Content Area
Grade/Course
Unit of Study
Instructional
Period
English Language Arts
8th
“The Necklace”
Writing Skill: Citing Textual Evidence for Analysis Responses,
Incorporating Sensory Details in Narrative Pieces
Reading Skill: Identifying Sensory Detail, Citing Textual Evidence,
Comparing and Contrasting Characters
Literary Skill: Foreshadowing, Symbolism, Irony, Point of View, Theme
Vocabulary Skill: Using Context Clues to Determine Meaning of Words
Insert a standard(s) below (include code). HIGHLIGHT the SKILLS that students need to
be able to do and UNDERLINE the CONCEPTS that students need to know.
Language Arts Standards
ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
ELACC8RL2: Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide an objective
summary of the text.
ELACC8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.
ELACC8RL4: Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of specific word choices on meaning and
tone, including analogies or allusions to other texts.
ELACC8RL6: Analyze how differences in the points of view of characters and the audience or
reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
ELACC8W3: Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
ELACC8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts,
and information through the selection, organization, and analysis of relevant content.
ELACC8W4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
ELACC8W5: With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
how well purpose and audience have been addressed. (Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade 8.)
ELACC8SL1: Engage efficiently in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics and texts, building on others’ ideas and
expressing their own clearly.
ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
ELACC8L2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
ELACC8L3: Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
ELACC8L4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibility from a range of stages.
List
Behaviors
(what students
should be able
to do; focus on
verbs)
Cite evidence from
texts, determine
meanings of words,
use prior knowledge,
determine central
idea of a text,
determine author’s
point of view,
analyze how a text
makes connections,
spell correctly, use
correct punctuation,
acquire and use
accurate vocabulary.
List Content
Determine DOK
(what students should know; focus on
concepts)
(align to instruction and assessment)
At the end of this unit, students should know:
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





How to correct identify irony in the text.
How to identify conflicts in a text.
How to determine a theme in a short story.
How to cite evidence to strongly support an
analysis of what the text explicitly says or is
inferred.
That writers use characters, setting, and plot
to develop the central idea.
How to utilize both figurative and connotative
uses of an author’s word choice.
The definitions of difficult vocabulary using
context clues for comprehension or
expression.
How to use context clues as a clue to the
meaning of a word or phrase.
How to identify and incorporate sensory
details in writing.
How to identify and analyze symbolism.
How to distinguish between each type of
irony.
DOK Levels
Level 2: students will
DOK Ceiling
Level 4:
identify and summarize the
major events in “The
Necklace,” use context
clues to identify the
meanings of unfamiliar
words, describe the
thematic elements in the
story, identify the patterns
in using irony, and identify
sensory details in the story.
students will connect
and illustrate how
common themes are
found across texts
from various
cultures, apply the
literary concepts
learned while
reading to their own
writing, critique an
author’s use of irony
and determine the
validity, analyze the
elements of conflict
and how those
elements affect the
overall central idea,
compose thematic
anchor charts that
provide accurate
analysis of a theme
while relating the
theme to real-world
connections,
compose a narrative
response using the
concepts learned
while reading “The
Necklace.”
Level 3:
Students will support ideas
with evidence from the
text, use voice appropriate
to the writing task and
purpose, determine the
author’s purpose, interpret
the effects of
foreshadowing on a text,
differentiate between types
of irony, and describe how
it affects the interpretation
of the text.
Pre-Planning Worksheet
DOK Level
TAPS 2, 3, 4, 5
1
Possible Aligned Activities and Questions
What kinds of events shape our lives and our belief systems?
Students should be able to use their personal experiences to answer this question. A
possible higher-level response would connect personal experiences to the influences
those experiences had on the student’s life.
ACTIVITY: Students will compare their experiences with that of the characters in
“The Necklace.”
Have you ever had a personal experience where you found it hard to tell the truth, or where
telling a lie seemed the right thing to do?
Student should be able to use their personal experiences to answer this question. A
possible higher-level response would recall a situation where they either found it
hard to tell the truth or found it was best to tell a lie. They would also be able to
effectively justify the reason behind the choice.
ACTIVITY: Students will share times when they’ve faced similar situations as an
anticipatory activity to “The Necklace.”
Resources
(on/offline)
Journals
“The Necklace” text
Prior knowledge
2
How do our actions impact others or cause chain reactions?
Student should be able to use their personal experiences to answer this question. A
possible higher-level response would synthesize multiple experiences and present
the overall moral gained by providing sound support.
3
ACTIVITY: Students will create a cause and effect anchor chart on how their actions
impacted others and/or cause a chain reaction of events to occur.
How can envy be harmful to oneself or others?
4
Students should be able to use their background knowledge to answer this question.
A higher-level response would examine instances where someone’s envy had an
adverse effect.
Can discontent have a positive effect upon one's life? Explain.
Students should be able to comprehend the intensity of this question. They are
being asked to investigate an ordinarily negative word and identify if any positivity
can occur as a result of discontentment.
Journals
“The Necklace” text
Prior knowledge
Journals
“The Necklace” text
Prior knowledge
ACTIVITY: Students will examine the negative and positive effects of the main
character’s discontentment in “The Necklace” and analyze the author’s purpose in
creating both positive and negative outcomes.
DOK Level
TAPS 2, 3, 4, 5
1
2
3
4
Possible Aligned Assessment Items/Tasks
Formative Assessment: Students will be assessed on their understanding of theme.
Students will demonstrate their understanding by completing tiered activities which
cater to their learning levels for maximum growth.
Formative Assessment: Students will be assessed on how well they can identify and
evaluate types of irony. Students will complete an “Identifying Irony” activity that
requires students to identify the ironic statement or situation in a text, decide which
type of irony is being used, and evidence to support the answer.
Formative Assessment: Students will be assessed on how well they can identify the
elements of sensory details.
Summative Assessment: Students will be assessed on how well they’ve understood
the stylistic elements of short stories by working in groups to create “found poems.”
They'll practice using details from a story, analyzing evidence, and discovering a
theme. A found poem is created by using exact quotes from the story to make a
poem.
Resources
(on/offline)
Journals
“The Necklace” text
Prior knowledge
Journals
“The Necklace” text
Prior knowledge
Journals
“The Necklace” text
Prior knowledge
Journals
“The Necklace” text
Prior knowledge
TAPS Elements of Cooperative Learning
1: Positive Interdependence
2: Face-to-face interaction
3:Individual and Group Accountability
4: Interpersonal and Small Group Skills
5: Group Processing
Differentiated
Instruction
Grouping
TOTAL GROUP
SMALL GROUPS
Strategies Used
PRESENTING NEW INFORMATION: Literary Analysis Terms for Reading and Writing
MODELING NEW SKILLS: How to Effectively Gather Evidence from Literary Texts
TIERED WORKSHEETS Students will be grouped based on ability. Each group will receive a
different activity to complete on characterization, theme, and, conflict. The activities are tiered
based on ability levels (prerequisite-needs additional assistance before they can begin, readypossess the prior knowledge necessary to delve into the activities, and advanced learners-possess
skills that require complex, higher level thinking analysis activities).
PROBLEM SOLVING: Students will work in groups of three (3) to dissect the elements of
characterization, foreshadowing, symbolism, irony and point of view.
PARTNERS
PROCESSING INFORMATION: Students will work in pairs to practice analyzing
characterization, symbolism, irony, forshadowing, and point of view.
CHECKING FOR UNDERSTANDING: Students will pair up and quiz each other on elements of
characterization, sensory details (imagery), comparing and contrasting, theme, and conflict using
student whiteboards, dry erase markers, and question cards.
JOURNAL: Students will reflect on and evaluate the author’s (Guy de Maupassant) successful or
unsuccessful use of sensory details, comparing and contrasting characters, and charactering
individuals in the text.
TICKET OUT THE DOOR: Students will participate in tickets out the door so that the teacher can
gather data on the terms and concepts students have mastered, almost mastered, or have yet to
master. This data will be used to create mini-lessons or one-on-one instruction to reinforce the
skills.
INDIVIDUAL
KNOW/
UNDERSTAND
Essential Questions:
1. What are the 6 parts of plot?
2. What is theme?
3. What is conflict?
4. How can you identify what parts of the story are in the rising action?
5. How can readers identify conflicts and themes in a text?
6. In what ways can a reader appraise the value of a writer’s work?
Enduring Understanding
1. How a reader connects to a text may be influenced by his or her prior knowledge and/or
experiences.
2. Students read, comprehend and respond in individual, literal, critical and evaluative ways to
literary, informational and persuasive texts in multimedia formats.
3. Students examine, understand, and respond to a variety of literature from diverse cultures and
historical periods.
4. Students can determine how particularr lines of dialogue or incidents in a text propel the
action, reveal aspects of a character, or provoke a decision.
Vocabulary- Tier 1
Words using to teach
Tiers 2-3
Establish, determine,
delineate, use knowledge,
clarify, engage, analyze,
produce, write, clarify,
gather, support and
produce.
KNOWLEDGE & SKILLS
(Key Vocabulary)
Vocabulary Tier 2
TAPS 2, 3
Vocabulary Tier 3
Academic vocabulary across content-areas
Content-specific, domain-specific
Context, authority, constitute, derive, evidence,
factor, function, identify, interpret, method,
principle, process, respond, significance, source,
specify, structure, theory, acquire, affect, effect,
aspect, conclude, distinguish, equate, complexity,
finalize, focus, primary, secondary, invest, restrict,
seek, and strategize.
Point of view, plot sequence, exposition, rising
action, climax, falling action, denouement,
resolution, conflict, internal conflict, external
conflict, man vs. man, man vs. self, man vs. nature,
man vs. supernatural, man vs. society.
Pre-assessment to Inform Instruction
TAPS 2, 3, 5
Students will be assessed on their knowledge of literary analysis terms to prepare for the short stories unit.
Students will be asked to identify and define multiple terms that are necessary for this unit’s success. This data
will be used to develop future assessments, mini lessons, activities, and other resources to assist students with
their growth in mastery. The activities which follow will reinforce the skills and require students to demonstrate
what the standards ask them to do.
Assessment for Learning or Assessment of Learning
Students will demonstrate their increase in mastery of plot, conflict, theme, characterization, irony, and symbolism by
examining multiple texts and investigating how each writer/story utilizes each literary term. Students will develop mastery
through various tiered and differentiated assignments that will meet them where they are and take them as far as they can
go. Students will demonstrate their gradual mastery through writing compositions, collaborative discussions, teacher-led
lectures, and examination/analysis of multiple texts.
Content
Process
Product
(What students will learn)
(How students will learn)
(What students will
produce to show
comprehension)
Advanced
Students who possess the necessary
prerequisite and ready skills in identifying
and applying concepts of conflict, plot,
theme, irony, symbolism, foreshadowing,
and sensory details (determined by
previous formative assessments which
monitored student growth) will be asked to
evaluate stylistic features that are common
in the composition of short stories. Students
will be challenged to determine specific
conflicts and themes in a text and analyze
how the author uses characterization,
symbolism, foreshadowing, irony, and
varying points of view to drive the conflicts
in the story.
Students will participate in a self-directed
learning activity where they will travel
through a series of tiered activities using
the “Graduated Difficulty” gifted strategy.
This strategy will assist students in
building the following skills: collecting and
organizing ideas through note making,
making sense of abstract academic
vocabulary, draw conclusions, test
inferences, compose clear, coherent
explanations, and construct plans to
address questions and tasks.
Students will produce coherent
investigations of conflict and theme
in a writer’s work by thoroughly and
objectively evaluating the text and
organizing documented evidence to
enhance ideas.
Ready
Students who possess the necessary
prerequisite skills in identifying and
distinguishing between the parts of plot
(determined by previous formative
assessments which monitored student
growth) will be asked to analyze the effects
these parts have on a story’s overall theme.
Students will be challenged to defend their
analyses with textual evidence. Students
will also identify irony, character traits,
varying points of view, examples of
symbolism and foreshadowing.
Students will work in cooperative pairs to
investigate the elements of symbolism,
irony, foreshadowing, points of view,
characterization, conflict and theme. In
this investigation, students will
successfully demonstrate their growth by
providing textual evidence to support their
reasoning. Investigating allows students
to build their analysis and evaluation skills
and allows students to explore/dissect
various pieces of writing.
Students will produce a thoroughly
composed analysis graphic
organizer that classifies ideas and
concepts of irony, foreshadowing,
symbollism, points of view,
characterization, conflict and
theme by interpreting the
elements and characteristics of
each in (the author) Guy de
Maupassant’s “The Necklace.”
Need
Prerequisites
Students who possess skills in explaining
and defining the parts of plot (determined
by previous formative assessments which
monitored student growth) will be asked to
identify patterns in conflicts and themes in
short stories. Students will learn about
irony, symbolism, and sensory details.
Students will be challenged to extend their
responses by incorporating examples and/or
textual evidence.
Students will work in small groups to
identify common patterns of conflict in
literature. Students will utilize information
to demonstrate comprehension of irony,
sennsory details and symbolism in the
text. Students will be able to enhance the
following skills, citing textual evidence,
using context clues, identifying patterns,
and developing a purpose for writing.
Students will produce an anchor
chart that demonstrates their
understanding of identifying
common patterns in literary conflict
by properly citing textual evidence
and identifying elements that occur
across texts. Students will
identify/cite examples of sensory
details (imagery) in the text.
TAPS 2, 3, 4
(SKILL: students are
able to successfully
identify irony,
symbolism, sensory
details, conflict, and
themes utilized in a
text and analyze its
effect on the story’s
overall message. They
will be exposed to a
number of formative
assessments that will
build the skills needed
to progress to the
“intellectual”
indicators)
(SKILL: students are
able to successfully
identify and
distinguish irony,
characterization,
foreshadowing,
symbolism, point of
view, and the parts of
plot, but may have
difficulties
distinguishing
between types of
conflicts and themes.
They will be exposed
to a number of
formative
assessments that will
build the skills needed
to progress to the
“advanced”
indicators)
(SKILL: students are
able to successfully
name/describe the
character traits.
Students have
struggled to
distinguish between
the elements of
conflict, theme, irony,
and syymbolism. They
will be exposed to a
number of formative
assessments that will
build the skills needed
to progress to the
“ready” indicators)
Steps to Deliver the Lesson Using WICOR
AVID
®
TAPS 2, 3, 5, 6, 8
Students will compose analysis essays on how the author Guy de Maupassant effectively or ineffectively utilized
elements of irony, symbolism and foreshadowing in his short story “The Necklace.” Students will work in groups
to organize their thoughts using various tiered graphic organizers. These organizers will meet students at their
readiness level and gradually propel them into the higher-level thinking required to compose an analysis essay.
Through Costa’s Levels of Thinking and Questioning and Depth of Knowledge:

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Students will learn how to identify elements of plot, theme, conflict, symbolism, foreshadowing, irony, and
characterization.
Students will use precise language and domain-specific vocabulary to explain thematic elements in literature.
Students will learn the similarities and differences between types of conflicts.
Students will learn how to effectively incorporate reasoning in writing when evaluating an author’s
effectiveness.
Students will develop a stance with relevant, well-chosen concrete details and examples.
Students will work in heterogeneous groups to collaboratively develop writing pieces that demonstrate
thorough comprehension of plot, conflict, and theme, symbolism, foreshadowing, irony, and
characterization.
Students will use tiered organizers which differentiates instruction and allows students with similar readiness
levels to collaborate in preparation for composition.

Students will demonstrate their comprehension of plot sequence, theme, symbolism, irony, foreshadowing,
and/or conflict by successfully completing a series of formative assessments.
o These assessments will include traditional worksheets/handouts,
o performance-based assessments where student demonstrate their understanding through group
activities, discussions, and other engaging assessment tools.
 Students will also make connections between their prior knowledge and new information they will be
learning.
 Students will generate questions that interests them within boundaries, dictated by the tasks.
AVID strategies, short stories, higher-level thinking questions, plot sequencing graphic organizers, short story
analysis sheet, and PowerPoint
UNIT FOCUS: Mini-Lesson: Characterization/Citing from the text
DATE: Monday, October 20, 2014
Stage 3 – Learning Plan
Learning Activities:
1. Opening Activity: Journal: Characterize a friend, classmate, a family member, or someone close to you.
Then characterize a celebrity.
2. Students will discuss the people they characterized.
3. As a class, students will learn that they can indirectly characterize both based on the acronym STEAL,
which stands for: Speech, Thoughts, Effect on others, Actions, and Looks. They will also learn what direct
characterization is: When the author directly states qualities about the character. (handout for indirect
characterization is attached.)
TRANSITION
1. Work Period: Introduction to “The Necklace”. Students will first jigsaw Guy de Maupassant’s biography.
Students will be grouped into groups of 6 or 7. Students will perform a close reading to determine the main
idea and interesting facts on Guy de Maupassant.
2. Students will then share what they found in their sections to the class.
TRANSITION
Closure :
1. Students will complete the anticipation guide for the short story “The Necklace”
RESOURCES/MATERIALS NEEDED:
Materials:
1. STEAL handout
2. Guy de Maupassant’s biography
3. “The Necklace” Anticipation guide
UNIT FOCUS: Mini-Lesson: “The Necklace”
DATE: Tuesday, October 21, 2014
Stage 3 – Learning Plan
Learning Activities:
1. Opening Activity: Students will discuss opinions from the anticipation guide on “The Necklace”.
2. Students will receive a vocabulary sheet with words they will see in “The Necklace”. There are 6/7
different vocabulary sheets each with different words. (7 sheets are attached, but you can alter them for
individual groups.)Students will need to complete the vocabulary sheet when reading.
3. Students will also write a prediction of the story based on the title of the short story.
4. Students will receive a copy of the short story “The Necklace”.
TRANSITION
1. Work Period: Students will read the “The Necklace” in class.
2. Students will make another prediction during the story when the wife and husband take out many loans to
replace the lost necklace.
3. Students will complete the vocabulary sheet while reading “The Necklace”
TRANSITION
Closure:

1. Students
2. Students
3. Students
Was your 1st
will finish reading “The Necklace”
will complete vocabulary handouts and submit them at the end of class.
will also reflect on their prediction of “The Necklace”
prediction correct? If not, explain. Was there anything that surprised you in the story?
RESOURCES/MATERIALS NEEDED:
1. “The Necklace” vocabulary sheets
2. “The Necklace” short story
UNIT FOCUS: 4.5 Assessment/ “The Necklace”
DATE: Wednesday, October 22, 2014
Stage 3 – Learning Plan
Learning Activities:
Opening Activity: 1. 4.5 Assessment Testing. Students will take 4.5 assessment.
Working Period: 1. Once students complete the 4.5 assessment, they will complete the Plot and conflict
handout for “The Necklace”
2. Students will discuss their answers to the plot and conflict handout over “The Necklace”
Closure:
1. Students will get the ending assignment: “The Necklace” end of reading assignment. Students need to
choose 1 or 2 items. The items are as follows:
a. Write a one-pager alternate ending to “The Necklace”
b. Write a one-pager comparing and contrasting Mr. and Ms. Loisel
c. Write a one-pager discussing how the character of Mathilde Loisel contributes to her own downfall and
unhappy life.
d. Create a 3-D scene from “The Necklace”
e. At the end of the story, Mme. Forestier reveals to Mme. Loisel that the necklace was not real diamonds
but paste. Write a one-pager from your research on what paste jewelry is and how it is created.
2. Students will choose their assignment, and start working on it for the rest of the class period. This/these
assignment(s) are due Friday.
1.
2.
3.
4.
RESOURCES/MATERIALS NEEDED:
4.5 Assessment tests
4.5 assessment scantrons
Plot and Conflict for “The Necklace” handout
Copies of Ending Assignments (Just cut and paste on a word document to show to students.)
UNIT FOCUS: Mini-Lesson: Irony
DATE: Thursday, October 23, 2014
Stage 3 – Learning Plan
Learning Activities:
1. Opening Activity: Journal: What do you think are the risks involved in wanting to appear richer
than you are?
2. Students will discuss journal and how it compares to the situation in “The Necklace”.
TRANSITION
3. Work Period: Students will take notes on irony.
4. Students will be asked, “What is ironic about Mme. Loisel’s situation in “The Necklace”?”
5. Students will discuss responses to question, and look for evidence from the story.
6. Students will then complete the theme, irony, and foreshadowing handout for “The Necklace” (This
assignment can be individual, grouped, or jigsawed)
TRANSITION
Closure :
1. Students will discuss their answers the theme, irony, and foreshadowing handout for “The Necklace”.
2. Students will also work on their ending assignments which are due by Friday.
RESOURCES/MATERIALS NEEDED:
1. Irony ppt
2. Theme, irony, and foreshadowing handout for “The Necklace”
UNIT FOCUS: Mini-Lesson: Symbolism
DATE: Friday, October 24, 2014
Stage 3 – Learning Plan
Learning Activities:
1. Opening: Students will turn in assignment(s).
2. Journal: Think of something tangible that represents something else. Think of as many as you can.
3. Teacher will explain that the responses that students wrote down are called symbols.
TRANSITION
4. Work Period: students will take notes on symbolism.
5. Students will work in groups to identify symbols in “The Necklace” on the handout. (Students can
write on their own paper. Teacher will show the symbol handout on the projector.
6. Students will discuss symbols they found in “The Necklace”.
7. Students will then complete “The Necklace” fact or Inference” handout, and then discuss their
findings.
TRANSITION
Closure:
1. Students will complete a ticket out the door for the week. This ticket out the door will ask students
to list 5 things they learned this week. Students need to write in complete sentences.
RESOURCES/MATERIALS NEEDED:
1. Symbolism ppt
2. “The Necklace” symbols handout
3. “the Necklace” fact vs. Inference handout