- MONKEY PAW SIMPSONS MOVIE
- MONKEY PAW SIMPSONS FULL
- MONKEY PAW SIMPSONS TV
The Old Man & DeathĪn Old Man, bent double with age and toil, was gathering sticks in a forest.
MONKEY PAW SIMPSONS TV
I would begin by sharing a fable from Aesop, “ The Old Man & Death.” I would display it on my screen / TV or write it on the board. With all of these thoughts and resources swimming through my mind, I began to brainstorm a rough outline of how I would teach this story in a seventh grade classroom over the course of three days. 7.7.R.1: Students will compare and contrast the effectiveness of techniques used in a variety of written, oral, visual, digital, non-verbal, and interactive texts to generate and answer literal, interpretive, and applied questions to create new understandings.I decide to incorporate one more objective into the lesson:
MONKEY PAW SIMPSONS MOVIE
I was struck by how different the ending of the movie adaptation was compared to the original text. YouTube has the two segments from The Simpsons version of “The Monkey’s Paw,” which was part of its Treehouse of Horror II episode back on Halloween 1991: Slate has a version of the story with some engaging illustrations that could be displayed while reading the story. Then I hopped online to see what other resources I could find on “The Monkey’s Paw.” *Students will find textual evidence when provided with examples.
7.3.R.4: Students will evaluate literary devices to support interpretations of literary texts:. characters (i.e., protagonist, antagonist). 7.3.R.3: Students will analyze how key literary elements contribute to the meaning of the literary work:. Since two of the objectives contained multiple concepts, I further narrowed the focus of the lesson to focus on plot, theme, and tone. 
Since I was partnering with seventh grade English teachers, I referenced the OAS for ELA and identified some objectives that could be taught with the story.
Should Herbert have trusted his employer to provide a safe working environment?. Should Herbert have trusted in the power of the monkey’s paw?. Should the Whites have trusted Morris’s story about the monkey’s paw?. I liked the discussion questions okay, but I thought of another one I liked better and seemed more relevant to students and the story: How do we know when we can trust someone?. I began to wonder how I could make that more concrete for middle school students. Of the eight assessment questions, two of them (#3 & #4) helped me to notice a shift in the story’s mood/tone. There were fifty terms defined, but I picked one that was most crucial that I would introduce to students: talisman. MONKEY PAW SIMPSONS FULL
White blame her husband for Herbert’s death?īy using the CommonLit version, I not only had access to the full text, but I also had access to vocabulary, twelve guiding questions, eight assessment questions, and three discussion questions.
I would totally burn the monkey’s paw after Herbert’s death. White cry when they learned Herbert died? Maw and Meggins must be the name of the factory where Herbert works. White so eagerly let a stranger into their home? The son (Herbert) does not believe the monkey’s paw can grant his father’s wish. What were Morris’s three wishes? Why didn’t anyone in the White family ask him about his wishes?. I wonder if he has PTSD from his time in the army. Sergeant-major Morris has three drinks before he tells the monkey’s paw story. Does the son always beat the father at chess?. The setting really is a dark and stormy night. As I read / listened to the story, I had a number of thoughts and questions, including: The school was using a StudySync version of the story, which I discovered was different from the original text, which I accessed from CommonLit. It’s best to read the story first to determine which objectives to teach with it. 
I could have predicted which objectives I could teach with this short story, but that is risky.
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