ALEX Lesson Plan


Is this FAKE?

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  This lesson provided by:  
Author:Samantha Bonner
Organization:Alabama Department of Youth Services
  General Lesson Information  
Lesson Plan ID: 33106


Is this FAKE?


Students will take a trip back in time and look at the lifestyles and classes of people in the late 1800s. Using a WebQuest, text, and graphic organizers, students will learn about the class systems in the 1800s and how the use of symbolism increased the point of interest within the story.

This is a College- and Career-Ready Standards showcase lesson plan.

 Associated Standards and Objectives 
Content Standard(s):
ELA2015 (7)
3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [RL.7.3]
ELA2015 (8)
2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. [RL.8.2]
ELA2015 (9)
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]
ELA2015 (9)
5. Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. [RL.9-10.5]
ELA2015 (10)
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]
ELA2015 (10)
23. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.9-10.3]
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events. [W.9-10.3a]
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. [W.9-10.3b]
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. [W.9-10.3c]
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [W.9-10.3d]
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [W.9-10.3e]

Local/National Standards:


Primary Learning Objective(s):

Following instruction the learner will be able to:

  • Identify each component of the plot mountain
  • Describe the social/class system in Paris, France during the late 1800s
  • Distinguish between the protagonist and antagonist of the story

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

1. Paper

2. Copies of the following:

a. Plot Mountain graphic organizer

b. "The Necklace" by Guy de Maupassnt

Technology Resources Needed:

Computer with Internet Access


Students should have prior knowledge of the elements of plot. Understanding these terms will aid in the understanding of the text. Also, students should be familiar with the literary terms protagonist and antagonist.



1. As students enter the class they will be guided to complete the bellringer on the board. The bellringer states, "Have you ever lost something of value that belonged to someone else? If so, how did you react? How did you repay them for the lost item?"

2. After approximately five minutes, allow the students to share their bellringer answers.

3. Students will be guided to the computers to complete a WebQuest that discusses life in Paris, France during the late 1800s. (See attached link:

4. As students view the WebQuest, they will take notes on the differences in cultures of the past and present. Once the class is brought back for discussion, we will share those key differences.

5. In a brief mini-lesson, the teacher will review the elements of plot. Students will use the Plot Mountain handout (see attached link) and take notes as the teacher reviews each element.

6. As a pre-reading activity, the teacher will ask the students, "Does socio-economic status matter? Why or Why not?" After a few minutes, students and teacher will discuss their answer.

7. As an exit slip, students are to copy the vocabulary words from the board or whiteboard. These words relate to the story and will be used as their entrance slip the following day. Words can be found on the following website:


1. As students enter class, their vocabulary should be on their desks as they complete their daily bellringer. The bellringer poses the following question, "Can you tell when something is real or fake? How so?"

2. After approximately five minutes, students will share their responses.

3. The teacher will distribute copies of the story, "The Necklace" to the students within the class. (See attached:

4. Initially, the story will be read aloud in class. As the story is read, various details will be discussed. Items such as:

a. How did the perception of class affect the main character and her family?

b. How did the main character ruin her own life?

5. As a during-reading activity, students will be provided a handout with questions that relate to the story. (See attached: 

6. Once the story has been read orally as a group, students will use their plot mountain graphic organizer. The organizer will be used to list the plot development of the story.

7. For time purposes, this will be used as the students' exit/entrance slip.


1. Students will submit their entrance slip.

2. Students will complete their bellringer, which will be a short quiz on "The Necklace" (Sample questions are provided on the following link:

3. As a culminating activity, students will be divided into three groups. Each group will represent one of the main characters. The groups will have to develop an argument supporting their actions in the story. Also, each group will develop their own questions to pose to the other groups. Using a rubric, students will know how they will be graded during the debate. (See attached link for debate rubric:

4. As an exit activity which will extend to homework, students will pick a character and write one-two paragraphs explaining why their character is either a protagonist or an antagonist.


1. As students enter into class they will submit their homework. Once they are situated, the bellringer for the day will ask, "Can you tell real jewelry from fake jewelry? If yes, how? If no, how does that limit you from buying jewelry?"

2. Final Project: Students will use recycled products from around the house (i.e. plastic bottles, newspaper) to make a piece of jewelry. Jewelry will be showcased within the classroom. They will research the prices of similar items and give their piece of jewelry a price for resale.  

2. Final activity, will be a review of the story and its elements. Quiz should take place within the next two days. See attached link for sample test questions:


Assessment Strategies

  • Formal Assessments
  • Summative Assessment

Links for tests and rubrics attached to lesson.


For the more advanced students, they may complete a research paper on the history of France during the 1880s.


If an audio is not available, teacher should record the story and allow the student to listen and read along.

Extended time should be given for assignment submission.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.