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Choices We Make: Consequence

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Lesson Plan

The Choices We Make: Character and Consequence Lesson Plan

Students will analyze how a character's choices in a short story demonstrate accountability and connect those choices to specific consequences.

Understanding the link between choices and consequences is crucial for critical literary analysis and developing personal responsibility and self-management skills in real life.

Audience

9th Grade Students

Time

45 minutes

Approach

Through reading, discussion, and an interactive activity, students will map character choices.

Prep

Review Materials & Prepare Story

15 minutes

Step 1

Warm-Up: Personal Choices

5 minutes

  • Project the 'Do Now' slide from the Interactive Slide Deck.
  • Ask students to reflect on a personal choice they made and its outcome. Students can jot down their thoughts in a notebook or on a scrap piece of paper. (e.g., "What's a small choice you've made recently, and what happened because of it?")
  • Briefly invite a few students to share, emphasizing that there are no right or wrong answers, just observations of cause and effect.

Step 2

Define Key Vocabulary: Accountability

10 minutes

  • Transition to the vocabulary slides in the Interactive Slide Deck.
  • Introduce and discuss key concepts: 'Character Choices,' 'Consequence,' 'Cause and Effect,' 'Self-Management,' and 'Accountability.'
  • Encourage students to provide their own examples for each term to ensure understanding. Use the script to guide the discussion and provide definitions.

Step 3

Collaborative Analysis: Mind Mapping 'The Necklace'

15 minutes

  • Distribute or direct students to the Digital Short Story: 'The Necklace'.
  • Instruct students to read 'The Necklace' individually or in pairs, focusing on Mathilde's significant choices.
  • After reading, divide students into small groups and direct them to the Collaborative Mind Map: Character & Consequence.
  • Guide groups to collectively identify Mathilde's key choices and map out the immediate and long-term consequences of those choices on the digital whiteboard/mind map tool. Remind them to think about how these choices demonstrate accountability (or lack thereof).

Step 4

Group Discussion: Character Responsibility

10 minutes

  • Bring the class back together for a whole-group discussion.
  • Ask groups to share their findings from the Collaborative Mind Map: Character & Consequence.
  • Facilitate a discussion using prompts like: 'Which choices had the most significant consequences?' 'How did Mathilde demonstrate or fail to demonstrate accountability for her choices?' 'What could she have done differently?' Refer to the discussion prompts in the Interactive Slide Deck.

Step 5

Exit Ticket: Personal Responsibility

5 minutes

  • Display the 'Exit Ticket' slide from the Interactive Slide Deck.
  • Ask students to define what personal responsibility means to them, based on the day's discussion and the story.
  • Students can write their responses on an index card or submit them digitally. Collect responses to gauge understanding and inform future instruction.
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Slide Deck

What's Your Story?

Think about a choice you made recently.
What was the choice?
What happened because of it?

Welcome students. Begin by projecting this slide. Explain that today's lesson will connect our choices to what happens next. Give students a minute or two to think about their personal choice and its outcome. Encourage a few volunteers to share their reflections with the class, emphasizing listening respectfully to diverse experiences. This activity helps activate prior knowledge about cause and effect and prepares them for analyzing character choices.

Words of Wisdom

Let's explore some key concepts for today's lesson:

  • Character Choices
  • Consequence
  • Cause and Effect
  • Self-Management
  • Accountability

Transition to defining key terms. Encourage students to participate by offering their own definitions and examples before revealing the official ones. This fosters a deeper understanding and ensures everyone is on the same page before diving into the story analysis. Emphasize that these words are tools for understanding both literature and life.

Character Choices

Character Choices: The decisions, actions, and reactions characters make throughout a story.

  • Why are they important? They drive the plot, reveal personality, and lead to consequences!

Define 'Character Choices.' Prompt students for examples of choices characters make in stories they know. Connect this to the 'Do Now' activity by asking how character choices are similar to their own daily choices. Use a conversational tone to make the concept relatable.

Consequence

Consequence: The result or outcome of a choice or action.

  • It's the 'what happens next'!

Define 'Consequence.' Ask students to think about both positive and negative consequences. Emphasize that consequences are not always negative. Provide an example like, "Choosing to study for a test has the consequence of getting a good grade."

Cause and Effect

Cause and Effect: A relationship where one event (the cause) directly leads to another event (the effect).

  • Every choice is a cause, and every consequence is an effect!

Define 'Cause and Effect.' Explain how this is a fundamental concept in storytelling. Provide simple examples if needed, like 'If you drop a ball (cause), it falls to the ground (effect).'

Self-Management

Self-Management: The ability to regulate one's emotions, thoughts, and behaviors effectively in different situations.

  • Making thoughtful choices is a big part of self-management!

Define 'Self-Management.' Discuss how characters (and people) can manage their actions and emotions. Ask students for examples of good self-management in different situations (e.g., sports, school projects).

Accountability

Accountability: The obligation or willingness to accept responsibility for one's actions.

  • It's about owning your choices and their outcomes!

Define 'Accountability.' This is a key term for the lesson. Discuss how taking responsibility is a sign of maturity. Ask for examples of accountability in real-world scenarios or in stories they've read. Emphasize that accountability is about owning one's actions, good or bad.

Dive into the Story: 'The Necklace'

Today, we'll read Guy de Maupassant's classic short story, "The Necklace."

As you read, pay close attention to:

  • The main character, Mathilde Loisel.
  • The significant choices she makes.
  • The impact of those choices.

Introduce the short story. Briefly explain the context of 'The Necklace' and Guy de Maupassant. Emphasize that students should pay close attention to the main character's choices as they read. Explain that they can find the story in the Digital Short Story: 'The Necklace' material.

Mapping the Journey: Character & Consequence

Now that you've read "The Necklace,"

  1. In your groups, identify Mathilde Loisel's major choices.
  2. For each choice, list the immediate and long-term consequences.
  3. Use the Collaborative Mind Map: Character & Consequence to organize your thoughts.

Be ready to share your map with the class!

Explain the Collaborative Mind Map activity. Clearly outline the instructions: read the story, identify choices, and map consequences. Direct students to the Collaborative Mind Map: Character & Consequence material. Encourage them to work together and think critically about the links between choices and consequences.

Reflecting on Mathilde's Path

Let's discuss your findings:

  • Which of Mathilde's choices had the most significant consequences?
  • How did Mathilde demonstrate (or fail to demonstrate) accountability for her choices?
  • What lessons can we learn from Mathilde's story about self-management?

Facilitate the group discussion. Use these prompts to guide students in sharing their mind maps and analyzing Mathilde's accountability. Encourage diverse perspectives and deeper thinking about the themes of responsibility and consequence. Reiterate the learning objective.

Exit Ticket: Your Definition

Based on today's lesson and 'The Necklace,' what does personal responsibility mean to you?







Conclude the lesson with the exit ticket. This allows students to synthesize their learning and apply the concept of personal responsibility to themselves. Collect these for a quick assessment of understanding. Thank students for their participation.

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Reading

The Necklace

By Guy de Maupassant

She was one of those pretty and charming girls, born, as if by an error of fate, into a family of clerks. She had no dowry, no expectations, no means of becoming known, understood, loved, or wedded by a rich and distinguished man; and she let herself be married to a little clerk at the Ministry of Public Instruction.

She dressed plainly because she had no means, but she was as unhappy as if she had fallen from a higher rank; for women have no caste or breeding, their beauty, their grace, and their charm serving them in the place of birth and family. Their native finesse, their instinctive elegance, their pliancy of mind, are their only hierarchy, and make from women of the common people the equals of the very greatest ladies.

She suffered ceaselessly, feeling herself born for all the delicacies and all the luxuries. She suffered from the poverty of her dwelling, from the bareness of the walls, from the shabby chairs, from the ugliness of the curtains. All these things, which another woman of her class would not even have noticed, tormented her and made her indignant. The sight of the little Breton peasant who did her humble housework aroused in her despairing regrets and bewildering dreams.

She thought of silent antechambers hung with Oriental tapestries, lit by tall bronze sconces, and of two great footmen in knee-breeches who sleep in the deep armchairs, made drowsy by the oppressive heat of the hot-air stove. She thought of vast salons furnished with antique silks, of delicate pieces of furniture supporting priceless curiosities, and of coquettish boudoirs made for afternoon teas with intimate friends, for she longed to be envied, to be charming, to be sought after.

When she sat down to dinner opposite her husband, who uncovered the soup tureen with a delighted air, saying: "Oh! a good pot-au-feu! I don't know anything better than that..." she would dream of elegant dinners, of glittering silverware, of tapestries peopling the walls with ancient personages and with strange birds in the midst of a fairy forest. She thought of delicious dishes served on marvelous plates, of whispered gallantries acknowledged with a sphinx-like smile while eating the pink flesh of a trout or the wings of a grouse.

She had no elegant dresses, no jewels, nothing. And she loved nothing but these things; she felt that she was made for them. She would have so much liked to please, to be envied, to be charming, to be sought after.

One evening her husband came home with a triumphant air, holding a large envelope.

"Here," he said, "here is something for you."

She quickly tore open the paper and drew out a printed card bearing these words:

"The Minister of Public Instruction and Madame Georges Ramponneau beg Monsieur and Madame Loisel to do them the honor of spending the evening of Monday, January 18, at the Ministerial Mansion."

Instead of being delighted, as her husband had hoped, she threw the invitation petulantly upon the table, murmuring:

"What do you want me to do with that?"

"Why, my dear, I thought you would be pleased. You never go out, and this is an occasion! A beautiful one! I had great trouble getting it. Everybody wants them; they are very scarce, and not many go to clerks. You will see the whole official world there."

She looked at him with an irritated eye and declared impatiently:

"What do you want me to put on my back?"

He had not thought of that. He stammered:

"Why, the dress you wear when we go to the theater. It seems very nice to me..."

He stopped, astonished and dismayed, on seeing that his wife was weeping. Two great tears descended slowly from the corners of her eyes towards the corners of her mouth.

"What is the matter? What is the matter?" he faltered.

By a violent effort, she had controlled her vexation and replied in a calm voice, wiping her moist cheeks:

"Nothing. Only I have no dress, and consequently I cannot go to this ball. Give your card to some colleague whose wife is better fitted out than I am."

He was grieved, but answered:

"Let us see, Mathilde. How much would a suitable dress cost, a very simple one?"

She reflected for some seconds, making her calculations and also estimating the amount which she could ask for without bringing forth an immediate refusal and a frightened exclamation from the economical clerk.

Finally she replied, with some hesitation:

"I think that with four hundred francs I could manage it."

He grew a little pale, because he was laying aside just that amount to buy a rifle, so that he might be able to join some hunting parties the next summer, with a few friends who went lark-shooting on the plain of Nanterre.

However, he said:

"Very well. I will give you four hundred francs. But try to have a pretty dress."

The day of the ball approached, and Madame Loisel seemed sad, uneasy, anxious. Her dress was ready, however. Her husband said to her one evening:

"What is the matter? You have been acting strangely for two days."

And she replied:

"It annoys me not to have a single jewel, not a single stone, nothing to put on. I shall look like poverty itself. I would almost rather not go at all."

He resumed:

"You might wear natural flowers. They are very elegant at this season. For ten francs you can get two or three magnificent roses."

She was not convinced.

"No, there is nothing more humiliating than to look poor among rich women."

Then her husband cried:

"How stupid you are! Go find your friend Madame Forestier and ask her to lend you some jewels. You are intimate enough with her for that."

She uttered a cry of joy.

"It is true! I had not thought of that."

The next day she went to her friend and told of her distress.

Madame Forestier went to her mirrored wardrobe, took out a large jewel-case, brought it, opened it, and said to Madame Loisel:

"Choose, my dear."

She saw first some bracelets, then a pearl necklace, then a Venetian cross of gold and jewels of admirable workmanship. She tried on the ornaments before the glass, hesitated, could not decide to take them off or leave them. She kept asking:

"Have you nothing else?"

"Why, yes. Look for yourself. I do not know what will please you."

Suddenly she discovered, in a black satin box, a superb necklace of diamonds. Her heart began to beat with an immoderate desire. Her hands trembled as she took it. She fastened it around her throat, over her high-necked dress, and remained in ecstasy before her reflection.

Then she asked, with hesitation and anguish:

"Can you lend me this, only this?"

"Yes, certainly."

She threw her arms around her friend's neck, embraced her with passion, then fled with her treasure.

The day of the ball arrived. Madame Loisel was a great success. She was the prettiest of all, elegant, graceful, smiling, and full of joy. All the men stared at her, asked her name, tried to be introduced. All the attachés of the Cabinet wanted to waltz with her. The Minister himself noticed her.

She danced with intoxication, with passion, intoxicated by pleasure, thinking of nothing, in the triumph of her beauty, in the glory of her success, in a kind of cloud of happiness made up of all these tributes, of all the admiration, of all these awakened desires, of this victory so complete and so sweet to her heart.

She left the ball about four o'clock in the morning. Her husband had been sleeping since midnight, in a little deserted antechamber, with three other gentlemen whose wives were enjoying themselves.

He threw over her shoulders the wraps he had brought for her, the modest wraps of everyday life, the poverty of which contrasted with the elegance of the ball dress. She wished to flee, so as not to be remarked by the other women who were wrapping themselves in rich furs.

Loisel detained her:

"Wait a bit. You will catch cold outside. I will call a cab."

But she would not listen to him and descended the stairs rapidly. When they were in the street, they could not find a cab; and they began to hunt for one, hailing the coachmen whom they saw passing in the distance.

They walked towards the Seine, despairing, shivering with cold. Finally they found on the quay a carriage of the old kind, which only appears at night, as if it were ashamed of its shabbiness.

They were dropped off at their door, and she mounted the stairs to their apartment. It was all over for her. And he was thinking that he would have to be at the Ministry by ten o'clock.

She removed the wraps from her shoulders before the glass, for a final view of herself in her glory. Suddenly she uttered a cry. The necklace was no longer around her neck!

"What is the matter?" asked her husband, already half undressed.

"I have—I have—lost Madame Forestier's necklace!"

He stood up, bewildered.

"What! How! It is impossible!"

They searched in the folds of her dress, in the folds of her cloak, in her pockets, everywhere. They found nothing.

He asked:

"Are you sure you still had it when you left the ball?"

"Yes, I felt it in the vestibule of the Ministry."

"But if you had lost it in the street, we should have heard it fall. It must be in the cab."

"Yes. It is probable. Did you take the number?"

"No. And you, did you notice it?"

"No."

They looked at each other, utterly cast down. Finally Loisel dressed himself again.

"I am going," he said, "back over the whole route we came on foot, to see if I can find it."

And he went out. She remained in her ball dress, without the strength to go to bed, slumped in a chair, without fire, without a thought.

Her husband returned about seven o'clock. He had found nothing.

He went to the police, to the newspapers to offer a reward, to the cab companies, to everywhere, in short, that a trace of hope led him.

She waited all day, in the same state of distraction before this frightful disaster.

Loisel returned in the evening, his face pale, having discovered nothing.

"You must write to your friend," he said, "that you have broken the clasp of the necklace and that you are having it mended. That will give us time to turn around."

She wrote as he dictated.

At the end of a week, they had lost all hope.

Loisel, who had aged five years, declared:

"We must consider how to replace the jewel."

The next day they took the box which had contained it and went to the jeweler whose name was inside. He consulted his books.

"It was not I, madame, who sold the necklace; I merely furnished the case."

Then they went from jeweler to jeweler, searching for a necklace like the other, consulting their memories, both sick with chagrin and anguish.

They found in a shop at the Palais Royal a string of diamonds which seemed to them exactly like the one they had lost. It was valued at forty thousand francs. They could get it for thirty-six thousand.

So they begged the jeweler not to sell it for three days. And they made a bargain with him, that he would take back the necklace for thirty-four thousand francs if the first one was found before the end of February.

Loisel possessed eighteen thousand francs, which his father had left him. He borrowed the rest. He borrowed a thousand francs from one, five hundred from another, a hundred here, fifty there. He gave notes, made ruinous agreements, dealt with usurers, and all the race of lenders. He compromised all the rest of his existence.

Finally, he went to get the new necklace, laying down upon the jeweler's counter thirty-six thousand francs.

When Madame Loisel took back the necklace to Madame Forestier, the latter said to her in a frigid tone:

"You ought to have returned it sooner, for I might have needed it."

She did not open the case, which her friend had so much feared. If she had detected the substitution, what would she have thought? What would she have said? Would she not have taken her for a thief?

Madame Loisel experienced the horrible life of necessity. It was now necessary to do without the maid, to change their lodgings, to rent some garret under the roof. She learned the heavy work of the household, the odious cares of the kitchen. She washed the dishes, she wore out her pink nails scrubbing the greasy pots and the bottoms of the saucepans. She washed the dirty linen, their shirts, and their dishcloths, which she hung to dry on a line; she took down the refuse to the street each morning and brought up the water, stopping at each landing to catch her breath. And, dressed like a woman of the people, she went to the fruiterer, the grocer, the butcher, her basket on her arm, bargaining, insulted, defending her miserable money sou by sou.

Every month it was necessary to pay some notes, to renew others, to gain time.

At the end of ten years they had paid off everything, everything, with the rates of usury and the accumulations of the compound interest.

Madame Loisel looked old now. She had become the woman of impoverished households—strong and hard and rough. With her hair badly dressed, her skirts askew, her hands red, she spoke in a loud voice, washing the floors with great swishes of water. But sometimes, when her husband was at the office, she would sit down near the window and think of that evening ball, where she had been so beautiful and so much admired.

What would have happened if she had not lost that necklace? Who knows? Who knows? How singular is life, and how full of changes! How small a thing will ruin or save one!

One Sunday, as she was walking in the Champs-Élysées to refresh herself from the labors of the week, she suddenly perceived a woman walking with a child. It was Madame Forestier, still young, still beautiful, still charming.

Madame Loisel felt moved. Should she speak to her? Yes, certainly. And now that she had paid, she would tell her all. Why not?

She went up to her.

"Good day, Jeanne."

The other did not recognize her and was astonished to be addressed so familiarly by this common person. She stammered:

"But—Madame—I do not know—You must have made a mistake—"

"No, I am Mathilde Loisel."

Her friend uttered a cry.

"Oh! my poor Mathilde! How you have changed!"

"Yes, I have had a hard time since I last saw you; and many miseries... and all on account of you!"

"On account of me? How is that?"

"You recall the diamond necklace that you lent me to wear to the Ministerial Ball?"

"Yes. Well?"

"Well, I lost it."

"What are you talking about? You brought it back."

"I brought you back another exactly like it. And for this we have been paying for ten years. You will understand that it was not easy for us, who had nothing. . . . But it is finished and I am immensely proud."

Madame Forestier stopped short.

"You say that you bought a diamond necklace to replace mine?"

"Yes. You did not notice it, then? They were very much alike."

And she smiled with a proud and naive joy.

Madame Forestier, deeply moved, took her hands.

"Oh, my poor Mathilde! But mine was paste. It was worth at most five hundred francs! . . . "

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Activity

Collaborative Mind Map: Character and Consequence in "The Necklace"

Objective: To visually map Mathilde Loisel's key choices and their subsequent consequences, analyzing how these choices demonstrate accountability.

Instructions:

  1. Read the Story: Ensure everyone in your group has read Digital Short Story: 'The Necklace'.

  2. Identify Key Choices: As a group, discuss and identify at least five major choices Mathilde Loisel makes throughout the story. These can be decisions, actions, or even significant inactions.

  3. Map Consequences: For each choice, brainstorm and list the immediate and long-term consequences that resulted from that choice.

  4. Consider Accountability: For each choice-consequence pair, discuss: How does Mathilde demonstrate accountability (or a lack thereof) for her actions?

  5. Organize your Mind Map: Use a digital whiteboard tool (or large paper) to create your mind map. You can structure it like this:

    Mathilde's Choices & Consequences

    Choice 1: (What Mathilde chose/did)

    • Immediate Consequence:


    • Long-Term Consequence:


    • Accountability Reflection: (How does this show accountability or lack thereof?)





    Choice 2: (What Mathilde chose/did)

    • Immediate Consequence:


    • Long-Term Consequence:


    • Accountability Reflection: (How does this show accountability or lack thereof?)





    Choice 3: (What Mathilde chose/did)

    • Immediate Consequence:


    • Long-Term Consequence:


    • Accountability Reflection: (How does this show accountability or lack thereof?)





    Choice 4: (What Mathilde chose/did)

    • Immediate Consequence:


    • Long-Term Consequence:


    • Accountability Reflection: (How does this show accountability or lack thereof?)





    Choice 5: (What Mathilde chose/did)

    • Immediate Consequence:


    • Long-Term Consequence:


    • Accountability Reflection: (How does this show accountability or lack thereof?)





Be prepared to share your group's mind map and reflections with the class!

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Choices We Make: Consequence • Lenny Learning