“The Necklace” and “Cinderella” A Technology Rich Approach

General Goal(s): 1.03,5.02,5.03,1.03
 Specific Objectives: The student will demonstrate the ability to read, listen, and view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus, by selecting, monitoring, and modifying as necessary reading strategies appropriate to reader’s purpose, identifying and analyzing text components, and evaluating their impact on the text.
 The student will demonstrate ability to draw conclusions based on text, identifying and analyzing personal, social, historical, or cultural influences, contexts, or biases, making connections between works, self and related topics, analyzing and evaluating the effects of authors craft and style, analyzing and evaluating the connections or relationships between ideas.
Required Materials:
 copy of the text “Cinderella”
 Copy of the text “ The Necklace” by Guy De Maupassant
 Document Camera
 Classroom computers and Laptop
 LCD Projector
 Interwrite pad
Essential Question: (For the Short Story Unit) Why study the short story?

Step-By-Step Procedures:
o Read “The Necklace” and discuss major parts of the plot and character development
o Break students into groups of four. Students should select a group leader and a group recorder and begin to create a double bubble map comparing and contrasting Mme: Loisel of “The Necklace” with Cinderella. Students may use the computer to create the thinking map with Inspiration software and email a copy to the teacher.
o Students should present thinking maps to the class using the laptop and the LCD projector. They may direct the class using the interwrite pad to “digitally highlight” each item they are talking about. Students may also create a thinking map on paper and present it to the class using the document camera and the LCD projector.
o Students break back into groups and add any new information learned during the presentation. As a group they should select three main points of comparison or contrast. The group leader should assign one topic to each group member and the introduction and conclusion to one group member.
o Homework assignment: create one paragraph of a five paragraph essay for your group. Your paragraph should focus on a pre-selected comparison or contrast and should give evidence from the literary work. A web search about Cinderella will help provide evidence to compare and contrast.
o During the next class students re-combine, type essays, and present essays to the class using the laptop and the LCD projector.