Welcome to Chapter 14: “The Winged Monkeys!” This post offers classroom-ready resources for exploring magical realism, character motivation, and cause and effect.
New to the series? Visit the Introduction to the Book Study for guidance on using the unit across grade levels.
Learn how the Oz novel study is organized, with details on the full unit, free sampler, mentor sentences, and chapter handouts.
Mentor sentence lessons, student practice pages, and grammar-focused writing tasks are included.
Download the free handout for this chapter, complete with instructions and materials for the activities described here.
🐒Chapter Summary
Chapter 14: “The Winged Monkeys”
Dorothy, the Scarecrow, the Tin Woodman, and the Lion leave the Winkies and head toward the Emerald City. When they get lost, Dorothy blows the whistle to summon the field mice. The mice advise her to use the spell of the Golden Cap to call the Winged Monkeys. Dorothy calls, and the Winged Monkeys arrive, lift the travelers, and fly toward the Emerald City.
As they travel, the King of the Winged Monkeys shares a story:
Long ago, a beautiful princess and powerful sorceress named Gayelette searches for a husband but cannot find anyone suitable. One day, she meets a handsome boy named Quelala. She brings him to her palace and raises him to be strong and kind.
While Quelala walks near the river, the mischievous Winged Monkeys grab him and drop him into the water, ruining his rich silk and velvet clothing. Gayelette becomes furious and threatens to tie their wings and drop them into the river. The King of the Winged Monkeys begs her to reconsider, knowing they cannot swim with their wings bound.
Gayelette spares them under one condition: she enchants the Golden Cap, a wedding gift for Quelala. The Winged Monkeys must obey the owner of the Cap three times, no matter who holds it.
Quelala uses the Cap once to command the Winged Monkeys to stay away. Later, the Cap falls into the hands of the Wicked Witch of the West.
After finishing the story, the Winged Monkeys drop off the travelers at the gate to the Emerald City and fly away.
Chapter 14: “The Winged Monkeys” Projects
Mentor Sentences
One way to turn classic literature into a powerful teaching tool is to pull mentor sentences straight from the text. Instead of random worksheets, students get to see grammar, punctuation, and style in action—inside a story they’re already reading.
Here are a few examples you can use right from Chapter 14 of The Wonderful Wizard of Oz:
📌They kept on walking, however, and at night the moon came out and shone brightly.
Focus: Transition Words + Sentence Flow
Practice Prompt: Write a sentence that uses the transition word “however” to show contrast between two ideas. Use these ideas: the team was tired, they kept practicing.
📌Dorothy looked inside the Golden Cap and saw some words written upon the lining.
Focus: Verb Tense + Sentence Clarity
Practice Prompt: Write a sentence using past tense verbs to describe two actions. Use these verbs: opened, noticed.
📌The strange creatures set the travelers down carefully before the gate of the City, the King bowed low to Dorothy, and then flew swiftly away, followed by all his band.
Focus: Adverbs + Word Order
Practice Prompt: Write a sentence that ends with an adverb describing how something was done. Use these verbs and adverb: placed, gently.
Figurative Language Focus: Onomatopoeia & Sound Devices
This chapter uses sound to build excitement and magical tension. Dorothy’s chant (“Ep-pe, pep-pe, kak-ke!”) and the Winged Monkeys’ arrival are filled with expressive, rhythmic sounds. Words like chattering and flapping help readers hear the action as it unfolds. These are examples of sound devices, especially onomatopoeia, that make the scene feel alive.
Lesson Idea: Have students collect sound-based words from the chapter and sort them into categories (real vs. invented). Then, write their own magical chant using onomatopoeia to summon a creature or cast a spell.
Focus Skills
Each chapter in The Wonderful Wizard of Oz Novel Study includes a constructed response question and a skill-based graphic organizer. These two pieces are part of the full-paid unit, which includes comprehension questions, skill lessons, assessments, answer keys, and Google Slides versions.
The free handout linked below includes the activities from the blog post for this chapter. If you’d like the complete set of constructed responses and skill organizers for all 24 chapters, you’ll find them inside the full unit once it is released.
![The Wizard of Oz Chapter 14 - The Winged Monkeys Suffix [-en]](https://bookunitsteacher.com/reading_oz/wizard-oz-pins-suffix-en.jpg)
Constructed Response Skill – Character Change: The Tin Woodman
This chapter continues to show the Tin Woodman’s emotional growth. His loyalty and empathy deepen as he supports Dorothy and the others through their journey. Students can cite evidence from earlier chapters to track how his character evolves from mechanical to deeply compassionate.
Standards: RL.5.1, RL.6.1, RL.7.1
Language Arts Skill – Suffix [-en]
Focus on the suffix -en, which often forms verbs from adjectives or nouns (e.g., strengthen, brighten, shorten). Students identify, define, and sort words with this suffix, then create new examples using a foldable organizer.
Standards: L.5.4.b, L.6.4.b, L.7.4.b
Click here to download the FREE Chapter 14 resource.
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1 comment
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