Radical - extreme

Maligned - spoke badly of; gave false reports about

Attribute - to think of as caused by

Credulity - willingness to believe too easily

Broach - to bring up; begin a discussion of

Pulsating - beating or moving rhythmically

Presumptuous - overly bold or confident

Proffered - offered

Liability - legal obligation or responsibility

Compensation - something given to make up for a loss or damage

Mutilated - to cut off or destroy a limb or other part of a person

Averted - turned away

Condoling - showing sympathy

Prosaic - ordinary or commonplace

Avaricious - greedy

Apathy - lack of interest

Confirmation - proof

Reverberated -echoed repeatedly or resounded

• Students will identify the meaning beyond the dictionary definition of the word.
• Students will organize vocabulary words according to positive and negative connotation.
• Students will make judgements behind a word's connotation.

43-45 minutes.

• Computer/internet access
• Overhead screen and projector
• A copy of W. W. Jacob's "The Monkey's Paw"
• Word Matrix: https://www.readwritethink.org/classroom-resources/student-interactives/word-matrix-30071.html

W: During this lesson, students will be able to organize and identify the story's vocabulary words according to connotation, before actually learning the word's definition. They will need to determine if the word has a 'positive' or 'negative' connotation, which will then help them predict what kind of definition the word will have and what kind of emotional response it should evoke.

H: Students will be hooked when they receive their familiar 'everyday' words from their teacher and write how their assigned word makes them feel on the back of their index cards. They will make an immediate connection to the lesson when they determine their words' connotations being either positive or negative since 'connotation' is the emotional response evoked from a word.

E: Students will first determine the connotation of familiar, everyday words and place them on the Word Matrix as a pre-activating strategy for the day's lesson (This will be teacher-led). After this exercise, students will get into collaborative pairs, create a new Word Matrix, and determine where the story's vocabulary words fit on the new Word Matrix based on their connotation (This will be student-driven).

R: Students will have the opportunity to reflect on the story's vocabulary during their collaborative pairs work. They can also revisit and revise their work after class discussion and comparison of their Word Matrix to the defintion sheet, which displays the actual definitions of the story's vocabulary words.

E: Students will express their understanding and engage in meaningful self-evaluation through class discussion and by using the Word Matrix to determine the connotations of the story's vocabulary.

T: Acceleration opportunity will be provided prior to vocabulary lesson so students can preview vocabulary. During the idea-generating portion of the lesson, teacher will provide immediate feedback to students who require support; therefore, they will feel more confident when volunteering responses. Students will have worked orally (class discussion), and in written form (index card connotations, positive/negative placement on Word Matrix). Discussion will be done as a whole, index card connotation writing will be done individually, and Word Matrix work will be done in collaborative pairs.

O: The lesson will begin with the teacher handing out everday words to the students to get them thinking about a word's connotation. The lesson will then progress to group discussion, and finally the students will work in partners to determine the connotation of the story's vocab. using the Word Matrix.

*Note: Please provide an acceleration opportunity in order to assist students who need support; vocabulary should have been previewed prior to the lesson.

1. As students enter the room, they will each be handed a card on which will be written a common, everday word (that are also synonyms of the story's vocabulary) such as: bizarre, critcized, quality, innocence, mention, bubbly, conceited, offered, responsibility, payment, disfigure, avoid, sympathize, dull, greedy, boredom, proof, echo.

2. Students should sit for 2-3 minutes and write how this word makes them feel on the back of the card. Teacher should monitor students and give direct feedback to those who have special needs.

3. After describing their feelings in writing, have a teacher-led group discussion on how connotation is the emotional response you have to a word.

 4. After discussion, introduce Word Matrix (https://www.readwritethink.org/classroom-resources/student-interactives/word-matrix-30071.html) on overhead projector and have students share, place and explain their everyday word on either the Positive or Negative side of the Matrix. Once the words are in the Matrix, match up common, everyday words with story vocabulary.

5. After exercise, teacher will model how to create a new Word Matrix with "Monkey's Paw" vocabulary. Then students will get in collaborative pairs (previously selected for those who need support) and, using portable laptops, create their own Word Matrix of the story's vocab. (See Vocabulary section for story's words) Students should be ready to explain why they placed their words on each side to support the connotation they selected.

 6. Once the Word Matrix is complete, students should print their work. (Note: Matrix is unable to be saved; therefore, printing is necessary)

7. Distribute definition sheet. Students will compare actual definitions to their filled out Matrix and edit their work according.

• Word Matrix for story vocabulary
• Ongoing assessment by usage, observation and student-interaction
• Formal assessment on vocabulary at culmination of unit (summative)

Special Adaptations/Differentiated Instruction:

• Audio version of W. W. Jacob's "The Monkey's Paw"    (http://literalsystems.org/abooks/index.php/Audio-Book/TheMonkeysPaw)