Monday-Tuesday Agenda I-Ready Introduction/Review I-Ready Diagnostic Test Tuesday Complete the I-Ready Diagnostic. Study Island Choose your class period. Complete diagnostic.

You need: “The Monkey’s Paw” Vocabulary Pen/Pencil I can analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character or provoke a decision. (8RL3)

Let’s Review “The monkey’s Paw” (pgs. 1-4) Vocabulary Quiz: August 24th 1st & 3rd Period: Did not finish pgs. 1-4 2nd & 4th Period: Finished pgs. 1-4 Let’s Review “The monkey’s Paw” (pgs. 1-4) Name the 4 characters in the story thus far. How did the paw become to be able to grant wishes? How could you tell that Sgt. Morris’ wishes were not the best choices? What was interesting about the first man who made wishes on the paw? (Think about his third wish.) What did Morris try to do with the paw but Mr. White intervened? Why did Mr. White intervene?

Close Reading In your groups, you will read pages 5-8 of “The Monkey’s Paw.” First read: Answer ALL questions listed in the right-hand column. Second read: Annotate the following as we read as well: Conflict Characters Figurative Language (simile, metaphor, personification, onomatopoeia, hyperbole) Setting RL3: I can analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Where are you? Fill out the exit ticket provided to your group. Only one person needs to fill it out; however, everyone needs to offer their thoughts to the questions. You will turn this in as your leave.

You need: “The Monkey’s Paw” Vocabulary Pen/Pencil Grade Reports Signed? I can analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character or provoke a decision. (8RL3)

Vocabulary review Let’s review the vocabulary for “The Monkey’s Paw.”

Working in Groups Video 1 Video 2 Rules for working in groups: Have respect for each other. - Respect each other's ideas. All group members should do an equal amount of work. Your group should have a common understanding of goals that need to be achieved. Be open to compromise. Effective communication. Time management. Be happy in the group you are in. Ms. Calhoun reserves the right to change your group if the rules are not being followed appropriately. Video 1 Video 2

Close Reading 1st Period only! In your groups, you will read pages 5-8 of “The Monkey’s Paw.” First read: Answer ALL questions listed in the right-hand column. Second read: Annotate the following as we read as well: Conflict Characters Figurative Language (simile, metaphor, personification, onomatopoeia, hyperbole) Setting RL3: I can analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Choose your answers carefully! Each group will have a white board and marker. You will write your answers to the following questions on your board: What effect does Mr. White striking a few chords on the piano have on the wish for 200 pounds? (page 5) What words in paragraph 9 on page 5 contribute to the mood? How had the mood changed by Act II on the bottom of page 5? Describe Herbert’s tone in paragraph 4 on page 6. What do this man’s actions suggest? Why? (paragraph 10, page 6) What happened to Herbert? (page 7) Why is the 200 pounds on the top of page 8 essential to the plot of the story? Why is what Mrs. White exclaims at the bottom of page 8 an “Ugh-Oh” moment? Choose your answers carefully! RL3: I can analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

You need: ½ sheet of paper Pen/Pencil Grade Reports Signed? I can determine the meaning of words and phrases as they are used in a text, figurative and connotative meanings. (8RL4)

Vocabulary Quiz Vocabulary Quiz Number your paper from 1-10. You only have to write the word that fits into the sentence correctly. When you finish, raise your hand and I will come and pick it up. You need: “The Monkey’s Paw” Make sure you have completed pages 5-8. Read pages 9-11.

Choose your answers carefully! Each group will have a white board and marker. You will write your answers to the following questions on your board: What effect does Mr. White striking a few chords on the piano have on the wish for 200 pounds? (page 5) What words in paragraph 9 on page 5 contribute to the mood? How had the mood changed by Act II on the bottom of page 5? Describe Herbert’s tone in paragraph 4 on page 6. What do this man’s actions suggest? Why? (paragraph 10, page 6) What happened to Herbert? (page 7) Why is the 200 pounds on the top of page 8 essential to the plot of the story? Why is what Mrs. White exclaims at the bottom of page 8 an “Ugh-Oh” moment? Choose your answers carefully! RL3: I can analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Close Reading In your groups, you will read pages 9-11 of “The Monkey’s Paw.” First read: Answer ALL questions listed in the right-hand column. Second read: Annotate the following as we read as well: Conflict Characters Figurative Language (simile, metaphor, personification, onomatopoeia, hyperbole) Setting RL3: I can analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.