Short Story Unit Packet

 Short Story Unit Packet
Literary Analysis Skills/ Content: PLOT SETTING CHARACTER/ CHARACTERIZATION Connecting text to TONE and THEME VOCABULARY DEVELOPMENT Core Text: “The Most Dangerous Game,” Richard Connell “The Scarlet Ibis,” James Hurst “The Necklace,” Guy de Maupassant “Marigolds,” Eugenia Collier What will you be graded on? Completion of all activities in packet (ALL QUESTIONS SHOULD BE ANSWERED IN COMPLETE SENTNENCES!) In class participation / discussion Unit Essay Unit Test Included in this packet:
Plot Cornell Notes
“The Most Dangerous Game” Vocab/ Plot
“The Most Dangerous Game” Quotes Analysis “Trophy Hunting in Africa”
Big Ideas Poster‐ “The Most Dangerous Game” Character Cornell Notes
“The Scarlet Ibis” Vocab/ Comprehension
“The Scarlet Ibis” Quotes Analysis “The Scarlet Ibis” Symbolism
Setting Cornell Notes
“Marigolds” Comprehension/ Quote Analysis “Woman with Flower” (poem)
“The Necklace”
“The Necklace” fact idea
Tone: “The Necklace”
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Literary Element: PLOT, CONFLICT, SEQUENCEING
Questions / key words
Answers / summarizing key concepts
PLOT
What is PLOT?
Def:
The basic parts of plot and their
descriptions are…
E____________________:
R_________ A_________:
C____________________:
F____________ A___________:
R________________________:
CONFLICT
Rising action is made up of a series
of:
Conflict helps to keep readers
interested and to fuel the plot. The
two basic types of conflict are…
CONCLICTS! They are the ‘ups and downs’ of the story. If we just
go straight to the climax we would be bored!
1. Internal:
2. External:
Man Vs _______
Man Vs _______
Man Vs ________
Summarize these notes in 1-2 sentences:
Literary Element: PLOT, CONFLICT, SEQUENCEING
Examples of each type of conflict
(from brainstorm with partner)
SEQUENCE
Chronological order is:
Two ways to “play with time” and
chronology:
1. Flash_______________ :
2. Flash________________:
REVIEW
Label all of the parts of plot
Summarize these notes in 1-2 sentences:
Most Dangerous Game, Richard Connell Vocabulary 1. Use the context of the sentence fragment below to predict the meaning of the word. 2. Look up the word and write the definition (if you weren’t already correct). 3. Finally, edit the sentence provided so the it is a complete sentence (independent clause). Fragment (correct into a complete sentence)
Predicted Meaning Dictionary Definition (example) Something that is not fake, Adjective: Able to be touched,
This table is real and tangible because
not imagined
actual
I can see it.
put at ease by his disarming smile condone rather than condemn recommended but not imperative zealous support of the mayor’s program an uncanny coincidence Pre Reading: Imagine you were in a situation that would test your survival. What might that situation be? What are the qualities or abilities that a person would need to pass this test. Provide a reason for each choice. While You Read: EXPOSITION: 1. Why is Rainsford on a boat? Plot 2. How does Rainsford end up on the island? RISING ACTION: 3. List the complciations that Rainsford faces when first arriving on the island… ‐ ‐ ‐ 4. What is the HUGE conflict between Rainsford and Zaroff? 5. What are the complication that Rainsford faces while running from Zaroff? ‐ ‐ ‐ CLIMAX: How does the conflict of the story come to an end? How is it dealt with? Quote from text “Don’t talk rot, Whitney,” said Rainsford.
“You’re a big-game hunter not a
philosopher. Who cares how the jaguar
feels?”
“Perhaps the jaguar does,” observed Whitney.
“Bah! They’ve no understanding.”
“Even so, I rather think they understand one
thing- fear. The fear of pain and the fear of
death.”
“Nonsense,” laughed Rainsford. “This hot
weather is making you soft, Whitney. Be a
realist. The world is made up of two classesthe hunters and the huntees. Luckily, you
and I are hunters.” (55-56)
“Rainsford held his breath. The general’s
eyes had left the ground and were traveling
inch by inch up the tree. Rainsford froze
there, every muscle tensed for a spring. But
the sharp eyes of the hunter stopped before
they reached the limb where Rainsford lay;
a smile spread over his brown face.” (70)
“He had never slept in a better bed,
Rainsford decided” (74)
Analytical Questions What does this quote reveal about Rainsford’s character? About his opinion of animals? How is this example foreshadowing? Given the rest of the story, do you think that Rainsford still feels this way? Why is General Zaroff smiling? Why didn’t their conflict come to a head at this moment? Why does Rainsford later say he understood, in this moment, the “full meaning of terror”? Why don’t we have any details of Rainsford and Zaroff’s final battle? What is implied by these final lines of the story? Analytical Response Big Ideas Poster “The Most Dangerous Game” Fold your poster into FOUR quadrants and include the following. 1.
2.
3.
4.
An explanation of how the ‘big idea’ presents itself in the story. A quote from the text pointing us to a crucial moment in this idea’s development. An explanation of how this idea influences the characterization or plot of the story. Questions / curiosities you still have. Big Ideas from the story: 1.
2.
3.
4.
5.
Hunters vs hunted Murder vs hunting Darkness War and its effects Logic and reasoning vs instinct 6. Irony of humanity and being “civilized” Example: Emphasis on color (red) 2. “Some wounded thing, by the evidence a 1. Connell uses color in the story in order to create foreshadowing and mood in the large animal, had thrashed about in the underbrush; the jungle weeds were crushed reader. He uses red in particular because it is ominous and the color of blood. down, and the moss was lacerated; one Although most of the story is dark and patch of weeds was stained crimson red” night time, the colors still present themselves to help us learn about the characters and the story’s progression. Even in the dining room scenes, the men partake in port (a deep red wine) which may symbolize Zaroff’s desire for blood. Use of Color
4. Could Connell have used the darkness, 3. This quote influences the plot of the or lack of color, as a symbol? story because it creates foreshadowing Is human blood identifiable from animal for the reader. The color red is a blood? warning and the color of blood. Here it Is there some way Rainsford should have is a warning to Rainsford (and the known that this was not an animal? reader) about the dangers and evil that Why does Rainsford always drink red await him in the island. wine? Trophy hunting in Africa: 'Hunt operators are conservationists first, and hunters second'
Advocates of the controversial blood sport say it pays for conservation and creates an incentive to protect
natural habitat
Felicity Carus
theguardian.com, Friday 11 September 2009 10.47 EDT Elephants are highly prized among trophy hunters who can pay £10,000 or more for a kill. Photograph: Christophe Morio/africahunting Trophy hunting for big game is a
controversial blood sport. As well as
lions, wild elephants, zebras, giraffes,
cheetahs and leopards are also all fair
game for trophy hunters, who bring
£100m to South Africa each year. But
even species classified by the
International Union for Conservation
of Nature as critically endangered,
such as the black rhino, or vulnerable,
such as hippos, are also hunted.
Advocates of trophy hunting claim the fees paid by tourists pays for wildlife conservation, creates an incentive
to protect natural habitats, boosts tourism, prevents poaching and controls numbers. But critics say the blood
sport is cruel and point out that Kenya, the only African country where trophy hunting is completely outlawed,
enjoys a vibrant safari industry, worth around $800m (£480m) to the annual economy.
The number of animals that are allowed to be killed and exported is controlled by the UN-run Convention on
International Trade in Endangered Species of Wild Fauna and Flora (CITES). But campaign groups say that the
CITES system is flawed because monitoring and policing is the responsibility of the indivdual governments
who may lack the resources, or even the will, to see the quotas are kept.
The quotas for cheetahs and leopards in South Africa, Namibia and Zimbabwe run into hundreds. Just one hunt
operator in South Africa boasted to a prospective client that it had killed 400 leopards, all with hunted with
hounds, in the last 14 years.
Zimbabwe's wildlife is particularly at risk because of the dire economic situation the country and the land
reforms over the past decade. Johnny Rodrigues, chairperson of the Zimbabwean Conservation Task Force, said
that no proper audit or stocktake has been done in the country since 1997. "Zimbabwe can't support these
quotas. We can't afford to lose these animals and they can't back it up scientifically. I'm disappointed at the
numbers in this quota. It's frightening."
In one reserve, he said a population of 54 rhino had been reduced to only five over the last ten years.
Americans are by far the most keen to spend around $60,000 on trophy hunts in Africa, but British and German
hunters drive demand too. European hunters have killed many thousands of leopards and elephants since 1996,
according to the League Against Cruel Sports.
Marina Lamprecht, who owns Hunters Namibia Safaris, said: "Hunt operators are conservationists first, and
hunters second. With human pressure on land there is less tolerance for wildlife . Trophy hunting is the single
most lucrative form of commercial farmland use. The trophy hunters pay a day fee and a trophy fee but the meat
remains the property of the community . It's a win/win situation. We also employ 19 people – that's 19 families
supported by our work – and around 6,000 trophy hunters visit Namibia each year."
But she added that the global recession has seen trophy hunting demand drop by around 30%.
The benefits hunters cite are disputed. The League Against Cruel Sports say less than 5% of tour fees go to the
government for wildlife conservation. And trophy hunting does damage populations, say conservationists.
Researchers who tagged leopards in a reserve in Kwazulu Natal in South Africa found 23 of the 26 leopards
tracked between 2002 and 2005 were killed through hunting and poaching for bushmeat. From 2006, killing
females and adolescents was banned in the area, and by 2008, numbers in the area were recovering.
Some campaigners who are opposed to canned hunting do see trophy hunting as potentially positive for
conservation. Rob Parry-Jones, the regional director of Traffic Europe, said: "High demand can fuel illegal
hunting, like the trade in songbirds for food in eastern Europe, and abuse of trophy hunting systems, as recently
seen with rhinos in South Africa, but well-managed trophy hunting, like that for Markhor in Pakistan, can make
a positive contribution to conservation efforts."
But campaign groups like Animal Rights Africa believe that the only way to stop canned hunting is to ban
trophy hunting outright. Smid said: "We are calling for a total ban on trophy hunting and trophy exports because
that is the only way you are going to ensure the immoral practice of canned hunting doesn't continue."
http://www.theguardian.com/environment/2009/sep/11/trophy‐hunting‐africa Literary Element: Character
Questions / key words
Answers / summarizing key concepts
What are characters?
Who is the protagonist of a story?
____________________ character, or central character
(An example of a popular movie and
its ‘protagonist’)
Who is the antagonist of a story?
The character or ________________________ acting against the main
character. Something or someone the protagonist must
_____________________.
(An example of a popular movie and
its ‘antagonist’)
Why is it incorrect to say that the
protagonist is the “good guy” and
the antagonist is the “bad guy”?
(If you refer to them in this way, MS MOGAN
WILL BE MAD)
Who are the subordinate characters?
Why are subordinate character
important to a story? What is their
job?
What is motivation?
How do authors communicate
motivation?
Subordinate characters:
They help us to learn about the ________________________ through
_________________________________________________
Literary Element: Character
When describing characters we use
four key terms. Define the terms :
For personality we say
Round:
vs
(hint: Personality and Change)
Flat:
For change we say
Dynamic:
vs
Static:
What are four ways writers use
SPEECH to create characters?
(speech is one type of indirect
characterization!)
1. first person narration:
2. dialogue:
3. dramatic monologue:
4. _____________________:
What are four OTHER ways (besides
speech) that writers help us understand
our characters? (indirect
characterization)
1. Appearance
2. Private thoughts
3. other character reactions
4. _____________________
What is the difference between direct
and indirect characterization? (think
about showing vs telling)
“THE SCARLET IBIS” William Hurst Vocabulary: Match the word to the definition 1. ______invalid a. to repeat 2. ______careen b. too ill to live a normal life 3. ______imminent c. excitingly strange 4. ______iridescent d. an inability to make errors 5. ______infallibility e. about to occur 6. ______doggedness f. persistence, stubbornness 7. ______reiterate g. an action contrary to what is generally thought of as right 8. ______precariously h. shining with shifting rainbow colors 9. ______exotic i. to rush carelessly 10. _____heresy j. insecurely; in a dangerous way Vocabulary Sentences: choose three of the above words and turn them into sentences below 1. 2. 3. “Scarlet Ibis” Comprehension and Analysis Questions: 1. At the beginning of the story, what is the speaker doing? How old might he be? 2. What does the speaker mean by saying Doodle “wasn’t a crazy crazy”? 3. Doodle’s parents named him William Armstrong. What is ironic about this name? 4. On pg. 318 the narrator says, “There is within me . . . a knot of cruelty borne by the stream of love . . .” What does he mean by this statement? What does it say about sibling relationships? If you have siblings or relatives, how can you relate to this statement? 5. What is the narrator’s reason for wanting to “help” Doodle learn to walk? Is this really a kind gesture? Explain. 6. Why does the narrator cry after his family sees Doodle walk? 7. The narrator speaks about pride several times and even personifies pride on page 321, column 1. What is pride and how does it affect the narrator’s actions? Fact (Quote)
“It seemed so hopeless from
the beginning that it’s a
miracle I didn’t give up. But
all of us must have
something or someone to be
proud of, and Doodle had
become mine. I did not
know then that pride is a
wonderful, terrible thing, a
seed that bears two vines,
life and death.” (318)
“’Dead birds is bad luck,’
said Aunt Nicey, poking her
head from the kitchen door.
‘Specialty red dead birds!’”
(322)
‘Brother, Brother, don’t
leave me! Don’t leave me!’
(323)
Idea (Analytical Question)
Who is speaking and
what is the context?
How is pride BOTH
wonderful and terrible?
How is this an example
of foreshadowing?
When have you heard
this before?
What does this reveal
about the narrator?
How could this be an
example of “pride” ?
“He lay very awkwardly,
with his head thrown far
back, making his vermilion
neck appear unusually long
and slim. His little legs,
bent sharply at the knees,
had never before seemed so
fragile, so thin.” (323)
Who or what is being
described?
What does the
description remind you
of?
What is implied to have
happened to Doodle?
Idea (Analytical Response)
“The Scarlet Ibis,” James Hurst I. Draw the final moments of each character’s life in the space below. Then, label their physical similarities. Scarlet Ibis Doodle II.
Symbolism: Use the sentence frames below to analyze the symbolism of the Scarlet Ibis  The symbolism of the Scarlet Ibis is foreshadowed when _____________________________________ says, “_____________________________________________________________________________________” ( ). This is foreshadowing because ________________________________________________________________ _________________________________________________________________________________________.  The Scarlet Ibis and Doodle are both ____________________________ because ______________________ __________________________________________________________________________________________ _________________________________________________________________________________________.  The Scarlet Ibis’s ________________________ symbolizes Doodle’s________________________________ because ____________________________________________________________________________________ Literary Element: SETTING
Questions / key words
Answers / summarizing key concepts
What is setting?
Setting includes to place, weather, _____________________
and ___________________. It can also include details about
characters ___________________ and __________________
information.
How does setting relate to
character?
Details of setting can help us understand the character we will
meet, their ________________________, what they value,
and their_________________________. All of this
influences ________________ (message).
How does setting effect the
mood or atmosphere of a story?
(include example)
Setting details can influence the ______________________
_________________________________. This is mood.
Ex:
How does setting help to express
the tone, or attitude, of the story?
The author can communicate how their __________________
toward a subject by the way it is described.
Ex:
Summarize these notes in 1-2 sentences:
Literary Element: SETTING
To create a believable setting the
author must choose the right
images. Images are…
Images are the ________________ of the story that ________
________________________________________________.
This is done through ________ don’t __________ which uses
the senses of _________________, ____________,
________, ______________, and ______________.
If the author provides the right
images for our senses then our
imagination does what? Explain.
Our imagination ____________________________________
_________________________________________________.
For example:
Recap:
Why is setting an important part
of the story?
How does changing the setting
change the story?
Summarize these notes in 1-2 sentences:
“Marigolds,” Eugenia Collier “One cannot have both compassion and innocence” BACKGROUND INFORMATION ON THE STORY: (Character and Conflict) Protagonist: _______________________________________ She lives in a small town in the 1930’s. Her family has always been ___________________. Lizabeth will become angry about her neighbor’s ______________________________________________________. LIZABETH experiences an 
external conflict (Lizbeth vs ______________________) 
internal conflict when she struggles with ___________________________________. HISTORICAL CONTEXT: (US History) The Great Depression was a result of the stock market crash in _____________________. Businesses had to shut down, and banks failed. Life was __________________________ . The narrator tells us, though, that this was _____________________________________. Black families in rural Maryland were always facing hard times. QUICKWRITE: What FEARS or CONFLICTS do most young people deal with as they move into adulthood? VOCABULARY: (padlet) Word/ Part of Speech Arid (adj) Futile (adj) Impoverished (v) (adj) Poignant (adj) Clarity (n) Malicious (adj) Definition/ Synonym Lacking enough water for many types of plants to grow; dry Useless; in vain Poor, poverty stricken Evoking a sharp sense of sadness or pain, moving Clearness Showing a desire to harm another; spiteful WHILE YOU READ: Complete the “IDEA” column on a separate sheet of paper. You DO NOT need to rewrite the quote, but should reference it DIRECTLY in your reflection. FACT
IDEA
“I feel again the chaotic emotions of adolescence, illusive as smoke,
yet as real as the potted geranium before me now. Joy and rage and
wild animal gladness and shame become tangled together in the
multicolored skein of fourteen-going-on-fifteen as I recall that
devastating moment when I was suddenly more woman than child,
years ago in Miss Lottie’s yard. I think of those marigolds at the
strangest times; I remember them vividly now as I desperately pass
away the time” (410).
What does this recollection
demonstrate about Lizabeth’s
character? What does she mean
by “more woman than child”?
Explain the foreshadowing.
“Poverty was the cage in which we all were trapped, and our hatred
of it was still the vague, undirected restlessness of the zoo-bred
flamingo who knows that nature created him to fly free” (412).
What is Lizabeth’s view on
poverty?
3
"For some perverse reason, we children hated those marigolds.
They interfered with the perfect ugliness of the place; they were too
beautiful; they said too much that we could not understand; they did
not make sense" (414).
What do the marigolds
symbolize or represent to
Lizabeth? Why are the children
so filled with hatred of the
marigolds?
4
"The child in me sulked and said it was all in fun, but the woman in
me flinched at the thought of the malicious attack that I had led"
(416).
What does this inner conflict
indicate about Lizabeth’s
transformation? How is she
different from the other children?
“I did not know men ever cried. I covered my ears with my hands but
could not cut off the sound of my father’s harsh, painful, despairing
sobs…The world had lost its boundary lines” (417).
What is happening to
Lizabeth’s view of her world?
“’M-miss Lottie!’ I scrambled to my feet and just stood there and
stared at her, and that was the moment when childhood faded and
womanhood began. That violent, crazy act was the last act of
childhood” (419).
How does Lizabeth’s
perception of Miss Lottie
change here and why? What
themes are revealed here?
"The years have put words to the things I knew in that moment, and
as I look back upon it, I know that that moment marked the end of
innocence. Innocence involves an unseeing acceptance of things at
face value, an ignorance of the area below the surface…This was
the beginning of compassion, and one cannot have both compassion
and innocence" (419).
What does the older Lizabeth
mean by not being able to have
both “compassion and
innocence”? How does this
epiphany (realization) come
about?
“For one does not have to be ignorant and poor to find that one’s life
is barren as the dusty yards of one’s town. And I too have planted
marigolds” (419).
What does this statement
indicate about Lizabeth in later
life? How has she changed as
a result of her conflict?
1
2
5
6
7
8
“Woman with Flower,” Naomi Long Madgett Woman with Flower
I wouldn’t coax the plant if I were you.
Such watchful nurturing may do it harm.
Let the soil rest from so much digging
And wait until it‘s dry before you water it.
The leaf’s inclined to find its own direction;
Give it a chance to seek the sunlight for itself.
Much growth is stunted by too careful prodding,
Too eager tenderness.
The things we love we have to learn to leave alone.
Analysis
1.
What is the meaning of the word nurturing in line 2? What is the meaning of the word prodding in line 7?
2.
What will happen if you are too tender or too eager to love?
3.
What is the message/ theme of the poem?
4.
Is this really a poem about flowers? What else might the flowers stand for?
“Marigolds” Unit; related expository text
Skim the text, make a prediction:
Set a Purpose:
Sowing change
Many hands join to transform a barren city lot into a thriving green space for plants -and people in North Lawndale
August 31, 2003|By Donna Freedman, Special to the Tribune.
The 20-by-32-foot bed of marigolds is not just a sea
of orange blooms, but a Rorschach blot. Back up a
few feet, look again and the shape of the African
continent emerges on a North Lawndale street
corner.
A pair of doorway-like arbors invite passersby off
the sidewalk and into a garden where raised beds
are a glory of lilies, daisies, hibiscus, nicotiana,
shrub roses and other plants. In some places,
flowers fight for space among broccoli, sweet
potatoes and purple kale that are almost treelike in
their vigor.
Three low, bark-covered mounds, plus a limestone-terraced hill at the rear of the site, give a sense of
terrain. Shrubs, ornamental grasses and young hackberry, black locust, crab apple and magnolia trees also
provide vertical uplift on this city lot.
"This is what we need: open space, a place to sit and talk, to think a while," says North Lawndale resident
Gerald Earles, sitting in the garden at 12th Place and Central Park Avenue. The 130-by-100-foot garden
seemed to spring up in a single day in late April.
In reality, it took more than two years, about 400 volunteers and $200,000 in donated materials and
expertise to create the African Heritage Garden.
"I've always known that the community [was] capable of a project of this magnitude. We just needed a
focus," says Valerie Leonard, executive director of the non-profit North Lawndale Small Grants Human
Development Corp.
The corporation's attempts to garden on the site in 2001 and 2002 withered and died due to a lack of
water. But things finally came together this year after the Chicago Botanic Garden, NeighborSpace, a nonprofit land trust, and The Enterprise Companies, a residential real estate development firm, provided
financial and design support.
About 200 people, including about 25 people from the community, attended a design session in March to
determine what the garden would become. All agreed that the site should have a bed shaped like the
African continent and incorporate a number of plants that grow in Africa. Both ideas were part of
Leonard's original plan, which was inspired by Unity Park, another Lawndale project.
That park was created five years ago by residents fed up with drug dealing and crime near 19th Street and
Kostner Avenue. Gladys Woodson, who spearheaded that project, says that once the site became a wellused and neatly maintained park, the criminal element left.
"If you get enough good people to come out, the bad people are going to leave," Woodson says. She and
other Unity Park organizers are helping at the African Heritage Garden as well.
In fact, the heritage garden is thriving under the care and nurturing of a variety of groups, including the
North Lawndale Greening Committee, the Combined Block Club and Slumbusters. NeighborSpace, which
purchased the land from the city and leases it to North Lawndale, also paid to install a water hookup.
The plants and landscape materials, design and on-site supervision were paid for by a grant from the
Chicago Botanic Garden's Neighborhood Gardens program. Each year, the Chicago Botanic Garden
awards money to community groups interested in greening their neighborhoods.
It all came together on April 26 when about five dozen volunteers of varying ages, mostly neighborhood
residents, planted hundreds of flowers and vegetable seedlings under the supervision of the Chicago
Botanic Garden's Community Gardens division. The Safer Foundation, which helps men make the
transition from prison to the outside world, sent clients to build arbors and a half-dozen large raised beds.
With regular watering, the garden has thrived -- as have the weeds. Scheduled work parties and
neighborhood residents keep the weeds at bay.
In late June, the Chicago Botanic Garden brought more trees and flowers, which were planted by about 30
volunteers, including 9-year-old Nikky Pierce. Nikky, who lives down the street from the garden, is
pleased with the results.
"Before, it was just dirty and trashy," she says. "It looks pretty when there are flowers in it."
Elder plantswoman and neighborhood resident Annie Lott lends a hand as well as her expertise. At 92, she
is an avid gardener who grows numerous flowers and 16 kinds of vegetables. It was her suggestion to put
"some food, something that's healthy" in the flower beds.
"I love this garden because it brings back memories of how I was raised," says Lott, who is from
Mississippi. "I was raised on a farm and our father taught us to do things for others and share."
The African Heritage Garden is a work in progress. Areas among the beds and mounds still need to be
covered with stones. A shelter symbolizing a tribal hut, made with thatch and other materials from Africa,
is in the works. Park benches also are likely.
But the progress has been huge, says Leonard, even though some of the volunteers had no gardening
experience. "They were involved, and now they're asking, `When can we do it again?'
"That's music to my ears," Leonard says. "When you see how it was being used before and how it's being
used now, that's an awesome feeling. It belongs to the community now."
TIEAC Paragraph: How is the garden in North Lawndale similar to Miss Lottie’s garden?
Please use at least TWO types of analysis
“The Necklace,” Guy de Maupassant
Pre-reading
What are some things that give a person status? (list)
How can you tell that a person has status?
What are some benefits of status? Harmful effects?
Setting Details: (place, class, situation)
While you read
Vocabulary:
While you read: Choose your OWN vocabulary words
Word / part of speech
Sentence from Text
Comprehension:
1. Why is the woman so unhappy? (clarify)
Definition/ synonyms
2. Why does the invitation have the opposite effect on Madame Loisel from the one her husband expected?
(cause and effect)
3.Why do you think Mme. Loisel finally chooses only the diamond necklace? (question)
4. How do you think the story will end? (predict)
After reading1. What was your reaction to the ending?
2. How do you think Mme Loisel broke the news to her husband? Do you think she told him the truth?
2. Irony- Explain why this story is a good example of irony. Please be text specific (quote) and also specific to
the TYPE of irony being used.
3. Is Mme. Loisel a static or dynamic character? Once you have stated which she is in your topic sentence,
you must support your opinion by citing examples from the beginning and end of the story.
(TIEAC PARAGRAPH)
Important quotes: Fact (Quote) “She grieved incessantly, feeling that she had been born for all the little niceties and luxuries of living. She grieved over the shabbiness of her apartment, the dinginess of the walls, the worn our appearance of the chairs, the ugliness of the draperies. All these things, which another woman of her class would not even have noticed” (208) “She danced madly, ecstatically, drunk with pleasure, with no thought for anything, in the triumph of her beauty, in the pride of her success, in a cloud of happiness made up of this universal homage and admiration, of the desires she had aroused, of the completeness of a victory so dear to her feminine heart.” (213) “But sometimes, while her husband was at work, she would sit near the window and think of that long‐ago evening when, at the dance, she had been so beautiful and so admired” (217) “What would have happened if she had never lost those jewels? Who knows? Who knows? How strange life is, how fickle! How little is needed to ruin or to save!” (217) Analytical Questions What does it mean to grieve? Why does the woman grieve over material possessions? What does this say about her class in society? Why is this an important moment for Mme Loisel? How does she feel in this moment? What sacrifices have the Loisel’s had to make? How does Mme Loisel feel about these sacrifices? What does Mme Loisel now mourn over? Had Mme Loisel changed since the grieving we saw in the opening of our story? Idea (Analytical Response) TONE “The Necklace”: How does the author seem to feel about the characters of “The Necklace”? Is he sympathetic? Judgmental? Cynical? Brainstorm below before you make your final decision What the text says… (quote) What the author ‘says’… (author’s opinion/ if he was talking about this scene, what would he say?) Based on your observations and evidence, what do you think the narrator feels about his characters? How do you think he wants the reader to feel about his characters? How would you explain the tone of story?