Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 48941
Analyzing Elements of Fiction: The Gift of the Magi-Lesson 2 of 3
In this lesson, students will analyze the contribution of point of view, setting, allusion, plot, and irony to the development of theme in O. Henry's
classic short story, "The Gift of the Magi." Students will write an extended paragraph explaining how one device contributes to the theme. This
lesson is the second in a series of three based on "The Gift of the Magi." The previous lesson provides instruction in using context clues to
determine word meaning.
Subject(s): English Language Arts
Grade Level(s): 9, 10
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Internet Connection, LCD
Projector, Overhead Projector, Speakers/Headphones
Instructional Time: 3 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: The Gift of the Magi, O. Henry, setting, point of view, theme, allusion, plot, irony, conflict, rising
action, climax, resolution
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Magi Chart Answer Key.docx
Magi Chart.docx
Magi Literary Devices.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to define and identify point of view, setting, allusion, plot, irony, and theme.
Students will be able to determine the theme of the studied text.
Students will be able to provide evidence from the text to support the theme.
Students will be able to explain how literary devices contribute to the theme.
Students will be able to write an extended paragraph explaining how one device contributes to the studied text.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be familiar with the definitions of the following literary devices: point of view, setting, allusion, plot (conflict, rising action, climax, and resolution),
irony, tone, and theme (definitions provided on the Magi Literary Devices handout).
It is recommended students complete lesson #1 in this series of 3 on "The Gift of the Magi" as they will have read the story once and determined unfamiliar
vocabulary from the text before this lesson.
Guiding Questions: What are the guiding questions for this lesson?
HOOK:
page 1 of 4 Free write about the best gift you have ever received, providing details and circumstances. Tell why it was your best gift.
Free write about the best gift you have ever given, providing details and circumstances. Tell why it was the best gift you have ever given.
DURING LESSON (USING THE MAGI ANALYSIS CHART):
Identify the following as they apply to the story: point of view, setting, allusion, plot, and irony.
How do these devices support, enhance, or contribute to the story?
What is the story's theme?
Teaching Phase: How will the teacher present the concept or skill to students?
DAY BEFORE THE LESSON
The day before the lesson will begin, briefly check for student understanding by asking students to define the terms found on the Magi Literary Devices handout
using complete sentences.
Review the correct definitions and ask students to revise their answers. Ask students to keep the information to use the following day.
DAY OF THE LESSON
Display the two hook questions below on the board/overhead. Ask students to choose one and respond as they enter the room (5 minutes).
Free write about the best gift you have ever received, providing details and circumstances. Tell why it was your best gift.
Free write about the best gift you have ever given, providing details and circumstances. Tell why it was the best gift you have ever given.
Provide students an opportunity to share out their responses. Tell them they will be talking about gifts and the significance of gift giving as the topic of "The Gift of
the Magi."
Ask students to read the story independently, highlighting any information related to point of view, setting, allusion, plot (conflict, rising action, climax, and
resolution), and irony using different colored highlighters or codes for each device (examples: underline=point of view, circle=plot, double underline=irony, etc.).
When most students have finished, randomly choose students to share out one representative example for one device--point of view, setting, allusion, plot (conflict,
rising action, climax, and resolution), and irony. This is only an introduction to the text. Students will read it again more closely, so refrain from getting too precise
or spending too much time analyzing the text at this point.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Distribute copies of the Magi Analysis Chart, asking students to fill in the "DEFINE" boxes using the previous day's quick quiz (or from memory).
Students will work with multiple partners on the Magi Analysis Chart-they should work in pairs as they complete each of the four sections, completely switching
partners for each section. This will incorporate movement during the activity as well as an opportunity to collaborate with many students.
Throughout this process, ask students to revise or correct their answers as they receive feedback from peers and teacher during the whole group share outs.
Possible answers are available on the Magi Chart Answer Key.
Provide five minutes for groups to complete each of the sections and five minutes for new groups to debate each section (see steps below). One exception will be
"PLOT" section; because of its length, provide eight to ten minutes for initial completion (Note: five minutes should suffice for the second group to discuss).
Be sure to use a timer to firmly control the time deadlines, facilitating focus and engagement.
As students work, circulate, listen, and ask probing questions guiding students to discover their own answers rather than giving answers.
For each of the sections, follow the same chronology explained below and remind students they may not work with the same partners twice at any time during the
activity.
STEPS
1. Partner students (using any strategy-numbered heads, shoulder partners, etc.) to complete the "POINT OF VIEW" section on the Magi Analysis Chart handout.
2. Switch to new groups to discuss those answers.
3. Convene the class as a whole.
4. Choose one student at random to share out and allow whole-class discussion and debate. Remind students they may change answers.
5. Repeat the same steps with the other three sections of the chart (possible answers are provided on the Magi Chart Analysis Key.)
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
When this is finished, convene the class, explain the prompt, and review the grading scale on page 2 of Magi Analysis Chart handout in advance.
Answer questions students may have about the scale to be sure they understand the expectations. Question students about what they already know and what they
do not regarding writing about literature.
Allow students to use the information from their Magi Analysis Chart handouts to write the paragraph in class.
PROMPT: Write an extended paragraph explaining how point of view, setting, allusion, or plot (conflict, rising action, climax, and resolution) contribute to the story,
"The Gift of the Magi".
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The following day, have student pairs use the scale to first peer-score and then self-score the paragraphs.
Guide students to use words directly from the scale (describing the writing expectations) as they write rationales for their scores.
Summative Assessment
Students will write an extended paragraph using information from the completed Magi Analysis Chart analyzing how point of view, setting, allusion, or plot (one
only) contribute to the story.
The teacher should review the writing scale with students prior to releasing them to complete the summative task (see page 2 of the Magi Chart Answer Key).
Formative Assessment
To assess prior knowledge on the literary devices addressed in this lesson (point of view, setting, allusion, plot, irony, tone, and theme), the teacher should
administer a quick quiz asking students to define each device in a sentence before implementing the lesson (see Magi Literary Devices guide).
The Magi Analysis Chart handout will be used to assess students while they work in pairs and during sharing out sessions (see Magi Chart Answer Key for possible
answers).
Feedback to Students
Students will self-correct incorrect/incomplete meanings of the literary devices in red to distinguish revisions from original answers as the teacher projects terms
from the Magi Literary Devices guide on the overhead/document camera.
During pair collaboration and sharing out of the Magi Analysis Chart answers, students will self-correct and elaborate in red. Feedback should be provided by
teacher and peers.
page 2 of 4 ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Allow students to listen to the story at the provided link for homework before the lesson.
Students with extended time may continue working on the paragraph for homework to prepare for the following day's activities.
As students working on the analysis chart and the paragraph assessment, the teacher can provide extra support to struggling students, discretely targeting them
while circulating the room.
Extensions:
Students can write another extended paragraph on a different element independently for homework; the teacher may use it to further assess students'
understanding.
Suggested Technology: Document Camera, Computer for Presenter, Internet Connection, LCD Projector, Overhead Projector, Speakers/Headphones
Special Materials Needed:
Here is a link to the text of "The Gift of the Magi" in PDF format.
Further Recommendations:
This is the second of three in a series of lessons teaching reading and writing skills in the context of "The Gift of the Magi." The others have been attached as related
resources.
ID 48587 - Context Clues in Context: The Gift of the Magi--Lesson 1 of 3
ID 49075 - Comparing Irony: The Gift of the Magi--Lesson 3 of 3
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.910.RL.1.1:
LAFS.910.RL.1.2:
LAFS.910.RL.2.5:
LAFS.910.RL.4.10:
LAFS.910.SL.1.1:
LAFS.910.W.2.4:
LAFS.910.W.3.9:
Description
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including
how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10
text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of
the grades 9-10 text complexity band independently and proficiently.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation
by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on
key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or
larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when
warranted, qualify or justify their own views and understanding and make new connections in light of the evidence
and reasoning presented.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience. (Grade­specific expectations for writing types are defined in standards 1–3 above.)
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source
material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later
author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false
page 3 of 4 statements and fallacious reasoning”).
page 4 of 4