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English I Through ESOL: The Necklace Page 249

English I Through ESOL

The Short Story: “The Necklace,” by Guy de Maupassant FCAT Reading/Writing Focus:

Conclusions, Generalizations (Stereotypes) & Inferences

FCAT Support Skills: Literary Devices: Irony; Literary Element: Characterization

Language Focus: Noun Clauses with “That” Text: Prentice Hall Literature: Gold Level

English Spanish Haitian Creole Portuguese affair acontecimiento afè acontecimento,

caso breeding alcurnia zansèt educação fina carriage carruaje, transporte charyo carruagem charm amuleto cham charme cleverness inteligencia, habilidad fent inteligência, talento debt deuda dèt débito, dívida dowry dote kado maryaj dote envy envidia anvi inveja, ciúme exorbitant excesivo egzòbitan, chè exorbitante fake falso fo, blòf falso fashionable de moda, elegante modèl elegante frightful aterrador, espantoso entimidan, efreyan imenso, terrível garret ático, desván depo sótão grieve lamentarse, afligirse grav lastimar incessantly sin cesar,

incansablemente san rete incessantemente

inheritance herencia eritaj herança instinctive instintivo enstenktiv natural, instintivo loan shark estafador “loan shark” agiota poise porte, aplomo, firmeza

natural balans porte, postura

overcome abrumar, vencer leve defi, simonte, emosyone

superar

pale pálido pal pálido pauper pobre trè pòv pobre peasant campesino(a) moun an deyò,

moun riral caipira, camponesa

plainly sencillamente avèk pèn simples predicament apuro, aprieto, problema touman, move

sitiyasyon situação desagradável

prosperous próspero(a) pwospè, rich rico, próspero rank categoría pozisyon distinção replace reemplazar, sustituir ranplase substituir

English I Through ESOL: The Necklace 50

rough brusco (a), duro (a), tosco (a)

di, malouk, pwès, tibilan

grosseiro

scanty escaso(a), mínimo pa ase, manke escassa, insuficiente

scour fregar, restregar foubi, lavar scrub fregar, lavar fwote esfregar shabbiness miserable, desgracia detòryorasyon miséria shrill agudo(a) son egi, son pike estridente superb espléndido (a) sipèb majestoso, elegante thrifty económico, ahorrativo ekonomik, kras, raz pobre, econômico trace seguir, localizar trase seguir untended descuidado (a) ki pa tand descuidado,

desleixado


English Summary

“The Necklace” by Guy de Maupassant

Mathilde Loisel was not born to social class and breeding. Her beauty, grace and charm took the place of family rank. She wanted to marry a famous and prosperous man. However, because she had no dowry and came from a family of clerks, she married a minor clerk in the Ministry of Education. Mathilde had natural poise, instinctive good taste and mental cleverness. She dressed plainly because she could not afford fine clothes. Mathilde was an unhappy woman, who grieved over the shabbiness of life. She dreamed incessantly that she was wealthy and of high social position. She imagined that she lived in a fine home and held fashionable dinner parties with silverware, fine china and delicious food.

However, Mathilde had no jewels or evening clothes. For this reason, when her husband came home with an invitation to the Minister of Education’s mansion, Mathilde burst out weeping. She knew that she had nothing fine enough to wear to such an important affair. Her thrifty husband offered to buy her an elegant and simple dress. Mr. Loisel turned pale when Mathilde announced that she needed four hundred francs.

As the day of the party approached, Mathilde felt that she needed a jewel or a gem to wear. She argued that without jewelry, she would look like a pauper. Mr. Loisel sent Mathilde to borrow some jewelry from her friend Mme. Forestier. Mme. Forestier was a well-to-do classmate from school days at the convent.

The next day, Mathilde visited her friend and told about her predicament. Mathilde had a difficult time choosing among pearls, gold and gems. She decided to borrow Mme. Forestier’s superb diamond necklace. Mathilde was the center of attention at the party, dancing until four o’clock in the morning. The excitement of the attention made her wild with joy. When it was time to leave, they rushed out because Mathilde was ashamed that she wasn’t wearing an expensive fur. They walked along the Seine River until they found a carriage.

When they arrived home, Mathilde noticed that her borrowed necklace was gone. Mr. Loisel traced their steps, but did not find it. He went to the police and the cab company, and even posted a reward. There was no hope. They decided to write to Mme. Forestier and pretend that the necklace needed to be repaired. Meanwhile, they searched the city for another necklace to replace the lost one. At the Palais Royal, they found one for 36 thousand francs. Mr. Loisel used his inheritance and borrowed the rest of the money from loan sharks and moneylenders at exorbitant interest rates.

Mme. Forestier never noticed that Mathilde had given her a different necklace. They now had a frightful debt to pay. They rented a garret, and dismissed the maid. Mathilde had to cook, scour pots and scrub dirty clothes. She dressed like a peasant and guarded her scanty allowance. Her husband labored at night. This continued for ten years. Mathilde changed into a rough, heavy and untended woman with a shrill voice.

Then one day walking on the Champs-Élysées, she noticed Mme. Forestier. Her old friend was still young and beautiful, but did not recognize Mathilde. Mathilde finally told her that she had lost the necklace and bought a new one to replace it. It had taken ten years to pay for her mistake. Mme. Forestier was overcome and surprised. Then she told Mathilde that necklace she loaned her was a fake, worth only 500 francs!


Spanish Summary “El Collar” por Guy de Maupassant

Matilde Loisel no era una mujer de la alta sociedad o de alcurnia. Su belleza, gracia y

simpatía sustituyeron al rango familiar. Quería casarse con un hombre famoso y rico, pero como carecía de dote y provenía de una familia humilde se casó con un empleado del Ministerio de Educación. Matilde tenía un porte natural, un buen gusto instintivo y una mentalidad ingeniosa, sin embargo se vestía sencillamente por que no podía comprar ropa fina. Era una mujer infeliz, que se lamentaba por las desgracias de la vida y que soñaba incansablemente con ser rica y pertenecer a una alta posición social. Se imaginaba viviendo en una casa lujosa ofreciendo elegantes banquetes donde podía servir deliciosos manjares en fina porcelana con cubiertos de plata.

Matilde además no poseía joyas o ropa de gala, razón por la cual estalló en llanto cuando su esposo llegó a la casa con una invitación para asistir a la mansión del Ministro de Educación. Sabía que no tenía ropa lo suficientemente fina como para asistir a tan importante ocasión. Su ahorrativo esposo ofreció comprarle un vestido sencillo pero elegante; no obstante palideció cuando Matilde le dijo que necesitaba cuatrocientos francos. El día de la fiesta se aproximaba y Matilde pensó que necesitaría lucir una joya o alguna piedra preciosa, para no parecer una simple pobretona. Por este motivo su esposo le dijo que visitara a su amiga la Sra. Forestier, para pedirle prestadas sus joyas ya que era una mujer rica y había sido su compañera de colegio en el convento. Al siguiente día, Matilde fue a visitar a su amiga y le contó el apuro en que se encontraba. Se le hizo muy difícil escoger entre perlas, oro y piedras preciosas, y decidió, entonces tomar prestado el espléndido collar de diamantes de la Sra. Forestier. El día de la fiesta Matilde fue el centro de atención, y bailó hasta la madrugada. El entusiasmo de sentirse admirada la enloqueció de alegría. Cuando llegó el momento de marcharse, se apresuró a salir junto con su esposo por que se sentía avergonzada de no llevar un costoso abrigo de piel. Caminaron a lo largo del río Sena hasta encontrar un coche.

Al llegar a casa, Matilde se dio cuenta de que no tenía el collar que había pedido prestando. Su esposo revisó el camino recorrido, pero no lo encontró; fue a la policía, a la estación de coches e inclusive colocó un aviso ofreciendo una recompensa. Ya sin esperanzas decidieron escribirle una carta a la Sra. Forestier, explicándole que el collar supuestamente necesitaba ser arreglado. Al mismo tiempo estaban buscando en la ciudad como reemplazarlo por otro collar. En la joyería Palais Royal encontraron uno que costaba treinta y seis mil francos. El Sr. Loisel tuvo que utilizar el dinero de su herencia y pedir prestado a estafadores y prestamistas que le cobraban intereses altísimos.

La Sra. Forestier nunca se dio cuenta que Matilde le había devuelto un collar diferente. Matilde y su esposo contrajeron una deuda agobiante que tenían que pagar. Alquilaron un desván, despidieron a la criada y Matilde tuvo que cocinar, fregar ollas y lavar ropa sucia. Se vestía como una campesina, ahorraba su escaso sueldo y su esposo trabaja por las noches. Esto de prolongó por diez años y Matilde se convirtió en una mujer tosca, forzuda, desarreglada, y con un tono de voz agudo.

De pronto un día caminando por los Campos Elíseos, vio a la Sra. Forestier. Su vieja amiga, quien todavía se veía joven y hermosa, no la reconoció. Matilde se acercó y le confesó que había perdido el collar original y que compró uno semejante para reemplazarlo. Diez años le había tomado para pagar su error. La Sra. Forestier abrumada y sorprendida, le confesó que: ¡el collar que le prestó era de fantasía y que únicamente le había costado quinientos francos! The Department of Multicultural Education Spanish Translation Team certifies that this is a true and faithful translation of the original document. (561) 434-8620 – September 2005 – SY 05-1224


Haitian Creole Summary

“Chenn nan” dapre Guy de Maupassant

Mathilde Loisel pa t soti nan gwo klas sosyal ak fèt nan gran fanmi. Bote li, charite li ak cham li te soti nan tras fanmi. Li te vle pou l marye ak yon moun rich ki gen gwo non. Sepandan, paske li pa t gen dòt kòm kado maryaj epi li te soti nan yon fanmi sekretè, li te marye ak yon anplwaye klas mwayèn nan Ministè Edikasyon an. Mathilde te gen yon dispozisyon natirèl, bon gou enstinktif ak entelijans mantal. Li te konn abiye senp paske li pa t kab achte rad chè pou l mete sou li. Mathilde pa t yon fanm erèz, li t ap lite ak detèryorasyon lavi a. Li te toujou swete li te rich ak fè pati gwo klas sosyal. Li te konn imajine li ta abite nan yon bèl kay ak òganize gwo fèt dine ak bèl ajantri, bèl pòslèn ak bon manje chinwa.

Sepandan, Mathilde pa t gen okenn bijou ni rad sware. Pou rezon sa a, lè mari li te vin lakay pou envite li nan gwo vila Minis edikasyon, Mathilde te pran kriye. Li konnen li pa t gen rad ki bon ase pou li t ale nan yon evènman enpòtan konsa. Mari raz li a te ofri li pou l achete yon rad elegan e senp pou li. Msye Loisel te vin tou blanch lè Mathilde te di li li bezwen kat san fran.

Kòm jou fèt la t ap avanse, Mathilde te santi li bezwen bijou oswa yon lòt pyè presye pou l abiye. Li te diskite l ap sanble yon dènye pòv si li pa abiye ak bijou. Msye Loisel te voye Mathilde al prete bijou nan men zanmi li, madam Forestier. Madam Forestier se te yon ansyen kondisip lekòl nan kouvan an ki fè li te vin bon.

Nan jou aprè a, Mathilde te al vizite zanmi li pou rakonte li move sitiyasyon li. Mathilde pa t konn sa pou l chwazi egzakteman ant kolye, lò ak lòt pyè presye. Li te finalman deside prete bèl chèn an dyaman madam Forestier te genyen. Tout je te fikse sou Mathilde nan fèt kote li t ap danse pou jouk katrè nan maten. Atansyon moun te pote sou li te fè li ranpli ak jwa. Lè li te fè lè pou yo ale, Mathilde te prese deplase paske li te wont li pa t abiye ak yon fouri byen chè. Yo te mache arebò flèv Seine nan jiskaske yo te jwenn yon kawòs.

Lè yo te rive lakay, Mathilde te reyalize li pa t wè chèn li te prete a. Msye Loisel te suiv tout tras chemen kote yo te pase, men li pa t jwenn li. Li te ale lapolis, nan konpayi taksi ak li te menn ofri yon rekonpans pou moun ki jwenn li. Pa t gen espwa. Yo te deside ekri madam Forestier yon lèt pou di li chèn nan te bezwen reparasyon. Pandan tan sa a, yo te chèche nan tout vil la pou wè si yo ta jwenn yon lòt chèn pou ranplase sa ki te pèdi a. Yo te jwenn youn nan Palè Royal ki te koute 36 mil fran. Msye Loisel te itilize eritaj li ak prete rès lajan an nan men izirye ak lòt moun k ap prete kòb ak gwo enterè.

Madam Forestier pa t janm remake si Mathilde te ba li yon chèn diferan. Kounye a yo te vin gen yon dèt lou pou yo peye. Yo te lwe yon depo epi fè bòn nan ale. Mathilde te oblije nan fè manje, lave chodyè, ak lave rad sal. Li te abiye tankou peyizan ak kenbe dèt k ap peze l la. Mari li te travay lannuit. Sa te kontinye pandan dis ane. Mathilde te vin tounen yon fanm brit, gra, ki pa pran swen tèt li ak ki gen yon vwa egi.

Epi, yon jou, pandan li t ap mache sou Champs-Élysées, li te wè madam Forestier. Ansyen zanmi li an te toujou parèt jèn, byen bèl men li pa t rekonèt Mathilde. Finalman, Mathilde te di li li te pèdi chèn li an epi li te achte yon lòt pou ranplase li. Li te pran dis ane pou l peye pou erè li. Madam Forestier te choke anba sezisman. Apre sa, li te di Mathilde chèn li te prete li a se te yon krizokal ki te vo sèlman 500 fran!

Translated by the Creole Translation Team of the Multicultural Education Department School District of Palm Beach County –

November 2006- SY051224- Phone (561) 434-8620


Portuguese Summary

“O Colar”, de Guy de Maupassant

Mathilde Loisel não nasceu para ter uma boa posição social e uma educação fina. Sua beleza, graça e charme substituíam a distinção familiar. Ela desejava casar-se com um homem rico e famoso. Contudo, como não tinha dotes e vinha de uma família de balconistas, ela casou-se com um funcionário de segunda categoria do Ministério da Educação. Mathilde tinha um porte e um bom gosto naturais e era inteligente. Ela se vestia de maneira simples porque não tinha condições de comprar roupas finas. Mathilde era uma mulher infeliz, que lastimava as misérias da vida. Ela sonhava incessantemente em ser rica e pertencer a uma alta classe social. Ela imaginava que morava numa linda casa e proporcionava elegantes jantares com prataria, porcelanas finas e comidas deliciosas.

Contudo, Mathilde não possuía jóias ou roupas de festa. Por este motivo, quando seu marido chegou em casa com um convite para uma festa na mansão do Ministro da Educação, Mathilde desmanchou-se em lágrimas. Ela sabia que não tinha nada alinhado o bastante para usar em um acontecimento tão importante. Seu marido, que era bem econômico, ofereceu-se para comprar-lhe um vestido simples e elegante. O Sr. Loisel ficou pálido quando Mathilde comunicou-lhe que precisava de quatrocentos francos.

Com a aproximação do dia da festa, Mathilde achou que precisaria usar uma jóia ou uma pedra preciosa. Ela argumentou que sem jóia ela iria parecer pobre. O Sr. Loisel disse a Mathilde para tomar emprestado algumas jóias de sua amiga, a Srª Forestier, uma rica colega de quando estudavam no convento.

No dia seguinte, Mathilde foi visitar sua amiga e falou sobre sua desagradável situação. Foi difícil para ela escolher entre pérolas, ouro e pedras preciosas. Ela decidiu tomar emprestado o lindo colar de diamantes da Srª Forestier. Mathilde foi o centro das atenções na festa, dançando até as quatro da manhã. A emoção de ter chamado atenção a fez vibrar de alegria. Quando chegou a hora de ir para casa, eles saíram apressadamente, pois Mathilde estava com vergonha por não estar usando um casaco de pele caro. Eles andaram ao longo do rio Sena, até encontrar uma carruagem.

Ao chegar em casa, Mathilde percebeu que o colar que tinha tomado emprestado havia sumido. O Sr. Loisel seguiu a trilha de sua caminhada, mas não encontrou o colar. Ele foi até a polícia e à companhia de carruagem, chegou até mesmo a colocar um anúncio de recompensa. Não havia esperança. Eles decidiram escrever para a Srª. Forestier e mentir que o colar precisava ser consertado. Enquanto isto, eles procuraram em toda a cidade por outro colar, para substituir o que haviam perdido. Eles acharam um no Palais Royal que custava 36 mil francos. O Sr. Loisel usou sua herança e tomou emprestado o restante do dinheiro de agiotas e especuladores, com juros exorbitantes.

A Srª. Forestier nunca percebeu que Mathilde havia lhe dado um colar diferente. Agora eles tinham uma dívida imensa para pagar. Eles alugaram um sótão e dispensaram a empregada. Mathilde tinha que cozinhar, lavar panelas e esfregar roupas sujas. Ela vestia-se como uma camponesa e economizava sua escassa pensão. O marido dela trabalhava durante a noite. Isto continuou por dez anos. Mathilde se tornou uma mulher grosseira, rudimentar e descuidada, com uma voz estridente.

Então um dia, andando pelo Champs-Élysées, ela viu a Srª. Forestier. Sua velha amiga ainda estava jovem e bonita, mas ela não reconheceu Mathilde. Finalmente Mathilde confessou que o colar havia sumido e que ela comprara um novo para substituí-lo. O seu erro havia lhe custado dez anos de sua vida. A Srª. Forestier ficou espantada e surpresa. Então ela contou a Mathilde que o colar que havia lhe emprestado era falso e valia apenas 500 francos! The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. February 2006 - (561) 434-8620 - SY 05-1224


Beginning Listening Activities

Minimal Pairs Objective: Auditory discrimination of confusing sounds in words Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2 above the second. The teacher models by pronouncing one of the words without indicating which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair. Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with the word (Can be done with sentences). Use both words in the pair in otherwise identical sentences. (Example: The Constitution is the heart of US government. The contribution is the heart of US government.) Teams decide which sentence has meaning, and which is silly. (Award points for correct responses.) The Necklace: Minimal Pairs Activity: replace/we place poise/pose come/gum shrill/sill breeding/bleeding trace/race pale/pair lank/rank poise/boys grieve/grave fright/flight debt/death

Bingo Objective: Auditory comprehension of vocabulary from the lesson Procedure: Choose vocabulary words or phrases from the lesson summary list or from students' classroom texts. Give each team a blank Bingo card. Each team writes vocabulary words/text phrases you provide on the board in the spaces of their choice. Randomly select sentences from the text and read them aloud. Teams mark their Bingo spaces when they hear the word or phrase.

Intermediate Listening Activities

Team Spelling Test Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly. Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left margin) Read the spelling words as you would during a traditional spelling test. The first team member writes word number one with the team's help, and then passes the paper and pencil to the second team member who will write word number two, etc. Students on each team take turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's tests. A team gets one point for each word spelled correctly. Options: Ask for additional information. For example, you may ask teams to write a sentence with the word in it. You might ask for a specific tense, plural form, opposite, etc. An alternative technique is to have each team member complete all spelling items on his/her own paper. Team members are allowed to help each other. On completion, collect the one paper of your choice. The grade on that paper will count for each team member. The Necklace: Spelling Activity: Use the following words for the test. carriage, debt, exorbitant, grieve, incessantly, poise, pauper, prosperous, shabbiness, thrifty


Follow Directions Objective: Listen for the purpose of following spoken directions. Procedure: With one piece of paper and one pencil, team members take turns writing on paper what the teacher directs to complete a task.

a) For example, there might be a list of dates. The teacher might say the following: Draw a circle around 1492. Make a star in front of 1546. Connect 1322 and 1673 with a line.

b) The teacher might direct teams to make changes to a sentence. Example: He sailed to the Americas in 1492. The teacher says, “Circle the verb. Put a box around the preposition”.

c) Another example: Change the verb to the present tense. Add 505 years to the date. Change the subject to the third person plural.

d) The teacher might also direct teams to complete a drawing, or draw the route of an explorer on a map. Teams that complete the exercise correctly get a point.

The Necklace: Follow Directions Activity: Provide students with the following sentences from the story. For each sentence, students draw a circle around each adjective. Then draw an arrow to the word the adjective describes.

a) Mme. Loisel appeared an old woman now. b) She became heavy, rough, and harsh, like one of the poor. c) Her hair untended, her skirts askew, her hands red, and her voice shrill, she even

slopped water on her floors and scrubbed them herself. d) But sometimes she would think of that long-ago evening when she had been so beautiful

and admired.

Dictation Objective: Listen to discriminate words in sentences and reproduce them in writing. Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if listening skills allow) Team members take turns writing the sentences, assisting each other. (Teams can write sentences on the board to correct them in class, or collect as a quiz.) Option: An alternative technique is to have each team member complete all dictation items on his/her own paper. Team members are allowed to help each other. On completion, collect one paper of your choice. The grade on that paper will count for each team member. Option: Dictate a sentence with an important word left out. Offer four choices for teams to write. Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England Option for Dictating Dates or mathematical concepts/formulas: Can be written in number form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral triangle.) Dictate the question, so teams can write them down. Then each team answers the question in the group. (What kind of polygon has two parallel sides?) The Necklace: Dictation Activity:

a) Mathilde had natural poise, instinctive good taste, and mental cleverness. b) Her thrifty husband offered to buy her an elegant and simple dress. c) However, Mathilde had no jewels or evening clothes. d) Mathilde was the center of attention at the party, dancing until four in the morning. e) The excitement of the attention made her wild with joy.


Proficient Listening Activities

Interview Objective: Role play a verbal interaction in the form of an interview Procedure: You play the role of an informative person relative to the topic of the unit. Choose a representative from each team and distribute the questions among them. These students play the role of journalists. Provide students with these questions to interview you in your new role. Teams must coach their representative, and take notes of the answers for Writing Activity #1, Language Experience Story. The Necklace: Interview Activities: You play the role of Mr. Loisel. Choose several students to play the role of Mathilde. Provide students with the questions below. They take turns asking you these questions. Students not asking questions must take notes of Mr. Loisel’s answers. Students should save notes for Writing Activity #1, Language Experience Story.

a) Did you see my necklace? b) What do you think happened to it? c) Do you think it fell off in the carriage? d) Will you call the police? e) Can we offer a reward? f) What are we going to do about the necklace? g) What should I tell Mme. Forestier? h) Where can we get the money we need to replace it? i) What about your inheritance from your father? j) How will we ever pay the money back?


Beginning Speaking Activities

Intentional Intonation Objective: Auditory discrimination and oral production of intonation/stress patterns in spoken English Procedure: Write the sentence on the board and then say it, stressing one word. Teams take turns explaining the special meaning the emphasis brings to the sentence. Repeat this process several times with the same sentence, each time emphasizing a different word. Example: All for one and one for all! (not none) …..(not, “None for one and one for all!) All for one and one for all! (not from) …..(not, All from one and one for all!) All for one and one for all! (not three) …..(not, “All for three and one for all!) All for one and one for all! (not or) …..(not, “All for one or one for all!”) All for one and one for all! (not everyone) …..(not, “All for one and everyone for all!”) All for one and one for all! (not to)….. (not, “All for one and one to all”!) All for one and one for all! (not nobody) …..(not, “All for one and one for nobody!”) The Necklace: Intentional Intonation Activities:

They had a frightful debt to pay now. (not Mathilde) They had a frightful debt to pay now. (not have) They had a frightful debt to pay now. (not small) They had a frightful debt to pay now. (not credit) They had a frightful debt to pay now. (not to think about) They had a frightful debt to pay now. (not later)

Backwards Build-up Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating, by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as necessary) until teams can pronounce the segments well. Continue to build up to the complete sentence. Teams completing the exercise correctly get a point. Example: …in fourteen hundred and ninety-two …blue in fourteen hundred and ninety-two …the ocean blue in fourteen hundred and ninety-two …sailed the ocean blue in fourteen hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two. The Necklace: Backward Build-up Activity:

a) She imagined that she lived in a fine home and held fashionable dinner parties with silverware, fine china and delicious food.

b) For this reason, when her husband came home with an invitation to the Minister of Education’s mansion, Mathilde burst out weeping.

c) As the day of the party approached, Mathilde felt that she needed a jewel or a gem to wear.

d) When it was time to leave, they rushed out because Mathilde was ashamed that she wasn’t wearing an expensive fur.

e) Mr. Loisel used his inheritance and borrowed the rest of the money from loan sharks and moneylenders at exorbitant interest rates


Intermediate Speaking Activities

Charades Objective: Oral production to determine word meaning and context of new lesson vocabulary Procedure: Team members guess who/what the teacher (or student) is silently role-playing. (Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point. The Necklace: Charades Activity: Suggestions: charm, shabbiness, moneylender, scrub, frightful, weeping, trace, ashamed, cleverness, grieve

Mixed-up Sentence

Objective: Each team consults to give spoken directions to correct a “mixed-up” sentence. Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the class the way the sentence should read. Example sentence: A dicot seed has two parts. You might write on the board: “tWo a seed dicot hAs parts”. The person whose turn it is must verbally give directions to make a correction after consulting with the team. The teacher follows the exact directions given and, if correct, gives the team a point. Then s/he calls on next team. Example: “Move the A to the front”. You might decide to erase letter “a” in “part” and put it at the beginning of the sentence. Perhaps you erase an “a” and rewrite it on the wall somewhere in front of the classroom. In both cases, you were not given the detailed instructions necessary to complete the task, and you would move on to the next group without awarding a point. You are looking for a response something like, “Remove the first capital A and replace it with a lower case A.” Directions like these get teams points. Continue until the sentence is reorganized, with a capital at the beginning and a period at the end. Notes: This activity is very difficult and takes several weeks to master. Students will prefer to show you what to do, but do not let them. The idea is to tell you, not show you. The first time you use the activity do not spend more than five minutes. Stop and discuss the kinds of directions they need to give in the future. Do not give up on this activity, no matter how immature the students.

Proficient Speaking Activities

Twenty Questions Objective: Ask oral questions about a photo or picture to determine meaning of vocabulary words. Procedure: A student from one team selects a photo or picture without showing it to members of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of questions that have been asked divided by two. Ex: Is it from the fifteenth Century? Is it a boat? The Necklace: Twenty Questions Activity: Photo or picture suggestions:

carriage, mansion, fashionable, pale, pauper, prosperous, untended, fake, diamond necklace, gem


FCAT FOCUS READING SKILL: Conclusions & Generalizations

Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.

CONCLUSIONS & GENERALIZATIONS What to do and what to watch for: After identifying the main idea and significant details, you can begin to make inferences in order to draw conclusions and make generalizations. Conclusions and generalizations are not directly stated in the reading, so you have to be a good detective.

Read carefully. Identify the main idea. Check out details. Try to visualize in your mind what you are reading about. Picture it in your mind. Use your own common sense and ability to solve problems. Drawing a conclusion is based on your own reason and logical thinking about the facts you read in the passage. A Conclusion is a logical result of thinking about the information in the reading. A Generalization will take your conclusion one step further. A generalization allows you to apply a conclusion to other similar situations outside of the reading.

Read actively. Make Inferences. When you read, you can predict what you think will happen next. You make your prediction based on making inferences:

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Inferences. An inference is a guess that you make while you are reading. You guess based on what you already know. Think about the information and details given. Then, you use your own knowledge to predict what you think might happen. Your own knowledge is essential to making inferences. Examples:

a) If a friend invites you to a party, you don’t have to ask every detail about the party. You already know that at parties certain things happen, like music, food gifts or games. You infer that the party will have some of these things. Asking or writing every detail would be boring. Parties are quite predictable.

b) When you go to the beach, you already know some things about beaches. You can predict that there will be sand and sunshine. If the beach were located in a tropical climate, there would be certain kinds of trees, plants and birds that would be different from a beach in a colder climate. The time of year may also be important. A beach sometimes is different in summer than it is in winter.

See next page for more on Conclusions & Generalizations

Information Your Own

Knowledge of the Subject

INFERENCES PREDICTIONS


Conclusions & Generalizations (Continued)

Read actively. Draw Conclusions. A conclusion is a decision that you make after thinking about all the information you have. Just like a detective, you must pay attention to the facts. The facts are like clues that you have to look for so you can understand the reading. By putting together all of the clues, you are solving a mystery. You are a good thinker, so the facts will lead you to the conclusion (without anyone telling you) if you follow them carefully. Ask yourself some questions while you read:

a) What are the facts, details or clues? b) What are the details leading up to? c) What will happen next?

A conclusion is NOT stated directly in the passage, but must be related to the information in the reading. You make conclusions all the time without thinking about it, or anyone telling you specifically. Drawing conclusions is a natural process that you go through when you are reading. Most of the time you don’t even think about it. You are always figuring things out every day. Just like in your daily life, you add up the clues or details, and put them together with your knowledge. Be logical and reasonable.

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a) Example #1: The sky is dark with storm clouds. What do you predict will happen? It will probably rain! You look at the storm clouds (detail/information) plus your knowledge (dark clouds are usually rain clouds), and you draw the conclusion that it will rain.

b) Example #2: The glass fell from the table. What do you think happened? The glass broke! You add up the information (the glass fell) plus your knowledge (glasses are fragile and break when you drop them), and you draw the conclusion that the glass broke.


INFORMATION in PASSAGE

+ YOUR OWN KNOWLEDGE __________________________ INFERENCES & PREDICTIONS CONCLUSIONS


Conclusions & Generalizations (Continued)

Make Generalizations Think about how to apply your conclusion to other real life situations. Remember that your conclusions are based only on the information in the text and your own knowledge about the subject in the passage. A GENERALIZATION will take your conclusion one step further.

a) Generalizations allow you to apply a conclusion to other (similar) situations outside of the reading.

b) To make a generalization, think about your conclusions, and then ask: How does this conclusion apply to the bigger picture of life? Is there a lesson that can be learned? How could this conclusion be useful in similar situations?”

Using the above examples, you could make these generalizations:

Example #1 The sky is dark with storm clouds.

Conclusion: It will rain. Generalization: Dark storm clouds mean bad weather.

Example #2 The glass fell from the table.

Conclusion: The glass broke. Generalization: Be careful not to drop glass. You’ll have to buy more.


GENERALIZATIONS (Apply To Situations Outside The Reading)

CONCLUSIONS (Details + Your Knowledge)

DETAILS MAIN IDEA


Conclusions & Generalizations (Continued) Follow this model to make Conclusions & Generalizations:

Example: Puppies are used in nursing homes for elderly people. The senior citizens enjoy

playing with the puppies. They become very attached to these puppies, and really look forward to their visits. The seniors give and receive love with great joy. Their health improves and they don’t feel alone anymore.

Main Idea: Puppies are used in nursing homes for elderly people. Detail: Seniors play with pups. Detail: They get attached and look forward to visits. Detail: They give and receive love. Detail: Their health improves. Add what I know on the subject: Puppies are adorable. Puppies make you feel good and it is easy to love them. Many people have puppies to make their lives happier. Possible Conclusions: 1) Senior citizens can feel alone and unloved 2) Having a pet really improves the quality of life. Possible Generalizations: (How does this apply to the bigger picture of life? Is there a lesson to be learned?) 1) Love, affection and laughter can improve your attitude and health. 2) Families need to give time, love and affection to the elder members.

CONCLUSIONS & GENERALIZATIONS MODEL MAIN IDEA: DETAIL: DETAIL: DETAIL: ADD WHAT I KNOW ON THE SUBJECT: 1 2 POSSIBLE CONCLUSIONS: 1 2 POSSIBLE GENERALIZATIONS: (How does this apply to the bigger picture of life? Is there a lesson to be learned?) 1 2


Beginning Reading Activities

Pre Reading Objective: Listen to a short series of oral sentences in order to answer simple questions. Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to the class two times. Then read the paragraph a 3rd time, stopping at the end of each sentence to ask questions. Ask several questions for each sentence, and ask a variety of types of questions (i.e. yes/no, either/or, and “wh-“). Ask the questions at a quick pace, and if the group cannot answer quickly enough, move on to the next group. Example: Columbus sailed to America in 1492. Sample Questions: Did Columbus sail to America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America? Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail? Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from each team. Each student on the team receives the same grade. The Necklace: Pre Reading Activity: Mathilde was not born to a wealthy family, but dreamed of high social position. Mathilde and her husband were invited to the Minister of Education’s party. She had nothing fine enough to wear to such an important affair. Her thrifty husband bought her an elegant dress for four hundred francs. She borrowed Mme. Forestier’s superb diamond necklace. Mathilde was the center of attention at the party. The attention made her wild with joy, but she lost the diamond necklace on the way home. She found a replacement that cost 36 thousand francs. It took 10 years to pay back the cost, and Mathilde changed. At the end of the story, Mme. Forestier told Mathilde the necklace she had borrowed was just a fake worth only 500 francs!


Intermediate-Proficient Reading Activities

Total Recall Objective: Read a text in order to ask and answer short questions. Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are allowed to write notes about the text. Teams take turns asking each other their questions, and challenging incorrect responses. Responding teams are not allowed to raise hands. The team asking the question chooses which team answers. The same question cannot be asked twice. If a team does not answer correctly, it loses a point and the team asking the question gets a point. When a team does not agree with the answer that the questioner deems correct, it can challenge that team. The challenging team must prove that it is also correct or that the questioning team is incorrect. It does not need to prove both. All teams can join a challenge on either side (questioner's side or respondent's side), but they must do so immediately. (Teams may wait to see how many teams are joining each side, which is unfair.). Once the teams have taken sides on a challenge, they look up the answer in the book. All teams siding with the correct answer get 2 points, and losers lose 2 points.

Story Grammars Objective: Identify a common organizational pattern or “grammar” of a reading text. Procedure: Introduce story grammars by using the Language Experience Approach. The second time, have each group prepare one. Once groups have mastered story grammars, individuals can prepare their own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal (list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves problem, character learns to live with problem, problem defeats character) Note: Story grammars help students understand that most stories have a common organization, and they help students to write reports, evaluate the quality of stories, and write their own stories.

Judgment Objective: Read a text for the purpose of identifying facts and opinions. Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and swap their sentences. Teams read the sentence strips they have, and place them in either a fact basket or opinion basket in front of the room. The teacher reads each sentence strip from the two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the team with its name on the strip gets a point. If not correct, that team loses a point. (This encourages effective writing.) Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit.


True or False

Objective: Read a text passage for the purpose of making true and false statements about it. Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is for false). Teams make three true or false statements about the text. A representative from the first team reads one statement aloud. The other teams listen and place their token on the appropriate side of their True/False chart. The questioning team decides which choices are correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules of Total Recall.

Scan Objective: Scan a text for the purpose of asking and answering simple questions. Procedure: 1. Teams write 3 questions about an assigned text. Next to each question, they write page

number and paragraph number where the answer is located. 2. A representative from each team asks the team’s questions. The other teams get 60

seconds for each question to scan the text, find the answer, page and paragraph numbers, and write them on a sheet of paper. Any team not getting the answer within that time loses a point.

3. Any time a responding team loses a point, the questioning team gets a point. The responding teams take turns reading out their page and paragraph numbers. Then the questioning team reads its page and paragraph numbers.

4. Team respondents who have the same answer as the questioner get an automatic point. Respondents who do not have the same answer as the questioner are not automatically wrong. Both the questioner and respondent read aloud their chosen paragraph. The questioner then decides if the respondent is also correct (Many times the answer to a question can be found in more than one place in a text). If the respondent is also correct, the respondent gets a point.

5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in Total Recall). The responding team must prove that it is also correct or that the questioner is incorrect. It does not need to prove both. Other teams may join one side or the other. The teacher then decides who wins. Winning teams get 2 points and losers lose 2 points.


Beginning- Writing Activities

Language Experience Story Objective: Use student-created writing as a text as a model for individual student writings, for rereading or other written activities, including Story Grammars, RAFT, and Spool Writing. Procedure: Language Experience instruction involves asking students to talk about some item of relevance to the class. You may use information from Listening Activity “Interview” or information learned in other unit activities. Individual team members and teams take turns offering sentences to be added to the text. You write individual contributions on the board, including non-standard forms or word order. Then ask teams to correct or change the text to standard English grammar and syntax and to decide on an organizational format. Assist teams in making necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it.

Indirect Speech Objective: Write a familiar dialog in paragraph form, using indirect or reported speech. Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams have completed presenting their dialogs (see Presenting Activities), have each group write the dialog in a paragraph format using indirect speech. Example: COLUMBUS: “I need money to buy ships to sail west.” Columbus asked the queen for some money to sail to the west. Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of the dialog. Other team members can offer help, but they cannot write it for the individual whose turn it is to write. Collect and grade. Each member of the team gets the same grade. The Necklace: Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity “Dialog”.

Example: Mathilde Loisel to Mme. Forestier: Do you remember that diamond necklace you loaned me? Well, I lost it. Mathilde Loisel told Mme. Forestier that she had lost the diamond necklace

Intermediate-Proficient Writing Activities Language Experience Story

Objective: Create a collaborative writing text to use as a model for re-reading, individual student writing or other written activities (including Story Grammars, RAFT, and Spool Writing) Procedure: Language Experience Story instruction involves asking students to talk about some item of relevance to the class. (You may use information from Listening Activity 6, the Interview, or information learned in other unit activities.) Teams take turns, through individual members, offering sentences to be added to the text. You write their contributions on the board, including non-standard forms and word order. Ask groups to change the text to standard English grammatical and lexical forms and to decide on an acceptable organizational format. Help the groups when they cannot make all of the necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it.


Framed Paragraphs Objective: Use a “frame” (outline or template) for writing a paragraph that contains a main idea (topic sentence), supporting details, and a summary statement (conclusion). Note: Framed paragraphs are most useful in preparing students for exam questions. In fact, framed paragraphs make very good exam questions. Procedure: Introduce framed paragraphs to the class by creating a story collectively using the language experience approach. The second time you assign framed paragraphs, have each group prepare one. Once the groups have mastered framed paragraphs, each student prepares his/her own. Include incentives for the group to help individual team members. For example, give a team one point for each member who receives a grade of B or higher. After constructing a model paragraph with the class, groups, pairs, or individuals find examples in text. Social Studies Example: There are many cultures of people living in Florida. First.... Second.... Third.... These groups and others.... Language Arts Example: ..., a character in the novel... by... is.... An example of this behavior is... Another example is.... Finally.... Therefore, this character is... Science Example: OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS: 1…2…3… PROCEDURE: 1…2…3… DATA: 1…2…3… ANALYSIS: The results of the experiment show.... This was caused by.... Therefore, my hypothesis was/was not correct because....

The Necklace: Framed Paragraphs Activities: Sample #1: (Literary Devices: Irony) In the short story “The Necklace”, Guy de Maupassant uses irony to fool our sense of reality and our expectations by creating an unexpected event at the end of the story. (Topic Sentence) At the end of the story, we find out that_____ (the lost necklace was a fake-Detail #1). It is unexpected because_____ (Mathilde and her husband suffered for ten years to pay for a genuine diamond necklace-Detail #2). It is ironic that _____ (it was a fake) because _____ (Mathilde envied Mme. Forestier-Detail #3). What appears to be true and what is really true surprise the reader in this story. Mathilde suffered for no reason except her own envy and greed. (Conclusion). Sample #2: (Literary Element: Characterization) In the short story “The Necklace”, by Guy de Maupassant, the author provides important information that characterizes Mathilde Loisel. First, we learn from Mathilde’s words and thoughts that _____. This is evidenced by _____. Second, because of Mathilde’s actions we learn that _____ and _____. An example of this is _____. Third, Mathilde has an important goal, which is _____. Examples of Mathilde’s real motivation include _____ and _____. By the end of the chapter, we learn a great deal about the main character, Mathilde Loisel. We learn that she _____ and _____. Sample #3: (Literary Element: Characterization) In the short story “The Necklace”, by Guy de Maupassant, the author provides important information that characterizes M. Loisel. First, we learn from M. Loisel’s words and thoughts that _____. This is evidenced by _____. Second, because of M. Loisel’s actions we learn that _____ and _____. An example of this is _____. Third, M. Loisel has an important goal, which is _____. Examples of M. Loisel real motivation include _____ and _____. By the end of the chapter, we learn a great deal about M. Loisel. We learn that he _____ and _____.


Opinion/Proof

Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing) Procedure: Introduce the concept by having students read a selection from which opinions can be formed. Draw a “T” chart on the board. On the left side of the “T”, write OPINION and on the right, PROOF. Under OPINION, write the students’ opinion(s) of the selection. For each opinion, students must find factual statements from the text that support the opinion. Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew up a new constitution. He made taxation fair. He chose government workers for their ability. Option: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a format for note taking from books, videos, and lectures. Option: Teams can write their opinions and support with proof. (think/pair/share activity). The Necklace: Opinion/Proof Activity: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. Students can also use it as a format for note taking from books, videos, and lectures. Allow teams to write their own opinion to support with proof if they are at a proficient level. This can be used as a think/pair/share activity. Use the following as a starter for less proficient students:

Opinion If Mme. Forestier had known the necklace was lost, she would have not have been angry with Mathilde. Proof Mme. Forestier had a whole box of jewelry, so one necklace wasn’t important. The necklace wasn’t real, anyway. It was a fake. She probably would have only asked Mathilde for the value of 500 francs. Mme. Forestier was an old school friend of Mathilde. Mme. Forestier was of high social rank and had good manners. Mme. Forestier wouldn’t have loaned a necklace worth 36 thousand francs.


Spool Writing

Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of supporting arguments with evidence, and a concluding paragraph. Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan prewriting activities for developing a “spool”. A spool is a five-paragraph essay in which the first paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the body of the essay. Each of these paragraphs begins with an argument sentence to support the thesis and has three supporting sentences for the argument sentence. The weakest argument should be presented in the first paragraph of the body, and the strongest argument in the last paragraph of the body. The final (5th) paragraph is the concluding paragraph, which begins with a restatement of the thesis sentence, and is followed by a restatement of the three argument statements of the body. Introduce the spool essay by creating a story collectively using the Language Experience Approach. The second time you use spool writing, each group prepares one. Once the groups have mastered the spool essay, each student prepares his/her own, but include incentives for the team to help individual members. For example, you might want to give a team one point for each member who receives a grade of B or higher.

SAMPLE FORMAT FOR DRAWING CONCLUSIONS In the story/chapter/passage/poem _____, by _____, we can draw the conclusion that

_____. This conclusion is based on _____, and _____ (information in the reading). Personal knowledge of the world also tells us that _____.

First, in the story the author says that_____ (information in the reading-Argument #1

Topic Sentence). (Supporting Detail # 1)_____. (Supporting Detail # 2). _____. My own experience is (Everybody knows that) _____. (Supporting Detail # 3) _____.

Second, _____ (information in the story-Argument #2 Topic Sentence). (Supporting

Detail # 1 information). _____. (Supporting Detail #2 information) _____. Experience tells us that _____ Supporting Detail #3 (personal experience) _____.

Finally, other information in the story that leads us to this conclusion is _____ (Argument

#3 Topic Sentence - information in the story). (Supporting Detail # 1 information). _____. (Supporting Detail # 2 information). _____. (Supporting Detail # 3 - personal knowledge). _____.

In this story/piece/poem, the reader can draw the conclusion that _____. This is because

of __ (information) __, and __ (information) Personal experience and general knowledge about ____ help us to arrive at this conclusion.

The Necklace: Spool Writing Activities: Use sample format above. Suggested Topics for Format for Drawing Conclusions:

a) Conclusion: Mathilde Loisel’s suffering was due to her own envy. b) Conclusion: Mr. Loisel’s suffering was due to his great love for his wife.


RAFT Objective: Write on a topic in a specific format, understanding role as a writer and audience. R-A-F-T is a system for students to practice their role as a writer (R), their audience (A), the format of their work (F), and the topic of the content (T). Examples: persuade a soldier to spare your life, demand equal pay for equal work, or plead for a halt to coal mining in our valley.

• (R): For role (R), of the writer, the writer considers who s/he is (Examples-a soldier, Abraham Lincoln, a slave, a blood cell, or a mathematical operation).

• (A): For audience (A), the writer considers to whom s/he is writing (Examples-to a mother, to Congress, to a child.)

• (F): Format (F) determines what form the communication will take. (Examples-letter, speech, obituary, conversation, memo, recipe or journal)

• (T): The topic (T) consists of a strong verb as well as the focus. Procedure: Introduce RAFT by creating a story collectively using the Language Experience Approach. The second time you assign RAFT, have each group prepare one. Model for students, explaining that all writers must consider their role as a writer, their audience, the format, and the topic These four components are critical in every written assignment. Assist teams to brainstorm ideas about a topic. Work with teams to list possible roles, audiences, formats, and strong verbs that are appropriate for each topic. Once the groups have mastered RAFT, have each student prepare his/her own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. The Necklace: RAFT Activity: Students write according to role, audience, format, & topic.

R-Your role as a writer is Mathilde Loisel. A-Your audience is Mr. Loisel. F-The format of your writing is a letter. T-Your topic is to write to explain Mme. Forestier’s revelation that the lost necklace was just a fake.


FCAT Writing

FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets and writing folders containing the prompts to the students. Provide students with the writing situation and directions for writing. Remind the students to budget their time: approximately ten minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing. Record the time and give students the command to begin. After 45 minutes, ask the students to stop writing and place their planning sheets inside their folders. The Necklace: FCAT Writing Activity (Expository Prompt):

Writing Situation: Everyone experiences the feeling of envy. Sometimes it is the possessions or wealth of others we desire. Sometimes we think someone else’s life is better than ours. We think that if we have what they have we will be happy. Directions for Writing Before you write, think about a time you were envious because you wanted what someone else had. What was it that you wanted and why? Did you think it would make you happy? How did you think your life would be better? What negative effects did the feeling of envy cause? When did you realize you were envious? Did you get what you wanted? Why or why not? What did you learn from your experience? Now, write to explain a time you were envious or jealous, how you reacted, and how the situation ended.


Beginning Presenting Activities

Dialog Objective: Write a short dialog of 4-6 lines between two familiar characters. Procedure: A dialog can be between 2 historical characters, 2 fictional characters in a story, novel, play, etc. or between 2 imaginary characters such as a germ and a white blood cell. The topic of the dialog should be related to the subject being studied, and the grammar and vocabulary used in the dialog should reflect the grammar and vocabulary focus of the unit. Model each line of the dialog, having the entire class repeat after you. Then, say each line and call on whole teams to repeat the line. Then say each line and call on individual students to repeat the line. Practice dialog lines using the whole class, a whole team, and individuals until students can know the lines of the dialog. Example:

Character A: These items are expensive. We are not selling very many. Character B: We need to sell more of them. Character A: But, then the price will decrease! Character B: But, we will still get more money because the volume will increase. Character A: We do not have enough money to make more than we do now. Character B: Then we will borrow some money by issuing bonds.

Option 1: You take the part of A and the class takes the part of B. Then you take part B and the class takes A. Then work with whole teams and you, then individuals and you, then groups and groups, then individuals and individuals. Move back and forth among these combinations until you think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two words at random from each line during repetition. Then erase two more, two more, and so on until there are no words left on the board. Option 3: Each group chooses a member to represent them by presenting the dialog with a member from another group in front of the class. If the representative can say his/her lines correctly then the group gets a point. Option 4: Have each group rewrite the dialog from memory. Groups are to use one piece of paper and one pencil or pen only. Each member takes a turn writing a line of the dialog. Other team members can offer help but they cannot write it for the individual whose turn it is to write. Collect the paper and grade it. Each member of the team gets the same grade. The Necklace: Dialog Activity:

Mme. Forestier: Oh, my poor Mathilde, how you’ve changed! Mathilde Loisel: Yes. I’ve had a hard time all on account of you! Do you remember

that diamond necklace you loaned me? Well, I lost it. Mme. Forestier: You lost it! But you returned it. Mathilde Loisel: I bought you another just like it. And we’ve been paying for it for

ten years now. Mme. Forestier: Oh, my poor Mathilde. But mine was fake. Why at most it was

worth only five hundred francs!


Intermediate Presenting Activities

Show and Tell Objective: Present orally on a familiar topic and respond to questions on the topic. Procedure: A student brings something to class related to the subject at hand and, within 3 minutes, makes an oral presentation about it. Teams take turns asking the student questions about it. For each question the presenter can answer, his/her team gets a point. For each question he/she cannot answer, the team loses a point.

Proficient Presenting Activities

Making the News Objective: Present orally to a group on a familiar academic topic in a news format. Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject being studied. There may be several related stories. There must be one story (no matter how short) for each member of the group. The reporting group may refer to notes but not to the text. Other teams can refer to their texts, and have the opportunity to each ask two questions of the reporting team. The reporting team members take turns answering questions, but other team members may help them. The questioning group gets two points for each question the reporting group cannot answer. The reporting group gets a point for each question it can answer. Follow the rules for Total Recall when there is a challenge. Examples: Columbus gets the jewels from the Queen of Spain, the long voyage, Hispaniola landing The Necklace: Making the News Activities:

Be Careful What You Wish For The Grass Isn’t Always Greener

Intermediate-Proficient Viewing Activities

Total Recall, True or False, Judgment Objective: View a video or speech for the purpose of asking and answering simple questions, making true and false statements, and distinguish facts from opinions. Procedure: Modify reading activities, such as Total Recall, True or False, and Judgment to use when viewing a video or speech. The effectiveness of a challenge is not as high as with a written text.

English I Through ESOL: The Necklace 5

Beginning Vocabulary Activities

Line of Fortune Objective: Identify and recreate words and word parts from spelling clues. Procedure: (This activity is very similar to Hangman, but involves more complex team decision-making.) Choose a word from the lesson’s vocabulary and write the appropriate number of dashes to represent the letters of the word. For example, for the word dicot you would draw five dashes. A team member guesses a letter. If the letter is not found in the word, write the letter under the dashes and move on to the next team. If their letter is found in the word, then write the letter on the appropriate dash. When a team guesses correctly, they have the option to guess the word. If they choose not to guess the word, call on the next team. If they choose to guess and successfully guess the word, then they receive ten points minus the number of letters written under the dashes from incorrect previous guesses, and the game is over. If they choose to guess and do not guess the word, then they lose points equal to the number of letters written under the dashes, and you call on the next team. If no team can guess the word before ten incorrect letters are written under the dashes then all teams lose points equal to the number of teams in the class.

Concentration Objective: Identify vocabulary words and their meanings. Preparation: On twenty 8” x 5” index cards, write the numbers 1-20, one number per card. Place these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one word per card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place them behind the numbered cards. Procedure: Teams will match the vocabulary words with their meanings. Choose one team to go first. A member of that team picks two numbers. Remove those cards from the chart, leaving the words behind them visible to the class. The student reads the words, with the team’s assistance if needed. If the words match, leave them showing and give the team a point. If they do not match, replace the numbers and call on the next team. Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural. When working with verbs, write one in the present tense and one in the past. Matching variations such as these helps the students understand that, despite certain differences in the visible spelling of two words, they are still semantically related at a deeper level. The Necklace: Concentration Activity #1: Match vocabulary words with their meanings:

carriage horse and wagon loan shark moneylender prosperous wealthy, rich, well-to-do predicament difficult situation well-bred polite, courteous, well-brought-up labored worked very hard at a difficult job incessantly continuously, persistently exorbitant overpriced, very expensive garret loft apartment on the upper floor thrifty economical, prudent, cautious


Intermediate Vocabulary Activities

Jeopardy Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story. Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on it, the second with B, and the third with C. Down the left side of the chart (one per line), place three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more difficult words on line 2 in the same manner, place three of the most difficult words on line three. Procedure: Choose one team to go first. A member of that team picks the word s/he wants to guess (“2-C” for example). Give the student a definition of clue for the word (This animal barks.) The student, with the help of his team, responds with the word presented in question format (What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the word’s level of difficulty. If the answer is incorrect, the next team tries for the same word but for one point less than the previous team. For example, if the first team guessed incorrectly for a word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too guessed incorrectly, the next team would get one point if it answered correctly. If no team can answer correctly before the points are reduced to zero, then all teams lose 1 point. The Necklace: Jeopardy Activity: Question Answer

a) Who loaned Mathilde the necklace Mme. Forestier a) How Mr. Loisel solved the problem borrowed the money a) Where Mathilde wore the necklace Ministerial Mansion b) When was the party Friday, January 18th b) How long it took to pay back the money ten years b) What Mathilde had to do scour pots and scrub floors c) How Mr. Loisel’s face looked pale c) What Mathilde’s allowance was like scanty c) What the diamond necklace looked like superb

Wrong Word Objective: Identify, analyze, and correct errors in vocabulary usage. Procedure: Teams find the word that is “wrong” and correct it. Teams get a point for each correction. Read a sentence with a wrong word in it. Examples: The contribution tells us how the government will operate. (should be Constitution) Many people have moved to Florida for the arctic climate. (should be tropical) When teams get good at this activity, embed an incorrect sentence among other correct sentences. Teams can make sentences with incorrect words for other teams to correct.


Classification Objective: Classify vocabulary into two or three groups. Procedure: Model the activity, beginning with several words for teams to classify into groups. Ask students to identify an appropriate label for the groups they create. Discuss other words that could go into each group. Each team gets out one pencil and one sheet of paper. The captain writes team name and divides the paper into the appropriate number of columns (groups). The captain labels columns for classifications and sets timer for 5 minutes. Team members take turns writing words in appropriate columns (as in the Team Spelling Test). Note that words do not have to come from the lesson vocabulary. When the timer rings, collect papers. Teams get one point for each word they place correctly. Spelling should not count.


Beginning Grammar Activities

Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.

NOUN CLAUSES BEGINNING WITH “that” A clause is a group of words that contains a subject and a verb, and is used as part of a sentence. A noun clause is used just like a noun. Remember that nouns can be subjects or objects. Many noun clauses begin with “that”. Study the examples.

Example #1: I think that people are interesting. I (subject) think (verb) that people are interesting (object).I think …WHAT? …that people are interesting. The entire noun clause “that people are interesting” is used as an object. Example #2: That the world is round is a fact. WHAT is a fact? That the world is round. “That the world is round” is the subject in this sentence.

Note: “That” is used to mark the beginning of the clause, and adds no meaning to the sentence. It is often left out in object clauses, especially in speaking. I hope that he’ll be there. I hope he’ll be there.

Examples with “that” a) The police suspect that they robbed

the bank. b) We heard that you were in town. c) She noticed that I cut my hair.

Omit “that” a) The police suspect they robbed the

bank. b) We heard you were in town. c) She noticed I cut my hair.

Some Common verbs followed by “That” clauses:

agree that realize that fear that remember that imagine that conclude that suppose that find out that think that learn that

dream that assume that hope that believe that predict that figure out that decide that know that doubt that read that

hear that notice that observe that feel that show that indicate that pretend that prove that guess that understand that

Word Order Cards

Objective: Identify and use appropriate word order in sentences. Procedure: Choose some of the more complex sentences of the summary to cut up for this exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words. Shuffle the words. With the team's support, one member rearranges the words to reform the sentence. The team gets a point if the cards are rearranged correctly.


Modified Single Slot Substitution Drill

Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a single slot. Procedure: The teacher writes a sentence on the board and underlines one word. Teams take turns replacing the underlined word with a new word. When students can no longer think of substitutes, the teacher underlines a different word, and the activity continues. Example: The soldiers who surrendered were killed. Possible substitutions for killed: butchered, kissed, hugged, spared The soldiers who surrendered were butchered. Possible substitutions for surrendered: spared, killed, ran, slept The soldiers who surrendered were spared. Possible substitutions for soldiers: people, police, robbers, children Notes: • Sometimes, changing one word necessitates changing another word as well. The queen was dancing when the soldiers arrived. (Substitute king and queen) The king and queen were dancing when the soldiers arrived. • It is not necessary for the sentences to be historically correct, sensible, or even possible. It is

important for the correct part of speech to be used. The Necklace: Modified Single Slot Substitution:

(a) Mathilde (b) wanted to marry (c) a famous and prosperous man. Possibilities:

a) She, Mme. Loisel, Mme. Forestier b) longed for, desired, envied c) wealth and social position, a fine home and friends, rich and famous people


Intermediate Grammar Activities

Sentence Builders Objective: Expand sentences by adding new words in the appropriate order in a sentence. Procedure: The teacher says a sentence, and, after a pause, an additional word or words. Teams must make a new sentence that adds the new word(s) in the correct place in the teacher's original sentence. Give a point for each correct answer. Example:

Teacher: Fish is a food. (healthy) Team Response: Fish is a healthy food. Teacher: Fish is a healthy food. (fresh) Team Response: Fresh fish is a healthy food.

The Necklace: Sentence Builders: a) She had no dowry. (and came from a family of clerks)

She had no dowry and came from a family of clerks. (However) However she had no dowry and came from a family of clerks. (she married a minor clerk) (because) However, because she had no dowry and came from a family of clerks, she married a minor clerk. (in the Ministry of Education) However, because she had no dowry and came from a family of clerks, she married a minor clerk in the Ministry of Education.

Continue with the following: b) Mr. Loisel used his inheritance. (and borrowed the rest of the money) (from loan sharks)

(and moneylenders) (at exorbitant interest rates) c) Her husband offered to buy a dress. (simple) (and elegant) (thrifty) (her) d) Mr. Loisel sent Mathilde. (to borrow some jewelry) (from her friend) (Mme. Forestier) e) Mathilde changed. (into a rough woman) (heavy) (and untended) (with a shrill voice)

Multiple Slot Substitution Drills Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a multiple slots. Procedure: This drill is often taught together with or right after the single slot substitution drill. Its organization is similar to single slot substitution, but more that one part of the sentence changes. Give a point for each correct answer. Example: Columbus sailed in 1492. (Pizarro) Pizarro sailed in 1492. (1524) Pizarro sailed in 1524. (arrived) Pizarro arrived 1n 1524. The Necklace: Multiple Slot Substitution Activities:

(a) However, (b) Mathilde (c) desired jewels and evening clothes Possibilities: yearned for beautiful things and important friends, nevertheless, she, desired wealth and attention, Mme. Loisel, Mme. Forestier’s friend, just the same, wanted china and silverware, in addition


Flesh it Out

Objective: Use key words in the appropriate order in a grammatically correct sentence. Procedure: The teacher gives the key words of a sentence and teams puts them into a grammatically correct sentence. Give points for correct answers in the oral format. Give grades in the written format. Key words: he/sail/america/1492. Answer: He sailed to America in 1492. Key words: he/sail/america/? (past)(yes/no) Answer: Did he sail to America? The Necklace: Flesh it Out Activities:

a) at/Palais Royal/they/find (past)/one/for/36/thousand/franc b) she/dress (past)/plainly/because/could/not/afford/fine/clothes c) they/rent (past)/garret/dismiss (past)/maid d) Mathilde/have to (past)/cook/scour/pots/scrub/dirty/clothes e) her/old/friend/be (past)/still/young/beautiful/but/did/not/recognize/Mathilde

Transformation Exercises Objective: Change the form or format of a sentence according to the situation. Procedure: Students change the format of a sentence based on teacher directions or prompts. Give points for correct answers in the oral format. Give grades in the written format. Examples: 1. Is it raining? (Answer the question, yes.) Yes, it is raining. 2. It is raining. (Ask a yes/no question.) Is it raining? 3. Many Indians died from disease. Many Indians died from starvation. (Combine 2 sentences into one sentence.) Many Indians died from disease and starvation. The Necklace: Transformation Exercises: Students respond by combining the two sentences into one sentence, using a noun clause beginning with “That”.

Example: I’m sorry. I didn’t call you on time. I’m sorry that I didn’t call you on time.

a) He’s glad. You really did a good job. b) We’re amazed. We could do the work. c) They’re disappointed. They didn’t meet the governor. d) The teacher teaches. Students are the future of our country. e) I dream. Someday I will reach all my goals. f) I figured out. Every time I concentrate, I do much better. g) The candidate realized. The voters really wanted someone to listen to them. h) It’s a shame. People don’t appreciate everything the principal does for us.


Who What, When, Where, How, Why Objective: Listen to a sentence and respond to “Wh" questions in writing. Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to the body 24 hours a day to keep the body alive. What…? (Teams write heart.) Where…? (Teams write to the body) How...? (Teams write constantly) Why…? (Teams write to keep the body alive) When…? (Teams write 24 hours a day). Team members take turns writing answers on the board (for class discussion) or on a team/individual paper (for a grade). An alternative technique is to have each team member complete all items on his/her own paper. Team members are allowed to help each other. On completion of the activity, collect the one paper of your choice. The grade on that paper will count for each team member. The Necklace: Who, What, When, Where, How, Why Activities:

a) Meanwhile, they searched the city quickly for another necklace to replace the lost one. (who, what, where, why, how)

b) For this reason, when her husband came home with an invitation to the Minister of Education’s mansion, Mathilde burst out weeping. (who, what, when, where, why)

c) Mathilde was the center of attention at the party, dancing until four o’clock in the morning. (who, what, when, where, why, how)

d) Then one day walking on the Champs-Élysées, she noticed Mme. Forestier. (who, what, when, where, how)

e) The next day, Mathilde visited her friend and told about her predicament. (who, what, when, why)


Sentence Stretchers Objective: Expand grammatically correct sentences by adding new words in appropriate order Procedure: One team begins by making a sentence orally that contains the language or content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a lesson focusing on weather and on adjectives, the first team might say, The cloud is floating. The first team gets a point. Other teams take turns expanding the sentence, getting a point each time something is added successfully or until teams run out of expansions. The white cloud is floating. The fluffy white cloud is floating in the sky. The fluffy white cloud that looks like a boat is floating in the sky. Etc. The Necklace: Sentence Stretcher: Begin with the sentence: Mathilde imagined.

Mathilde imagined. Mathilde imagined that she lived in a home and held parties. Mathilde imagined that she lived in a fine home and held parties. Mathilde imagined that she lived in a fine home and held fashionable parties. Mathilde imagined that she lived in a fine home and held fashionable dinner parties. Mathilde imagined that she lived in a fine home and held fashionable dinner parties fine china. Mathilde imagined that she lived in a fine home and held fashionable dinner parties with silverware and delicious food. Mathilde imagined that she lived in a fine home and held fashionable dinner parties with silverware, fine china and delicious food.

Look it Up Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Teams look up sentences in their text that have a specific grammatical structure. As an oral practice, teams get a point for a correct answer. As a written exercise, it can be graded. Version One: Discuss the grammar point with the students then have them find example sentences in their texts. You might want to limit the pages they are to search. Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask students to find similar sentences in the text and to determine the difference between the text sentences and the sentences on the board. In history books, for example, most sentences are in the past tense, so the sentences you write on the board would be in the present tense. During a discussion of the difference between the text sentences and your sentences, you would help the class discover why the text uses past tense sentences so often. Version Three - Students locate sentences in the text with a specific grammatical structure and then restate or rewrite the sentence in a new form specified by you. Example: change statements into questions, affirmative to negative, past to present or passive voice to active. The Necklace: Look it Up: Teams locate examples of Noun clauses beginning with “That” in the text and in the summary.


Rewrite the Paragraph

Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Use a paragraph based on the text, and language focus structures of the lesson. Teams read and discuss necessary changes. Members work together to rewrite a grammatically correct paragraph with the changes. Collect one paper from each team for a grade. (Examples: Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.) The Necklace: Rewrite the Paragraph Activity: Teams will rewrite the paragraph changing the verbs to the present tense.

Mathilde was not born to a wealthy family, but dreamed of high social position. Mathilde and her husband were invited to the Minister of Education’s party. She had nothing fine enough to wear to such an important affair. Her thrifty husband bought her an elegant dress for four hundred francs. She borrowed Mme. Forestier’s superb diamond necklace. Mathilde was the center of attention at the party. The attention made her wild with joy, but she lost the diamond necklace on the way home. She found a replacement that cost 36 thousand francs. It took 10 years to pay back the cost, and Mathilde changed. At the end of the story, Mme. Forestier told Mathilde the necklace she had borrowed was just a fake worth only 500 francs!


Name _____________________________________ Date _____________ The Necklace: Exercise 1 Fill in the blanks with the correct word.

diamond

changed

elegant

affair

wild

Minister

wealthy

lost

thrifty

position

attention

replacement

fake

Mathilde was not born to a __________ family, but dreamed of high social

__________. Mathilde and her husband were invited to the __________ of Education’s

party. She had nothing fine enough to wear to such an important __________. Her

__________ husband bought her an __________ dress for four hundred francs. She

borrowed Mme. Forestier’s superb __________ necklace. Mathilde was the center of

__________ at the party. The attention made her __________ with joy, but she

__________ the diamond necklace on the way home. She found a __________ that

cost 36 thousand francs. It took 10 years to pay back the cost, and Mathilde

__________. At the end of the story, Mme. Forestier told Mathilde the necklace she had

borrowed was just a __________ worth only 500 francs!


Name _____________________________________ Date _____________ The Necklace: Exercise 2 Read each sentence and decide if it is true or false. If it is true, write the word “true” on the line. If the sentence is false, rewrite the sentence to make it a true. 1. Mathilde Loisel was born to a high social class and breeding.

______________________________________________________________________

2. Mathilde had no dowry, so she married a minor clerk.

______________________________________________________________________

3. When she is invited to the reception, Mathilde hugs her husband.

______________________________________________________________________

4. Mr. Loisel turned pale because Mathilde needed four hundred francs for a dress.

______________________________________________________________________

5. It took Mathilde and her husband ten years of suffering to pay for her mistake.

______________________________________________________________________

6. Ten years later, Mathilde found out that the necklace was a fake.

______________________________________________________________________

7. When they got into the carriage, Mathilde noticed the necklace was gone.

______________________________________________________________________

8. Mr. Loisel traced their steps, went to the police, and even posted a reward.

______________________________________________________________________

9. They walked along the Champs-Élysées until they found a carriage.

______________________________________________________________________

10. Mathilde is the center of attention at the party and is wild with joy.

______________________________________________________________________


Name ____________________________ Date __________ The Necklace: Exercise 3 (FCAT Practice/Reading Comprehension) Read the following sentences about the short story, “The Necklace”, by Guy de Maupassant. Then answer the questions.

1. If you wear fake jewelry, you don’t have to worry about losing it. 2. Mr. Loisel really loves his wife. 3. When you make a mistake it is best to be honest to people about it. 4. Mme. Loisel needs a lot of attention to be happy. 5. Rich people stay young longer. Poor people grow old quickly. 6. Rich people sometimes wear fake jewelry. 7. Mathilde loves beautiful things. 8. Mme. Forestier is very wealthy. 9. If you have a debt, you should do whatever it takes to pay it back. 10. Women who do housework are pitiful.

Write the sentences that are conclusions that could be drawn from the story. ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________ Write the sentences that take the story a step further to make generalizations. ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________ Write the sentences that show stereotyping. ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


Name ____________________________ Date __________ Unit 3: Lesson 2: Exercise 4 (FCAT Practice/Reading Comprehension) Find evidence in the short story, “The Necklace”, by Guy de Maupassant to support the following conclusion:

Mathilde Loisel can never be happy with her life because of her envy.

CONCLUSIONS AND GENERALIZATIONS MODEL MAIN IDEA:

Mathilde Loisel can never be happy with her life because of her envy. DETAIL: DETAIL: DETAIL: DETAIL: ADD WHAT I KNOW ON THE SUBJECT: 1 2 3 POSSIBLE CONCLUSIONS: 1 2 POSSIBLE GENERALIZATIONS: (How does this apply to the bigger picture of life? Is there a lesson to be learned?) 1 2


Name ____________________________ Date __________ The Necklace: Exercise 5 Fill in the blanks.

Mathilde Loisel was not __________ to social class and __________. Her

beauty, grace and __________ took the place of __________ rank. She wanted to

__________ a famous and prosperous __________. However, because she had

__________ dowry and came from __________ family of clerks, she __________ a

minor clerk in __________ Ministry of Education. Mathilde __________ natural poise,

instinctive good __________ and mental cleverness. She __________ plainly because

she could __________ afford fine clothes. Mathilde __________ an unhappy woman,

who __________ over the shabbiness of __________. She dreamed incessantly that

__________ was wealthy and of __________ social position. She imagined

__________ she lived in a __________ home and held fashionable __________ parties

with silverware, fine __________ and delicious food.

However, __________ had no jewels or __________ clothes. For this reason,

__________ her husband came home __________ an invitation to the __________ of

Education’s mansion, Mathilde __________ out weeping. She knew __________ she

had nothing fine __________ to wear to such __________ important affair. Her thrifty

__________ offered to buy her __________ elegant and simple dress. __________

Loisel turned pale when __________ announced that she needed __________ hundred

francs.

As the __________ of the party approached, __________ felt that she needed

__________ jewel or a gem __________ wear. She argued that __________ jewelry,

she would look __________ a pauper. Mr. Loisel __________ Mathilde to borrow some


__________ from her friend Mme. __________. Mme. Forestier was a __________

classmate from school days __________ the convent.

The next __________, Mathilde visited her friend __________ told about her

predicament. __________ had a difficult time __________ among pearls, gold and

__________. She decided to borrow __________ Forestier’s superb diamond necklace.

__________ was the center of __________ at the party, dancing __________ four

o’clock in the __________. The excitement of the __________ made her wild with

__________. When it was time __________ leave, they rushed out __________

Mathilde was ashamed that __________ wasn’t wearing an expensive __________.

They walked along the __________ River until they found __________ carriage.

When they arrived __________, Mathilde noticed that her __________ necklace

was gone. Mr. __________ traced their steps, but __________ not find it. He

__________ to the police and __________ cab company, and even __________ a

reward. There was __________ hope. They decided to __________ to Mme. Forestier

and __________ that the necklace needed __________ be repaired. Meanwhile, they

__________ the city for another __________ to replace the lost __________. At the

Palais Royal, __________ found one for 36 __________ francs. Mr. Loisel used

__________ inheritance and borrowed the __________ of the money from __________

sharks and moneylenders at __________ interest rates.

Mme. Forestier __________ noticed that Mathilde had __________ her a

different necklace. __________ now had a frightful __________ to pay. They rented

__________ garret, and dismissed the __________. Mathilde had to cook, __________

pots and scrub dirty __________. She dressed like a __________ and guarded her


scanty __________. Her husband labored at __________. This continued for ten

__________. Mathilde changed into a __________, heavy and untended woman

__________ a shrill voice.

Then __________ day walking on the __________, she noticed Mme. Forestier.

__________ old friend was still __________ and beautiful, but did __________

recognize Mathilde. Mathilde finally __________ her that she had __________ the

necklace and bought __________ new one to replace __________. It had taken ten

__________ to pay for her __________. Mme. Forestier was overcome __________

surprised. Then she told __________ that necklace she loaned __________ was a

fake, worth __________ 500 francs!


Name ____________________________ Date __________

The Necklace: Exercise 6 Combine two sentences into one using a noun clause beginning with “That”.

Example: I’m not surprised. Drug abuse destroys people’s lives. I’m not surprised that drug abuse destroys people’s lives.

1. Mathilde dreamed incessantly. She was wealthy and of high social position. ______________________________________________________________________

2. Mathilde thought. She had nothing fine enough to wear. ______________________________________________________________________

3. They rushed out because Mathilde was ashamed. She wasn’t wearing a fur. ______________________________________________________________________

4. Mathilde argued. Without jewelry, she would look like a pauper. ______________________________________________________________________

5. When they arrived home, Mathilde noticed. Her borrowed necklace was gone. ______________________________________________________________________

6. Mme. Forestier never noticed. Mathilde had given her a different necklace. ______________________________________________________________________

7. Mathilde finally told her. She had lost the necklace and bought a replacement ______________________________________________________________________

Rewrite the sentences, adding “That” to show the beginning of the noun clause.

Example: I suppose you don’t want to go with us. I suppose that you don’t want to go with us.

1. Mr. Loisel turned pale when Mathilde announced she needed 400 francs. ______________________________________________________________________

2. Mathilde felt she needed a jewel or a gem to wear. ______________________________________________________________________

3. She imagined she lived in a fine home and held fashionable parties. ______________________________________________________________________

4. They decided to pretend the necklace needed to be repaired. ______________________________________________________________________

5. She told Mathilde the necklace was a fake, worth only 500 francs! ______________________________________________________________________

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