.) a) b) c) d) e) f) g) h) How did Mrs. White greet the strange man? How did the wind blow late that night? How did Mrs. White ask her husband to make the second wish? How did the stranger speak to Mr. and Mrs. White? How did Mr. White look for the monkey’s paw when he needed it? How did Herbert spend his time with his family? How did Morris warn his friend about the monkey’s paw? How did Mr. White react to Morris throwing the paw on the fire? English II Through ESOL: The Short Story Page 33 Who What, When, Where, How, Why Objective: Listen to a sentence and respond to “Wh" questions in writing. Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to the body 24 hours a day to keep the body alive. What…? (Teams write heart.) Where…? (Teams write to the body) How...? (Teams write constantly) Why…? (Teams write to keep the body alive) When…? (Teams write 24 hours a day). Team members take turns writing answers on the board (for class discussion) or on a team/individual paper (for a grade). An alternative technique is to have each team member complete all items on his/her own paper. Team members are allowed to help each other. On completion of the activity, collect the one paper of your choice. The grade on that paper will count for each team member. The Monkey’s Paw: Who, What, When, Where, How, Why Activities: a) On a cold and wet evening, Mr. White and his grown son Herbert played chess in the parlor. (who, what, where, when, why, how) b) In his thin gray beard and his hospitable manner, Mr. White hurried to greet his old friend of twenty-one years, Sergeant Major Morris. (who, what, why, how) c) According to the old holy man, fate ruled people’s lives, and anyone who interfered with fate would have sorrow. (who, what, where, why, how) d) They laughed lightheartedly and enjoyed each other’s company in the parlor while they waited for their guest to arrive. (who, what, where, when, why, how) e) That night, in the oppressive darkness, the old man was terrified to hear a knock at the door. (who, what, where, when, why) English II Through ESOL: The Short Story Page 34 Sentence Stretchers Objective: Expand grammatically correct sentences by adding new words in appropriate order Procedure: One team begins by making a sentence orally that contains the language or content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a lesson focusing on weather and on adjectives, the first team might say, The cloud is floating. The first team gets a point. Other teams take turns expanding the sentence, getting a point each time something is added successfully or until teams run out of expansions. The white cloud is floating. The fluffy white cloud is floating in the sky. The fluffy white cloud that looks like a boat is floating in the sky. Etc. The Monkey’s Paw: Sentence Stretcher: Begin with the sentence: Morris was a man. Morris was a man. Morris was a burly man. Morris was a burly man with eyes. Morris was a burly man with beady eyes. Sergeant Morris was a burly man with beady eyes. Sergeant Major Morris was a burly man with beady eyes. Sergeant Major Morris was a burly man with beady eyes and stories. Sergeant Major Morris was a burly man with beady eyes and many stories. Sergeant Major Morris was a burly man with beady eyes, a red face, and many stories to tell. Sergeant Major Morris was a burly man with beady eyes, a red face, and many interesting stories to tell. Sergeant Major Morris was a burly man with beady eyes, a red face, and many interesting stories to tell about places. Sergeant Major Morris was a burly man with beady eyes, a red face, and many interesting stories to tell about places and peoples. Sergeant Major Morris was a burly man with beady eyes, a red face, and many interesting stories to tell about places and strange peoples. Sergeant Major Morris was a burly man with beady eyes, a red face, and many interesting stories to tell about places, deeds, and strange peoples. Sergeant Major Morris was a burly man with beady eyes, a red face, and many interesting stories to tell about places, deeds, wars, and strange peoples. Sergeant Major Morris was a burly man with beady eyes, a red face, and many interesting stories to tell about places, deeds, wars, plagues and strange peoples. English II Through ESOL: The Short Story Page 35 Look it Up Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Teams look up sentences in their text that have a specific grammatical structure. As an oral practice, teams get a point for a correct answer. As a written exercise, it can be graded. Version One: Discuss the grammar point with the students then have them find example sentences in their texts. You might want to limit the pages they are to search. Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask students to find similar sentences in the text and to determine the difference between the text sentences and the sentences on the board. In history books, for example, most sentences are in the past tense, so the sentences you write on the board would be in the present tense. During a discussion of the difference between the text sentences and your sentences, you would help the class discover why the text uses past tense sentences so often. Version Three - Students locate sentences in the text with a specific grammatical structure and then restate or rewrite the sentence in a new form specified by you. Example: change statements into questions, affirmative to negative, past to present or passive voice to active. The Monkey’s Paw: Look it Up: Teams locate examples of Adverbs in the text and summary. Rewrite the Paragraph Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Use a paragraph based on the text, and language focus structures of the lesson. Teams read and discuss necessary changes. Members work together to rewrite a grammatically correct paragraph with the changes. Collect one paper from each team for a grade. (Examples: Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.) The Monkey’s Paw: Rewrite the Paragraph Activity: Teams will rewrite the paragraph changing the past tense to the present tense. On a cold, wet evening, Mr. White, Mrs. White and their son Herbert had a visit from an old friend, Sergeant Major Morris. Morris told the Whites about the magic of the monkey’s paw in his pocket. An old fakir in India had put a spell on the paw, which gave three wishes to three separate men. According to the spell, anyone who interfered with fate would have sorrow. Morris’s three wishes had already been granted and Mr. White wanted the monkey’s paw. Morris warned White of the consequences, but White wished for two hundred pounds to pay off their house. That evening, a man brought them two hundred pounds, and the news that Herbert had been killed in machinery at work. One night, Mrs. White hysterically insisted that her husband wish Herbert alive again. When there was a knock at the door, Mr. White panicked and used, the third wish to make the mutilated thing at the door go away. English II Through ESOL: The Short Story Page 36 Name ____________________________ Date __________ The Monkey’s Paw: Exercise 1 Fill in the blanks with the correct word. panicked fate hysterically machinery fakir mutilated consequences Major knock sorrow On a cold, wet evening, Mr. White, Mrs. White and their son Herbert had a visit from an old friend, Sergeant __________ Morris. Morris told the Whites about the magic of the monkey’s paw in his pocket. An old __________ in India had put a spell on the paw, which gave three wishes to three separate men. According to the spell, anyone who interfered with __________ would have __________. Morris’s three wishes had already been granted and Mr. White wanted the monkey’s paw. Morris warned White of the __________, but White wished for two hundred pounds to pay off their house. That evening, a man brought them two hundred pounds, and the news that Herbert had been killed in __________ at work. One night, Mrs. White __________ insisted that her husband wish Herbert alive again. When there was a __________ at the door, Mr. White __________ and used the third wish to make the __________ thing at the door go away. English II Through ESOL: The Short Story Page 37 Name _____________________________________ Date _____________ The Monkey’s Paw: Exercise 2 Read each sentence and decide if it is true or false. If it is true, write the word “true” on the line. If the sentence is false, rewrite the sentence to make it a true. 1. Mr. White thought his son’s death a coincidence. ______________________________________________________________________ 2. Mrs. White heard her husband’s wail of disappointment and misery. ______________________________________________________________________ 3. The spell gave three wishes to three separate men. ______________________________________________________________________ 4. Mr. White said the paw was foolish and wicked, but he feared his wife. ______________________________________________________________________ 5. Morris tossed the paw on the fire, but Herbert snatched it and asked to keep it. ______________________________________________________________________ 6. When he made a wish, the monkey’s paw twisted in Mr. White’s hand like a snake. ______________________________________________________________________ 7. Mr. White took the paw frantically and made his second and final wish. ______________________________________________________________________ 8. He refused to open the door, but Mr. White screamed, “I’m coming, Herbert!” ______________________________________________________________________ 9. Morris’s face whitened as he told them his three wishes had already been granted. ______________________________________________________________________ 10. The firm of Maw and Meggins sent them two hundred pounds as compensation. ______________________________________________________________________ English II Through ESOL: The Short Story Page 38 Name ____________________________ Date __________ The Monkey’s Paw: Exercise 3 (FCAT Practice/Reading Comprehension) Read excerpts from the short story, “The Monkey’s Paw” by William Wymark Jacobs. Identify persuasive techniques used to appeal to the reader. Explain your answer. Reasoning: Selected Evidence, Either/or Thinking, Circular Reasoning, Overgeneralizations, Cause/Effect Emotional Appeals: Loaded Language, Transfer, Exaggeration, Bandwagon, Name-calling Read the Excerpt Identify Technique & Explain Your Answer Morris: “The first man had his three wishes…I don’t know what the first two were, but the third was for death. That’s how I got the paw.” Identify: _______________________________________ Explain: _______________________________________ ______________________________________________ ______________________________________________ White: “What …about a monkey’s paw …?” Morris: “Nothing, …Least ways, nothing worth hearing.” “Well, it’s just a bit of what you might call magic, perhaps.” “…it’s ordinary…” Morris: “It had a spell put on it by an old fakir…a very holy man” “His manner (Morris) was so impressive, that his hearers were conscious that their light laughter jarred somewhat.” Herbert: “Why don’t you have three (wishes), sir? Morris: “I have.” Mrs. White: “Did you have the three wishes granted?” Morris: “I did.” Mr. White (about his son): “’For God’s sake don’t let it in,’ cried the old man trembling.” Identify: _______________________________________ Explain: _______________________________________ ______________________________________________ ______________________________________________ Identify: _______________________________________ Explain: _______________________________________ ______________________________________________ ______________________________________________ ______________________________________________ Identify: _______________________________________ Explain: _______________________________________ ______________________________________________ ______________________________________________ Identify: _______________________________________ Explain: _______________________________________ ______________________________________________ ______________________________________________ Read each sentence. Decide if it illustrates a coincidence or a consequence. Complete the chart. (Remember, a coincidence is an accidental happening, and a consequence is the result or effect of something else that caused it.) “The Monkey’s Paw” (W.W. Jacobs) Coincidence or Consequence The talisman slipped out of his fingers and fell on the floor. White got the monkey’s paw because he had a good friend. Since he was afraid of his wife, Mr. White made the second wish. The match went out just as there was a knock at the door. “If you keep the monkey’s paw, don’t blame me for what happens.” The old man was startled at the sound of a door banging upstairs. Herbert was caught in the machinery and was badly hurt. English II Through ESOL: The Short Story Page 39 Name ____________________________ Date __________ The Monkey’s Paw: Exercise 4 (FCAT Practice/Reading Comprehension) Read the summary of the story or re-read the story in the text, “The Monkey’s Paw”, by William Wymark Jacobs. Think about the questions. Explain your answers. Think: Is the author trying to inform, persuade, or entertain you? Why? Explain: What is the author’s purpose? Explain in your own words. Explain:_____________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Think: What is the author’s opinion (or position) on whether the monkey’s paw caused the sorrows? Were there coincidences that occur naturally? Does he have beliefs and biases? What is his personal view? Does he make judgments? Explain: What is the author’s point of view? Find evidence in the story and explain. Explain:_____________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Think: What is the mood of the story? (sad, humorous, serious, etc.) Consider the choice of words. Do they set the tone or atmosphere? What is your reaction? What specific words did you react to? Does word choice help you identify the attitude or tone? Explain: What is the author’s tone? Explain in your own words. Explain:_____________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ English II Through ESOL: The Short Story Page 40 Name ____________________________ Date __________ The Monkey’s Paw: Exercise 5 Fill in the blanks. On a cold and __________ evening, Mr. White and __________ grown son Herbert played __________ in the parlor. A __________ Mrs. White sat by __________ fireplace knitting placidly. They __________ and enjoyed each other’s __________ while they waited for __________ guest to arrive. In __________, thin gray beard and __________ hospitable manner, Mr. White __________ to greet his old __________ of twenty-one years, Sergeant __________ Morris. Morris was a __________ man with beady eyes, __________ red face, and many __________ stories of places, deeds, __________, plagues and strange peoples. __________ Whites were curious to __________ about the magic of __________ monkey’s paw that Morris __________ in his pocket. The __________ was little and dried, __________ there was something special __________ it. Mrs. White grimaced __________ it, but her son __________ it carefully. Morris explained __________ an old fakir in __________ had put a spell __________ the paw. According to __________ old holy man, fate __________ people’s lives, and anyone __________ interfered with fate would __________ sorrow. The spell gave __________ wishes to three separate __________. Morris’s face whitened as __________ told them his three __________ had already been granted. __________ first man who had __________ monkey’s paw had his __________ wishes, and the third __________ was death. A hush __________ on the group when __________ serious and grave Morris __________ this was how he __________ the paw. Morris tossed __________ paw on the fire, __________ White snatched it and English II Through ESOL: The Short Story Page 41 __________ to keep it. Morris __________ not want the blame, __________ warned White of the __________. White and his family __________ amused, but Morris was __________ and told White that __________ he must wish, to __________ for something sensible. Before __________ left on the train, __________ tried to get White __________ throw the talisman away. __________ family joked about being __________, famous and happy. Mr. __________ was dubious about the __________, especially because he didn’t __________ what to wish for __________ he already had all __________ wanted. At his wife’s __________, he held the talisman __________ wished for two hundred __________ to pay off their __________. Mr. White screamed, dropping __________ paw on the floor __________ disgust. The paw had __________ in his hand like __________ snake. The wind grew __________, and a door upstairs __________ banging. The next morning, __________ seemed foolish that they __________ believed such a tale __________ the paw. That evening, __________ well-dressed man appeared outside __________ door and Mrs. White, __________ still expected the two __________ pounds, eagerly let him __________. The man came from __________ workplace to tell them __________ bad news that Herbert __________ been caught in the __________ and was dead. The __________ woman’s face was white, __________ breath inaudible and her __________ staring. The firm of __________ and Meggins had no __________ for the accident, but __________ sent them two hundred __________ as compensation. Mrs. White __________ and Mr. White was __________ horrified that he fainted __________ fell in a heap __________ the floor. They buried __________ son in hopeless resignation, __________ their days became long __________ weary. One night, Mrs. __________ remembered the English II Through ESOL: The Short Story Page 42 monkey’s paw, __________ hysterically insisted that her __________ wish Herbert alive again. __________ thought of his mutilated __________ returning to them brought __________ cold sweat to his __________. Mr. White thought the __________ was foolish and wicked __________ his son’s death a __________, but he feared his __________. Therefore, he made the __________ and sank into a __________ trembling. That night, in __________ oppressive darkness, the old __________ was terrified to hear __________ knock at the door. __________ refused to open the __________, but Mrs. White screamed, “__________coming, Herbert!” He held __________ back, but she broke __________ and ran to let __________ thing in. Mr. White __________ the paw frantically and __________ his third and last __________. As his wife opened __________ door, a cold wind __________ up the staircase, and __________ heard her wail of __________ and misery. The streetlight __________ on a quiet and __________ road. English II Through ESOL: The Short Story Page 43 Name ____________________________ Date __________ The Monkey’s Paw: Exercise 6 Combine the two sentences by making an adverb from the adjective in italics. Follow the example: Mr. White was quick when he made his third and last wish. Mr. White quickly made his third and last wish. 1. A white-haired Mrs. White was placid when she sat by the fireplace knitting. ______________________________________________________________________ 2. Morris was very serious when he spoke about how he got the monkey’s paw. ______________________________________________________________________ 3. Herbert White was very careful when he examined the paw. ______________________________________________________________________ 4. The wind grew higher, and a door upstairs was loud when it was banging. ______________________________________________________________________ 5. Mrs. White was hysterical when she insisted her husband wish Herbert alive again. ______________________________________________________________________ 6. They wondered how they had been so foolish when they believed such a tale. ______________________________________________________________________ 7. Mrs. White, who still expected the 200 pounds, was eager when let the stranger in. ______________________________________________________________________ 8. The parents were hopeless and resigned when they buried their son. ______________________________________________________________________ 9. The Whites became apathetic and quiet as the days wearily passed. ______________________________________________________________________ 10. Mr. White was frantic when he took the paw and made his third and last wish. ______________________________________________________________________ English II Through ESOL: The Short Story Page 44
