Lesson Plan in Literature “The Necklace” by Guy De Maupassant

I. Objectives
At the end of the lessons, students are able to:
a) Bring out the conflict and conflicting factors in a story;
b) Point out that there are better things in the world than material things (Concrete
& Abstract);
c) Create a Timeline about the short story “The Necklace”;
d) Portray teamwork and effort based from the moral in the story.
II. Subject Matter
“The Necklace” by: Guy de Maupassant
Reference: www.americanliterature.com/GUYDEMAUPASSANT
Materials: Pop sheets, movie poster, Projector, Laptop.

III. Procedure

A. Review:
1. Do you still remember what the parts of a short story are? (Literary Elements)
B. Motivation:
1. Have you ever borrowed something and lost it?
2. What did you do to fix the problem?
C. Presentation:
1. Tell the students how the questions relate to the story you will discuss.
2. Give a few minutes for the students to refresh themselves with the text after
reminding them of the standards of silent reading.

Activity 1:
1. Discuss deeper what a plot structure is and the basic types of plots:
man vs. nature
man vs. man
man vs. the environment
man vs. machines/technology
man vs. the supernatural
man vs. self
.
2. Let the students identify the type of plot the short story, “The Necklace” has.
3. Discuss what a conflict is, then ask the students to point out the conflict in the
story.

Activity 2:
1. Ask the students to pair up and answer the following questions on a piece of
paper.

Analysis
Questions:
1. How will you describe Madame Loisel in the story?
2. Do you think that she deserved what happened to her? Explain.
 3. What do you think did Madame Forestier do after she heard that the necklace
she got back was a real diamond?
4. If you were in the situation of Madame Loisel, what would you have done?
` 5. Write a short paragraph describing how you want the story to end.

Abstraction
1. Show a poster of a movie and ask the students to describe the images they
see.
2. Ask the students ways to improve the poster.
3. Give additional outputs about man vs. nature
man vs. man
man vs. the environment
man vs. machines/technology
man vs. the supernatural
man vs. self

Application
1. Group the students.
2. Tell the students that they will draw their own timeline in a form of web concept.
They will be graded according to the following analytic rubric:
Outstanding = 5points
Average = 3 points
Poor = 1 point

3. Explain how they will be graded. To get a perfect score of forty points they must
follow the rubric.
4. Let the students prepare their timeline using web concept.

Evaluation:
1. Check the progress of each group.
2. Groups who did not yet finish will be given 10 more minutes to finalize their poster.
3. Let the students present their web concept to the class.

Assignment:
1. Ask the students to prepare a brief writing about how they felt during the experience
they had in the poster making activity.

Bonie Jay M. Dacot

Teacher 1
Tangan Integrated School