Necklace and Cinderella

5 May 2017

Lesson Plan – “The Necklace” and “Cinderella” Grade Level: 9th grade Course: 9th grade English (Intermediate to Advanced) Literature: “The Necklace” by Guy de Maupassant; “Cinderella” by Grimm Brothers l. 1 . Students will define elements of a short story, including: characterization, setting, mood, protagonist, point of view, and theme. 2. Students identify the protagonist, setting, point of view, mood, and theme(s) in “The Necklace. ” 3. Students will intelligently predict the plot of “The Necklace” with peers in a small group. 4.

Students will present their small group predictions to a peer audience in a clear, organized manner. 5. Students will compare and contrast “The Necklace” and “Cinderella” to demonstrate their understanding of intertextuality. II. Standards of Learning: 9. 3 (a-g); 9. 6 (a-e, g, h) Ill. This lesson is designed to expose students to Guy de Maupassant and one of his powerful French short stories, while also revealing how a preceding text influenced his story. It is important for students to understand that not all literature was written in English.

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The language that Maupassant uses is very formal and proper. For this reason, hearing an audio version of the story will help students understand the diction better. Maupassant’s works are straightforward and they are effective in helping students practice identifying literary elements. It is equally significant for students to learn how certain texts can build off of one another. Students should be able to recognize this in their own lives as popular television shows often build off of classic literature, and this fact alone can make the lesson relevant to them ersonally. Cinderella” is a story that most students have heard or read at some point in their lives, and their background knowledge will help them make deeper connections. Having students compare and contrast “The Necklace” and “Cinderella” will help them see how texts can interact and enhance one another, and it will help them to identify intertexuality in the future. ‘V. 1 . Study guide for “The Necklace” 2. Grimm Brothers’ “Cinderella” 3. Venn Diagram to compare and contrast “The Necklace” and “Cinderella” V.

The esson will begin with a brief background lecture on Guy de Maupassant’s life and career (5m). Students will be encouraged to take notes during this time. Students will listen to “The Necklace” on CD until they hear that Madame Loisel has lost the diamond necklace (10M). Students will form groups of three or four, and they will be asked to brainstorm together and predict the rest of the story’s plot (5m). Each group will be asked to write their predictions on an index card and present them before the class (5m).

Students will come back together and listen to the rest of the story (5m). A brief class discussion will discuss the predictions in comparison to the actual ending (5m). Students will be given the short story’s study guide to complete (30m). Next, students will be given copies “Cinderella,” and the class will read it silently (10m). To compare “The Necklace” and “Cinderella” in a Venn diagram (10m). There will be close communication with the special education aide/teacher. I will ensure that they have a copy of the Maupassant and intertexuality notes to go over again with the student(s).

I will make sure that all learners are included in the small group prediction activity. VI. 1 . Students work together and predict the outcome of “The Necklace” to reveal their understanding of the first half of the story’s plot. 2. Students fill in “The Necklace” study guide to demonstrate their comprehension of literary elements and the short storys plot. 3. Students complete the Venn diagram to show their understanding of intertexuality and connections between “The Necklace” and “Cinderella. ” VI’. This lesson is included in a larger short story unit.

Each lesson in this unit focuses upon 1-2 short stories, and how different literary elements work together in the pieces. This lesson focuses many literary elements, especially plot, while also noting intertexuality and how “The Necklace” builds off of and turns upside down “Cinderella. ” This lesson also reveals a French masterpiece that has been translated into English. The lessons that follow this one will continue asking students to identify literary elements while exposing students to short stories by different writers.

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