Summary
This lesson, based on W.W. Jacob's short story "The Monkey's Paw," is designed to help students understand foreshadowing. Students identify passages in the text that foreshadow the end of the story and predict how they think the story will end. After reading the full story, students compare their predictions to the author's ending and write alternative endings to the story. This lesson includes optional modifications for distance learning. This lesson is currently aligned to 8th grade standards, but it is appropriate for 7th grade as well with adjusted standards.
Essential Question(s)
What is foreshadowing? How do authors use foreshadowing in their writing?
Snapshot
Engage
Students watch a clip from the movie “Aladdin” then participate in a Commit and Toss activity in which they describe one wish they have.
Explore
Students read the first half of “The Monkey’s Paw” and predict how the story will end using a Frayer Model.
Explain
Students identify instances of foreshadowing in the text, read the ending of the story, and compare their predictions with the author’s ending.
Extend
Students participate in a class discussion about the ending of “The Monkey’s Paw” and complete their Frayer Models.
Evaluate
Students re-write the ending of “The Monkey’s Paw” using one of three guiding prompts.
Materials
Lesson Slides (attached)
"The Monkey's Paw" by W.W. Jacobs (one per student, attached)
Frayer Model (one per student, attached)
6+1 Trait Writing Rubric (optional, linked)
Sticky notes or half-sheets of scrap paper
Pens or pencils
Engage
15 Minute(s)
Begin by displaying the lesson title on slide 2. Ask students what they think the title means.
Inform students that they will learn more about wishes in this lesson. Explain that they will read the work of an author, W.W. Jacobs, who uses sentences and phrases to help readers predict how the story might end. Explain to students that the use of language to hint at what might come next is known as “foreshadowing.”
Transition to slide 3 and slide 4 and share the lesson objectives and essential questions.
Change to slide 5 and play a video clip from the animated movie “Aladdin,” and explain that the movie is about Aladdin’s desire for a wish to come true.
Display slide 6 and introduce the Commit and Toss activity. Instruct students to find a small piece of paper or sticky note and read the following prompt on the slide:
What is something you want to wish for? It could be something you want for yourself, someone else, or the world.
Instruct students to write their answer to the prompt on their paper, but tell them not to write their name anywhere on the paper. Once they have all written their responses, tell them to crumple up the paper and toss it towards the front of the room or into a large box, or other container.
After students have thrown their notes, have them choose a piece of paper from the floor or container. Tell them to make sure they don’t choose their own paper. Once all students have a note, have them stand and randomly call on one third of the class to read what is on their new paper. After those students have read their notes, have them crumple up and throw the notes again then choose a new paper. Call on another third of the class to read their notes.
Depending on the variety of answers, you may want to complete one more round of Commit and Toss.
Explore
25 Minute(s)
Explain to students that the story they will read is about wishes and pass out pages one through six of "The Monkey’s Paw” by W.W. Jacobs. Read aloud the first part of the story as students follow along in the text. Stop reading at the bold words “STOP HERE” on page six.
When you reach the stopping point, ask students to participate in a vote. Ask students, “How many think the story will end happily?” and have them raise their hands if they agree. Then, ask students, “How many think the story will end badly for the family?” and have them raise their hands if they agree.
Distribute the Frayer Model handout to students. Tell students that they may have heard hints about what could happen in the story while they listened. Display slide 8 and read aloud the definition of foreshadowing then display slide 9. Explain to students that they will use their Frayer Model handout to make an educated guess at what will happen next in the story. Instruct them to record their prediction in the quadrant labeled “My Prediction.” If students have trouble thinking of a prediction, help them think up an idea using the sentence stem, “I think the story will end badly (or happily) because…”
Explain
25 Minute(s)
Organize students into pairs. Consider pairing students who are strong readers with those who are struggling readers.
Display slide 10 and pass out highlighters. Instruct student pairs to look for phrases or sentences in the beginning of the story that foreshadow what might happen next. Tell students to record these phrases or sentences on their Frayer Model handout in the quadrant labeled “Examples of Foreshadowing in the Text.” Encourage pairs to record four to five sentences or passages that illustrate foreshadowing.
Explain to students that after they find foreshadowing examples, they will work together to write their own ending of the story in the quadrant labeled “Our Ending.” Tell them that they should use their foreshadowing examples as guides.
Allow students time to work. Once it appears that most groups are finished, invite volunteers to share their ending with the whole class.
Extend
25 Minute(s)
Distribute the second half of “The Monkey’s Paw” to students. Read aloud the second half of the story or play the audiobook for students beginning at the timestamp 15:34. Tell students to follow along in the reading.
At the end of the story, display slide 11 and ask students to consider the following prompts present on the slide:
Who was knocking on the door?
What was the mother’s reaction?
What was the father’s reaction?
Did you expect the ending? Why or why not?
Lead a class discussion on the above questions. After all questions have been discussed, ask students to return to their Frayer Model and complete the remaining section labeled “Author’s Ending.” Explain that they will work together to with their partner to summarize the author’s ending in their own words.
Evaluate
30 Minute(s)
Display slide 12 and read aloud the prompts on the slide. Ask students to choose one and write a composition related to the story.
Write an ending where the White family’s life ends happily in spite of the wishes.
There is one more wish left on the monkey’s paw. The paw has now been given to you. Do you still want a wish? Why or why not?
Write an ending where Mrs. White manages to open the door. What happens next?
Consider collecting student work to use as an assessment for the lesson.
Resources
Chilling Tales for Dark Nights. (2014). “The Monkey’s Paw” W.W. Jacobs audiobook full cast radio drama—chilling tales for dark nights [Video]. YouTube. https://www.youtube.com/watch?v=NmYDQcaB2c8
Jacobs, W.W. (1902). The monkey's paw. Gutenberg Press. https://www.gutenberg.org/ebooks/12122
K20 Center. (n.d.). Commit and toss. Strategies. https://learn.k20center.ou.edu/strategy/119
K20 Center. (n.d.). Frayer model. Strategies. https://learn.k20center.ou.edu/strategy/126
K20 Center. (n.d.). Google classroom. Tech Tools. https://learn.k20center.ou.edu/tech-tool/628
K20 Center. (n.d). Google docs. Tech Tools. https://learn.k20center.ou.edu/tech-tool/2327
K20 Center. (n.d.). Padlet. Tech Tools. https://learn.k20center.ou.edu/tech-tool/1077
Kids corner. (2017). Aladdin genie and three wishes [Video]. YouTube. https://www.youtube.com/watch?v=OczOUJw1Z7k
Nast, J. (2014). 6+1 trait writing rubric. Education Northwest. http://educationnorthwest.org/sites/default/files/new-rubrics-3-12.pdf