Model Reading Lesson for “A Retrieved Reformation” by O. Henry
Lexile Level 900, Fry 7
Difficulty: Challenging because of content and tasks
Standards and Learning Targets:
ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what
the text says explicitly as well as inferences drawn from the text.
LEARNING TARGETS: I can cite textual evidence through writing and speaking. I can
find the strongest evidence to support what the text says. I can draw inferences from
the text. I can analyze the evidence to understand the meaning of the text.
ELAGSE8RL3: 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.
LEARNING TARGETS: I can read dialogue in the story. I can analyze how that dialogue
propels or moves the action. I can find details that tell me about the characters. I can
show what happens in the story that causes a character to make decisions.
ELAGSE8RL4: Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or allusions to other texts.
LEARNING TARGETS: I can use context clue and other resources to find the meanings of
words. I can determine the connotative or figurative meaning of a word by looking at
the details around the words. I can analyze how the meaning of words helps me
determine the message of the text.
ELAGSE8RL10: By the end of the year, read and comprehend literature, including
stories, dramas, and poems, at the high end of grades 6-8 text complexity band
independently and proficiently.
LEARNING TARGETS: I can learn reading strategies to use with difficult and challenging
texts.
Purpose of Lesson Plan: To Explore How to Teach Reading with a Challenging Text1
(Comprehension, Vocabulary Development, Word Study, Motivation, and Fluency)
This lesson plan focuses on teaching students how to “read” this document; the lesson
specifies reading practices, such as understanding key terms that affect comprehension,
structure, organizational layout, and style.
Before giving the students the reading selection, the teacher will use direct instruction
to provide the following:
1. Necessary history of O. Henry’s time period and his style
2. Model how to read the dialogue and understand sarcasm and irony
3. Terminology connected to the criminal aspects of the story (key for comprehension)
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This document was prepared by Mary Stout, CSRA RESA.
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4. Study of the title.
Pre-reading Activity 1: (Teacher Directed)—Gauges Readiness/Ability
Teacher: O. Henry wrote about topics he had some experience with. The story you are
about to read is about a man who loves to rob banks. O. Henry, himself, was a banker
for a short time. He was sloppy with his work, and he was accused of embezzlement
because many felt he crossed legal and ethical lines. He was fired but not indicted.
Teacher: When we read the story “A Retrieved Reformation,” you will find the main
character Jimmy Valentine has a history of robbing banks. Think about the clues O.
Henry gives to show us that Valentine is a skilled bank robber. As we read O. Henry, we
will find that sometimes he will start his sentences with phrases and clauses. When we
see sentences that are hard to understand, we will want to try to reword them.
Teacher and Student: Look at the passage from the story (on a Smart Board or
handout) and listen closely as I read:
Pulling out from the wall a folding-bed, Jimmy slid back a panel in the wall and dragged
out a dust-covered suit-case. He opened this and gazed fondly at the finest set of
burglar’s tools in the East. It was a complete set, made of specially tempered steel, the
latest designs in drills, punches, braces and fits, jimmies, clamps, and augers, with two or
three novelties, invented by Jimmy himself, in which he took pride. Over nine hundred
dollars they had cost him to have made at ----, a place where they make such things for
the profession.
In half an hour Jimmy went down stairs and through the café. He was now dressed in
tasteful and well-fitting clothes, and carried his dusted and cleaned suit-case in his hand.
Teacher and Student: Let’s look at the first sentence: Pulling out from the wall a folding
bed, Jimmy slid back a panel in the wall and dragged out a dust-covered suit case.
Can you reword the sentence in your own words so that it is easier for you to
understand? Example: Jimmy pulled the folding bed out of the wall and slid back a wall
panel behind the bed. He dragged out a dust-covered suitcase.
Remind readers to do: When a sentence begins with a different opening, think about
how you can reword it to help it make sense. Putting a sentence in your own words
will help you understand how to read it better.
Teacher and Student: Look at the rest of the passage.
1. What words in the passage suggest that Jimmy is proud of being a skilled bank
robber? Gazed fondly, finest set, invented by Jimmy, took pride, latest designs, dusted
and cleaned
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Note: O. Henry will use words to help you understand the character and the situation.
Look for key words when you are reading.
2. What impression do you have of Jimmy? Why?
Possible answers: He knows how to hide things. He takes care of his tools. He is welldressed and doesn’t look like a bank robber.
Remind readers to do: Look for details that tell you about the situation or the
character. After reading each paragraph or two, think about what the writer has told
you. Do not wait to think about the reading at the end of the story but as you read
the story.
Pre-reading Activity 2: How to read dialogue
Teacher: O. Henry is a storyteller. When a writer tells stories, he uses conversation
between characters.
Look at a piece of dialogue between the warden and Valentine when Valentine is being
released from prison as I read:
Now, Valentine,” said the warden, “you’ll go out in the morning. Brace up, and make a
man of yourself. You’re not a bad fellow at heart. Stop cracking safes, and live
straight.”
“Me?” said Jimmie, in surprise. “Why, I never cracked a safe in my life.”
“Oh, no,” laughed the warden. “Of course not. Let’s see, now. How was it you
happened to get sent up on that Springfield job? Was it because you wouldn’t have an
alibi for fear of compromising somebody in extremely high-toned society? Or was it
simply a case of a mean old jury that had it in for you? It’s always one or the other with
you innocent victims.”
Teacher and Student:
1. What advice is the warden giving Valentine? Do you think the warden likes him?
2. O. Henry uses witticism and sarcasm. Witticism is a play on words or a jest. Sarcasm
is use of irony to mock or condemn. Witticism and sarcasm are both Tier 2 and Tier 3
words. The teacher may have to provide some everyday examples for students to
understand these terms, especially if they have not studied them before.
3. Why does the warden laugh at Jimmy’s answer about never cracking a safe?
4. How does the phrase “mean old jury” show sarcasm?
Remind readers to do: O. Henry likes to use witty comments and sarcasm when
characters are talking. This practice is indirect characterization. Look for clues that
help you understand what he is trying to really say.
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Pre-Reading Activity 3: Vocabulary that impacts meaning—Providing background
information
Teacher: There are several words in the story that deals with prison and bank robbery.
By understanding the words, you will be able to read the story and understand what is
happening. (Use a graphic to help students gather the meanings before reading.) Note:
You can select any words you think are critical. For this model, I am using the words
associated with Valentine’s life as a bank robber.
Teacher and Student: Note: Select words that may prove difficult in the early part of
the reading. This practice will help build confidence early. Teacher will have the
words and the sentences already in the graphic for the pre-reading activity. Have
context clues that help with meaning underlined. Remember you are trying to teach
them how to look for information. Together with the students they will complete the
third column Create a vocabulary journal of key words. THIS ACTIVITY CAN ALSO BE
DONE IN VOCABULARY CIRCLE TALKS.
Comprehension
Sentence from the
What I think it means (before
Word/Phrase
story
reading the entire story)
Pardon or any form Valentine, 9762, was
of pardon
chronicled on the
books, “Pardoned by
Governor,” and Mr.
James Valentine walked
out into the sunshine
“stir”
When a man with as
many friends on the
outside as Jimmy
Valentine has is
received in the “stir” it
is hardly worth while to
cut his hair.
Assiduously
A guard came to the
stitching uppers
prison shoe-shop,
where Jimmy Valentine
was assiduously
stitching uppers, and
escorted him to the
front office.
alibi
Was it because you
wouldn’t prove an alibi
for fear of
compromising
somebody in extremely
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high-toned society?
Discharged
He had a suit of
compulsory guests
villainously fitting,
ready-made clothes and
a pair of the stiff,
squeaky shoes that the
state furnishes to its
discharged compulsory
guests.
Note: Use any vocabulary graphic or strategy that works best for your students. You
can also read orally the entire paragraph around the word to help the students if they
struggle. Remember reading aloud to students can be critical in helping them
understand the flow of the story.
Pre-Reading Activity 4: Exploring the title before reading
Teacher: Read the title slowly and deliberately. Then give the students the
denotative definition of each word.
Retrieved: Regained, Recovered
Reformation: State of being reformed (reformed means improved in conduct)
Teacher and Student: Try to come up with some situations that the students can
relate so they can gain an understanding of the words in the title. Text to self is an
effective strategy to help the student engage in the reading, (especially a difficult
read).
1. How do you regain your parents’ trust when you have done something they had
asked you not to do?
2. If a person does something bad, how can that person make it right?
3. When you throw a dog a bone, he goes and retrieves it. What does that mean?
4. When can a person retrieve his reputation?
5. What do you think the title tells you about Jimmy Valentine after he leaves prison?
Reading Time (During Reading)
Now you are ready to move into the actual story. Each student should have a copy of
the story in front of him or her.
Teacher: Read the opening part of the story orally to all the students. Begin with the
title and read to “Fine,” said Jimmy. “Got my key?” This is critical so the students can
hear the flow of the story. Confidence will be more evident because of the prereading activities, as well.
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Students: All students will then continue reading the story silently.
Teacher: As the students are reading, walk throughout the room. Take a note pad
and note reading behaviors. Below are some examples.
1. Controls directionality and word-by-word matching with eyes, using finger at points
of difficulty
2. Mouthing the words
3. Moves quickly through text
4. Recognizes most words quickly and automatically
5. Turning of pages
6. Engagement
After the silent reading, the teacher will move into flexible grouping AND tiered
assignments:
Students will be grouped on reading ability. This is critical for this literary reading
because of the complexity of the text. The teacher should be aware of each student’s
Lexile, ability to comprehend, and ability to understand the nuances of language.
Group 1 (More advanced readers): TEACHER will instruct the students on the
directions; then the teacher will appoint a table leader to guide. The table leader can
change with each activity—based on what the teacher wants to do. Students will
work together and independently in this setting. Teacher will observe periodically and
check on progress.
These students will work in a group setting. The teacher may put students within the
group in pairs, threes, or any set number. These students will receive a direction page
outlining what they are to do in terms of the story. They will work as a group to read
orally and summarize certain sections of the text, answer questions, and create another
ending to the story, write a newspaper article about famous bank robber, or create a
storyboard through illustrations.
Protocols
1. Respect each other during the work session.
2. Allow everyone in the group to participate.
3. Use a voice level that is appropriate for the space
4. Be cognizant of other groups working
5. Raise your hand if you need teacher assistance during the work session
Activity:
1. Have someone in the group to read the section that begins with “That’s Dandy… and
ends with “…other people with burglar-proof safes felt more at ease.” THIS PRACTICE
FOCUSES ON FLUENCY.
2. Individually summarize the section by writing a brief summary. What do you learn
about Jimmy Valentine from the viewpoint of Ben Price? How can one character aid the
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reader in understanding another character? THIS PRACTICE CHECKS LITERAL
COMPREHENSION AND INFERENCING.
3. After you write your summary, share it with someone in your group. Read the
summary and write a comment about the summary. Place your initials by the comment.
THIS PRACTICE CENTERS ON READING WITH INTENT OF EVALUATION. THIS SKILL IS
CRITICAL FOR UNDERSTANDING AND GOING BEYOND TEXT.
4. Where in the story does Jimmy begin to reform himself? Why do you think he
decides to do so? Give evidence from the story. THIS ACTIVITY SUPPORTS PULLING
EVIDENCE AND INFERRING.
5. Which name do you think sounds more distinguished: Jimmy Valentine or Ralph D.
Spencer? Why? THIS ACTIVITY CENTERS ON ANALYSIS AND SUPPORT.
6. Research what a phoenix is. Why did O. Henry use that term to describe Ralph? THIS
ACTIVITY PROMOTES GAINING SELF-INFORMATION NEEDED FOR UNDERSTANDING
AND MAKING A JUDGEMENT ON AUTHOR’S CHOICE.
7. Why didn’t Jimmy throw the tools away instead of writing the note to his friend?
THIS ACTIVITY PROMOTES THOUGHT BEYOND THE LINES.
8. Read orally the part of the story that begins with “Suddenly there was a scream…”
until the end of the story. THIS PRACTICE FOCUSES ON FLUENCY.
9. What does it mean when O. Henry says, “With that act Ralph D. Spencer passed away
and Jimmy Valentine took his place?” Why did Jimmy risk a return to his former self?
THIS ACTIVITY PROMOTES THOUGHT BEYOND THE LINES.
10. How did Ben Price allow Jimmy Spencer to make a retrieved reformation? THIS
ACTIVITY ALLOWS STUDENTS TO DRAW CONCLUSIONS.
Differentiation Activity: THESE ACTIVITIES ALLOW FOR CREATIVE THOUGHT AND
ATTENTION TO DETAILS, STYLE, AND SYNTAX WITHIN THE PASSAGE.
Pair with someone in your group and choose one of the following:
1. Write a new ending to the story. Be sure you follow O. Henry’s style.
2. Write a newspaper article about the famous bank robber. Be sure to use textual
evidence from the story.
3. Create a storyboard through illustrations. Specific details must reflect the evidence
from the story.
Group 2: (Average Readers): Teacher involvement is more time-focused in this group.
The teacher will give directions for each activity as the students are focused on that
activity. She will model or guide more in this group before she lets them begin the
activity. More explanation for each activity at the time of the activity will allow her to
see how the students completed each activity. Her instruction time will be targeted.
Then she will monitor through observation when needed.
These students will be in a group setting. They will have the same protocols as the
advanced groups. They will have to summarize sections of the story, find specific
information and explain the importance of that information, and create a 4 Square
Chart: Materials: Chart paper; markers
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Ask students to pair. In each square, write the name of one character. Underneath the
character’s name, write three to five sentences that explain why the character can be
described with that characteristic. Use text evidence to support your answer. Use
graphic organizer to aid in this activity.
Post charts and share with other group.
Protocols
1. Respect each other during the work session.
2. Allow everyone in the group to participate.
3. Use a voice level that is appropriate for the space
4. Be cognizant of other groups working
5. Raise your hand if you need teacher assistance during the work session
Activity:
1. The group will create a sequential chart on chart paper. Assign each student a
number. Student with number 1 will write what is the first important event that begins
the plot. Then Student with number 2 will write what is the next important event and so
forth. If the group is small, each number continually repeats until the plot is complete.
At the end, the group should have the important events that comprise the plot. THIS
ACTIVITY IS TO CHECK LITERAL MEANING.
2. Next the student with the last number will add two key details under the 1 st
important event; the cycle continues until important details are added under each
aspect of the plot. THIS ACTIVITY EXPANDS THE KNOWLEDGE OF MAIN DETAILS AND
SUPPORTING EVIDENCE.
3. Have someone in the group read the section that begins with “That’s Dandy… and
ends with “…other people with burglar-proof safes felt more at ease.” THIS PRACTICE IS
IMPORTANT FOR FLUENCY.
4. Individually summarize the section by writing a brief summary. What do you learn
about Jimmy Valentine from the viewpoint of Ben Price? How can one character aid the
reader in understanding another character? THIS PRACTICE CHECKS LITERAL
COMPREHENSION AND INFERENCING.
5. Each student will receive a graphic organizer. The organizer will focus on key aspects
of characters and the actions surrounding the characters. The organizer will have
examples for the student to follow. The students may work individually, pairs, or in a
number set by the teacher. THIS PRACTICE ALLOWS STUDENTS TO FIND EVIDENCE AND
EVALUATE “HOW” THAT EVIDENCE IS IMPORTANT FOR UNDERSTANDING.
Character
Characteristic
Action
How is this
important to the
whole story?
Warden
Stern
Tells Jimmy to stop At first Jimmy does
cracking safes and
not take the advice,
to live straight
but later Jimmy
does change his
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Jimmy
Sarcastic
He says he never
cracked a safe in his
life
Jimmy
Generous
He tossed a quarter
into the hat of blind
man sitting at the
door.
ways when he
meets Annabel.
Jimmy is an expert
at cracking safes.
This is important
because he saves
the child by getting
into the safe.
He treats people
nice in the story.
He wants to give his
tools to a friend
instead of throwing
them away.
6. Research what a phoenix is. Why did O. Henry use that term to describe Ralph? THIS
ACTIVITY PROMOTES GAINING SELF-INFORMATION NEEDED FOR UNDERSTANDING
AND MAKING A JUDGEMENT ON AUTHOR’S CHOICE.
7. Create a 4 Square Chart: Materials: Chart paper; markers
Ask students to pair. In each square, write the name of one character. Underneath the
character’s name, write three to five sentences that explain why the character can be
described with that characteristic. Use text evidence to support your answer. Use
graphic organizer to aid in this activity. Post charts and share with other group.
THIS ACTIVITY ALLOWS STUDENTS TO EXAMINE EVIDENCE AND TO SHOW THE
IMPORTANCE IN CHARACTER DEVELOPMENT.
Differentiation Activities: Based on Teacher’s Discretion and Time
THESE ACTIVITIES ALLOW FOR CREATIVE THOUGHT AND ATTENTION TO DETAILS,
STYLE, AND SYNTAX WITHIN THE PASSAGE.
Pair with someone in your group and choose one of the following:
1. Write a new ending to the story. Be sure you follow O. Henry’s style.
2. Write a newspaper article about the famous bank robber. Be sure to use textual
evidence from the story.
3. Create a storyboard through illustrations. Specific details must reflect the evidence
from the story.
Group 3: (Struggling Readers): Teacher will instruct this group throughout with
breaks only to address the other groups. Instruction will be targeted in terms of
reading and comprehending.
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While the teacher is giving instructions to Group 1-all activities-and Group 2—activity
1, students will listen to a recording of the story.
https://www.youtube.com/watch?v=-bomXggdDeE
This practice is critical for a student to understand the fluency and flow of the story.
Activities:
1. The teacher will direct questions at the student. They will have a copy of the story in
front of them. The questions will move from literal to inference. DOK levels will vary in
order to gauge comprehension and understanding. The questions will be divided into
text segments.
Examples for the first 5 paragraphs:
1. What job did Jimmy Valentine have in the prison? Underline the part of the
story that tells you this. DOK 1
2. How did Jimmy react when the warden told him he had received a pardon?
Underline the part of the story that tells you this. DOK 1.
3. Why do you think Jimmy reacted this way? DOK 2-3
4. How did the warden feel about Jimmy? DOK 1-2. Give supporting evidence
from the story.
5. How do you know that Jimmy was sarcastic (mocking) the comments the
warden made? DOK 2
6. What do you think “blankly virtuous” means? (Allow a student to look up the
word “virtue.” Then have a conversation about the word family as they decide the
meaning of virtuous. DOK 2
THIS PRACTICE ALLOWS THE TEACHER TO MONITOR COMPREHENSION.
2. The second segment will deal with paragraphs 6-12. Use a method to ask different
students to read the paragraphs. Then pair the students and assign each pair two
paragraphs from the segments and have them to create at least two questions. After
each pair has created questions, gather all the questions and ask the questions to the
group. Allow students to use their text to find the answers if they need to do so.
THIS PRACTICE PROMOTES FLUENCY AND COMPREHENSION. YOU CAN
DIFFERENTIATE IF YOU ASK ONE PAIR TO FIND 3 KEY VOCABULARY WORDS FROM THE
SEGMENT, ANOTHER PAIR TO FIND THREE DESCRIPTIVE WORDS, And ANOTHER PAIR
TO FIND THREE SPECIFIC FACTS, ETC.
3. Have the students to read paragraphs 13-20 silently. Then have them to complete
the following graphic organizer that shows what they learn about the two characters
from this section. (The teacher can show them how and let them be more
independent here as he/she checks on other groups)
Character
Action/Evidence
The quote you think What do you think
is the most
about the
important.
character?
Jimmy Valentine
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Ben Price
4. The teacher will read paragraphs 21-29. Together the students and teachers will
summarize what this segment is about. The teacher will need to explain some of the
more complicated aspects of the passage, but the teacher will ask students to explain
first and then add or modify if the students misinterpret important concepts.
Examples:
1. What does the statement “Jimmy Valentine looked into her eyes, forgot what
he was, and became another man” mean? This is a difficult concept with a play
on meaning, so teacher involvement is key.
2. What is interesting about the fact that Annabel Adams is the daughter of a
banker? How is this ironic? The teacher may have to explain ironic and give
everyday examples to help students answer this question. THIS PRACTICE
ENCOURAGES COMPREHENSION OF COMPLEX IDEAS.
5. Students can do the following activity with the help of the teacher. Research what a
phoenix is. Why did O. Henry use that term to describe Ralph? THIS ACTIVITY
PROMOTES GAINING SELF-INFORMATION NEEDED FOR UNDERSTANDING AND
MAKING A JUDGEMENT ON AUTHOR’S CHOICE. Then have the students read
paragraphs 30-34 and chart a list of activities that Ralph Spencer does in order to reform
himself into a good citizen. (Have them to post on chart paper as “Evidence of
REFORM.” As the students work on this, the teacher can check on the other groups.
THIS PRACTICE SUPPORTS COMPREHENSION OF THE THEME.
6. The teacher will summarize the remaining paragraphs, giving the concrete details.
Then the students will have the opportunity to select one of the activities associated
with the ending:
Differentiation:
1. When Ralph Spencer (Jimmy Valentine) uses his bank robbery skills and tools
to save the life of May, the nine-year-old girl, Ben Price decides that he no longer wants
to have Jimmy arrested. He believes that Jimmy has indeed reformed his life. Pretend
that Ralph (Jimmy) and Ben meet ten years later and have a conversation. Write the
dialogue between the two men. What might Jimmy ask him to start the conversation?
Think about what Ben might say. Do you think Jimmy will thank him? Will Jimmy talk
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about his new life with his wife? This skill supports making inferences and
understanding the evolution of the two characters at the end of the story.
2. Write a newspaper article about the young girl getting stuck in the vault and
the hero who saves her. Be sure to use details from the story. This skill supports
understanding details in the story and analyzing how Jimmy becomes a hero.
NOTE: THE TIERED ACTIVITIES ARE JUST SUGGESTIONS. WITH A STORY OF THIS
COMPLEXITY, THE TEACHER MUST DECIDE HOW MUCH IS DIRECT INSTRUCTION AND
HOW MUCH IS INDEPENDENT WORK. ONE MUST ALWAYS KEEP THE FOCUS ON
HELPING THE STUDENT LEARN TO READ THIS TYPE OF WORK. THE ELA CONTENT WILL
EMERGE WITH THE READING.
Post Reading:
Each day the teacher will have a closing activity.
Examples:
1. After the reading of the story in its entirety, the teacher may end the class
with the students selecting a sentence they found complicated in the story and
rewording that sentence. THIS ACTIVITY SUPPORTS THE PRE-READING ACTIVITY
2. The teacher will put three words on the board from the story. The students
will have to find synonyms that they would use instead of the words O.Henry
used.
a. Jimmy took it in a tired kind of way.
b. …to rehabilitate himself into good citizenship and prosperity.
c. Jimmy headed straight for a restaurant.
THIS ACTIVITY SUPPORTS THE VOCABULARY AND WORD STUDY ASPECT OF
READING.
3. Turn to a partner and explain which part of the story you liked best and why.
THIS ACTIVITY SUPPORTS COMPREHENSION THROUGH SPEAKING.
4. Write a short constructed response to the following prompt:
Why did Jimmy not turn around at the end of the story when he “heard a
far-away voice that he once knew call ‘Ralph’”? THIS ACTIVITY SUPPORTS
DRAWING A CONCLUSION.
5. If you were Annabel and you found out that Ralph was really Jimmy, the bank
robber, what would you say and do? THIS ACTIVITY PROMOTES MAKING AN
INFERENCE.
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