Lesson: Short Story Lesson 5: Irony and "The Necklace"

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Lesson Objective

Students will be able to... 1.discriminate between the 3 types of irony: verbal, situational and dramatic 2. identify the type of irony used in the story 3. analyze characters and critique their motivations.

Lesson Plan

Short Story Unit: Lesson 5 [approximately 75 minute period]


Context:  This lesson falls near the middle of a unit on short stories, where students will be able to identify elements of literature in various stories, analyze characters, find theme(s), and make comparisons.  Assessments include regular checks for understanding during class and as exit tickets, weekly quizzes on terms and vocabulary, HW assignments and comprehension questions, and a final comparative essay.


Warm-up:  [15 minutes]

  1. Hand out 3 types of irony sheet and read it as a class or on their own (attached 1)
  2. Field any questions
  3. In pairs or table groups (4 students) come up with their own examples and fill in chart
  4. Share out student examples and discuss


Check for understanding: [10-15 minutes]

  1. Provide new set of examples and project (Sample attached 2) Options for Check include:
    • Give each table group 3 index cards labeled with ‘Dramatic’, ‘Verbal’, ‘Situational’ that they have to hold up to show the correct answer.  This can be run as a competition between table groups for the fastest and most accurate responses.
    • Call on students at random to respond and explain their answer.
    • Call on students who have hands raised, ask classmates or another student who does not have hand raised if they agree/disagree and why.
    • Teacher may come up with more examples on the spot as needed to make sure all students are getting it.


Application of Knowledge: [35 minutes]

  1. Hand out copy of Guy de Maupassant’s short story “The Necklace” (attached 3)
  2. Handout vocabulary sheet and review words (attached 4)

  3. Read story as a whole class (student readers), pausing as needed to check for understanding or to answer questions, define words not on the vocabulary list
  4. When finished with story, hand out exit ticket and HW question sheet (attached 5)


Exit Ticket/HW starting: [10 minutes]

  • The exit ticket should be handed out about 10 minutes before the end of the class period and collected within 5 minutes so that the teacher can go over the answers quickly and check in with any students who might be confused.   While teacher checks tickets, students may begin working on their HW assignment. 

  • Exit tickets may be pre-made or teacher may give kids scratch paper upon which they can write their name and answers to the exit question. 

  • Ticket must be handed in before students can begin HW questions.


Question:   Identify which type of irony is presented in “The Necklace” and explain your answer.


1. What went well?

2. What would you change?

3. What needs explanation?


·       Students enjoy the lesson on irony because it involves twists, surprises, and the unexpected.

·       Encouraging students to point out ironic situations and verbal irony whenever they encountered it—it reinforced the idea and kids felt smart for recognizing it in their daily lives

·       The reading of “The Necklace” because it shows a perfect illustration of irony and the kids get it

·      Checking the exit ticket before the students leave to catch any kids who still don’t get it before they go to attempt the HW



·      Not sure!


·       Reinforcement of the difference between Situational and Dramatic for some students

·       Some of the HW questions are difficult and will need to be addressed the following class period.




Lesson Resources

3 types of irony   Starter / Do Now
additional Irony scenarios   Assessment
The Necklace Text   Texts
Vocab for The Necklace   Vocabulary
irony   Homework


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