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Lesson Plan by Lauren Martin M.Ed.

The Devil and Tom Walker by Washington Irving

Pixton Lesson Plan on The Devil and Tom Walker by Washington Irving

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Featured Layouts

When students complete the activities in this lesson plan, they will use the following comic layout types.

  • Comic Strip
  • Storyboard
  • Mind Map
  • Character Map
  • Plot Diagram
  • Poster

Your students will create amazing images like these in no time!

Pixton Lesson Plan on The Devil and Tom Walker by Washington Irving
This free, printable Pixton lesson plan brings short stories to life with comics and storyboards.
Pixton Lesson Plan on The Devil and Tom Walker by Washington Irving

Main Characters

The Devil and Tom Walker by Washington Irving

When you import any of the activities below, you can choose to share these ready-made characters with your students.

  • Tom Walker from The Devil and Tom Walker by Washington Irving
    Tom Walker

    Greedy main character

  • Old Scratch from The Devil and Tom Walker by Washington Irving
    Old Scratch

    The Devil, known as the Wild Huntsman, Black Miner and Black Woodsman

  • Tom Walker’s Wife from The Devil and Tom Walker by Washington Irving
    Tom Walker’s Wife

    Tom’s greedy, dissatisfied wife

  • Captain Kidd from The Devil and Tom Walker by Washington Irving
    Captain Kidd

    Pirate who buried treasure in swamp in 1727

  • Deacon Peabody from The Devil and Tom Walker by Washington Irving
    Deacon Peabody

    Owner of the swamp

  • Absalom Crowninshield from The Devil and Tom Walker by Washington Irving
    Absalom Crowninshield

    Outwardly successful but sinful, spiritual failure

  • The Land Jobber from The Devil and Tom Walker by Washington Irving
    The Land Jobber

    One of Tom's money borrowers after failed land business

  • Governor Belcher from The Devil and Tom Walker by Washington Irving
    Governor Belcher

    Massachusetts' Governor

Featured Props

The Devil and Tom Walker by Washington Irving

Student creations come alive with these themed objects – in addition to our library of over 3,000 props!

  • Axe
    Axe
  • Chest
    Chest
  • Ghost
    Ghost
  • Horse
    Horse
  • House
    House
  • House
    House
  • Lightning
    Lightning
  • Marsh
    Marsh
  • Stump
    Stump
  • Symbol
    Symbol
Print this Teacher Guide

Teacher Guide

The Devil and Tom Walker by Washington Irving

Step 1Class discussion with students

Getting Started

As a class, read "The Devil and Tom Walker" by Washington Irving (available online). Consider discussing student thoughts and prior knowledge concerning the following themes and symbols, or have students identify themes and symbols on their own after reading:

  • Wealth, Religion, and Hypocrisy
  • Storytelling and Moral Instruction
  • Greed and Usury
  • Old Scratch's Swamp

Opening Discussion

Discuss the following:

  • Have you ever heard someone use the expression: "Dance with the Devil"? What does it mean and what is a specific example?
  • What is the meaning of the saying: "If you dance with the Devil, you will get burnt"?
  • Do you agree or disagree with the saying?
  • Based on the title, make a prediction about what the story will be about.
Step 2Pixton comic-making activities
  • Make a Comic Strip
    Major Events

    Complete at the end of the text.

    View Activity
  • Make a Storyboard or Mind Map
    Themes, Allegory & Symbols

    Complete after class discussion.

    View Activity
  • Make a Character Map
    Character Map

    Begin at the start of the story, and make additions throughout reading.

    View Activity
  • Extension / Modification
    Plot Diagram (Extension / Modification)

    Create a Plot Diagram to track major conflicts and events in the story.

  • Extension / Modification
    Storyboard (Extension / Modification)

    Create a five panel Storyboard to illustrate TWIST analysis of the story.

  • Extension / Modification
    Poster (Extension / Modification)

    Create a Poster to illustrate how one or more characters serves as an allegory or symbol.

Step 3Concluding discussion with students

Discuss the following:

  • What are the major themes and motifs in the story? Cite specific examples to support your claim.
  • What are the symbols and allegories (what or who do the characters represent)?
  • Describe the setting.
  • What is the author's purpose?
  • How would you characterize Tom Walker? The Devil? What about the other supporting characters? Cite evidence.
  • What are some examples of imagery, tone and mood?
  • How is word choice, tone and imagery important to enhancing the author's purpose and theme? Be specific in your reasoning.
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Pixton Activity: The Devil and Tom Walker 1 Major Events

Featured Layouts

  • Comic Strip

Intro

Track events throughout the text and complete this activity after reading.

Instructions

Create a Comic Strip to illustrate (in your opinion) the five most significant events in The Devil and Tom Walker.

  • Include brief dialogue and/or an illustration for each event.
  • Identify the key points that are important to that specific event in the text. Think about quotes that could be used to help create meaning in each panel.

See the rubric for grading guidelines.

Example Comic Strip

Major Events in "The Devil and Tom Walker" by Student

Here's the link to share this comic:

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Pixton Activity: The Devil and Tom Walker 2 Themes, Allegory & Symbols

Featured Layouts

  • Storyboard
  • Mind Map

Intro

Discuss the following themes, motifs, allegory and symbols:

  • Wealth, Religion, and Hypocrisy
  • Storytelling and Moral Instruction
  • Greed and Usury
  • Old Scratch's Swamp
  • Various Characters (allegory)

Instructions

In a Mind Map or Storyboard, choose two of the major themes, allegory and/or symbols and for each one, choose two pieces of evidence that enhance it:

  • Identify the theme or symbol in the panel title
  • Create an image that summarizes the evidence
  • Include a quote or specific example that fits the theme or symbol

See the rubric for grading guidelines.

Rubric: Themes, Allegory & Symbols

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The theme is highly developed; examples have significant purpose and are highly detailed. The theme is well developed; examples are specific and provide ample support. The theme is briefly discussed; examples are accurate but not fully explained. The theme is poorly discussed; vague or irrelevant examples. The theme is not identified; lacks any supporting examples.
Meaning Ideas, information and use of detail • strong point of view
• develops ideas clearly and logically with details, examples, and descriptions
• relevant ideas with consistent analysis
• logical descriptions or examples clarify and develop the ideas
• relevant ideas with some analysis
• examples or descriptions are simple and consistent
• few relevant ideas
• examples or descriptions may be poorly developed or illogical
• ideas are not developed
• few details or descriptions
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• images and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence • proper organization
• examples are properly referenced
• panels are thoughtful and detailed
• all panels are organized or logical
• examples are properly referenced
• all panels are present
• most panels are organized or logical
• examples are properly referenced
• all panels are present
• some panels are organized or logical
• examples are not/improperly referenced
• some panels may be missing
• panels are not organized or logical
• examples are not referenced
• panels are missing
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total
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Pixton Activity: The Devil and Tom Walker 3 Character Map

Featured Layouts

  • Character Map

Intro

Determining character traits is an important skill necessary to understanding the conflicts and themes of the plot. The characteristics that make up the main character and supporting characters help shape the outcome of the narrative.

Instructions

Create a Character Map for three characters in the story:

  • It's important to add as many details as you can to all the parts of the map.
  • Include an appropriate illustration based on the character traits outlined in the novel.

See the rubric for grading guidelines.

Rubric: Character Map

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The character map is thoughtful; descriptions are detailed and informative. The character map is fully developed; accurate details and insightful descriptions. The character map is complete; descriptions are simple and settings are accurate. The character map includes basic details, but is not fully developed. The character map does not accurately reflect the characters.
Meaning Ideas, information and use of detail • strong point of view
• summary is clear and highly detailed
• descriptions are thoughtful and highly developed
• significant details that make characters unique and dynamic
• relevant ideas with consistent analysis
• summary is clear and accurate
• logical descriptions that clarify and develop the idea
• characters are similar; includes relevant details
• relevant ideas with some analysis
• summary is short, but accurate
• descriptions are simple and consistent
• characters similar to description
• some relevant ideas
• summary has several errors
• descriptions are brief and lack detail
• characters vaguely looks like description
• often very brief
• summary is has significant errors
• descriptions are difficult to follow
• characters do not look like description
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• images and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence • proper organization
• panels are thoughtful and detailed
• all panels are organized or logical
• all panels are present
• most panels are organized or logical
• all panels are present
• some panels are organized or logical
• some panels may be missing
• panels are not organized or logical
• panels are missing
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total

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