The Gift of the Magi

ELA: Short story

Social-emotional learning: Relationship skills (communication); responsible decision-making (solving problems, reflecting) 

Big idea, key details, making inferences, summarizing, text features, plot, character traits, author’s purpose

Set a Purpose for Reading / Explore Text Features (5 minutes)

• Look at pages 20-21 with the class. Point to the labels “Play” and “Read-aloud classic tale.” Explain that this play is adapted from a famous short story by O. Henry, an American writer who lived more than a hundred years ago. Some of his stories were about the lives of ordinary people who lived in New York City. His stories often had surprise endings. Ask students to look for the surprise ending of this play.
• Read the title and subtitle. Explain that when you treasure something, it is very important to you. Then point to the illustration on page 20. What are the people doing? What details tell you the time of year? How can you tell whether this play takes place today or long ago?
• Direct students to the illustrations on pages 23 and 25. Ask: What has happened to the young woman’s long hair? Explain that students will learn why she cut her hair as they read the play.
• Call on volunteers to read aloud the Think and Read box on page 21 and the Think and Write box on page 25. Ask students to look for details that describe the lesson Della and Jim learn as they read.

Introduce Vocabulary (15 minutes)

• While the play does not include definitions of vocabulary terms in the text itself, a Vocabulary Skill Builder online previews challenging terms and allows students to list other terms that are unfamiliar to them. Project or distribute the Skill Builder to go over the terms. You may also play our Vocabulary Slideshow, where images and audio help students with comprehension and fluency.
  
• Highlighted terms: sacrificed, pocket watch, shabby, remarkable, bargain, cringe, platinum

Bridging Decoding and Comprehension

• Storyworks Jr. plays provide a perfect opportunity for students to build fluency.
  
• Remind students that the words in parentheses after a character’s name are stage directions. These words tell a reader or actor how to say a line or perform an action in the play. Point to the words checking his watch in column 2 on page 22, and the word upset in column 1 on page 23. Read aloud the dialogue with the appropriate expression or action. Have students repeat after you.

Reading and Unpacking the Text

• Before reading: Point out the Characters box on page 21. Remind students that this is a list of all the characters in the play. The narrators describe some of the actions and events in the play. Ask: What does N1 stand for?
• Direct students to the scene headings on pages 21-24. These headings are followed by a few words that explain the setting, or when and where the scene takes place. What do students learn about the setting of this play in the scene heading on page 21?
• First read: Continue reading the play as a class.
• Second read: Project or distribute the Close-Reading Questions. Discuss them as a class, rereading lines or scenes as necessary.
• Separate students into groups to discuss the Critical-Thinking Question. Then have groups share their answers with the class. 
  

Close-Reading Questions (30 minutes)

• Read Scene 1. What do you learn about the magi? (key details) They were wise men who lived thousands of years ago and invented the idea of giving presents at Christmastime.
• Why does Jim say, “I may be poor, but I’m the luckiest man in all of New York!”? (making inferences) He considers himself very fortunate because he is married to Della.
  
• Read Scene 3. Why is Della so upset? (summarizing) Although she tried to save money, she only has one dollar and eighty-seven cents.
• Read Scene 4. How does the picture on page 23 help you imagine what happens in Madame’s shop? (text features) The picture shows Madame measuring Della’s long hair before she cuts it. Explain that people would sell their hair to be made into wigs.
• What does Della decide to buy for Jim? (plot) She buys a watch chain for his pocket watch. What does this decision show about her character? (character traits) She is kind and thoughtful. She wants Jim to have a beautiful watch chain so his old one won’t embarrass him.
• In Scene 5, why is Jim so surprised when he realizes that Della has cut her hair? (plot) He bought her the hair combs she wanted. Why does he laugh when he opens Della’s gift? She gave him a chain for his pocket watch, but he sold it to buy a gift for her. He’s happy even though their gifts didn’t work out because they show he and Della love each other.

Critical-Thinking Question (10 minutes)

• At the beginning and end of the play, the Narrators say that Della and Jim might “seem foolish.” Does the author really think they’re foolish? Explain your answer. (author’s purpose) The author doesn’t think they’re foolish. He shows that they gave up their treasures, but not for a foolish reason. They both sacrificed for each other.
  

Exploring the Big Idea (30 minutes)

• Have students complete the Big Idea Skill Builder. Have them respond to the Think and Write box on page 25. They can identify the lesson that Della and Jim learn in the first sentence of their paragraphs. Play details should support this main idea.