short story of the month table of contents · 5 ©2019 erin cobb imlovinlit.com short story of the...

3 ©2019 erin cobb imlovinlit.com

Short Story of the Month"The Necklace" by Guy de Maupassant

Table of Contents

Terms of Use 2

Table of Contents 3

List of Activities, Common Core Standards Alignment, & Difficulty Levels 4

Digital Components/Google Classroom Guide 5

Teaching Guide, Rationale, Lesson Plans, and Procedures: EVERYTHING 6-10

Activity 1: Irony Interactive Notebook Lesson folder

Activity 2: Irony Practice Pages folder

Activity 3: Journal Response folder

Activity 4: Anticipation Guide Group Discussion Activity 11

Activity 5: Literal Comprehension Quiz 12-13

Activity 6: Irony Analysis w/Key 14-15

Activity 7: Symbolism Analysis w/Key 16-17

Activity 8: Vocabulary Guide: Word Meaning & Usage w/Key 18-19

Activity 9: Theme-Quote-Justification Analysis w/Key 20-21

Activity 10: Deep Analysis ACE-Style Discussion Questions w/Key & Rubric 22-26

Activity 11: 1980 Short Film & Short Story Comparison Analysis w/Key 27-30

Activity 12: Paired Poem (Song Lyrics) Analysis w/Key 31-32

Activity 13: Original Nonfiction Paired Article “The Gold Rush of 1849” 33-34

Activity 14: Nonfiction Text Evidence Match-Up Practice w/Key 35-36

Activity 15: Nonfiction + Fiction Paired Text Analysis w/Key 37-38

Activity 16: Skills Test Regular w/Key 39-44

Activity 17: Skills Test Modified w/Key 45-50

Activity 18: Essential Question 51-52

TEKS ALIGNMENT 53

Activity 1: Irony Interactive Notebook Lesson* RL.8.6, RL.8.2

Activity 2: Irony Practice Pages** RL.8.6. RL.8.2

Activity 3: Journal Response* SL.8.1

Activity 4: Anticipation Guide Group Discussion Activity** SL.8.1, SL.8.6

Activity 5: Literal Comprehension Quiz* RL.8.1

Activity 6: Irony Analysis*** RL.8.6, RL.8.5, RL.8.2

Activity 7: Symbolism Analysis** RL.8.6, RL.8.5, RL.8.2

Activity 8: Vocabulary Guide: Word Meaning & Usage* RL.8.4, RL.8.1

Activity 9: Theme-Quote-Justification Analysis*** RL.8.2, RL.8.3, RL.8.1

Activity 10: Deep Analysis ACE-Style Discussion Questions*** RL.8.2, RL.8.3, RL.8.1, RL.8.5

Activity 11: 1980 Short Film & Short Story Comparison*** RL.8.7, RL.8.1

Activity 12: Paired Poem (Song Lyrics) Analysis** RL.8.4, RL.8.7, RL.8.5

Activity 13: Original Nonfiction Paired Article RI.8.1, RI.8.10

Activity 14: Nonfiction Text Evidence Match-Up Practice* RI.8.1

Activity 15: Nonfiction + Fiction Paired Text Analysis*** RI.8.1

Activity 16: Skills Test Regular** RL.8.1, RI.8.6, RI.8.2, RI.8.3

Activity 17: Skills Test Modified* RL.8.1, RI.8.6, RI.8.2, RI.8.3

Activity 18: Essential Question*** RL.8.2, RL.8.1



Teacher’s Guide

Common Core Standards Alignment

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge



Teacher’s Guide

Instructions for Google Classroom Digital Components

All student activities are available in digital format compatible with Google Classroom. They are available in two formats: Google Slides and Google Forms.

Google SlidesFirst, I have made all student pages in Google Slides format. Students can simply add text boxes to any area they wish to type on. To access the Google Slides for this short story unit, copy and paste the link below into your browser:

link omitted in preview file

Google FormsI have made the assessments available in Google Forms. Here, they are self-grading, and I have set them all up with answer keys so they are ready to go for you. You’ll need to find these two files in your download folder to use Google Forms. The first file contains the links to the Forms, and the second file is explicit instructions for use.



Teaching Guide, Rationale, Lesson Plans, and ProceduresI have discussed here how I use each activity and included hints and links to help you, too. I went ahead and mapped out the days for you. Feel free to take or leave what you like. Even if you don’t plan to follow this schedule, I still recommend reading through this section to get the most out of these activities.

These lessons and activities were designed to meet the needs of eight graders during the second half of the school year. The stories, activities, questions, and assessments will become increasingly rigorous and challenging as we progress through the year.

Teacher’s Guide

Day 11. Activity 1: 20 minutesIrony Interactive Notebook Lesson (separate file in the download folder) intro or review of 3 types of irony; important for Activity 6 analysis later.2. Activity 2: 25 minutesIrony Practice (separate file in download folder) – Students practice differentiating between types of irony in short excerpts. Again, helps to prepare students for irony analysis in Activity 6.3. Activity 3: 5-10 minutesJournal prompt - discuss if desired. (Separate file in the download folder.)4. Activity 4: 30 minutes (OPTIONAL)Anticipation guide – optional alternative (or addition to) journal prompt in Activity 3.

Activity 1

Activity 2

Activity 3

Activity 4



Teacher’s Guide

Day 21. Read Story (20-30 minutes)Read story with class. The text PDF is included in the download folder as well as electronically via the Google Drive folder (see p. 5 for link).If you’re looking for an audio recording of this version, I found one here: https://youtu.be/MmkvLV66Yvo2. Activity 5: 25 minutesLiteral Comprehension Quiz– Basic Comprehension (Recall Facts) This quiz checks for basic comprehension and recall of the story. There are no higher order thinking questions on this quiz, no inferring, no analyzing, no drawing conclusions, etc. so I do not recommend that students use a copy of the story for this quiz unless they need that as a testing accommodation. The purpose of this quiz for me is to make sure students carefully read the story and to make sure they can recall facts and details after they read. Answer key included, as always.

Day 31. Activity 6: 20 minutesIrony Analysis – Students find and explain the author’s use of irony in four different story elements/situations presented.2. Activity 7: 20 minutesAnalyze Symbolism – Students determine abstract concepts and ideas represented by each of four different concrete objects prominent in the story.3. Activity 8: 20 minutesVocabulary Guide – Students analyze vocabulary from the story in context, choosing the best synonym from a huge synonym bank provided for how each word is used in the story.

Activity 5

Activity 6

Activity 7

Activity 8

2. Activity 9: 35 minutesDeep Theme Analysis: Given abstract ideas, students must formulate a theme that applies to this story, choose two relevant quotes from the story, and then justify and explain each theme and quote. Though student answers may vary considerably, I’ve included my own sample answers for every item for you, as always ;)3. Activity 10: 35 minutesDeep Analysis ACE-Style

Discussion Questions. Students are required to cite TWO pieces of the strongest text evidence for each question. I’ve also included the 5-point rubric I used with 8th graders on discussion questions. Complete model/sample answers included in key as always!



Teacher’s Guide

Day 4

Day 51. Activity 11: 50 minutesShort Film/Short Story Comparison Analysis – Use the included chart (with model/sample answers provided for you as always!) to analyze how the film directors stay faithful to or depart from elements in the short story using the 1980 PBS version of The Necklace, available on Youtube:https://youtu.be/lHsPszJtafsBackup:

Activity 7

Activity 9

Activity 10

Activity 11

1. Activity 12: 35 minutesAnalyze Paired Poem (Song Lyrics) –

Students analyze some of the lyrics to “Love Don’t Cost a Thing” by Jennifer Lopez, analyzing figurative language and slang used in the lyrics as well as comparing JLO’s perspectives on love and wealth with Mathilde’s. Find the music video on Youtubehere or play from iTunes or any source:https://youtu.be/4kGvlESGvbs(I recommend only playing audio, not showing video to students. There’s definitely a lot of skin and sexual situations and suggestions, to put it nicely.2. Activity 13: 10-15 minutesRead this paired text – original article from Article of the Week – to correlate with this story. Professional audio recording included in download folder.



Teacher’s Guide

Day 6

Day 71. Activity 14: 25 minutesNonfiction text evidence practice for article – students match text evidence from text evidence bank with qualifier provided; great standardized test warmup or practice.2. Activity 15: 25 minutesPaired Text Analysis – Students analyze similarities and differences between characters, genre, and style of fiction text (The Necklace) and nonfiction text (The Gold Rush of 1849). Students use ACE-method to answer. Each answer requires 2 citations – one from nonfiction text and one from fiction text.

Activity 12

Activity 13

Activity 14

Activity 15

©2019 erin cobb imlovinlit.com


Teacher’s Guide

Day 81. Activity 16: Skills TestComprehension Skills Test. Meant to be given along with a copy of the selection, though I wouldn’t allow students to use annotated selection unless it was a test modification. Keys included although not shown on the right. This test touches on the various activities throughout this unit to test for mastery. Questions 1-10 (pages 1-2) are multiple choice, and questions 11-12 (page 3) are extended response.

I’ve included the specific CCSS skill tested with each question in green on the answer key.

Note that Activity 17 is a modified version of this test – all answer choices are reduced to 2 instead of 4.

1. Activity 18: 20 minutesEssential Question: Tie it all together. The big SHE-BANG. Boom-shakalaka. Hard stuff. Good luck. :)

10

Day 9

Activity 16

Activity 17

Activity 18

BONUS Activity: (Separate file in download folder)Genres of Fiction Quick Notes & Practice – Review the 4 fiction genres (included on final exam!), including identifying which stories from this collection fit into each genre: REALISTIC – The Necklace, The Treasure of Lemon Brown, The Tell-Tale Heart (HORROR); SCIENCE: Flowers for Algernon; HISTORICAL: The Diary of Anne Frank, An Occurrence at Owl Creek Bridge, Paul Revere’s Ride; FANTASY: Maui, Monkey’s Paw

Day 10


"The Necklace" by Guy de MaupassantShort Story of the Month Reading Literature

Skill: Group Discussions

Activity 4

Anticipation GuideYour answers do not have to be formal and may include bullet points, notes, or ideas about the topic.

1. Does money provide happiness? Explain.

2. Are material possessions necessary for complete happiness? Explain

3. What factors determine a person’s place (class) in society? Explain.

4. Do you think it’s important to consider a person’s social class when considering marriage? Explain.

5. How have opportunities for women in society changed over the past 100 years? Explain.



Skill: Word Meaning and Usage

Activity 8

Vocabulary Guide: Word Meaning & UsageRead each excerpt from the story below, paying careful attention to the underlined word. Then, based on the context in which the word is used, decide which synonym from the word bank below has the closest meaning to the underlined word in the sentence and write it in the space provided. Not all words in the bank will be used.

1. She dressed plainly because she could not dress well, but she was unhappy as if she had really fallen from a higher station; since with women there is neither caste nor rank, for beauty, grace and charm take the place of family and birth. ________________________

2. Natural ingenuity, instinct for what is elegant, a supple mind are their sole hierarchy, and often make of women of the people the equals of the very greatest ladies. ________________________

3. She thought of long reception halls hung with ancient silk, of the dainty cabinets containing priceless curiosities and of the little coquettish perfumed reception rooms made for chatting at five o'clock with intimate friends, with men famous and sought after, whom all women envy and whose attention they all desire. ________________________

4. …and she thought of delicious dishes served on marvellous plates and of the whispered gallantries to which you listen with a sphinxlike smile while you are eating the pink meat of a trout or the wings of a quail. ________________________

5. The day of the ball drew near and Madame Loisel seemed sad, uneasy, anxious. Her frock was ready, however. ________________________

6. Suddenly she discovered, in a black satin box, a superb diamond necklace, and her heart throbbed with an immoderate desire. ________________________

7. At last they found on the quay one of those ancient night cabs which, as though they were ashamed to show their shabbiness during the day, are never seen round Paris until after dark. ________________________

8. She waited all day, in the same condition of mad fear before this terrible calamity.________________________

9. They dismissed their servant; they changed their lodgings; they rented a garret under the roof.________________________

10. At the end of ten years they had paid everything, everything, with the rates of usury and the accumulations of the compound interest. ________________________

valor weakness privileges tragedyresourcefulness unremarkable dress flirtatiousjewelry status stuffy clumsinessgroups wharf exploitation atticfriendships dingy flair excessive



Skill: Development of Theme

Activity 9

Analyze Theme Development

Ideas: Appearance Vs. Reality

For each abstract idea, write a theme for the story. Then, find two quotes (excerpts) from the story that are relevant to the development of that theme. Finally, justify or explain your theme in your own words. Be sure to include an explanation of at least one of the quotes you chose in your justification.

Appearances are often at odds with reality.Theme:

Suddenly she discovered, in a black satin box, a superb diamond necklace, and her heart throbbed with an immoderate desire. Her hands trembled as she took it. She fastened it round her throat, outside her high-necked waist, and was lost in ecstasy at her reflection in the mirror.

Because of her desire to achieve elevated social status, Mathilde is careful not to let her appearance give away her true class in society. This is why she shuns the idea of wearing flowers, saying “there’s nothing more humiliating than to look poor among other women who are rich.” This is why she also falls for the necklace, believing it MUST be real and expensive simply because her “wealthy” friend owns it.

Quote 1: Quote 2:

Justification:

Ideas: Greed & Material Possessions

Greed for material possessions makes for a disappointing life. Theme:

"It annoys me not to have a single piece of jewelry, not a single ornament, nothing to put on. I shall look poverty-stricken. I would almost rather not go at all."

Mathilde’s greed for material possessions results in her being disappointed at times when she SHOULD be elated, such as receiving the invitation or preparing to go to the ball. Her greed ensures that she is never satisfied, always disappointed and longing for more. It also ensures that when she is condemned to life a life of poverty, she does so in misery.

Quote 1: Quote 2:

Justification:

“You might wear natural flowers," said her husband. "They're very stylish at this time of year. For ten francs you can get two or three magnificent roses.”

"No; there's nothing more humiliating than to look poor among other women who are rich."

And dressed like a woman of the people, she went to the fruiterer, the grocer, the butcher, a basket on her arm, bargaining, meeting with impertinence, defending her miserable money, sou by sou.

25 © erin cobb imlovinlit.com


Skill: Citing Text Evidence

Activity 10

Answer:

Cite 1:

Cite 2:

Explain:

4. Choose two character traits (with different meanings) to describe Mathilde and explain how they are developed in the story.

Mathilde is materialistic and prideful.

The author says, “She had no gowns, no jewels, nothing. And she loved nothing but that. She felt made for that.”

Instead of confessing her losing the necklace to Madame Forestier, which would have prevented the entire disaster, Mathilde chooses to lie about losing the necklace.

Mathilde is materialistic as she values material possessions above all else, and she is prideful because she chooses not to confess the truth to her friend.

Answer:

Cite 1:

Cite 2:

Explain:

5. How does the setting (Paris, late 1800s) lend itself to the plot of the story?

The setting is ideal for the plot of the story because of the stark differences between rich and poor in Paris society.

The protagonist and her husband live a modest life, as shown by this statement: She was distressed at the poverty of her dwelling, at the bareness of the walls, at the shabby chairs, the ugliness of the curtains.” She constantly dreams of living a life of high society: “she thought of dainty dinners, of shining silverware, of tapestry that peopled the walls with ancient personages and with strange birds flying in the midst of a fairy forest...” Mathilde’s overwhelming lust for a life in high society is representative of Paris society in the late 1800s.

Answer:

Cite 1:

Cite 2:

Explain:

6. What can you infer about the author’s perspective on life based on the story?

The author has a very cynical view on life, believing that one mistake can scar a person for life and have dire consequences.

Both Mathilde and her husband were subjected to ten years of a hard labor life simply because she lost the necklace.

And, paying back debt was harder than only paying back the original amount. “Every month they had to meet some notes, renew others, obtain more time.”

The idea that one mistake can so drastically affect the couple’s life, in combination with the surprise ending revelation that all was for nothing, shows that the author views life in a cynical way.

GRADE 8 DISCUSSION QUESTION 5-POINT RUBRIC

Requirement Points

Possible Points Earned

Content: Answer: The question is answered completely and succinctly. The question can be inferred from the answer. 1 Cite: The most relevant textual evidence is cited. (2 pts) / The evidence cited is re levant but not the strongest. (1 pt) 2 Explain: The answer is explained clearly and logically. Examples and/or elaboration is included as needed. 1 Grammar and Mechanics: No errors in grammar, punctuation, capitalization, or spelling. 1

Discussion Question Total 5

Teacher’s Grading Key A Answer is wrong, incomplete, OR answer includes false information. TE Text Evidence – You did not cite text evidence properly, the text evidence you

cited was not the strongest evidence (-1), OR the text evidence you cited was not relevant (-2).

D Details – You failed to provide sufficient explanation, OR your explanation is lacking important details.

P Pronoun – You used a pronoun before you identified the subject in the answer.

SS Sentence Sense – Your sentence doesn’t make sense.

WC Word Choice – The word you used here doesn’t make sense.



Skill: Discussion Questions (ACE)

Activity 10


Short Story of the Month

Activity 15

Essential QuestionSkill: Integrate Information

from Varied Formats"The Necklace" by Guy de Maupassant

Paired Text AnalysisAnswer each question using “The Gold Rush of 1849” and “The Necklace.” For each question, you’ll need to cite one piece of text evidence from each of the texts.

Answer:

Cite 1:

Cite 2:

Explain:

1. How were the lives of John Sutter and Mathilde Loisel alike?

Answer:

Cite 1:

Cite 2:

Explain:

2. In what ways did Samuel Brannan and Mathilde Loisel differ in their pursuits of wealth?

Answer:

Cite 1:

Cite 2:

Explain:

3. How does each author prepare the reader for the dismal ending for the primary character or person in each text?



Skills Test

6. Which excerpt below includes foreshadowing that hints at the ultimate outcome of the story?

a. She thought of silent antechambers hung with Oriental tapestry, illumined by tall bronze candelabra, and of two great footmen in knee breeches who sleep in the big armchairs, made drowsy by the oppressive heat of the stove.

b. She had a friend, a former schoolmate at the convent, who was rich, and whom she did not like to go to see any more because she felt so sad when she came home.

c. She dressed plainly because she could not dress well, but she was unhappy as if she had really fallen from a higher station

d. She saw first some bracelets, then a pearl necklace, then a Venetian gold cross set with precious stones, of admirable workmanship.

7. Which character traits below most accurately describe M. Loisel, Mathilde’s husband?a. selfish and pridefulb. loyal and dutifulc. obnoxious and presumptuousd. boring and undesirable

8. Which evidence from the story most strongly supports your answer to the previous question?

a. Loisel returned at night with a hollow, pale face. He had discovered nothing.b. "Why, the gown you go to the theatre in. It looks very well to me.” He stopped,

distracted, seeing that his wife was weeping. Two great tears ran slowly from the corners of her eyes toward the corners of her mouth.

c. He compromised all the rest of his life, risked signing a note without even knowing whether he could meet it;

d. "You might wear natural flowers," said her husband. "They're very stylish at this time of year.”

9. Which excerpt below is a theme of “The Necklace”?a. Greedy people are always destined to be poor.b. Humble people always finish last.c. Always try your best, no matter what.d. Too much pride can get in the way of a happy life.

10. How does the author develop the theme that you selected in the previous question?a. by showing the harm done to a couple who had too much prideb. by showing what happens to a couple who behave greedilyc. by showing that hard work and effort always pay off in the endd. by showing how humility doesn’t always make you the winner, but it can make

you happy

_____

_____

_____

_____

_____

Activity 16


Short Story of the Month

Activity 18

Essential QuestionSkill: Integrate Information

1. In “The Necklace,” what things does Mathilde long for that she does not have?

2. What does Mathilde have that she doesn’t appreciate in the story’s beginning?

EQ: What can money and wealth provide? What can money and wealth NOT provide?

"The Necklace" by Guy de Maupassant

Money and wealth can provide nice things, materialistic possessions. But the truth is,

they can provide more than that. They can provide other things that make life

easier and less stressful such as financial security, medical care, expensive and

prestigious educations, and membership into the top rungs of society. However, they

cannot provide character, work ethic, and true love.

Mathilde longs for materialistic things such as gowns, jewels, and luxurious dinners

with shinning silverware and delicious dishes served on marvelous plates.”

Mathilde has a modest home with modest things. She has a loyal husband who

tries to please her and makes sacrifices for her happiness (giving her the 400

francs for the dress, procuring the invitation). She also has a friend, Madame

Forestier, who she does not appreciate.

Activity 1: Irony Interactive Notebook Lesson* 9(E)(A)

Activity 2: Irony Practice Pages** 9(E)(A)

Activity 3: Journal Response* 5(E), 6(A)(I)

Activity 4: Anticipation Guide Group Discussion Activity** 5(E), 6(A)(I)

Activity 5: Literal Comprehension Quiz* 5(D)(F)

Activity 6: Irony Analysis*** 9(E)(A)

Activity 7: Symbolism Analysis** 9(E)

Activity 8: Vocabulary Guide: Word Meaning & Usage* 2(A)(B)(C)

Activity 9: Theme-Quote-Justification Analysis*** 7(A)(B)(D)

Activity 10: Deep Analysis ACE-Style Discussion Questions*** 6(C)(D)(G) 7(D)

Activity 11: 1980 Short Film & Short Story Comparison***

Activity 12: Paired Poem (Song Lyrics) Analysis** 8(A)(B)(D)

Activity 13: Original Nonfiction Paired Article 8(A)(B)(D)

Activity 14: Nonfiction Text Evidence Match-Up Practice* 8(A)(B)(D)

Activity 15: Nonfiction + Fiction Paired Text Analysis*** 8(A)(B)(D)

Activity 16: Skills Test Regular** 6(C)(D)(G) 7(D) 9(E)(A)

Activity 17: Skills Test Modified* 6(C)(D)(G) 7(D) 9(E)(A)

Activity 18: Essential Question*** 5(E)(H), 6(B)(G)(I)



Teacher’s Guide

TEKS Standards

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

short story of the month table of contents · 5 ©2019 erin cobb imlovinlit.com short story of the...

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