The Necklace
Essential Question: How important is status? What would you
do to gain popularity?
Enduring Understanding: When people place too much
emphasis and importance on material things or popularity, they
lose sight of what is truly important.
Audio Version of story can be found at:
http://audiobooksforfree.com/details/Fiction/2000126/Necklac
e?au=Guy%2Bde%2BMaupassant OR….
http://www.sffaudio.com/?p=32306 OR…
Story online at: http://www.bartleby.com/195/20.html
Common Core Standards used throughout these lessons:
1. RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
2. RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
3. RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.
4. RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects
as mystery, tension, or surprise.
5. W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and analysis
of content.
6. W.9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
7. L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Ideas to focus on: Plot stages, Conflict, time & sequence, flashback,
foreshadowing, irony, suspense, protagonist & antagonist
LESSON #1: Important vocabulary in context
Restate each phrase using a different word or words for the boldfaced terms. Then, write a brief
definition of each word you’re familiar with. 10 words total.
Word + what you think it mean sas used in context:
1. A few prospects for success
2. Talked incessantly all day
3. Vexation about their argument
4. A desperate pauper
5. Adulation from her fans
6. Disconsolate after losing his dog
7. Aghast at her rude
remarks
8. Run the gamut of possibilities
9. A prisoner’s privation
10.messy, with his tie all askew
Actual definition:
Lesson #2: Have students write a brief, succinct summary (100200) words. If this is the first time teaching summary, use the
link below to show a great Prezi Presentation to explain
summary writing:
http://prezi.com/okkr6wnfwrlh/summary-writing/
or
http://prezi.com/arsdfypfu27-/summary-writing-for-awesome-people/
Find a summary outline on page 9 of this link:
http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/s
r_allgo.pdf or use the one of the two below. The second template
may be used for your struggling students such as ELL’s or SPED. A
story map that can be used for summary for struggling learners is
also found at:
http://www.everythingesl.net/downloads/story_map.pdf
Summary Template (FOR LESSON #2)
You may use this template to write the summary of the story. You do not have to use the exact
words that are in the template; adjust it to meet your needs. The template provides a very basic
summary format. I hope that when you are more familiar with the assignment, you will develop
your own style, while still including the basic required information.
The ______________________________ _____________________________________ by
(Genre of the story) (Title of the story using correct quotes or underlining)
_____________________________________ takes place in _______________________________
(Author’s name, spelled correctly) (Where most of the story is set)
during ____________________________________________________. It tells the story of
(When most of the story occurs)
________________________, a ___________________________ who wants to _______________
(Main “good” char.) (An appositive, tells who char. is)
________________________________________________________________________________.
(Describe the conflict, problem, goal, “want” of the main character)
He/She must fight against ________________________________, a ___________________________
(Main “bad” character) (An appositive, tells who character is)
in order to achieve this goal. First, ______________________________________________________
(Tell the beginning of the story. Make sure you are using words that get
across the mood of the story. Was it suspenseful? Sad? Scary? Joyful? Funny? Pick words that will
convey that.)
Then, _____________________________________________________________________________
(Tell the next event – you can combine events together if needed)
After that, __________________________________________________________________________
(Tell what happened next)
__________________________________________________________________________________
Next, _____________________________________________________________________________
(Keep going! Tell what else happened)
__________________________________________________________________________________.
Finally, ____________________________________________________________________________
(Now tell what happened at the climax of the story. Try to capture the excitement by using
__________________________________________________________________________________.
strong verbs and brief, but detailed, description)
As the story ends, ___________________________________________________________________
(tell the very end, the resolution, also known as the denouement/resolution)
Summary Template fro ELL or SPED or Struggling
Learners
Summary Format
Who are the main characters, and what distinguishes them from one another?
When/where did this chapter / story take place?
What’s the event that starts the action rolling?
How does the main character(s) react?
What do the main character(s) decide to do to deal with the event? (the goal)
How did the main character(s) try to achieve the goal:
How things turned out:
Summarize by making a paragraph:
Lesson #3: Comprehension Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
Recall (DOK Level 1): What is Madam Loisel discontented at the beginning of the story?
Recall (DOK Level 1): What causes the change in Loisels’ financial situation?
Summarize (DOK 2): What twist occurs at the end of the story?
Analysis + Make Inferences (DOK 2): Review the inferences you made during your reading.
How much do you think Loisel has changed by the time the story reaches the resolution?
Analysis of Situation Irony (DOK 2): What is situation irony? What is ironic about the ending
of The Necklace?
Compare and Contrast (DOK 2): Does Monsieur Loisel long for status as desperately as his
wife does? Cite evidence to support your opinion.
Interpret Motivation (DOK 2): Consider what you know about the characters’ feelings and goals.
For each action described in the chart below, decide on the character’s motivation.
Action
Motivation
Mme. Loisel weeps when she gets the
invitation (line 60)
Mme. Loisel borrows jewelry rather than wear
flowers (line 109)
Monsieur Loisel advises his wife not to tell her
friend about the lost necklace (line 166-167)
Analyze Point-of-View (DOK 2): For most of the “The Necklace,” the narrator focuses on
Madame Loisel’s thoughts and feelings. However, since this story is told from the third-person
omniscient point of view, the narrator also relays thoughts of Monsieur Loisel. Did knowing
Monsieur Loisel’s inner thoughts affect your opinion of Madame Loisel? Explain your answer.
Evaluate (DOK 3): Do you think Madame Loisel shows heroism in paying off her debt? Find
examples to support your opinion.
10.What is symbolism? What does the necklace symbolize in this story. Explain your answer.
The necklace symbolizes…
Explanation:
11.Critical Interpretations (DOK 3): The literary critic Edward D. Sullivan declared that “The
Necklace is not just a story pointing to a moral, such as “Honesty is the best policy,” or but a story
showing that “blind change rules.” Do you agree or disagree with Sullivan’s argument? Cite
strong and thorough evidence to support your assertions.
Lesson #4 – Studying Theme
Themes: Class discussions and lesson plans for "The Necklace" could center on the following
subjects below. Point out to students that themes in this story are as relevant today as they were
when this story was written. This is an excellent opportunity to teach young people about the
dangers of pride, vanity, and debt.
1. Vanity and Pride - An important "Necklace" theme is the danger of vanity and pride. It is
Madame Loisel's vanity that causes her to want to live beyond her means and her pride that
prevents her from telling Madame Forestiere the truth.
2. The Dangers of Debt - "The Necklace" theme of the dangers of debt is as timely today as it was
when the story was written.
3. Irony - Madame Loisel labors for that which is of no worth.
Break students up into small groups. Assign them a theme, or ask that they come up with their
own. The students should find textual examples of the theme being developed throughout the
story. Using these examples, and writing commentary to explain way their evidence develops
theme, have students create a PowerPoint presentation that presents their evidence and
commentary. Encourage kids to be creative with their presentations, using web tools that will
enhance their presentation and deepen the understanding of their peers.
Use the template below as a theme tracker. There is also one for ELL and
SPED students.
For ELL, SPED, or struggling students use this theme graphic organizer
http://www.edmondschools.net/Portals/0/docs/STEPSTopicandThemeOrganizer.pdf