More Gift Giving: The Last Leaf By O. Henry

 

“The Last Leaf” is a short story by O. Henry published in his 1907 collection The Trimmed Lamp and Other Stories. The story first appeared on October 15, 1905, in the New York World. The story is set in Greenwich Village during a pneumonia epidemic. It tells the story of an old artist who saves the life of a young neighboring artist, dying of pneumonia, by giving her a very special gift: the will to live.” ~Wikipedia~

ESL Voices Lesson Plan for this post with Answer Key

ESL Voices Lesson Plan for this post

Lesson Plan for The Last Leaf By O. Henry

Level: Intermediate -Advanced

Language Skills: reading, writing, speaking and listening. Vocabulary and grammar activities are included.

Time: approximately 2 hours.

Materials: student handouts (from this lesson) access to short story and video (see below). Also examples  of components for literary analysis  

Objectives:   Students will  read and discuss the short story The Last Leaf by O. Henry. Students will achieve a better understanding of the story by learning literary devices and terms  (e.g., imagery, symbolism, protagonist, antagonist, setting)  used for analyzing stories.  They will also learn how to  analyze the relationship between characters, and events in the story by using these literary devices.

Short Story  http://esl-voices.com/library/13736-2/classic-short-stories/the-last-leaf/

Biography of O. Henry http://esl-voices.com/library/13736-2/classic-short-stories/o-henry/

 San Antonio College: Elements of Literary Analysis: https://www.alamo.edu/siteassets/sac/about-sac/college-offices/writing-center/elements-of-a-literary-analysis.pdf 

I. Pre-Reading Tasks

A.  Stimulating Background Knowledge

Directions: In groups, have students generate ideas that may be connected to the following list of words from the story:  artist, studio, Pneumonia, thermometer, pharmacopeia, New York City, Greenwich Village.

B.  Pre-reading Discussion Questions

Directions: Have students discuss the following questions.

  1. Did you ever have to take care of a good friend when they were very ill? If you have, describe the situation. How did you feel?
  2. Have you ever been very ill? If yes, describe what it was like.  Did someone take care of you? Describe this person.
  3. If a good friend of your got sick, would you take care of them? Explain why or why not.
  4. In which season are people more likely to get sick? Why?

II. While Reading Tasks

1.  Word Inference

Directions:  Students are to infer the meanings of the words in bold (taken from the article) and use a dictionary or thesaurus for assistance.They can use a dictionary to check their answers. Highlight any other unknown words they may come across.

  1. In a little district west of Washington Square the streets have run crazy and broken.
  2. Suppose a collector with a bill for paints, paper and canvas should, in traversing this route, suddenly meet himself?
  3. People went to quaint old Greenwich Village.
  4. They had met at the table and found their tastes in art, chicory salad and bishop sleeves so congenial that the joint studio resulted.
  5. In November a cold, unseen stranger, whom the doctors called Pneumonia, stalked about the colony.
  6. Mr. Pneumonia was not what you would call a chivalric old gentleman.
  7. Then she swaggered into Johnsy’s room with her drawing board, whistling ragtime.
  8. As Sue was sketching a pair of elegant horses and riding trousers and a monocle on the figure of the hero.
  9. Sue looked solicitously out the window.
  10. When it was light enough Johnsy, the merciless, commanded that the shades be raised.

Vocabulary Cluster By Learnnc.org

 

Questions for Comprehension

Directions: After students have reviewed Components for Literary Analysis have them answer the following questions from the story.

  1. From whose point of view is the story being told?
  2. Who is the protagonist in this story?  
  3. Who is the antagonist?
  4. Where does the story take place? (Hint: Washington Square, Greenwich Village)
  5. Identify the main characters in the story.
  6. What are the professions of Sue and Johnsy?
  7. What is the following piece of writing an example of? “Pneumonia, stalked about the colony, touching one here and there with his icy fingers. Over on the east side this ravager strode boldly, smiting his victims by scores, but his feet trod slowly through the maze of the narrow and moss-grown “places.”
  8. How was Sue taking her illness? Was she trying to get better?  Explain why or why not.
  9. What did Mr. Behrman paint before he died?

III. Post-Reading:

Questions for Reflection

Directions: Students discuss the following questions.

  1. What are some of  the conflicts in the story?
  2. What are some of the themes in the story?
  3.  What are some of the symbols in the story?
  4. Identify one example of how O. Henry used imagery.
  5. Near the end of the story Johnsy states, “I’ve been a bad girl, Sudie… “Something has made that last leaf stay there to show me how wicked I was. It is a sin to want to die.”  What does she mean?
  6. Why does Sue refer to The Last Leaf as Behrman’s masterpiece?

Writing Assignment 

Directions: Students choose a topic and write an essay to share with the class.

  1. Some of the themes in the story are death, friendship, love, and sacrifice. Choose one of these themes and write an essay describing your thoughts about the theme.
  2. Write a description for each character in the story.
  3. O. Henry, gives a surprise ending to this story. See if you can write a different ending for the story.

IV. Listening Activity 

Directions: Students are to view the film and answer the following questions.

Video Clip: Adaption of the Last Leaf by Matt Gatlin & Co.

Questions for Discussion

  1. After viewing this version of the story, do you feel that you understand it better?   If yes, describe in what way. If no, explain why not.
  2. Do you prefer the written version? Explain why or why not.

ANSWER KEY

The Gift That Keeps Giving: ‘The Gift of the Magi’

“Just over 105 years ago, William Sydney Porter sat in a dim, high-backed booth—the third one from the window—in Pete’s Tavern on Irving Place, which cross-sects the Gramercy area of Manhattan. While patrons drank at the adjacent rosewood bar—he sat and penned one of the most enduring love stories to come after the turn of the 20th century. That writer is better known as O. Henry, and according to legend—a plaque commemorates that booth at Pete’s over a century later—he scripted his famous The Gift of the Magi  there.” K. Fallon, The Atlantic

Book Gift of the Magi by O. Henry

Book Gift of the Magi by O. Henry

ESL Voices Lesson Plan for Gift of the Magi with Answer Key

Excerpt: The Gift of ‘The Gift of the Magi’ By Kevin Fallon, The Atlantic

“The indelible short story was first published on December 10, 1905 in the New York Sunday World Magazine. O. Henry was among the most popular writers of his day, with Magi being published at the height of his fame. The tale, a simply structured, exquisitely told story of self-sacrifice, generosity, and love, closed with the O. Henry signature: an ironic twist.

O. Henry- 1862-1910. In 2012 the U.S. Postal Service issued a commemorative stamp to observe the sesquicentennial of O. Henry's birth.

O. Henry- 1862-1910. In 2012 the U.S. Postal Service issued a commemorative stamp to observe the sesquicentennial of O. Henry’s birth.

From its opening the story is relatable; destitution is a theme that will never lose relevance. Della and Jim are 22-year-old newlyweds, earning a $20 a week income, and living in a humble apartment—the kind furnished with a shabby little couch and pier-glass window panes.

The Gift of the Magi by O. Henry

The Gift of the Magi by O. Henry

“She had been saving every penny she could for months… So deeply in love with her husband, Della can’t bear not giving him a Christmas gift. A classic favorite… perhaps the story constantly resurfaces to serve as a sort of moral compass, steering us back on course to the season of giving. It’s a reminder of the way we should be living, with love first, giving second, and possession below all.”

ESL Voices Lesson Plan for Gift of the Magi

Level: Intermediate -Advanced

Language Skills: reading, writing, speaking and listening. Vocabulary activities are included.

Time: approximately 2 hours.

Materials:  Copy of story The Gift Of The Magi,  biography of O. Henry, examples of Components for Literary Analysis, and access to the video below.

Objectives:  Students will  read and discuss the short story The Gift of the Magi by O. Henry. Students will achieve a better understanding of the story by learning literary devices and terms  (e.g., imagery, symbolism, setting,) used for analyzing stories.  They will also learn how to  analyze the relationship between characters, and events in the story by using these literary devices.

I. Pre-Reading Exercises

Analyzing headings and photos

Directions:  Ask students to read the title of the short story. Then, have them  examine the photo carefully. Based on these sources,  ask students to create a list of  words and  ideas  that they think might be related to this article.

 Discussion Questions

Directions: Have students discuss the following questions.

The Gift of the Magi is a story about a young married couple who are very poor. This story tells of  how they handle the challenge of  secretly buying Christmas gifts for each other with very little money to spend. The questions below ask you to think about gifts and their value.  Discuss your ideas with your class members.

1. In your opinion what makes a gift  valuable?

2. Describe the most valuable gift you have ever received.

3. What was the most valuable gift you have given someone?

II. While Reading Tasks

Vocabulary:  Word Inference

Directions: Place students in groups and have them infer the meanings of the words in bold font taken from the story. They can use this great Vocabulary Chart by Learnnc.org as a guide.

Vocabulary Cluster By Learnnc.org

Vocabulary Cluster By Learnnc.org

  1. This is a  story about the meaning of true love and unselfishness.
  2. Della sat  down on the shabby little couch and howled.
  3. They lived in a furnished flat at $8 per week.
  4. In the vestibule below was a letter-box. 
  5. Expenses had been greater than she had calculated.
  6. Suddenly she whirled from the window and stood before the glass
  7. There were two possessions of the James Dillingham Youngs in which they both took a mighty pride.
  8. Once she faltered for a minute.
  9. She was ransacking the stores for Jim’s present.
  10. He simply stared at her fixedly with that peculiar expression on his face.
Prediction and Character Organizer Charts

Directions: Students may use these Prediction and Character  profile charts by Pace High School as  a while-reading tool to aid in  their comprehension of the events and of the characters in the story.

CHARACTER Prediction Chart: Pace High School

CHARACTER Prediction Chart: Pace High School

OUTCOME PREDICTIONS Pace High School

OUTCOME PREDICTIONS Pace High School

 

III. Post Reading Exercises

Questions for Comprehension

Directions: After students have reviewed Components for Literary Analysis have them answer the following questions from the story. 

  1. During what holiday does the story take place?
  2. Identify the characters in the story.
  3. What are the two valuable possessions  belonging to Della and Jim?
  4. How much money did Della have at first to buy Jim’s gift?
  5. What did Della do to get additional money for his gift?
  6. What gift did Della buy for Jim?
  7. How did Jim get additional money to buy Della’s gift?
  8. What gift did Jim buy for Della?
  9. Did things work out the way Jim and Della planned? Explain why or why not.
Questions for Reflection

Directions:  In groups have students discuss the following questions.

  1. What are some of the themes in the story?
  2. What are some of the symbols in the story?
  3. Imagery is descriptive language that creates a picture in the reader’s mind.  Identify some examples of how O. Henry used imagery.
  4. What  does the reference to the magi mean in this story?
Writing Assignment 

Directions: Have students choose a topic from below and write an essay to share with the class.

  1.  Some of the themes in this  story are selfless love, sacrifice, and the frustration of poverty. Choose one of these themes and write an essay describing your thoughts about the theme.
  2.  Write a description for each character  that appears in the story.
  3.  O. Henry is famous for the surprise endings in his stories. In The Gift of The Magi  the surprise is that both Jim and Della sacrificed their most cherished possession for the other. See if you can write a different “surprise” ending for the story. Share your ending with the class.
IV. Listening Activity  

Video Clip:  O. Henry’s The Gift of the Magi (Free Audio Book) 

Questions for Discussion (Listening)

• After listening to the story, do you feel that you understand it better?   If yes, describe in what way. If no, explain why not.

• Do you prefer the written or aural version of The Gift of the Magi? Provide reasons for your choice.

Additional Activities for Students

Student Interactive: Comic Stories

Directions: In groups have students create short comic strips depicting the events of this short story. Students can vary the dialog of the characters for fun. For a good comic-strip generator visit:  Read Write and Think

Students Write Different Endings

Directions: Have each group write a different ending to the story and share them with the class.

ANSWER KEY: The Gift of the Magi

Category: Literature | Tags:

Christmas Day in the Morning By Pearl S. Buck

To begin the holiday season ESL-Voices has added a wonderful new story to our Classic Short Story Library. This little known short story is by Pearl S. Buck entitled ‘Christmas Day in the Morning’. As always there is a full lesson plan and  Answer Key. See below. Enjoy!

Pearl Sydenstricker Buck [June 26, 1892 – March 6, 1973]Pearl Sydenstricker Buck (June 26, 1892 – March 6, 1973), was an American writer and novelist. She is best known for The Good Earth which was the best-selling novel in the United States in 1931 and 1932 and won the Pulitzer Prize in 1932.

Christmas Day in the Morning  [by Pearl S. Buck] is as gorgeous as the day it celebrates. And unlike so many other presents, the real gift isn’t the book itself, it’s the simple, pure message. If you give anything this year, give love.” ~Jason F. Wright, New York Times best-selling author of ‘Christmas Jars’ 

“In this adaptation of “Christmas Day in the Morning” Rob looks back on his boyhood and remembers giving an unusual gift of self, a gift that filled him with Christmas joy. Now, fifty years later, Rob realizes he can still give a gift from his heart.” 

LESSON PLAN with STORY

Category: Education

Navajo Blessing Prayer: ‘Walk In Beauty’

“The following traditional Prayer originated from the Navajo Nation Blessing Way Ceremony and can be found in many places. The original author of this beautiful prayer is unknown.  Some say that reading the words bring  peace and calm. Many have found this to be true.”  Courtesy: Talking-Feather Blog

Chaco Canyon NM, Courtesy Philip Greenspan

Walking in Beauty: Closing Prayer from the Navajo Blessing Way Ceremony

In beauty I walk
With beauty before me I walk
With beauty behind me I walk
With beauty above me I walk
With beauty around me I walk
It has become beauty again

Today I will walk out, today everything negative will leave me
I will be as I was before, I will have a cool breeze over my body.
I will have a light body, I will be happy forever, nothing will hinder me.

I walk with beauty before me. I walk with beauty behind me.
I walk with beauty below me. I walk with beauty above me.
I walk with beauty around me. My words will be beautiful.
In beauty all day long may I walk. Through the returning seasons, may I walk.

On the trail marked with pollen may I walk.
With dew about my feet, may I walk.
With beauty before me may I walk.
With beauty behind me may I walk.
With beauty below me may I walk.
With beauty above me may I walk.
With beauty all around me may I walk.
In old age wandering on a trail of beauty, lively, may I walk.

In old age wandering on a trail of beauty, living again, may I walk.
My words will be beautiful.

 Photo: Corn Flower. The pollen of the corn is dusted off the tassels and used in ceremonies as a blessing, and is offered in prayer.

*Scroll down to listen to Navajo Historian Wally Brown discuss “Walking In Beauty”  

Short Lesson for Navajo Prayer

VOCABULARY

Directions: Look up the meanings for the following vocabulary words from the Prayer and create sentences using the words.  Look up any additional vocabulary from the prayer. Share as a class.

beauty

negative

hinder

pollen

wandering

lively

Questions  For Reflection

What does the word  “beauty” mean to you?

Give examples of how you use the word beauty.

What do you think it means to “walk in beauty”? Provide  examples.

Explain what the following lines from the prayer mean to you:

 Today I will walk out, today everything negative will leave me 

I will be as I was before, I will have a cool breeze over my body.

I will have a light body, I will be happy forever, nothing will hinder me.

I walk with beauty before me. I walk with beauty behind me.

I walk with beauty below me. I walk with beauty above me.

Art/Research Projects 

Look up the Navajo Blessing Way Ceremony. What is the significance of the Blessing Way Ceremony?

How is this prayer  “Walking In Beauty” connected to the ceremony?

If you had an opportunity to meet a member of the Navajo Nation, what questions would you ask them about this wonderful prayer? Share your questions with class members.

Find photos (maybe some of  your own) to go with the words from this special Prayer and create a special “Beauty” collage. 

Are there any Prayers that you know from your own culture similar to the Navajo Beauty Prayer? What about Prayers from other cultures?

Share your information with your class members.

WATCH THE VIDEO

Listen as Navajo Historian Wally Brown discusses “Walking In Beauty” and teaches a little about harmony in life. Write a short essay on what new ideas  you’ve learned from this video.

 

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DON’T FORGET TO VOTE!

NOVEMBER 8, 2022

See Teaching ideas for Voting Here 

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Remembering Our Veterans

November 10, 2022

ACTIVITES FOR VETERAN’S DAY By Jordan Friedman and Brenda Iasevoli

Some Veterans Day Activities for High School Students 

https://www.hmhco.com/blog/high-school-veterans-day-activities-lesson-plans

Some Examples from this wonderful site for teachers and students:

  1. Write a Letter to a Veteran
  2. Read Books About Soldiers’ Experiences
  3. Bring a Soldier’s Story to Life
  4. Invite a Veteran to Speak to Your Class

 

Additional Resources for Teaching the Importance of Voting!

TEACHING RESOURCES FOR THE MIDTERM ELECTION

“Below are resources that educators can use to teach about voting and the Midterm Election. They are provided for informational purposes only. Educators should review them thoroughly and determine their appropriateness for their students.” San Diego County of Education [SDCOE]

Lessons Across All Grade Levels 

 

Learn With PBS KIDS

Lessons For young children