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The Necklace

by Guy de Maupassant

Suitability: Age 13 to adult, mother tongue or EAL. Questions are divided into three rough categories: 1. Literal 2. Inferential 3. Evaluative 4. Extension Work

1.1 What is the meaning of the following words in the context in which they appear: a) Artisans (top page 1) b) Marriage Portion (top page 1) c) Gallantries (bottom page 1) d) Inscrutable (bottom page 1) e) Petulantly (middle page 2) f) Big (middle page 2) g) Usurers (top page 6) h) Abject (bottom page 6) 1.2 Why did M. Loisel expect his wife to be pleased to receive the invitation from the Minister of Education? 1.3 Describe Mme Loisel's reaction on reading the invitation. 1.4 Why had M. Loisel been saving 400 Francs? 1.5 Compare and contrast the life of Mme Lebrun before and after the disappearance of the necklace. 1.6 Why was Mme Loisel anxious to hurry away from the ball? 1.7 What efforts were made to find Mme Forestier's necklace? 1.8 Describe in your own words how the Loisels' life changed after they had paid for the new necklace. 1.9 How did Mme Forestier recognize Mme Loisel when they met in the ChampsElysees? 1.10 What was Mme Forestier's reaction when the necklace was returned?

Always give reasons for your answers. 2.1 Do you think Mme Loisel recognized good quality jewellery? 2.2 Why was Mathilde unhappy with her life at the opening of the story? 2.3 Do you think M. Loisel enjoyed the ball? 2.4 Why were the Loisels allowed to buy the new necklace for less than the asking price? 2.5 Before the last few lines of this story, are there any clues given by the author which hint at the true cause of the baby's appearance? 2.6 Why do you think Mme Forestier never contacted Mme Loiser after the 'return' of her necklace? 2.7 Do you think M. Loisel was content with his life before the ball took place? 2.8 How did M. Loisel contribute to the cost of the new necklace?

3.1 Do you agree with the author that "women have no caste or class" (top page 1) Today, surely, the same applies to men? 3.2 Write a different end to the story, assuming that either Mme Loisel never lost the necklace or that she found the necklace. 3.3 How far do you think force of character affects our lives? Do you think it would be easier for a young, married woman to fulfil her dreams today? 3.4 Discuss whether the Loisels chose the right course of action when they found the necklace was missing? What other choices were open to them and why were these not chosen? 3.5 Do you think there is a moral to this story?

4.1 Write a play based on this story. 4.2 Create a board game based on this story. 4.3 Draw a strip cartoon representing the moment Mme Loisir noticed Mme Forestier in the Champs-Elysees to the moment they parted.

Questions by Jane Quest

The Necklace
September 5 Objectives Examine plot in a short story. Identify and examine cause and effect. Procedures (Mon) Do Now: Daily Journal (15 min) In one paragraph, describe a scene from any sport. Use these words somewhere in the paragraph:

bounced, struggled, spied, roared, collapsed, giggled

Connect to your Life (Mon) (5 min) Status is defined as the standing a person has in a group to which he or she belongs. What are some things that give a person status? How can you tell that a person has status? What are some benefits of status? What are some possible harmful effects of concern about status? Build Background ( 5 min) "The Necklace" takes place in Paris in the second half of the 19th century. The life of a typical French woman was dictated by the income of her father or husband. Wealthy women were upper class and lived a life of luxury. Middle-class women took care of family and home. Lower-class lived a life of poverty and hard work. A woman could improve her status by marrying someone of a higher class, however a woman needed a dowry-(money or property) to give her new husband. Literary Analysis: Plot (15 minutes) The plot of a story is made up of a sequence of events or actions introducing conflicts, complications and resolution. This story is about a woman who unhappy with her social life. New conflicts take place after one conflict is resolved. Active Reading: Cause and Effect (10 minutes)

Events in a plot are sometimes linked. One event causes another, which causes another until the end of the story. Words To Know: Using context clues: (15 min) You can understand the meaning of words by understanding the context in which words are used. * First, read the sentence. She hated feeling like a pauper, never having enough money to buy fashionable clothes or expensive jewelry. *Summarize the meaning. *Define the word based upon the sentence. *Use the word in a new sentence. Homework Do: Use context clues to determine meaning. Write vocabulary word and answers

adulation aghast askew exorbitant

gamut pauper privation prospects

ruinous vexation

Do: Read The Necklace PP 26-27. Write questions and answers. Connect to the Literature p. 35 Think Critically p. 35 Create a cause and effect diagram of events. p. 26 Daily Journal: (15 min) (Tues) Discuss homework: (15 min) Minilesson: Literary Analysis: Plot (25 min) Tues Homework:

Do: Outline events in "The Necklace" that form the rising action, the climax, and the falling action. Use chart on page 33. Vocabulary in Action Complete Exercise A p. 36. Write sentences and complete fill in the blank. Daily Journal (15 min) (Wed) Minilesson: Abstract and Concrete Nouns (40 min) Homework: Abstract and Concrete Nouns Do: Grammar in context: Writing exercise Daily Journal (15 min) (Thur) Assessment: Quiz: Vocab: Weekly Homework Assignments (40 min) Assessment: Test: Literature and grammar(55 min) (Fri)

Lesson Plan Title : Context clues, Plot Structure, Conflict, and Personal Narrative Essay
Age Range: Grade 9 through grade 12 (High School) Objectives: Students will be able to ask questions about concepts and facts that are confusing. Students will be able to read and discuss with a partner a piece of fiction text. WRITING: Student will be able to develop extended sentences and develop note-taking and summarizing skills. Develops Extended Sentences: They will exercise this skill by completing a 5paragraph composition. DEVELOPS QUICK WRITES: The students will be able to complete one paragraph each day throughout the week responding to a given prompt involving one of their vocabulary words in the form of a journal question. They will do so under the think/pair/share process. The students will also exercise this writing IC through the completion of the Four Square Vocabulary activity.

READING: Comprehension: students will be able to understand text structure, make connections and build critical thinking skills. FLUENCY: students will be able to exercise their ability to read and speak with accuracy, speed, and prosody by reading the textbook's section and doing presentations on student friendly definitions for each vocabulary word. The word wall will be used to support instruction, the graphic organizer will be used to insure word meaning, and group activities will be formulated around exercising and reviewing their obtained knowledge of the vocabulary words. Students will be able to actively view a power point presentation on the elements of plot. Students will be bale to read the short story "The Necklace" that includes an engaging plot, effectively developed character, and clearly described setting. Using their knowledge of the element of plot, students will be able to construct a plot diagram for the story. Students will be able do define conflict and identify the various types of conflict in a story. Students will be able to write a personal narrative essay. Key vocabulary: Context clues, plot, exposition, setting, characters, rising action, climax, falling action, resolution, conflict solicitously, stamina, tangible, uncanny, zealous, narrative, recite, memoir, and anecdote. Resources: Dictionary, thesaurus, white paper, pen, pencil, markers, butcher paper, timer, power point presentation, and The Language of Literature textbook. Activities: The teacher will provide students with student-friendly definitions for the vocabulary words of the week. The teacher will lecture students on the elements of a personal narrative and will provide students the corresponding notes. The teacher will guide students through a whole class reading of the short stories: "The Necklace", and "A Dangerous Game"/ The teacher will create a vocabulary quiz for the student to assess their understanding of vocabulary words. The teacher will lecture and provide notes on the different types of context clues and their applicability to unknown words. The teacher will present a power point on conflict and its different types. The teacher will guide students through the draft of a personal narrative by providing corresponding notes and appropriate examples.

Students will actively listen to lecture and take notes on the various types of context clues. They will complete context clues exercises. They will actively participate in the context clues center activity, which allow for them to define unknown words from the story "The Necklace." Students will be reading short stories with a purpose. For the story "The Necklace" students will be able to apply their understanding of the elements of plot by completing a plot diagram for the story. For the story "A Dangerous GAME" students will be able to apply their understanding of conflict by identifying examples in the story of the different types of conflict and completing a graphic organizer as they read. Students will understand the purpose of a personal narrative essay. They will actively listen and take notes on the format of a personal narrative essay. Students will read examples of narratives. Students will create a plot diagram as the prewriting plan of their personal narrative and will walk through the writing process as they write their personal narrative essay. Context clues center activity, four square vocabulary quadrants, plot diagram, posters, conflict graphic organizer, quick writes/journals, note taking and summarizing, whole class reading, independent reading/AR, and drafting personal narrative Assessment : Vocabulary test, context clue test, elements of plot test, conflict test, completion of activities pertaining to the writing process of their personal narrative essay, and teacher observations

LESSON PLAN Week 1 - Introduction

Learning Outcome:To enable students to identify the author of the novel identify all the main characters involved in the novel

Class activity:Level 1

Name the major characters with correct descriptions.

Level 2

From the net, find the background information of the author

Level 3

From the internet, find other story that the author has written Find out what are the common characteristics that can be found in his writing.

Quiz 1 Who is the author of this story? 2 Where was he born? 3 What is the main idea presented in this story? Assessment Students present the information as a group. Homework Students are required to read up the story.

Week 2 Lesson Plan ( Setting & Plot)

Learning Outcome:To enable students to identify all the settings in this story and give correct descriptions describe the sequence of events in the story explain the meaning of figurative language and how it is used

Class activity:Level 1

From the net, find the location of the story and give brief descriptions of the place and time the story occurred.

Level 2

list the sequence of events in the story

Level 3

Find out the meaning of figurative language. From the internet, find out how it is used in this story.

Quiz 1. Where did the story take place? 2. At which season the story occurred? 3. What is the end of the story? Assessment Students present the information to the class. Homework Students are required to read up on characters in the story.