Name: Madison Hodges

Period: 3
Date: 9/15

Group SEAO: “The Necklace”

Story Elements Analysis Outline

Need help w/terms? Click on pics. Sample SEAO expectations ​HERE

Title
Guy de Maupassant. “The Necklace”.​ ​The Language ​ of Literature. Ed.
MLA Applebee, Arthur, et al. Evanston, Il.: McDougal Littell, 2002. 8-9. Print.
Citation

The meaning of the title is literally about the necklace that is present
Meaning of throughout the story, but metaphorically​ ​ he Necklace stands for the
T
luxury and beauty Madame Loisel desires but cannot ever seem to
Title accomplish.
(Literal &
symbolic
meanings)

Analyze and trace an author's development of time and sequence

Purpose
Restate/sum up
ELA standard(s)

POV

The narrator is in a third person limited perspective focused on Madame

Narrator Loisel. The narration is in third person because “I” or “Me” was never used,
but it is still focused on Madame Loisel.
Who? How do
you know?
 1

The narrator is reliable, because it is coming from a third person

Reliability perspective.

How do you
know?

Setting

A small town in France

Where

1880’s-1890’s
When
Infer as
accurately as
possible

10 years
Duration
How long for
action to
happen?
 2

Characters
Madame Loisel
Protagonist ● Flat, static
● Upper/middle class woman
Name ● Lives in france
static/dynamic? ● Lives for luxury
round/flat?
3+ details about
char. (not plot)

Madame Loisel’s greed

Antagonist ● Flat, static
● Her greed progressively gets worse over time
Name ● Very controlling of Madame Loisel’s life
static/dynamic? ● It doesn’t go away
round/flat?
3+ details about
char. (not plot)

Madame Loisel’s husband

Main or ● He saving up to get a gun
● He loves Madame Loisel unconditionally
Supporting ● He works for the Ministry of Education
Names Madame Forestier
3+ details about ● Generous
ea. (not plot) ● She owns a wide variety of jewels
Function ● She’s wealthy

All of the people at the ball and the jeweler.

Minor
Names
Brief “who are
they”
Function

Conflict
 3

Madame Loisel is struggles with the internal desire for living a life of
Internal ultimate luxury.

Losing the necklace and having to work to pay her debt.

External

Main Madame Loisel desires lifelong luxury and when she loses the necklace,
she is forced to work and pay her debts, living how she once dreaded.

Plot
Her complaining about living a life in middle class.
Exposition
Status quo before
conflict

Madame Loisel getting the ball invitation, buying the dress, borrowing the
Rising necklace, going to the ball, and losing the necklace.

Action
“‘Oh, my poor Mathilde! But mine was imitation. It was worth at the very most five
hundred francs!’”
Climax
A MOMENT
when conflict is
definitively
resolved

The story ends right after the climax

Denoument/
Catharsis/
Falling
Action
 4

Theme
The topic is about greed
Topic
Not same as
plot

Greed isn’t worth the hostility in your life.

Theme
Lesson we
learn about the
topic

Judging by Madame Loisel’s life, she spends far too many years making up
How do for the greed she lived with in the past.

you know?

1. The necklace is a symbol of taunting luxury

Symbols 2. The party is a symbol of the extravagance
3. Madame forestier is a symbol of everything Madame Loisels wants
5+ to be.
Symbol =???? 4. The invitation to the ball is a symbol of acceptance
5. The gun is a symbol of dedication
*SEAO developed in collaboration btwn John Garner & Pam Bradley

Self assess: Fill out the chart prior to submitting your work for feedback.

Comments: Student Concerns Criteria Advanced Comments: Teacher

(Evidence criteria/standards (Improve or (Proficient) Exceeded
met) Remediate) CCSS standard & Standard
1-2 Description of mastery 3-4

CCSS ELA R1
Reads text with
understanding,
makes inferences
and cites ​evidence
to support
analysis​.
(read/understood story,
explain meaning,
ID/explain elements, follow
SEAO directitons)

CCSS ELA R2
 5

Analyze & determine

topic​ and how ​theme
grows from topic,

CCSS ELA R5
Able to break Plot
into structural
parts rather than
merely summarizing
story events.

CCSS ELA L5
Demonstrate
understanding of figurative
language, word
relationships, and nuances
in word meanings.
Recognize, analyze,
interpret, and
identify symbols.

A student who earns a 4 “goes beyond what was taught.” A student who earns a 3 demonstrates a strong knowledge
of what is explicitly taught. A student who earns a 2 shows a grasp of the simpler concepts and may have errors or
omissions when it comes to the more complex concepts taught. A student who earns a 1 only demonstrates a partial
understanding of simpler concepts taught (Marzano 2006).