Hook, Housekeeping & Homework Monday Have out your novel (fictional text) to read Quietly read for approx. 10 minutes Remember… no electronics out/on during reading time you are receiving credit for being on time, ready to read with your choice, independent reading novel, and actively reading during the given time. If you do not have your book with you, must read something else. If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Homework: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

Past, Present, Future Monday SS #2 – “The Story of an Hour” Period 3: Federal Impact Survey due Wednesday the 12 th ! Feminist Theory Read and Translate – assumptions & approaches Apply Feminist Theory to “The Story of an Hour” SCR

Short Stories Through a Critical Lens Monday 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to define, in your own words, the assumptions that are held by feminist critics and what the feminist approach to literature attempts to show. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ? How does one’s perspective influence the reading of a text? How is literature a voice of social commentary?

Activity: Pre-Reading You Do Monday Reading Difficult Texts Imagine… Your coach has given you the new play book and gone over the new plays several times. You’ve looked at the play book and heard the coach discuss the plays, but you just can’t seem to get them right. Your boss tells you to assemble something at work; she gives you a manual on how to do it, but the manual makes no sense to you. You receive a notice for an update on your computer; you’re trying to get it up and running, but the screen prompts do not make any sense to you. You have printed off a college application. You read the directions, but you are not sure how to fill it out. Your English teacher gives you the short story “Young Goodman Brown” to read. You’re told to figure out plot and characters, but you just can’t figure out what’s going on.

Activity: Pre-Reading You Do – We Do Monday How do you feel when you don’t understand something? What do you think? Why do you think you react this way? What do you do when you are confused? What do you do when you don’t understand what something means or what someone is trying to tell you? What are positive, beneficial actions we can take when we are confused? Now, let’s apply this to reading…

Instruction: Obtain Strategies for Reading Difficult Text Preview/scan the text – How is it organized? Are there summaries or questions embedded in the text (maybe at the beginning or the end)? Know your destination - What’s your purpose for reading this text? Read first for what you do understand – After a section, stop, look away - What can you piece together while you read? What can you explain about what you have read? Take notes as you read Unknown words - What words do you need to look up and define? Re-read the sentences or definitions inserting the definitions in where you are struggling. Mark what you don’t understand - What questions do you have while you read? Finally, DONT PANIC! You can always re-read it later with a clear head or ask a peer or teacher for assistance

Instruction: Obtain Prior to this, you read a short story looking for archetypes Now, you are going to consider how a feminist critic (a person interested in the rights/equalities and interests of women) would read a short story First, we need to understand what assumptions (beliefs) feminists might make about our world in general and what approach they might take when they read a story or other writing

Activity: Develop & ApplyI Do – We Do Purpose: to define, in our own words, the assumptions that are held by feminist critics and what the feminist approach to literature attempts to show. Tasks: 1.Preview/Scan the Text 2.Read aloud the first section of “Literary Perspectives Tool Kit: The Feminist Perspective” 3.Apply Strategies for Reading Difficult Text Remember your destination – See purpose for reading (above) Read first for what you do understand – What you understand already? Take notes as you re-read Mark what you don’t understand - What questions do you have while you read? Unknown words - What words do you need to look up and define? Re-read the sentences or definitions inserting the definitions in where you are struggling. Finally, DONT PANIC! You can get help from your peers or teacher 4.In your comp notebook, create a re-worded, simpler version of your assigned section with your peer; write it in a way that a 9 th grade student might be able to understand Outcome: re-write your assigned section on the poster paper

Activity: Develop & ApplyI Do Purpose: to define, in our own words, the assumptions that are held by feminist critics and what the feminist approach to literature attempts to show. There are several assumptions and concepts held in common by most feminist critics. 1. Our civilization is pervasively patriarchal. Rewrite: Most feminist critics ( people interested in judging how the rights, equalities, and interests of women are shown) hold several beliefs and ideas in common. 1. Our society is predominately run and organized by males

Activity: Develop & ApplyI Do Purpose: to define, in our own words, the assumptions that are held by feminist critics and what the feminist approach to literature attempts to show. Specifically the feminist view attempts, (l) to show that writers of traditional literature have ignored women and have also transmitted misguided and prejudiced views of them. Rewrite: Feminist critics attempt to show that the authors of long- established, classic written works have not only ignored women in their writing but also passed on incorrect and discriminatory views of them. (2) (3) (4)

Re-write your assigned section on the poster paper There are several assumptions and concepts held in common by most feminist critics. 1. Our civilization is pervasively patriarchal. 2. The concepts of “gender” are largely, if not entirely, cultural constructs, effected by the omnipresent patriarchal biases of our civilization. 3. This patriarchal ideology also pervades those writings which have been considered great literature. Such works lack autonomous female role models, are implicitly addressed to male readers, and leave the woman reader an alien outsider or else solicit her to identify against herself by assuming male values and ways of perceiving, feeling and acting. Specifically, the feminist view attempts… (l) to show that writers of traditional literature have ignored women and have also transmitted misguided and prejudiced views of them. (2) to stimulate the creation of a critical milieu that reflects a balanced view of the nature and value of women. (3) to recover the works of women writers of past times and to encourage the publication of present women writers so that the literary canon may be expanded to recognize women as thinkers and artists. (4) to urge transformations in the language to eliminate inequities and inequalities that result from linguistic distortions. In form, the feminist perspective seeks to evaluate various literary works from the standpoint of the presentation of women.

Short Stories Through a Critical Lens Monday 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to define, in your own words, the assumptions that are held by feminist critics and what the feminist approach to literature attempts to show. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ? How does one’s perspective influence the reading of a text? How is literature a voice of social commentary?

Hook, Housekeeping & Homework Tuesday Assembly Schedule Have out your novel (fictional text) to read Quietly read for approx. 10 minutes Remember… no electronics out/on during reading time you are receiving credit for being on time, ready to read with your choice, independent reading novel, and actively reading during the given time. If you do not have your book with you, must read something else. If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Homework: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

Past, Present, Future Tuesday Period 3: Federal Impact Survey due Wednesday the 12 th ! Feminist Theory Read and Translate – assumptions & approaches Feminist Theory Apply Feminist Theory to “The Story of an Hour” SCR

Short Stories Through a Critical Lens Tuesday 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to define, in your own words, the assumptions that are held by feminist critics and what the feminist approach to literature attempts to show. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ? How does one’s perspective influence the reading of a text? How is literature a voice of social commentary?

How did we do? Most feminist critics (people interested in judging how the rights, equalities, and interests of women are shown) hold several beliefs and ideas in common. 1. Our society is predominately run and organized by males. 2. The ideas of what is considered masculine or feminine, or what is associated with different sexes, are mostly, if not totally, created by the beliefs and customs of our society, and influenced by an ever-present, male dominated society. 3. This male dominated belief system is spread throughout what is considered great writing. These writings, not having independent females role models, are absolutely speaking to male readers, and leave the woman reader to feel like an outsider, or they ask the woman to go against her identity by taking on male values, feelings, and actions.

How did we do? Specifically, the feminist view attempts… ( l) Feminist critics attempt to show that the authors of long- established, classic written works have not only ignored women in their writing but also passed on incorrect and discriminatory views of them. (2) To encourage the creation of an environment that shows a balanced view of the features and worth of women. (3) To bring back writing of women from the past and to give support to the publication of current women writers so that the list of works that are considered important may be widened to include women thinkers and artists. (4) To encourage changes in the language we use to get rid of the unfair and unequal that come from misleading and false word choices. The feminist view looks to judge various writing based on how it presents women.

Knowing this, let’s re-examine “The Story of an Hour” How important are the female characters? How much or how little individuality do they express? How are male and female roles defined? How do characters embody these traits? What constitutes masculinity and femininity? Do characters take on traits from opposite genders? How so? How does this change others’ reactions to them? How is the relationship between men and women portrayed? In their (women’s) relationships with men, how are they treated? Are they given equal status? Ignored? Patronized? Demeaned? Placed on a pedestal? How much interest do the male characters exhibit about women’s concerns? What are the power relationships between men and women (or characters assuming male/female roles)? What does the work reveal about the operations (economically, politically, socially, or psychologically) of patriarchy? What does the work imply about the possibilities of sisterhood as a mode of resisting patriarchy? Are they (the women characters) credited (by the author) with their own existence and their own character? (consider “Young Goodman Brown”)

How might a feminist critic view these quotes from the story? 1.“she did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance.” 2. “she wept at once, with sudden, wild abandonment” 3.“her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will.” 4.“And yet she had loved him—sometimes.” 5.“as powerless as her two white slender hands would have been. When she abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under her breath: “free, free, free!” 6.“There would be no one to live for during those coming years; she would live for herself. There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature.” 7.“carried herself unwittingly like a goddess of Victory.” 8.“When the doctors came they said she had died of heart disease—of the joy that kills” Look at some of the descriptions of setting (time, place). Based on your work with archetypal symbols, how might some of these descriptions support a feminist analysis? e.g. “the trees that were all aquiver with the new spring life”

Hook, Housekeeping & Homework Wednesday PERIOD 3 FEDERAL IMPACT FORMS = EXTRA CREDIT TODAY! Have out your novel (fictional text) to read Quietly read for approx. 10 minutes Remember… no electronics out/on during reading time you are receiving credit for being on time, ready to read with your choice, independent reading novel, and actively reading during the given time. If you do not have your book with you, must read something else. If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Homework: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

Past, Present, Future Wednesday Feminist Theory Apply Feminist Theory to “The Story of an Hour” SCR SS #3 and new lens!

Short Stories Through a Critical Lens Wednesday 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to demonstrate your understanding of a feminist approach to literature. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ? How does one’s perspective influence the reading of a text? How is literature a voice of social commentary?

Review & Returns Wednesday Outcome: Write a short constructed response that… identifies one movie title and general topic/subject of the movie. gives two examples from the movie. explains how each example fits a particular archetypal situation, character, setting, or symbol* * look at the explanation/definition of the archetype and incorporate the definitions of the archetypes into your analysis The movie Shrek is an animated movie about a green ogre, by the name of Shrek, whose wood-land home becomes a refugee camp of displaced fairy-tale beings and is a prime example of a quest journey. During a quest, the hero is looking for something or someone that, when brought back, will restore order or well-being. In order to regain his swamp, Shrek travels along with an annoying donkey in order to bring Princess Fiona to a scheming lord, who wishes himself King. This task will restore his life, his wood-land home, to its previous tranquility. Another archetype found in Shrek is symbolic color. For example, Fiona is often shown wearing green and sometimes blue. The color green typically symbolizes “fertility, renewal and wealth” and blue is “nobility” and/or “tranquility.” These archetypes represent Fiona as a princess but also as a source that can restore order (renewal) to Shrek and the fairy-beings.

Knowing this, let’s re-examine “The Story of an Hour” How important are the female characters? How much or how little individuality do they express? How are male and female roles defined? How do characters embody these traits? What constitutes masculinity and femininity? Do characters take on traits from opposite genders? How so? How does this change others’ reactions to them? How is the relationship between men and women portrayed? In their (women’s) relationships with men, how are they treated? Are they given equal status? Ignored? Patronized? Demeaned? Placed on a pedestal? How much interest do the male characters exhibit about women’s concerns? What are the power relationships between men and women (or characters assuming male/female roles)? What does the work reveal about the operations (economically, politically, socially, or psychologically) of patriarchy? What does the work imply about the possibilities of sisterhood as a mode of resisting patriarchy? Are they (the women characters) credited (by the author) with their own existence and their own character? (consider “Young Goodman Brown”)

Instruction: Obtain You Do Wednesday Write a short constructed response (8-12 sentences, words) that analyzes “The Story of an Hour” through a feminist lens. Use the Essential Questions to guide your thinking (see previous slides) You may also want to consider: How is this a piece of feminist literature? How does this work represent a story told through a feminist lens? Grading Guidelines Content/Analysis 8-12 sentences, words Includes two specific examples from the text (at least one direct quotation) Clear and correct connections to a feminist approach to literature Well-organized (topic sentence, examples, explanations and concluding sentence) Correct spelling, grammar and punctuation Turn this in! If you finish before others, turn it in and read quietly from your choice novel.

Instruction: Obtain I Do Wednesday An Example of a Feminist Approach The role of female characters in Nathaniel Hawthorne’s “Young Goodman Brown” may be seen both as symbols of wholeness and goodness and of temptation and deceit. Of the two main female characters, Faith and Good Cloyse, Faith at first appears on the peripheral, and indeed is a one-dimensional character. Her allegorical name and symbolic, somewhat stereotypical, pink ribbons represent the passive, innocent and feminine aspect of “woman.” In the traditional “patriarchal role of wife-as-adjunct” and male as protector, Faith asks Brown to put off his journey as “a lone woman is troubled with such dreams and thoughts that she’s afeard of herself sometimes,” but Young Goodman Brown rejects this feminine need, in favor of journeying into the forest to meet the Devil, a character carrying a snake-like staff and appearing at times as Brown’s own father figure. During the ritual in the forest, Faith appears again, but here she is now a potential convert herself. “Whether Faith obeyed” her husband’s commands to look up to heaven, the reader, just like Brown, will never know since Hawthorne does not share any of Faith’s thoughts or feelings on the matter. She remains a silent figure, and seemingly as guilty as Eve “making” Adam eat the apple, Brown rejects her, both as an innocent and temptress, in the end.

Activity: Obtain We Do Wednesday Analyze “The Story of an Hour” Through a Feminist Lens As a group, discuss how you could develop a short constructed response around one of the questions below. How important are the female characters? How much or how little individuality do they express? How are male and female roles defined? How do characters embody these traits? What constitutes masculinity and femininity? Do characters take on traits from opposite genders? How so? How does this change others’ reactions to them? How is the relationship between men and women portrayed? In their (women’s) relationships with men, how are they treated? Are they given equal status? Ignored? Patronized? Demeaned? Placed on a pedestal? How much interest do the male characters exhibit about women’s concerns? What are the power relationships between men and women (or characters assuming male/female roles)? What does the work reveal about the operations (economically, politically, socially, or psychologically) of patriarchy? What does the work imply about the possibilities of sisterhood as a mode of resisting patriarchy? Are they (the women characters) credited (by the author) with their own existence and their own character?

How might a feminist critic view these quotes from the story? 1.“she did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance.” 2. “she wept at once, with sudden, wild abandonment” 3.“her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will.” 4.“And yet she had loved him—sometimes.” 5.“as powerless as her two white slender hands would have been. When she abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under her breath: “free, free, free!” 6.“There would be no one to live for during those coming years; she would live for herself. There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature.” 7.“carried herself unwittingly like a goddess of Victory.” 8.“When the doctors came they said she had died of heart disease—of the joy that kills” Look at some of the descriptions of setting (time, place). Based on your work with archetypal symbols, how might some of these descriptions support a feminist analysis? e.g. “the trees that were all aquiver with the new spring life”

Short Stories Through a Critical Lens Wednesday 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to demonstrate your understanding of a feminist approach to literature. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ? How does one’s perspective influence the reading of a text? How is literature a voice of social commentary?

Thursday – Late Start Schedule Have out your note on Feminist Approach and you notes on “The Story of an Hour” 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 3. Writing and Composition 2. Ideas, evidence, structure, and style create academic texts for particular audiences and specific purposes Objective: you will be able to demonstrate your understanding of a feminist approach to literature.

Activity: Apply You Do Thursday Write a short constructed response (8-12 sentences, words) that analyzes “The Story of an Hour” through a feminist lens. You may also want to consider: How is this a piece of feminist literature? What does Chopin’s story show us about gender and gender relationships? How does this work represent a story told through a feminist lens? Grading Guidelines 8-12 sentences, words Includes two specific examples from the text (at least one direct quotation) Clear and correct connections to a feminist approach to literature Well-organized (topic sentence, examples, explanations and concluding sentence) Correct spelling, grammar and punctuation Turn this in!

Instruction: Obtain I Do Thursday An Example of a Feminist Approach The role of female characters in Nathaniel Hawthorne’s “Young Goodman Brown” may be seen both as symbols of wholeness and goodness and of temptation and deceit. Of the two main female characters, Faith and Good Cloyse, Faith at first appears on the peripheral, and indeed is a one-dimensional character. Her allegorical name and symbolic, somewhat stereotypical, pink ribbons represent the passive, innocent and feminine aspect of “woman.” In the traditional “patriarchal role of wife-as-adjunct” and male as protector, Faith asks Brown to put off his journey as “a lone woman is troubled with such dreams and thoughts that she’s afeard of herself sometimes,” but Young Goodman Brown rejects this feminine need, in favor of journeying into the forest to meet the Devil, a character carrying a snake-like staff and appearing at times as Brown’s own father figure. During the ritual in the forest, Faith appears again, but here she is now a potential convert herself. “Whether Faith obeyed” her husband’s commands to look up to heaven, the reader, just like Brown, will never know since Hawthorne does not share any of Faith’s thoughts or feelings on the matter. She remains a silent figure, and seemingly as guilty as Eve “making” Adam eat the apple, Brown rejects her, both as an innocent and temptress, in the end.

Hook, Housekeeping & Homework Friday Have out your novel (fictional text) to read Quietly read for approx. 5 minutes Remember… no electronics out/on during reading time you are receiving credit for being on time, ready to read with your choice, independent reading novel, and actively reading during the given time. If you do not have your book with you, must read something else. If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Homework: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

Past, Present, Future Friday SS #2 – “The Story of an Hour” – Apply Feminist Theory – SCR 20 points Period 3: Federal Impact Survey?! Introduction to Marxist Theory SS#3 – “The Necklace”

Short Stories Through a Critical Lens Friday 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to identify the general background and basic components and questions for a Marxist (social class) approach to literature. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ? How does one’s perspective influence the reading of a text? How is literature a voice of social commentary?

Activity You Do Friday Purpose: to reflect on your own perspectives in order to focus your thoughts for the next literary lens Task: Open your comp notebook and write for 5 minutes about the following: Do you work? How do you feel about work? What type of work do you like to do? Would you like to do? How do you feel about money? How would you describe your economic status: pay-check-to paycheck, poor, getting by, middle class, just enough, not to worry, wealthy, privileged, or how? When you think of work and money, how do you see yourself in the future?

Activities: Develop We Do Friday Purpose: to identify the components of another critical lens = Marxist perspective Tasks: View the PPT on and read the handout Marxist Theory Fill out the corresponding question sheet Read “Girl” & Model Essay (Marxist Theory) Outcome: How did this writer apply Marxist Theory to “Girl”

Short Stories Through a Critical Lens Friday 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to identify the general background and basic components and questions for a Marxist (social class) approach to literature. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ? How does one’s perspective influence the reading of a text? How is literature a voice of social commentary?

Academic Standards 1. Oral Expression and Listening 1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness 2. Effective collaborative groups accomplish goals 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose 2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes 3. Standard English conventions effectively communicate to targeted audiences and purposes 4. Research and Reasoning 1. Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes 2. Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment

If Time Allows… Activities: DevelopWe Do Watch SyncTV Focus From 1:10-1:30 the students discuss their various interpretation of the story's final line: "When the doctors came they said she had died of heart disease-of the joy that kills." What is your opinion? Focus In the portion of the episode from 1:35-2:30, the SyncTV students discuss the point of view employed in this story, and how it changes over the course of the narrative. What is the story's point of view? How does Chopin construct meaning with the story's shifting point of view? Focus The SyncTV students' interpretations of the story are divided into two distinct camps: at 0:10-0:50 we are introduced to both sides of the argument. Consider both viewpoints and think about your own personal responses to Chopin's ambiguous narrative. Discuss What new thoughts do you have after hearing the students' discussion?

If Time Allows… Activities: Develop - We Do Discuss - Small groups (3-4 students) - Discuss some of the following questions: 1."The Story of an Hour" is ambiguous: Is it, as the girls attest, a proto- feminist text about a woman yearning for freedom, or is it, as Troy argues, the chronicle of an emotionally disturbed female protagonist? Does Chopin leave her intentions uncertain? What does this ambiguity add to the story? 2.The story is narrated from a close-third-person perspective, but that close- third-person shifts in focus among the story's characters. What is close- third-person perspective? How does it shift? How does Chopin use this formal shift to create meaning? 3.What does the room symbolize? The view out the window? How does Chopin use external setting as a metaphor for Louise Mallard's inner state? 4.Is Louise Mallard a protagonist? Is she sympathetic, or is she cold? What constitutes a protagonist in a story? Must all protagonists be of heroic moral fiber, or are they allowed to have thoughts and desires that are objectionable or uncouth? Do these thoughts make her an antagonist? 5.What do you make of the story's final line? Is Chopin being ironic, or insincere? What is her tone in this final piece of narration? 6.Is Chopin's story about the individual, or society? Is this simply a story of an hour, or are her characters vessels for larger social issues and concerns? What might these issues and concerns be?

If Time Allows… Activities: DevelopWe Do Write Think about the SyncTV students' overarching argument in the episode. In a persuasive essay response, argue whether this is a story about a cold, emotionally disturbed woman, or a paean to the secret, repressed desires of women for individuality and freedom. Provide at least two supporting examples, using quotes and passages from the text. Think & Respond Read the "Think" questions, watch the corresponding video clips, and respond to the questions nk

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